Focus On Learning Accreditation Report

2005-2006

Moanalua High School 2825 Ala Ilima Street

Honolulu, Hawaii 96818 www.mohs.k12.hi.us

Western Association of Schools and Colleges Central Oahu District Office State of Hawaii Department of Education February 2006

Table of Contents

Message from the Principal ii Focus Groups / Professional Development Inquiry Groups iii Activity / Meeting Log v Chapter I. Student/Community Profile 1 Chapter II. Student/Community Profile Summary 47 Chapter III. Progress Report 57 Chapter IV. Self-Study Findings 77

A. Organization: Vision and Mission 79 School Culture Governance Leadership and Staff Resources

B. Standards-Based Learning: Curriculum 87 C. Standards-Based Learning: Instruction 99

D. Standards-Based Learning: Assessment and 103 Accountability

E. Quality Student Support 109

Chapter V. School Strategic Plan and Annual Academic and 120 Financial Plan Chapter VI. Appendix Map of School Bell Schedule Yearly Calendar Master Schedule NCLB Report School Status and Improvement Report Trend Report School Quality Survey CAP Survey Student Exit Plans Survey

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Message from the Principal The time period from 2000-2006 has been one of the most dynamic for schools and public education in particular. During this short time period, Moanalua High School has taken on the challenge of adapting from the School Improvement Process(2000) to the Standards Implementation Design(2001) and then to the School Strategic Plan(2005) including the annual Academic and Financial Plan. Throughout, the school community has maintained a focus on high expectations and a student-centered approach to learning. The school continues to strive for our vision to be a “professional learning community” where,

“in the spirit of the Menehune, everyone works in partnership to strive for excellence.”

The evolution of our professional learning community into professional development inquiry groups based on teacher needs helped to create new “focus groups” for accreditation. As a learning community, we have held on to the goal of developing a school-wide plan that addresses our critical needs and engages teachers by incorporating their personal learning plans and inquiry group plans into the larger school-wide plan. A sincere “mahalo” (thank you) to the dedication and commitment of our teachers, students, parents, staff members, community members, and administrators. Your patience and efforts during this accreditation process reflect the love and aloha you have for our school and our students. A special thank you to Dr. Marilyn George and Complex Area Superintendent Mrs. Betty Mow for their flexibility in allowing our school to use the “new” Focus On Learning criteria and process to analyze our school and develop a meaningful plan for the future of our students. We welcome and extend a warm “aloha” to the 2006 WASC Visitation Committee. We look forward to sharing and learning together about the essence of Moanalua High School. Sincerely, Darrel Galera Darrel Galera Principal

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Focus Groups / Professional Development Inquiry Groups Standards-Based Grading Ken Fukada Shelly Koyanagi Stacie Mock Sandra Nakagawa Bernard Peterson Crystal Tarter (Facilitator) Julia Toyama

Technology Monica Aguirre Jennifer Cole Lynn Hashizume Susanna Higa Kenda Ishida Wray Jose Lance Kiyabu Yuki Lileikis Clarie Manutai Merl Miyashiro Theresa Nishite Cher Takemoto Joyce Walton (Facilitator) Melissa Knag

Culminating Performance Assessments Maria Bernard Laurie Dirnberger (Fac) Gerianne Fujihara Kawika Hasegawa Lynne Sueoka Abe Summers Scott Yamada

Inquiry-Based Learning and Project-Based Learning Melissa Goo Nicole Schorn (Facilitator) Marvin Santiago

Standards-Based Math Curriculum Dawn Euman Penny Harrison Keith Ishihara Susan Johnson Kathy Kiriu Robin Martin Ted Mura Jillian Popp Sharon Story Aimee Sze Maribeth Thompson Lori Domingo

Higher Level Thinking Skills Missy Beavers Brad Cable (Facilitator) Janice Lee Raynice Messier Trudy Moore Liane Voss

Formative Assessment Ruth Davis (Facilitator) Lori Mizue Kristie Morikawa Grant Otomo Ethan Paraso Frank Raymond

Civic Responsibility Velma Kuramoto Sherwin Pang (Facilitator) Milton Sakamoto Tricia Aihara Donnalyn Yamamoto

Getting to the Standards Kelly Calistro Joe Flores Michelle Gibson Barbara Lane Audrey Ragragola Shauna Tanaka (Facilitator)

Effective Teaching Strategies Rhona Barbosa Charlotte Muranaka Elden Seta Darrel Galera (Facilitator)

Student Engagement Angela Brooks Vangie Casinas (Fac) Candace Chavez Beth Gusman Calvin Ito Elaine Ogata Duane Suyama

Student Responsibility, Support, and Transition Vic Bonfiglio Jennifer Ly Lori Mew (Facilitator) Lynnette Sekioka Gina Ontai

Standards-Based Unit Planning Alan Cabanting Kevin Chaitin Cheryl Magowan Kalvi Pari Matt Pounds Nancy Wahineokai Lori Tsukamoto Priscilla Shimamoto (Fac)

Personalization of Learning Francis Achiu Liana Garma Fred Ito Soon Young Kim Armelita Lawrence Stephanie McLaughlin Cris Rathyen Ken Schubert Michelle Shin

Student Motivation Charlene Hosokawa (Facilitator) Larry Park Erron Yoshioka

Support and Teaming of Teachers Donna Leong Carolyn Morita (Fac) Helene Shinjo Lois Soto Susan Yokota (Fac)

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Implementing New Standards-Based Curriculum Jeff Fujimoto Lisa Goto (Facilitator) Nancy Hanna Courtney Holub Iris Inouye

Differentiation of Instruction Wendy Botelho Dane Canida Sherrie Faildo Val Fukuda (Facilitator) Mark Ikenaga Aileen Low Amy Ota-Marcouiller Faith Shinagawa Joshua Suapaia Joy Suenaga Misty Cochrane Bernard Peterson Allan Nagamine

Organization Darrel Galera Robin Martin Ken Furukawa Julia Toyama Joel Kawachi Helene Shinjo Faith Tanitomi Lois Soto Velma Kuramoto Larry Park Barron Iwamura Sally Dang Jennifer Senaga Sherwin Pang

Parent Group Jeff Brock Tami Brock Jenny Crippen Mark Crippen Charlene Hara Kathy Higa Gay Kawakami Sheri Kina Anita Kirkman David Kitashiro Gayle Komiyama Carla Lagat Geri Mehrtens Amy Stone-Murai Joan Murata Liane Settsu Cal Shimomura Glory Smith Charlene Takesue Lorri Taniguchi Iris Taniyama Faye Tom Steven Tom Guy Usui Debbie Usui Melanie Yonemura Glorianne Young Pat Young Harvey Yamauchi

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Activity / Meeting Log Date Group Activity

April 8, 2003 SCBM Review and approval of school vision, mission, and school motto; alignment with General Learner Outcomes

April 24, 2003 All Groups Midterm WASC Visitation June 9, 2005 Admin Approval from Complex Area Superintendent to change and

utilize new WASC Focus on Learning Process Aug 1, 2005 Teachers Work on Personal Learning Plans and Breaking Ranks II Aug 10, 2005 Teachers Work on Personal Learning Plans Aug 22, 2005 Teachers Discussion of changes in accreditation process Sept 7, 2005 Teachers Comparison of Teacher Personal Learning Plan and school

“personal learning plan” to accreditation process Sept 28, 2005 Parents SCC Parent and Community Meeting Oct 6, 2005 Admin Communication from J. Swearingen and Dr. Marilyn George on

use of new WASC FOL Process and criteria Oct 12, 2005 Teachers, Focus

Groups Discussion of teacher Personal Learning Plan and school “personal learning plan” or accreditation process and school profile

Oct 29, 2005 Parents Parent input into school-wide critical needs Oct 12, 2005 Classified Staff Input into school profile and school-wide critical needs Oct 12, 2005 Students Input into school profile and school-lwide critical needs Nov 2, 2005 Teachers Explanation of new WASC criteria and discussion of Task 3

input and feedback Nov 30, 2005 Teachers, Focus

Groups Review of Act 51 requirements, A/F Plan, discussion of Task 3 feedback

Nov 9, 2005 Leadership Team Classroom visitations by DOE Leadership Team Nov 19, 2005 Parents Parent input into school-lwide needs Nov 21, 2005 Admin Schools given CAG and CSAG for A/F Plans Nov 15, 2005 SCC Draft of Academic and Financial Plan shared with SCC Nov 29, 2005 SCC Updated Draft of Academic and Financial Plan shared with SCCNov 30, 2005 Teachers Review of Act 51 requirements, A/F Plan, discussion of Task 3

feedback Dec 7, 2005 SCC Revised Draft of Academic and Financial Plan shared with

SCC; SCC approval of A/F Plans Jan 6, 2006 PD Facilitators Meeting of PD Inquiry group facilitators to review task

assignments Jan 11, 2006 All Teachers Review of school-wide critical needs and update on academic

and financial plan timeline from DOE Jan 26, 2006 All Teachers Review of HSA data and focus group meetings Feb 8, 2006 All Teachers Review of analysis of school according to WASC criteria Feb 15, 2006 Focus Groups Focus group meetings Feb 21, 2006 Focus groups Discussion, feedback, input on School Strategic Plan and

Academic and Financial Plan; focus group meetings

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CHAPTER I. Student/Community Profile

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Moanalua High School Profile Data

Community Profile

(The following community profile information on the Moanalua area was compiled and published by the University of Hawaii’s College of Tropical Agriculture and Human Resources’ Center on the Family. The information relies heavily on data from the 2000 U.S. Census Survey.)

The Moanalua area, with over 37,000 residents, includes the neighborhoods of Moanalua, Salt Lake, parts of Red Hill, Kahauiki, and Mapunapuna, Tripler Medical Center, historic Moanalua Valley and Moanalua Gardens, Keehi Lagoon, and Honolulu International Airport. It includes light, industrial activity, small to large businesses, including new and used car businesses, car rental companies, small airport hotels, fast food restaurants, and large military housing units.

The median age of its residents is 36.3, which is about the same as the State as a whole, although there are slightly lower percentages of children and senior citizens. The elderly who reside here rarely live alone and few live in poverty.

This ethnically diverse area has the second highest percentage statewide of Koreans and some of the highest concentrations of African Americans and Chinese. On the other hand, there is a much smaller percentage of Hawaiians and Part-Hawaiians, compared to other communities.

Per capita income for the area is at $21,321, while the median household income is calculated at $53,281, which is above the State average of $49,820. Unemployment is low with relatively few families relying on food stamps. However, the percentage of people who own their own homes or have lived in the same house for more than 5 years is one of the lowest in the State.

About 45% of the adolescents from this community who responded to a statewide survey reported dissatisfaction with their neighborhoods.

Other indicators of child and family well-being in the Moanalua Area are more positive. Most of the public school teachers in this community have more than 5 years of experience in their schools, and a high percentage of teachers and parents report that their children’s schools are safe. School attendance is among the best in the State. A high percentage of high school seniors plan to go on to higher education and gain college acceptance at a level that is better than in most other communities Statewide.

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Comparative Community Data

Moanalua Honolulu County

State of Hawaii

Population • Total population 37,313 876,156 1,211,537 • Median age 36 36 36

Ethnicity • Caucasian 21.8% 21.3% 24.3% • Afro-American 4.7% 2.4% 1.8% • Asian - Chinese 8.4% 6.1% 4.7% • Asian - Filipino 13.8% 14.2% 14.1% • Asian - Japanese 18.5% 18.4% 16.7% • Asian - Korean 5.2% 2.5% 1.9% • Other Asian combinations 4.8% 4.9% 4.2% • Other Pacific Islander 2.7% 3.2% 2.8% • Native Hawaiian 2.9% 5.6% 6.6% • Native Hawaiian in combination with

one or more other races 10.9% 17.5% 19.5%

• Cosmopolitan mixture 15.3% 19.9% 21.4% • Some other race 1.5% 1.3% 1.3%

Armed Forces 14.7% 9.2% 6.8% Community

• Per capita income $21,321 $21,998 $21,525 • Home ownership – owner-occupied 46.3% 54.6% 56.5% • Residential stability – lived in same

house from 1995-2000 47.0% 56.3% 56.8%

• Residents with U.S. citizenship born in Hawaii

49.1% 55.8% 56.9%

• New immigrants since 1990 6.1% 6.5% 6.0% • Adults with high school diploma or higher

86.6% 84.8% 84.6%

• Adults with Bachelor’s or higher 27.5% 27.9% 26.2% • Teachers with 5+ years at their school 77.7% 68.3% 66.4% • Teachers with advanced degrees 22.7% 17.9% 19.1% • Teachers reporting safe school

environment 71.2% 67.7% 68.2%

Employment • Civilian unemployment 4.1% 5.7% 5.9% • Management, professional occupations 28.7% 30.7% 30.1% • Service occupations 16.6% 17.8% 19.5% • Sales, office occupations 25.9% 26.4% 26.2% • Construction, extraction, maintenance occupations

6.6% 7.3% 8.0%

• Production, transportation, material moving occupations

7.3% 8.0% 8.3%

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Comparative Community Data continued…

Moanalua Honolulu County

State of Hawaii

Family • Number of families 9,315 205,672 287.068 • Families with children, headed by

married couple 79.4% 77.4% 74.8%

• Persons receiving Temporary Assistance to needy families (TANF)

2.0% 5.0% 5.4%

• Families receiving food stamps 5.5% 12.2% 13.2% • Adolescents reporting close family ties 46.0% 45.A0% 46.2% • Adolescents reporting poor parenting

supervision 45.9% 45.7% 46.3%

• Adolescents reporting unsafe neighborhoods

47.3% 45.8% 43.9%

• Adolescents lacking close neighbor- hood ties

44.7% 38.7% 38.6%

• Parents feeling positive about student safety

70.4% 68.7% 66.8%

• Individuals age 65 and older living alone

10.0% 17.1% 18.0%

• Individuals age 65 and older living in poverty

5.7% 7.3% 7.3%

Students • Child abuse rate per 1000 children 6.1% 9.8% 11.1% • Children ages 3-5 enrolled in nursery

school, preschool, or kindergarten 79.7% 73.0% 72.7%

• SAT Reading: 3rd graders scoring below average

16.4% 17.1% 17.8%

• SAT Math: 3rd graders scoring below average

13.0% 18.1% 18.1%

• Public school students in Special Education

8.2% 10.3% 11.0%

• Students in public school program with limited English proficiency

5.6% 7.1% 6.3%

• Public school 8th graders who feel safe at school

39.5% 36.5% 37.6%

• Adolescents reporting a lack of interest in school

45.2% 44.0% 45.3%

• Public school attendance 95.7% 93.7% 93.4% • Graduation rates of public school

seniors 96.5% 94.8% 94.6%

• Public school seniors with plans for 2-year/4-year post-graduate education

84.4% 75.9% 74.8%

• Percent accepted of the seniors with plans for college

70.9% 60.1% 58.5%

• Teens age 16-19, not in school and not working

8.6% 7.9% 8.6%

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The community data suggests a number of things that make the Moanalua area unique among other communities in the State:

• The community is a fairly “young” community with the median age at 36. • The largest ethnic group is Caucasian at 21.8%, which is close to the State average of

24.3%. Also, Afro-Americans comprise only 4.7% of the community of 37,300 but this number is two and half times larger than the State average of 1.8%. These percentages are indicative of the large military presence in the area—Tripler, Ft. Shafter, Aliamanu Military Reservation (AMR), Red Hill (Coast Guard), and the other military housing units that border the school.

• The population data also indicates large percentages of Japanese (18.5%) and Filipinos (13.8%) and a concentration of individuals of Korean descent (5.2%), which is almost three times larger than the State average of 1.9%.

• People of Hawaiian (2.9%) and Part-Hawaiian (10.9%) descent appear to be under-represented in the community in comparison to State averages that are almost double those numbers.

• The per capita income ($21,321) is just under that of the State average of $21,525. • The incidence of home ownership at 46.3% is also low in comparison to neighboring

communities like Aiea where the incidence of home ownership is around 64%. Again, the presence of a large military population with out-of-state residences and the high concentration of high rise structures in Salt Lake Crater suggest reasons for the lower percentages of residential stability (47%) in the community.

• On the other hand, the community boasts a high percentage of residents with high school diplomas or higher (86.6%) with almost one-third of the population having earned bachelors’ degrees or higher.

• The percentage of nuclear families (79.4%) is higher than the State average of 74.8% and the percentage of families receiving temporary assistance is half (2.0%) of the State average of 5.4%.

• The percentage of children 3-5 enrolled in nursery and pre-school situations is also higher at 79.7% than the State average of 72.7%.

• While reading and math SAT scores are lower than the State averages for third graders, attendance (95.7%) and graduation rates (96.5%) are higher than State averages.

• Enrollment in Special Education classes (8.2%) and in ESL classes (5.6%) in the public schools in the community is also lower than numbers posted for the State.

Parent Community Organizations

• Moanalua’s School Community-based Management Council (SCBM) spent the second semester of the 2005 School Year developing by-laws to implement the new School Community Council (SCC) that would replace it. Act 51, as passed by 2004 State Legislature, required all schools to transition from an SCBM Council to a School Community Council by June 2005. A draft of the new by-laws was distributed through the school newsletter, The Word, in March 2005 and parents were informed of an important meeting to discuss the transition that same month. All role groups were asked to review the draft and to provide necessary input.

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On April 19, 2005 the proposed by-laws were approved and put into effect in accordance with Act 51. Information about parent and community representatives seeking election to the new Council was included in The Word, and parents of enrolled students were encouraged to vote by returning the election ballots to the school by May 27, 2005. The new SCC Council held its first meeting on June 14, 2005 and has continued to hold monthly meetings since. The Council Chairman is one of the teacher representatives from the Social Studies Department, the Vice-Chairman is a community representative, and the Secretary is another teacher representative from the Special Education Department.

It took as its name the Menehune Council and has identified its primary function as serving as a “policy-making and an advisory body through shared decision-making.” It also serves as “the trustee of the school’s vision and mission to help students” and has committed to focusing on “improved teaching and learning.” There are 12 members on the Council: the Principal and Vice-Principal; three faculty members; one member of the classified staff; two students; two parents of enrolled students; and, two community members. With the exception of the Vice-Principal who was appointed by the Principal, all other members were chosen by their constituent groups. This group has consistently demonstrated its desire and willingness to work towards school improvement. All role groups are actively involved in group discussions, such as providing input into and giving approval to the school’s Academic and Financial Plan for the 2006-2007.

• The school’s Parent-Teacher-Student Association (PTSA) is one of the most active

among Hawaii high schools and boasts one of the largest parent memberships (over 500) for secondary public schools in the state. Its current president is also one of two parent representatives on the school’s new SCC.

The group held an inaugural Menehune Kina’ole Awards Dinner, in which school volunteers and distinguished alumni were honored. A highly successful silent auction was a major part of the evening thanks to the generous donations from individuals and businesses throughout the state.

The PTSA was able to accomplish a number of its goals for the 2004-2005 School Year (SY). These included: providing volunteers and supplies for Campus Beautification Day, offering student scholarships, installing air conditioners in several classrooms, and raising $10,000 for school computer technologies. In addition, the Association supports Reflections, Drug Free Programs, Staff Appreciation, other School Improvement Projects, and Project Graduation.

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Project Graduation, which is solely parent run, requires that parents commit themselves to raising funds for graduation night activities from the time their children enter Moanalua as freshmen. Over the four-year period, the various grade level parent groups host various fund-raising activities like candy and bake sales, car washes, etc. in an attempt to raise enough funds to ensure a safe and enjoyable menu of activities for their graduating seniors on graduation night. The goal is always to attract as many seniors to the event as possible to lessen the chance of drug and alcohol-related incidents and accidents. Again, the groups of parents that have supported their children’s participation in school programs and activities have demonstrated their willingness to work towards school improvement by participating in Saturday meetings to provide input into school and accreditation issues.

Community Foundation Programs

• Joint Venture Education Forum (JVEF) is a partnership between the Department of Education and the military. This group now oversees the disbursement of $5 million in federal monies each year that are earmarked for repair and maintenance, technology, and textbooks for schools with significant military-dependent populations. Moanalua’s military-dependent students make up approximately 25% of the school’s student population.

Recently, the school was informed that the percentage of dependents had dropped significantly, and thus, it would experience a corresponding drop in any monies or resources that it would normally receive. However, a hand count by the school’s registrar has indicated that the percentage of military dependents is between 25% to 29%. The school is investigating the possibility that the drop in numbers may be tied to the Federal Survey, which it feels may not project an accurate picture of the school’s military demographic.

Over the last few years the school has received JVEF monies for computer technology ($40,000) and textbooks.

School/Business Relationships

The school shares a strong working relationship with its Complex schools, different educational institutions, and businesses. • A Complex consists of a high school and its feeder middle school(s) and elementary

schools. The Complex takes its name from the high school. The Moanalua Complex consists of four elementary schools (Shafter, Red Hill, Moanalua, and Salt Lake), the middle school (Moanalua Middle), and the high school. These Complex schools have demonstrated their willingness to work together for the common good of the students they serve. They have worked tirelessly to meet Felix Internal Review requirements from the outset of the court order and again received 100% scores in both categories of the

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review in the 2004-2005 School Year. The Complex received congratulations from the State Superintendent for its sustained efforts in delivery services to Felix Class students.

• They have coordinated their professional development days so they can participate in

shared activities. For example, the high school has an exemplary professional development program and has hosted a large professional development conference for each of the last four years where teachers showcase their standards-based units and technology-based projects based on each year’s educational theme. The conference is open to the entire state and is attended by hundreds, including teachers and administrators from the Complex schools. Teachers from the elementary and middle schools currently present their own units and projects in breakout sessions with the high school faculty.

• The Complex schools have also established Vertical Math and Reading Teams to study

what is being taught in both areas and how the subjects are being taught to enhance student achievement. Teachers throughout the Complex were surveyed in November 2004 as to how they teach math, while the Vertical Reading Team concentrated on revising its reading and action plans. In September 2005, the Reading Team, after a first year of meeting and planning, in-serviced 200 Complex teachers from the elementary and middle schools in reading strategies on a planned professional development day. The purpose was to literally make sure that all teachers in the Complex were “on the same page” in regards to reading expectations, goals, strategies, etc. In addition, the Complex Has worked over the past three years through a task force comprised of representatives from the high school, middle school, and each feeder elementary school to develop a Complex Gifted and Talented Plan and Complex Technology Plan. These plans were created to deepen common understandings of the needs of gifted and talented students and school technology needs and to align expectations amongst the Moanalua schools in these areas.

• The high school has also forged a strong working relationship with the Moanalua/Aiea

Community School for Adults, which shares space in the Administration Building and utilizes the high school’s classrooms and other facilities for its evening programs.

The adult school supports the school’s program for at-risk students in need of credits for graduation by providing a teacher for the after-school program. Recently, the State clamped down on the use of the Competency-based High School Diploma program for students under 17 years of age and indicated that the program would revert back to adult (18 years of age or older) use only. This left a major gap in curriculum resources for at-risk students at the high school level. The adult school purchased the Plato program (which provides online curriculum in a variety of subject areas) and is making the program available as a pilot for students in the high school’s at-risk program. It has also provided training for teachers in the use of the new program.

• The school also maintains programs for at-risk students at Honolulu Community College,

Youth Challenge (for those interested in military careers), Job Corps (which is done in conjunction with the state), and High Core (for those who absolutely need an alternative learning situation).

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• The school has been involved in a successful technology-based partnership with Molokai

High School and Moanalua Middle for the last three years. The NCLB consolidated grant monies ($410,000) awarded to the partnership has allowed the three schools involved in the project to attend conferences like the National Educational Computing Conference held in June 2005. The conference was billed as the “largest and most comprehensive educational technology event in the world” and featured speakers like David Weinberg (“The Future of Knowledge”) and futurist Joel Barker (“A New Way to Think about Technology”), over 300 breakout sessions, and more than 1,200 booths and exhibits.

In addition, a school team was able to visit exemplary schools in San Diego—Hoover High, High Tech High, Kearney High, and San Diego High-- in November 2004 as part of a Central District program involving other high school principals and teacher teams. Each time, the returning teams have been able to implement improvements to the curriculum and school’s technology plan.

• This school year (2005-2006) the Complex is partnering with the University of Hawaii’s

College of Education to sponsor the Master in Education for Teaching (MEdT) Program. A cadre of student teachers are spending four semesters at Moanalua High School, Moanalua Middle School, Moanalua Elementary, and Salt Lake Elementary learning about the schools and how to become skilled classroom teachers.

The MEdT program has two program components—the school portrait and the internship. During the school portrait phase the students “engage in a research project during the fall semester about an aspect of the school that is of mutual interest to both the students and faculty. Results from these research projects are reported back to the faculties at each of the partnership schools early in the spring semester with the desired outcome that this information will lead to school renewal.” While the students fulfill the research project requirement, they also spend the first three semesters observing teachers at the elementary and secondary levels. They spend two, seven-week blocks in two different classrooms, and then, either work in one elementary classroom or teach three periods in the middle or high school during the third semester.

In the internship phase, students “move out of the partnership schools to fill DOE positions in schools across Oahu. The internship is a full-time appointment and students become the teacher of record in those classrooms for the semester.”

• The school’s relationships with several businesses have resulted in physical

improvements to the school that have created a safer environment for students. Kaikor Construction Associates, Inc., Hawaiian Cement, and American Standard Concrete Pumping Hawaii, Inc. donated materials and provided the necessary manpower to expand the sidewalks and other walkways on campus to facilitate movement between classes. Students no longer run the risk of having to step off the sidewalks onto the grass and dirt

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areas and turning their ankles or getting their shoes dirty as they move from one class to another.

School Profile

Moanalua High School is a comprehensive four-year high school servicing grades 9-12 in the Hawaii Department of Education’s Central District. The six high schools in the Central District are divided into two areas—northside schools and southside schools--each with its own Complex Area Superintendent. Moanalua belongs to the Southside Complex area of schools and is one of three high school complexes within two miles of each other. A complex is made up of a high school and its feeder middle/intermediate school(s) and elementary schools.

Moanalua’s Complex feeder schools (mentioned earlier) include Moanalua Middle, Moanalua Elementary, Red Hill Elementary, Ft. Shafter Elementary, and Salt Lake Elementary. Together, the six schools service about 6,000 students.

The high school, situated on the rim of Salt Lake Crater overlooking Moanalua Gardens, was established in 1972 and graduated its first class in 1975. It is on a campus of 30 acres with facilities that include 80 classrooms, a cafeteria, a gymnasium, and a stadium. The whole school underwent structural renovation in the late nineties to accommodate students with physical challenges, so that all buildings and support facilities like the stadium could be accessed by these students.

WASC Accreditation History

The school received a six-year Accreditation from the Western Association of Schools and Colleges (WASC) in 2000 and underwent a successful three-year “on-site review” in April 2003. At that time, the review committee made no additional recommendations, indicating that

…the school continues to provide a high quality educational program, enabling its students to be well-prepared for life after high school. It continues to have a strong collaborative process in place, engaging a

very supportive parent/community entity represented on its SCBM Council. With the clear focus that the Professional Development Plan provides, the teaching staff is developing the skills and knowledge to

utilize best practices on a wide scale in the classroom as they continue to learn about standards-based education and formative assessment.

The professional staff at this school is motivated and enthusiastic about fulfilling the requirements of its Action Plan as it relates to improving

teaching strategies to improve student achievement. School Purpose (i.e., Vision, Mission, ESLRs) In April 2003, the MoHS SCBM Council reached consensus on a revision of the school’s vision and mission statements that define the school’s purpose. This was the result of a two-year long

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discussion of addressing concerns about a school vision that had originally been crafted in the early nineties.

School Motto

“Kulia I ka nu’u”

(Strive for Excellence)

“Excellence is the result of caring more than others think is wise, risking more than others think is sate, dreaming more than other think is practical, and expecting more than others think is possible.”

Vision

Moanalua High School is a learning community where, in the spirit of the Menehune, everyone works in

partnership to strive for excellence.

Mission

A graduate of Moanalua High School will be able to: • Demonstrate proficiency in academic • Think critically and creatively in problem-solving situations • Use positive intrapersonal and interpersonal skills • Exhibit a commitment to our global society

In addition, a year earlier, the State Superintendent of Education had led a collaborative process, which resulted in the creation of a new set of Department of Education General Learner Outcomes (GLOs). Because the new GLOs were almost identical to the school’s ESLRs, and because there was a need to provide greater clarity and coherence for students, teachers, parents, and the community, the school chose to replace its original ESLRs with the State learner outcomes.

School/State General Learner Outcomes • Independent and Responsible Learners • Skilled Collaborators and Team Players • Complex Thinkers and Problem Solvers • Producers of Quality Products and Performances • Effective Communicators • Effective and Ethical Users of Technology

School Status in Terms of Adequate Yearly Progress (AYP) The State of Hawaii has set NCLB academic performance targets in four areas:

• Reading as measured by the Hawaii State Assessment (HSA) • Mathematics as measured by the Hawaii State Assessment (HSA) • Test participation in reading and mathematics

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• Graduation or retention (with graduation rates applicable to schools with Grade 12 and retention applicable to elementary and middle/intermediate schools)

All of the following groups of students at a school are expected to meet the same targets:

• Students in five ethnic groups • Economically disadvantaged students • Students with disabilities (Special Education) • Students with Limited English Proficiency • Total group of students tested (and in this school, the group tested was tenth graders)

There are a total of 37 possible performance targets. All applicable targets must be met each year for a school to make Adequate Yearly Progress (AYP). Failure of any of these target groups to meet a performance target results in specific consequences for the school under NCLB. Moanalua students demonstrated significant gains in the results of the Hawaii State Assessment (HSA) Test. Statewide, the level of proficiency of high school students increased by 4.3% in mathematics; the level of proficiency at Moanalua increased by 13%. In the area of reading, the level of proficiency of high school students statewide increased by 5.5%; the level of proficiency at Moanalua increased by 20%. Again, in 2005, Moanalua students, as a whole, surpassed the No Child Left Behind (NCLB) benchmarks for reading and math. Thirty-three percent (33%) of all MoHS students met the math requirement which had been set at 28%. Sixty-six percent (66%) Met the reading benchmark which had been set at 44%. Despite the gains, Moanalua, according to the State, has not met Adequate Yearly Progress for the last two years and is currently in Year 2 of the School Improvement phase because it has not been able to meet the NCLB testing requirements for Special Education students. This is of profound concern to the school, which has clearly met or surpassed the yearly benchmarks for all other areas, but has been relegated to the status of a “Needs Improvement” school. The school has not been able to test certain Special Education students due to non-attendance. The school’s performance for the last three years is indicated in the table that follows:

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NCLB Student Performance at Moanalua High School

Reading Math Graduation 2002-03 2003-04 2004-05 2002-03 2003-04 2004-05 2002-

2003 2003- 2004

2004- 2005

Percent Prof/Tested

Percent Prof/Tested

Percent Prof/Tested

Percent Prof/Tested

Percent Prof/Tested

Percent Prof/Tested

% % %

NCLB Targets

30% 95% 30% 95% --- 10% 95% 10% 95% --- 70% 70% 75%

All Students Statewide

39% 96% 45% 98% --- 19% 96% 23% 98% --- 70% 80% ---

All Students

41% 96% 68% 99% 66% 98% 21% 97% 39% 98% 33% 98% 82% 91% 86%

Disadvantaged

26/100% 32% 98% 47% 97% 11% 99% 23% 96% 32% 99%

Disabled (SPED)

10% 82% 20% n/a 28% 90% Not Met

2% 86% 3% n/a 8% 90% Not Met

Limited English (ESL

n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a

Asian/Pacific Islander

41% 96% 66% 99% 65% 98% 22% 98% 40% 99% 34% 98%

Black American

n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a

Hispanic

n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n./a

Native American

n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a

White

43% 94% 82%100% 69% 96% 21% 96% 44% 98% 28% 96%

*Prof = Percentage of Students Meeting Proficiency *Tested = Percentage of Students Tested *If the number of students is too small in any one or more the 37 possible categories, the performance target is not calculated and is not counted as Met or Not Met (n/a). 2002-2003 2003-2004 2004-2005 Number of Targets Met 15

Out of 21* 17

Out of 19*

Number of Targets Not Met 6 Out of 21*

2 Out of 19*

Adequate Yearly Progress Not Met Not Met Not Met NCLB Status In Good

Standing, Pending

School Improvement

Year 1

School Improvement

Year 2 Students Eligible for School Choice? No Yes Students Eligible for Educational Services? No No

*If the number of students is too small in any one or more the 37 possible categories, the performance target is not calculated and is not counted as Met or Not Met.

The school’s inability to meet AYP for the second year is based on the fact that it wasn’t able to test 95% of the SPED students required to take the tests despite all the efforts made by its faculty and administrative staff. SPED students obviously have problems and these problems often times preclude them from meeting attendance and other educational obligations. While schools are naturally expected to make accommodations to service the students’ special needs,

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accommodations should also be made for schools (like Moanalua) that have made sincere efforts to track students for testing but have been unsuccessful. Extending the window of time for testing SPED students would be one such accommodation. A more pressing matter, however, is improving overall student proficiency in reading and mathematics in the next few years. Despite the gains made by the students over the last two year, the benchmarks for the first three years are low; as they increase from year-to-year, simply testing 95% of the students is not a guarantee that the school will meet Adequate Yearly Progress (AYP). Students will need to meet increasingly higher proficiency benchmarks. At the present time, Disadvantaged students are reading at 47% proficiency and SPED at 28%. Asian and Pacific Islander students and Caucasian students are respectively 65% and 69% proficient in reading. Math proficiency levels are much lower with the Disadvantage showing 32% proficiency, SPED 8%, Asian and Pacific Islanders 34%, and Caucasian students 28%. School Enrollment (including NCLB subgroups) and Attendance Patterns

Enrollment School Year 2003-2004 2004-2005 2005-2006

Total number of students enrolled at MoHS 1892 2020 1982 • Grade 9 556 592 581 • Grade 10 462 502 513 • Grade 11 446 486 479 • Grade 12 428 440 409 • Number of Females 922 991 976 • Number of Males 970 1029 1006 NCLB Subgroups • Special Education (SPED) 190 (10.0%) 207 (10.2%) 205 (10.3%) • Limited English Proficiency (ESL) 100 (serviced)

60 in ESL English./Social

Studies

107 (serviced) 61 in ESL

English./Social Studies

108 (serviced) 62 in ESL

English/Social Studies

• Free and Reduced Lunch 263 (13.8%) --- 372 (19.6%) Other Subgroup(s) • At-Risk 147 176 67

(As of 9/14/05)

• Enrollment and gender patterns at Moanalua High School are relatively stable with the total

school enrollment at around 2000 from year to year. The Freshman Class posts higher enrollment numbers, but those numbers begin to whittle in the tenth grade and become increasingly smaller with each passing year. By the senior year, the enrollment numbers are anywhere from 130 to 170 students less than what the class started out with four years earlier. This appears to be a natural trend for most high schools in the State, although military transfers during the course of the four years (in the case of Moanalua) seem to have significant impact on the numbers.

• While Special Education numbers have been increasing at other schools, Moanalua’s

numbers have remained fairly stable for the last three years, hovering at around 200 to 210 or roughly 10% of the school’s population; the SPED Department still remains the largest department in the school.

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SPED Enrollment Grade Level 2003-2004 2004-2005 2005-2006

Boys Girls Boys Girls Boys Girls 9th Grade 50 17 37 18 51 23

10th Grade 42 16 42 25 37 16 11th Grade 22 18 28 14 30 14 12th Grade 18 7 27 16 22 12

Total by Gender 132 58 134 73 140 65 Total 190 207 205

Boys appear to outnumber the girls (by one and one-half to three times) at every grade level.

• English as a Second Language (ESL) enrollment numbers, like those in Special Education,

have also remained relatively stable for the last three years at around 100 to a 108 with an average of 60 students being serviced in ESL English and Social Studies classes during the course of the school year.

• The number of students in the school’s At-Risk program are expected to reach 150 to 175 for

the 2005-2006 school year. The numbers continue to grow over the course of the year as students are referred by teachers and counselors and undergo a rigorous screening process.

• By far, the most significant change in numbers for an identified sub-group is in the area of

Free and Reduced Lunches. The numbers have increased almost 30% compared to the 2003-2004 figures. The school’s Parent Community Networking Coordinator (PCNC) who administrates the program believes that the school’s new debit card program (implemented in the 2004-2005 school year) has reduced the stigma for a large percentage of students who avoided signing up for the program because they were too embarrassed to be seen picking up their lunch tickets. Now, their identification badges also serve as their lunch tickets and the badges are merely scanned at the lunch counter.

School

Enrollment Free Reduced Total Percentage

SY 2003-2004 1892 209 54 263 13.9% SY 2004-2005 2020 --- --- --- --- SY 2005-2006 1982 260 112 372 18.8

Despite the rise in numbers, Moanalua continues to have one of the lowest percentages of students participating in the Free and Reduced Lunch Program in the Central District and among the other four school districts on the island. Schools like Leilehua (43.8%) and Waialua (52%), which belong to the Central District’s northside area have large percentages of students participating in the program. The school actively encourages students at Moanalua to sign up for the program by sending letters to students from the previous year, reminding them to submit their applications. At the beginning of the school year, students from the previous year are given a 30-day grace period to submit their applications before being dropped from the program.

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The school is very cognizant of the needs of its special population students—SPED, ESL, At-Risk, and the Economically Disadvantaged--and makes every effort to provide the necessary supports to accommodate those needs. NCLB mandates have been helpful in keeping Hawaii schools focused on these special populations. However, the school is also cognizant of the need to provide for another special population group not identified above but just as deserving—its Gifted and Talented (GT) students. By GT, the school is not only interested in those that demonstrate strength in academics, but all those students who demonstrate “special gifts” in music, art, athletics, leadership, etc. These students need to be nurtured and supported and provided with opportunities to hone those “special gifts” and skills.

• Data related to student ethnicity (see table below) indicate that the ethnic distribution at the

high school differs slightly from the community demographics. In the community demographic profile, Caucasians (21.3%) and Japanese (18.5%) make up the largest ethnic groups, followed by the Filipino (13.8%), Cosmopolitan mixtures (15.3%), Chinese (8.4%), mixed Native Hawaiians (10.9%), and Koreans (5.2%). All other racial groups in the community comprise less than five percent of the population.

Ethnic distribution within the student population at Moanalua High School has remained relatively stable over the years with Filipinos (20%-21%), Japanese (17%-18%), and Caucasians (14%-15%) representing the three largest groups. Students of mixed racial heritages comprise the fourth largest group with 12%-13%, followed by the Chinese and Part-Hawaiians at 8%-9% and Koreans 6.2%). All other racial groups are represented in percentages from less than 1% to 3%. For the most part, however, the percentages for the six largest groups are relatively the same as that indicated in the community demographic table.

Student Ethnicity

Year 2003-2004 2004-2005 2005-2006 American Indian .05% 0.1% 0.1% African American 3.8% 3.4% 3.5

Chinese 8.1% 8.7% 8.9% Filipino 21.6% 20.4% 20.2%

Hawaiian 1.0% 1.0% 1.0% Part-Hawaiian 8.9% 9.6% 9.3%

Japanese 17.9% 18.1% 17.7% Korean 6.2% 6.5% 6.3%

Portuguese 0.4% 0.3% 0.3% Hispanic:

Spanish/Cuban/Mexican 2.1% 2.3% 2.4%

Samoan 1.8% 1.6% 1.6% White 14.8% 14.4% 15.8%

Indo-Chinese 0.6% 0.6% 0.6% Other 12.6% 13.1% 13.3%

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Student Conduct

Attendance 2002-2003 2003-2004 2004-2005 State

Standard Average Daily Attendance 96.1% 96.2% 96.3% 95.0%

Average Daily Absences in days 7.2 6.8 --- 9 Daily attendance for the last three years has averaged around 96%, which is higher than the State average of 95%. The data indicates that while the number of suspensions has dramatically decreased since the last full accreditation in 2000, it has gradually risen from a low of 169 in 2001-2002 to 206 in 2004-2005. The second graph indicates that a high percentage of ninth graders are suspended for disorderly conduct. This seems to indicate that freshmen have a harder time transitioning to the high school environment and require more support.

School Completion

2002-2003 2003-2004 2004-2005 Total number of Seniors 474 428 440 • Percent of diploma graduates 96.0% 97.7% • Percent of Certificate of Course Completion 0.0% 0.0% • Percent of Individually Prescribed Program 2.7% 1.6% Percent of school completers 98.7% 99.3% Total number of freshmen 347 324 592 • Percent that graduated on time 91.6% 86.4% School Dropouts 48 (2.4%) 34 (1.7%)

School completion and graduation rates are relatively high at about 97%, which is higher than the State average.

Special Needs and Other Programs Moanalua offers a curriculum that accommodates the needs of a diverse student population. In addition to attending to the needs of identified NCLB subgroups that require compliance with State and federal guidelines—i.e., Special Education, ESLL, and the economically disadvantaged—the school maintains comprehensive support programs for students with other types of needs. Academic support for students is complemented by a Comprehensive Student Support Services system (CSSS) and an expansive co-curricular program that provides curriculum enrichment and opportunity for individual development. • CSSS is a school-based delivery of supports and services that ensures student achievement.

It includes a full array of services to address the basic needs—emotional, psychological,

23

physical, social, academic—of all students by providing them with preventive services within the classroom.

These services include several levels: Level 1) basic support for all students in the form of an advisor/advisee Career and Academic Plan (CAP) program, career pathways in Career and Technical Education (CTE) classes, classroom modification, coordinated school health services, differentiation, and family support; Level 2) additional support through collaboration in the form of after school supplementary programs, behavior support plans, consultative and counseling services, health aide services, peer mediation, and service for homeless students; Level 3) individual school/community-based programs like Advanced Placement courses, GT classes, after school programs for targeted students, group and individual counseling, a Comprehensive School Alienation Program (CSAP), an ESLL English as a Second Language Learner (ESLL) program, Home/Hospital Instruction, and a pregnant and parenting teen program; Level 4) individualized and specialized services from the Department of Education and/or other agencies that include group and individual counseling, CSAP alternative learning centers, Section 504 referral services, early college admittance, and an Employment Training Center (ETC) option; and, Level 5) intensive and multiple agency services that include a DOE-connected intensive program, residential treatment programs, and a substance abuse treatment program. Accommodations and prevention programs are systematically employed as pre-referral interventions should a student require more comprehensive service. Procedures to request for student assistance beyond the classroom are mapped out and understood by the entire staff.

• Each student at Moanalua has significant adults in the form of his/her classroom teachers and

his/her Career and Academic Plan (CAP) advisor. The school’s CAP program has been recognized by other schools and the State as an exemplary program that provides students with some basic personal, educational, and career guidance over the four years of high school. Since its inception, the concept has been incorporated into the State’s CSSS program level as one form of basic support that should be provided to students.

At Moanalua, students spend four years with their CAP advisors with whom they meet for 33 minutes each week. Each grade level has its own CAP curriculum that focuses on the following areas: Ninth Grade, knowing oneself; Tenth Grade, life skills; Eleventh Grade, college/career exploration; and, Twelfth Grade, independent living. Lessons are posted each week on the school’s Blackboard site, an interactive, online communication tool that allows administrators, teachers, parents, and students to communicate with each other. Teachers can download and print the lessons from their classrooms to the copier in the teachers’ workroom.

In a survey taken in 2003, 59% of the students agreed and 10% disagreed that the goals of the CAP program were important and should be continued. In the teacher survey, 87% agreed that the goals were important and 3% disagreed. Student responses to the survey questions ranged from 29% to 59% while teacher responses ranged from 25% to 95% on the same survey. (See Appendix)

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Since the survey, the school has continued to update and revise the curriculum and is currently exploring the possibility of providing credit for participation in the program over the four-year period. The State has eliminated the ½ credit Guidance class required for graduation and now expects each school to provide a guidance system of its own.

• To further personalize the transition to high school for freshmen, there is a ninth grade CORE program. This program services 120 students who take their core subject areas of English, Math, Social Studies, and Science in “smaller learning community” cohort groups from a team of teachers who meet regularly to plan and collaborate together. The CORE team teachers place an emphasis on close monitoring of the students’ academic progress and behavior needs. One of the four classes is a “laptop” class where every student brings a laptop to school and uses it as an integral part of his or her learning.

• At-risk students have access to a comprehensive program that includes on-campus and off-

campus program alternatives that involve partnerships with the Moanalua/Aiea Community School for Adults, Honolulu Community College, the military, and the State.

Students who need to make up credits in certain subject areas can take advantage of the school’s on-campus after school program that receives support from the adult community school situated on the Moanalua campus. The adult school has purchased Plato, a curriculum-based software program that will make it possible in the 2005-2006 SY for students to access specific subjects in the core subject areas—language arts, science, math, and social studies.

Off-campus options include the following educational alternatives for those who cannot make the adjustment to a regular high school academic schedule:

o High Core, an Alternative Learning Center o Employment Training Center (ETC), a program done in partnership with the

community colleges o Youth Challenge, an academic program done in partnership with the military o Job Corps, a job training program done in partnership with the State

• For students interested in challenging themselves academically, the school offers a Gifted

and Talented (GT) program in Language Arts, as well as Advanced Placement courses in Language and Composition for eleventh graders and Literature and Composition for twelfth graders. Advanced Placement classes in European History and U.S. History are offered in Social Studies, Advanced Placement Chemistry and Biology in Science, and Advanced Placement Calculus in Math. Students and parents over the years have requested that all the AP programs be offered each year instead of some being offered in alternate years.

• For students interested in languages, the school maintains a World Languages Learning

Center, offering courses in Japanese, Spanish, Hawaiian, German, and French.

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• Those that eventually seek high-skill careers are offered the opportunity to participate in the Career and Technical Education Pathways programs that offer certificates of mastery in Arts and Communication, Business, Human Services, and Industrial Engineering Technology.

• The school’s Music Department offers a wide and exciting range of music study and

performance. Its band has been invited to play in the Rose Bowl parade and its symphony orchestra has the distinction of being the only public school in the State to be invited to play at Carnegie Hall twice.

• Finally, the school’s Media Communications and Technology Learning Center (MeneMAC)

offers a comprehensive, four-year program that emphasizes the integration of content and technology skills, student inquiry and leadership, and project management/problem solving skills in authentic contexts. The technology programs at Moanalua include everything from audio and TV production to broadcast journalism and digital media technology.

Through various activities, the school provides students with another channel, beyond the classroom, through which they may satisfy their individual needs and interests and move toward self-realization. In addition to expansive student and class government leadership and participation opportunities, there are at least 30 clubs—special interest like the Surf and Technology Clubs, service-oriented clubs like the Key Club and Leo Club, multi-cultural clubs like the Chinese Club, African American Heritage, and the Hawaiian Dance Club, and honorary clubs like the National Honor Society, which welcome student participation. Students may be required to meet specific academic, community service, and character requirements for some of the clubs. Another venue of student interest is the school’s athletic program, which fields 52 teams in 19 different sports and services more than 25% of the school’s student body. Students who letter in more than one sport bring the number of participants each year to at least 750. The coaches in the program, who number over 100, monitor their students’ academic progress during the course of the playing season and provide tutorial services after school. Each year, the athletic programs support after-school study halls and service as many as 2,000 students. The school’s co-curricular and athletic programs are among the most extensive in the State, providing students with opportunities to expand their interests and hone special skills in art, music, athletics, leadership, etc. Facilities Classrooms Available in SY 2005-2006 87 Number of classrooms short (-) or over (+) 11

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School Facilities Inspection Results (2004) 1 = Unacceptable 2 = Satisfactory 3 = Very good

1 2 3 Grounds 2

Building Exterior 3 Building Interior 2

Equipment/Furnishings 3 Health/Safety 2

Sanitation 2 Total = 14

Total: 6-8 = Unacceptable 9-15 = Satisfactory 16-18 = Very good Existing facilities include: Math/Science Building, P.E. Building, Fine Arts Building, Industrial Arts Building, Language Arts Building, Special Education and Social Studies Building, Portable Classrooms, Library, Student Center, Administration Building, Cafeteria with multi-purpose dining room, Football Stadium/Track, Tennis Courts, Baseball Field, and Gymnasium. The school also underwent barrier free construction in the late 90s to make it safer for students with physical handicaps. Elevators were built to make certain areas more accessible, like the school’s stadium, and fire rooms were added to every floor in every building to protect the wheel-chair bound students. Within this last year, area businesses donated materials and manpower to widen sidewalks around the campus to facilitate easier movement for students between classes and during recesses. This particular project has improved the school’s physical plant considerably and provided students with a safer environment. Every effort is made to maintain the buildings and school grounds with limited resources; however, the school is over 30 years old and requires upgrades in its facilities, especially its wiring to accommodate its technology needs. Also, because it is a large school and spread out over 30 acres, an in-house communication system—telephones with public address system capabilities—needs to be implemented to ensure greater student and faculty safety. Staff The school has a large, experienced professional and classified staff: • Principal • 3 Vice-principals • 4 counselors • College/Career Counselor • Outreach Counselor • Registrar • 2 Librarians • Athletic Director • Student Services Coordinator (SSC) • Student Activities Coordinator

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• School-Based Behavior Health Therapist (SBBH) • and, 115 teachers • School Administrative Services Assistant (SASA) • Account Clerk • 5 clerk-typists • 8 full-time Custodians and 2 half-time Custodians • Cafeteria Manager • 5 full-time Cafeteria Helpers and 3 half-time Cafeteria Helpers • Cook • Baker • Library Assistant • 19 Educational Assistants (EAs) • 4 Security Personnel Due to the shortage of trained administrative personnel in the State, the school, which has an excellent reputation for training administrators in operational procedures and curriculum development, has had a problem in recent years with its Vice-Principals being promoted to their own principalships. The administration has had to place counselors and experienced teachers in those positions as substitutes until permanent administrators could be hired. In addition, the school from one year to the next can experience anywhere from ten to 30 teachers leaving—retirement, moves back to the mainland, etc. Very few have left the school to go to other public schools, but a number have been made offers that they couldn’t refuse from private schools like Iolani and Kamehameha and have chosen to leave the State system. According to the NCLB report,

• in 2002-03, 89% of the professional staff was fully licensed, 5% had provisional credentials, and 6% had emergency credentials;

• in 2003-2004, 78% were fully licensed, 12% had provisional credentials, and 10% had emergency credentials.

• 1n 2003, 17% of the school curriculum was not taught by “highly qualified teachers,” and in 2004 that percentage rose to 34%.

NCLB requirements define a “highly qualified teacher” as one who holds at least a bachelor’s degree and,

• in each core academic subject taught, has a Hawaii license for teaching; or, • has successfully completed a state-approved teacher education program; or, • has successfully completed an undergraduate major, a graduate degree, course work

equivalent to an undergraduate major, or advanced certification or credential The faculty survey administered in October 2005 revealed the following information about the staff:

• Females outnumber the males by two to one

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• The staff is relatively young with 25% between 23-30 years and another 25% between 31-40 years old

• There are relatively few in their mid- to late twenties • Among the teaching staff, 42% is of Japanese descent and another 25% is of Caucasian

descent • Half of the staff have Masters’ degrees; two have national certification • Teaching experience: 17% are first-year teachers; 37% have taught for five years;

25% have taught for at least six to 15 years • At least 2/3 are involved in coaching or advising a class, club, or activity

The large number of new teachers (16) for the 2005-2006 school year and the relative youth of the faculty suggest a fairly high staff turnover. The administration has stated that from one year to the next, the turnover is anywhere from ten to 30 teachers or more. The school has a reputation for having high expectations of its staff, and among administrators and teachers at other high schools, the school is recognized for the high quality of professionalism among its teachers. One administrator at a neighboring high school with a lower turnover rate commented that he was aware that his staff was “just not as ‘sophisticated’” as Moanalua’s staff, and by that he meant the level of knowledge and experience with professional development the teachers were exposed to in their staff development activities. While a number of external factors—such as the teacher and administrator shortage in the State--preclude the school from being able to meet the “highly qualified teacher” in every classroom requirement, Moanalua teachers are among the most committed professionals in the system and have been participating (since 2001) in one of the most rigorous, challenging, and professionally enlightening staff development programs in the State. The plan has been recognized by school and education leaders as an exemplary program for school reform. It is teacher-centered, performance-based, coherent, and focused on standards-based learning, instruction, and assessment. The program provides support for the following: 1) standards-based unit-planning; 2) learning styles; 3) the building of a positive classroom climate; 4) the development of culminating activities that lead to quality products; 5) the development of critical-thinking skills; 6) differentiated instruction; 7) classroom assessment; 8) using technology in the classroom; and, 9) teacher inquiry. Moanalua teachers are currently engaged in the development of Personal Learning Plans that have emerged from their own personal educational inquiries undertaken in the last year. The school has clearly developed a culture of professional excellence. Teachers continue to volunteer to present what they are doing in the classroom at the school-sponsored professional development conference each March and to contribute articles to the school’s professional development publication even though they were required to participate in some way for only the first two years. Where the original publication included only a small handful of articles, the current publication has more than four times the number of contributions about curriculum, instruction, and assessment.

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Teachers are encouraged to pursue their educational interests, are encouraged to pursue leadership roles in the school and community, and are encouraged to pursue educational excellence in their personal and professional lives. Two teachers currently hold national teaching certificates, having earned them while carrying full teaching loads. Nowhere is there greater proof or evidence of professional awareness and growth than the Standards-based Learning Teacher Survey administered by the school to the staff every two years. The survey not only reflects the teachers’ awareness and understanding of current educational issues, but also provides the school with the necessary data it needs to focus its professional development plan. Teacher needs reflected in the survey become the focal point of the school’s professional development action plan.

Results of Moanalua High School Standards-Based Learning Teacher Survey

YES NO NOT SURE 2000 2002 2004 2000 2002 2004 2000 2002 2004 I have a clear understanding of the content standards which relate to the content areas in which I teach.

44% 70% 76% 18% 9% 6% 35% 21% 14%

I have a clear understanding of the difference between standards-based learning and the traditional teaching model

40% 64% 84% 17% 9% 3% 41% 17%

11%

I have a clear understanding of how to differentiate instruction.

33% 55% 84% 22% 15% 1% 44% 27% 12%

I have a clear understanding of how to design and use performance-based assessments.

26% 36% 46% 28% 15% 17% 44% 50% 36%

I have a clear understanding of how to promote collaboration and teamwork among learners in the classroom

50% 51% 60% 11% 11% 12% 37% 35% 44%

I have a clear understanding of student learning styles

71% 70% 81% 5% 7% 1% 23% 19% 19%

I have a clear understanding of how to promote complex thinking skills among classroom learners.

33% 34% 46% 18% 18% 11% 50% 43% 40%

I have access to a computer and the internet at home.

70% 86% 83% 28% 12% 16% 1% 0% 0%

I have a clear understanding of the difference between formative and summative assessment.

50% 72% 14% 4% 32% 22%

I have a clear understanding of how to “build the background” in the unit planning process.

53% 70% 7% 5% 38% 23%

I have a clear understanding of how to “deepen the understanding” in the unit planning process.

41% 64% 7% 4% 47% 30%

I have a clear understanding of how to determine the “broad understandings” of a standards-based unit plan.

40% 67% 9% 3% 48% 30%

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I have a clear understanding of how to prepare for standards-based report cards.

17% 43% 37%

PD activities have resulted in increased use of SB teaching practices in my approach to teaching

73% 11% 15%

In May 2004, teachers identified the following as their greatest needs for teacher training:

• Technology training 17% • Assessment training 16% • Standards-based instructional training/support for special education students 7% • Training on how to promote higher level thinking skills 6% • Training on how to differentiate instruction 3% • Support for curriculum development 3%

In May 2004, teachers identified the following as their greatest resource need for teacher training:

• Time 22% • Computer and technology tools 8% • Resources for technology training 5% • Collaboration with other teachers 5% • Resources for assessment training 5%

The results indicate that Moanalua teachers need more help in understanding how to design and use performance-based assessments and how to promote complex thinking skills in students. This conclusion is also supported by the low positive response to the statement about understanding how to prepare for standards-based report cards and the teachers’ own identification in the 2004 survey that technology and assessment training were priorities.

SQS Teacher Survey 2005 2003 2001 Staff development at our school is excellent and focused on standards-based education.

85% 84% 50%

At my school there is a systematic evaluation system in place to help staff grow professionally.

80% 73% 40%

Eighty-four percent (84%) of Moanalua High School teachers agree that staff development is excellent and focused on standards-based education. This is the highest percentage of agreement on this question among high schools in the district.

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Student Performance Data

AP Test Results Summary 2000-2005

Percentage of Student Passing AP Test (Scoring 3, 4, 5) 2000-2005

100

8077.773.363.861

55.248 47

4131.2

0

20

40

60

80

100

120

AP Studio

Art-Draw

ing

AP Calc

ulus B

C

AP Englis

h Lit/C

omp

AP Englis

h Lan

g/Com

p

AP Che

mistry

AP Europe

an H

ist

AP Calc

ulus A

B

AP Mac

ro Eco

n

AP US H

ist

AP Micr

o Eco

n

AP Biolog

y

Percentage of StudentPassing AP Test (Scoring3, 4, 5) 2000-2005

AP Test Score Results Subject 2002-2003 2003-2004 2004-2005 Biology 42/12 (28.5%) 46 /13 (28.2%) 71/20 (28.5%)

Calculus AB 3 /1 (33.3%) 4 /4 (100%) 3/0 (0.0%) Calculus BC 22/17 (77.2%) 16/14 (87.5%) 35/25 (71.4%) Chemistry 12 /4 (33.3%) 21/17 (80.9%) 22/12 (54.5%)

English Language/Composition 34/23 (67.6%) 40/28 (70.0%) 36/29 (80.5%) English Literature/Composition 42/31 (73.8%) 38/32 (84.2%) 42/34 (80.9%) European History (offered every

other year) 28 /20 (71.4%)

U.S. History (offered every other year)

25/11 (44.0%) 27/12 (44.4%)

Micro Economics 1/1 (100%) Macro Economics 1/1 (100%)

Studio Art - Drawing 1/1 (100%) 1/1 (100%) # of Students Taking Exam/# of Students Passing with a Score of 3, 4, or 5

Advanced Placement programs indicate that instruction must be focused on the tests. Students in Biology , Calculus AB (except for 2003-2004), Chemistry (except for 2003-2004), and U.S.

32

History have performed poorly on the exams for at least two or three of the past three years. The high number of students taking the exams in Biology and not passing with a 3, 4, or 5 is a concern for the school. Basic educational philosophies about “teaching to the test” and the willingness of teachers to take on the challenge of an AP program are part of the mitigating factors affecting the poor performances and scores.

SAT/ACT Summary Scores Percentage

Tested 2003 2004 2005

SAT Range

2003 - 50% 2004 – 55% 2005 – 54%

Verbal 420-450

Math 450-590

Verbal 420-550

Math 450-590

Verbal 430-580

Math 440-600

ACT Comp Range 2003 – 24% 2004 – 15% 2005 – 22%

18.1-25.1

18.0-24.0

18.9-24.3

The scores indicate that on the SATs Moanalua students tend to do better in Math than on the Verbal sections of the test. The low verbal scores are a major source of concern as they fall 70-80 points below the national norm. Students in the State of Hawaii have consistently posted lower verbal scores at the secondary level. The composite ACT scores show a more consistent performance level over the last three years, and while the scores are not spectacular, they indicate that the students are competent and meet national norms.. The ACT Plan scores are indicators of a student’s college readiness and predict how students will perform on the ACT. All tenth graders at Moanalua take the test. Scores of 15 for English, 19 for Mathematics, 17 for Reading, and 21 for Science represent a typical set of expectations (benchmarks) for post-secondary institutions nationwide. At least 81% of the students taking the test met the English expectation for the two years listed. Thirty-two (32%) to 37% met the Math expectation and approximately 37% met the Science expectation. Sixty-two (62%) to 64% met the Reading expectation with the students showing a 25% gain in the lower 50% of the range for the 2005-2006 school year. Based on these results, Moanalua’s sophomores are at or above the national percentages in relation to college readiness.

ACT Plan Scores for 10th Graders Year # Taking

Test Percentage Quartiles

Score Range

English Percentage

Math Percentage

Reading Percentage

Science Percentage

2004-2005 467 75-99% 19-32 27% 32% 27% 36% 50-74% 15-18 32% 37% 35% 25% 35-49% 13-15 23% 22% 12% 25% 1-24% 1-12 18% 9% 27% 15%

2005-2006 458 75-99% 19-32 28% 37% 34% 38% 50-74% 16-18 31% 28% 30% 20% 35-49% 14-15 22% 22% 23% 28% 1-24% 1-13 19% 13% 12% 14%

33

Senior Exit Plans Summary

Categories # Enrolled # of Surveys

Returned

Response Rate

2002 2003 2004 2005

Graduates 2002 410 334 81..5% Graduates 2003 446 425 95.3% Graduates 2004 450 403 90.0% Graduates 2005 440 425 97.0%

School Only 125 37.4%

204 49.2%

30 7%

16 4%

School and Work 171 51.2%

150 36.1%

283 70%

350 83%

School and Military 10 3.0%

10 2.4%

8 2%

7 2%

School, Work, and Military

6 1.8%

9 2.2%

54 13%

35 8%

Work Only 6 1.8%

14 3.4%

15 4%

7 2%

Work and Military 5 1.5%

3 0.7%

8 2%

4 1%

Military Only 9 2.7%

20 4.8%

1 0%

2 0%

Other Plans 1 0.3%

5 1.2%

1 0%

2 0%

Undecided 1 0.3%

--- 2 0%

1 0%

No Response 0 0.0%

--- 1 0%

1 0%

The high response numbers to the survey and to post-graduate education at two and four year colleges indicate that 77% to 87% of Moanalua High School graduates have high expectations of continuing their learning after high school. The bar graph below indicates an even higher percentage for the students who graduated in June 2005. The table, however, also indicates some recent trends that indicate that the high cost of post-secondary education is forcing students to find alternatives to help finance their education. The table reveals:

• There is a significant drop in the percentage of students who intend to go to school without working. From 37.4 % and 49.2% in 2002 and 2003 respectively, only 7% and 4% in 2004 and 2005 indicated plans to only attend school.

• The percentage of students indicating they intended to go to school and work rose from 51.2% in 2002 to 83% in 2005.

• The percentage of those contemplating going to school, working, and using military benefits rose from 1.8% in 2002 to 13% in 2004 and 8% in 2005.

34

4 Year College, 2 Year College, Technical School

8382

89

78

80

82

84

86

88

90

2003 2004 2005

4 Year College, 2 YearCollege, Technical School

Student Perception Data As a general rule, students tend to rate their experiences lower than parents and teachers in every category of surveys that they are asked to take. This is especially true of the School Quality Survey (SQS), which is given every two years. The survey usually has a much lower number of returns from teachers and parents, although 72% of all Moanalua teachers returned the survey in 2003. The number of student returns, however, is usually more significant because the survey is administered only to juniors during a school day and collected that same day; however, while the number of responses is usually very high, the students consistently, from one question to the next, give the lowest ratings in every dimension of the survey. For example, in the survey taken by Moanalua juniors in 2003, the students consistently rated the school in the 40th-49th percentile in all dimensions including standards-based learning, quality student support, professionalism and system capacity, coordinated teamwork, responsiveness of the system, focused and sustained action, involvement, satisfaction, and student safety and well-being. With only a 23% response rate, parents rated the school in the 51st-79th percentile in all nine dimensions, and teachers (with a 72% return rate) rated the school in the 67th-83rd percentile for all dimensions. A Student Survey was administered last May 2005 to all students. The following chart summarizes the information from eight of the school survey dimensions:

35

Dimensions Grade Levels 12 11 10 9 Rigorous and Challenging Curriculum

67% 71% 75.3% 66%

Real World Relevance and Application

61% 64% 66% 58%

Personalized Learning Environment

75% 73% 68% 66%

Assistance with Learning Plan

82% 66% 62% 49%

Variety of Instructional Strategies

78% 77% 77% 71%

Use of Computer Technology

62% 65% 60% 53%

Teachers Emphasize Higher Thinking Skills

77% 80% 78% 70%

Teachers Use Grades/Evalu-ations to Modify Teaching

58% 55% 57% 54%

First, there is genuine concern on the school’s part to the overall low responses given by students to several of the dimensions in the survey.

• It might be interesting to find out what students consider to be “rigorous” and “challenging” in a curriculum based on responses to the first dimension.

• Across the board, students don’t seem to see the relevance of what they are being taught to its application in “real world” situations.

• Juniors and seniors perceive the classroom learning environment more favorably than freshmen and sophomores.

• Seniors, who would normally receive more attention from alpha counselors and the College and Career Counselor, give a much higher rating to receiving assistance with educational plans than the other three grade levels.

• Students seem to recognize and are responding to differentiation and to an emphasis on higher thinking skills, suggesting that teachers’ efforts are being focused in the right direction.

• The student responses to the use of technology is disappointing because the school has always endorsed an active and rigorous technology plan for the Complex and the school itself. Moanalua teachers have had numerous opportunities in the last few years to hone their technology skills. Part of the problem is not being able to provide easy access to the technology on a consistent and daily basis.

• The low response to the dimension regarding grading and evaluation points to an on-going problem with assessment—providing consistency and fairness with effective and appropriate evaluation instruments and processes.

Finally, in every dimension of the survey, the ninth graders posted the lowest ratings. This seems to suggest a lack of “connectivity” with the school and the environment. Ninth graders

36

have the highest referrals among the four grade levels for behavior problems and also the highest retention rate at the end of each year. In recent years, more and more schools have been moving towards the concept of “smaller learning communities” as a means of providing support to ninth graders as they transition into the high school environment. Some schools have purchased expensive programs like AVID to provide that necessary support. Moanalua has had a CORE program for years that targets 120 freshmen each year to provide them with a teaching/learning situation based on the “smaller learning community” concept. Students in the CORE program take their basic subject areas of English, Math, Social Studies, and Science as a cohort group. The teachers on the CORE team meet regularly to collaborate and integrate their units to make learning more relevant and hands-on for students, as well as discuss and address student concerns as they arise. Students in the CORE program have less problems with attendance, grades, and tansitioning issues than other ninth graders in the regular education program. Unfortunately, the school has not had the financial resources to extend the program beyond the 120 students, but it is making every effort to find the resources to support an expansion of the program in the coming school year and to provide the necessary supports for struggling group of adolescents. STUDENT SURVEY MAY 2005

Yes, My Classes Are Rigorous And Challenging

67

71

75.3

66

70

60

62

64

66

68

70

72

74

76

Grade 12 Grade 11 Grade 10 Grade 9 TOTAL

Yes, My Classes Are RigorousAnd Challenging

37

STUDENT SURVEY MAY 2005

Yes, My Classes Are Rigorous And Challenging

79

75

7271

67

74 74 74

60

62

64

66

68

70

72

74

76

78

80

MeneM

ac Le

arning

Cen

ter

World L

ang L

earni

ng C

enter

CTE

Music/

Fine Arts

AFJROTC GE

Athleti

cs

Studen

t Gov

/Clas

s Gov

Yes, My Classes Are Rigorous AndChallenging

STUDENT SURVEY MAY 2005

Yes, My Classes Are Relevant and Related To Real World

61

64

66

58

63

54

56

58

60

62

64

66

68

Grade 12 Grade 11 Grade 10 Grade 9 TOTAL

Yes, My Classes Are Relevantand Related To Real World

38

STUDENT SURVEY MAY 2005

Yes, My Classes Are Relevant and Related To The Real World

82

6770

64 62

7065 66

0

10

20

30

40

50

60

70

80

90

MeneMac L

earni

ng C

enter

World La

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arning C

enter

CTE

Music/

Fine Arts

AFJROTC GE

Athletics

Student

Gov/C

lass G

ov

Yes, My Classes Are Relevantand Related To The Real World

39

STUDENT SURVEY MAY 2005

Yes, My Classes Provide For A Personalized Learning Environment Where My Learning Needs Are Considered Important

75

73

68

66

70

60

62

64

66

68

70

72

74

76

Grade 12 Grade 11 Grade 10 Grade 9 TOTAL

Yes, My Classes Provide For APersonalized LearningEnvironment Where MyLearning Needs Are ConsideredImportant

40

STUDENT SURVEY MAY 2005

Yes, My Classes Provide For A Personalized Learning Environment Where My Learning Needs Are Considered Important

85

7772 74

62

7976 77

0

10

20

30

40

50

60

70

80

90

MeneMac L

earni

ng C

enter

World La

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arning C

enter

CTE

Music/

Fine Arts

AFJROTC GE

Athletics

Student

Gov/C

lass G

ov

Yes, My Classes Provide For APersonalized LearningEnvironment Where MyLearning Needs Are ConsideredImportant

41

STUDENT SURVEY MAY 2005

Yes, I have Been Provided With Assistance With How To Make A Personalized Education Plan

82

6662

49

62

0

10

20

30

40

50

60

70

80

90

Grade 12 Grade 11 Grade 10 Grade 9 TOTAL

Yes, I have Been Provided WithAssistance With How To MakeA Personalized Education Plan

42

STUDENT SURVEY MAY 2005

Yes, I have Been Provided With Assistance With How To Make A Personalized Education Plan

7066 66 65

54

68 6670

0

10

20

30

40

50

60

70

80

MeneMac L

earni

ng C

enter

World La

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arning C

enter CTE

Music/

Fine Arts

AFJROTC GE

Athletics

Student

Gov/C

lass G

ov

Yes, I have Been ProvidedWith Assistance WithHow To Make APersonalized EducationPlan

43

STUDENT SURVEY MAY 2005

Yes, My Teachers Use A Variety Of Instructional Strategies And Resources That Engage Me In The Learning

78

77 77

71

76

66

68

70

72

74

76

78

80

Grade 12 Grade 11 Grade 10 Grade 9 TOTAL

Yes, My Teachers Use AVariety Of InstructionalStrategies And ResourcesThat Engage Me In TheLearning

44

STUDENT SURVEY MAY 2005

Yes, My Teachers Use A Variety Of Instructional Strategies And Resources That Engage Me In The Learning

8379

77 78

69

76 7781

0

10

20

30

40

50

60

70

80

90

MeneMac L

earni

ng C

enter

World La

ng Le

arning C

enter CTE

Music/

Fine Arts

AFJROTC GE

Athletics

Student

Gov/C

lass G

ov

Yes, My Teachers Use AVariety Of InstructionalStrategies And ResourcesThat Engage Me In TheLearning

45

STUDENT SURVEY MAY 2005

Yes, My Teachers Require Me To Use Computer Technology To Engage Me In Learning

6265

60

53

60

0

10

20

30

40

50

60

70

Grade 12 Grade 11 Grade 10 Grade 9 TOTAL

Yes, My TeachersRequire Me To UseComputer Technology ToEngage Me In Learning

46

STUDENT SURVEY MAY 2005

Yes, My Teachers Require Me To Use Computer Technology To Engage Me In Learning

70

6167

59

49

6662

66

0

10

20

30

40

50

60

70

80

MeneM

ac Le

arning

Cen

ter

World L

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earni

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enter

CTE

Music/

Fine Arts

AFJROTC GE

Athleti

cs

Studen

t Gov

/Clas

s Gov

Yes, My Teachers RequireMe To Use ComputerTechnology To EngageMe In Learning

47

STUDENT SURVEY MAY 2005

Yes, My Teachers Emphasize That I Use Higher Level Thinking Skills

8881 81

7772

81 82 83

0

10

20

30

40

50

60

70

80

90

100

MeneM

ac Le

arning

Cen

ter

World Lan

g Learni

ng Cen

terCTE

Music/

Fine A

rts

AFJROTC GE

Athletics

Student

Gov/C

lass G

ov

Yes, My TeachersEmphasize That I UseHigher Level ThinkingSkills

48

STUDENT SURVEY MAY 2005

Yes, My Teachers Emphasize That I Use Higher Level Thinking Skills

77

80

78

70

76

64

66

68

70

72

74

76

78

80

82

Grade 12 Grade 11 Grade 10 Grade 9 TOTAL

Yes, My TeachersEmphasize That I UseHigher Level ThinkingSkills

49

STUDENT SURVEY MAY 2005

Yes, My Teachers Use The Findings Of Student Grades and Evaluations of Student Learning To Modify And Improve How They Teach

58

55

57

54

56

52

53

54

55

56

57

58

59

Grade 12 Grade 11 Grade 10 Grade 9 TOTAL

Yes, My Teachers Use TheFindings Of Student Gradesand Evaluations of StudentLearning To Modify AndImprove How They Teach

50

STUDENT SURVEY MAY 2005

Yes, My Teachers Use The Findings Of Student Grades and Evaluations of Student Learning To Modify And Improve How They Teach

66

5863

54

6359 61 60

0

10

20

30

40

50

60

70

MeneM

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ter

Worl

d Lan

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Yes, My Teachers Use TheFindings Of Student Gradesand Evaluations of StudentLearning To Modify AndImprove How They Teach

51

CHAPTER II. Student/Community Profile Summary

52

Student/Community Profile Summary During the first semester of the 2005 school year, all major role groups—faculty and staff special focus groups, students, and parents—reviewed the School Profile and identified what each considered to be the school’s greatest needs. These needs could be categorized into three major areas—student achievement, student support, and continuous quality performance. Responses from the three groups are indicated in the chart below along with some comments validating the process from the teacher focus groups. The high school’s focus groups are not based on WASC categories. As part of the professional development plan for the school, teachers have selected personal inquiry interest areas to pursue to enhance their knowledge and hone their teaching skills. Each focus group addressed all the major WASC accreditation categories. Notes from each of their breakout sessions validate the input process. Below are a few examples:

Technology – “At out last meeting we were in the process of sharing our breakout work to identify need areas. I will summarize our progress so far and we can continue to add and discuss these need areas to complete out task today…. [We need to] streamline the request process for tech needs and provide more tech support personnel and training opportunities.”

Developing Culminating Performance Assessment – “The consensus of our group regarding Task #1 is as follows: According to the MoHS Profile stats, MoHS is performing at average or better in the academic areas. Thus, our ‘rationale’ in regards to addressing the ‘critical academic needs’ of our school is based more upon our classroom experience…. Here are our concerns: 1) the need for teachers to be consistent in regards to standards-based grading; 2) especially in regards to Math, SPED, ESL…; 3) the poor physical conditions of the classrooms (lack of cleanliness, lack of teacher phones, lack of desks, textbooks, etc. DIRECTLY affects student performance; and, 4) low teacher response to critical-thinking skills being promoted. This is a summary thus far of our discussions.”

Civic Responsibility/Community Service/Student Projects – “Find a way for students to earn more credits per year—[SPED, ESL, CSAP (more credits, support]. [Address] attendance, tardies, cuts (security). [Need more] parent involvement. “

Implementing New Curriculum – “Work on increasing math proficiency. Although we are making progress, we are below the benchmark set for 2008 and well below that set for 2010. Also, we need to continue to work on increasing reading comprehension. Although we are making progress, we are still below the benchmark set for 2010 (although not as much as math.)”

Thinking Skills – “A lot of data suggests that students and teachers do not see CAP as a strong program. Many students not completing CAP lessons, believing in their effectiveness, not seeing them as fruitful. The ‘2003 Moanalua High School CAP Program Teacher Survey’ and the ‘2003 Moanalua High School CAP Program Student Survey’ show that few agree, teachers and students alike, that CAP lessons are helpful in any of the ways mentioned in the survey. CAP is a major part of the Comprehensive [academic] Student Support Services System

53

that provides curriculum enrichment and opportunity for individual development. Since it is a big part of the CSSS, it should be functioning better to meet the goals of CSSS and of itself.”

Group Identified School Needs

Student Achievement Faculty/Staff • Prepare teachers, students, and parents for standards-based

grading and report cards • Provide online grade/progress information for parents • Increase student proficiency on the HSA for math • Continue to provide summer school program opportunities

for students to earn credits • Decrease retention numbers for ninth graders • Provide an operational and viable curriculum for each

discipline aligned with HCPS III • Allow students to earn more credits per year • Reduce dropout rate and increase percentage of students

attending college after graduation • Provide more support for ninth grade transition to high

school to promote higher achievement and more positive perceptions

• Provide more opportunities to participate in Gifted and Talented (GT) and Advanced Placement (A.P.) classes

• Increase the number of students passing Advanced Placement exams with 3s, 4s, and 5s

• Increase parent involvement as a means of promoting greater student achievement

Parents • Use effective strategies for more parent involvement—i.e., administer surveys at time of registration, contact through e-mail and regular mail-outs home, employ certain teachers to encourage parent involvement, connect activities to students through presentations and performances, make parents more comfortable about school and what they can offer

• Provide access to information via internet • Maintain parent-teacher conferences • Maintain high academic standards • Offer more A.P. classes • Improve grading practices • Have a consistent homework policy • Implement student led assessment conferences • Address needs of Grade 9 students • Maintain career guidance and CAP • Support a summer school program

Student Support Faculty/Staff • Improve school facilities and renovate classrooms

54

• Renovate and improve cleanliness of restrooms • Provide more support for special motivation programs and

for alternative programs • Improve school CAP program by providing for more

accountability • Address the proficiency needs of the SPED subgroup on the

HSA • Provide more support for ESLL students • Provide faster response to disposition of student referrals • Provide a school auditorium for the performing arts • Provide more support for the needs of military students • Provide more support for co-curricular activities

Parents • Provide cleaner facilities and restrooms • Build a new auditorium for performing arts and music • Support school activities and co-curricular activities • Study impact of changes in military housing on military

families • Secure funds for the school

Students • Address concern over cleanliness of restrooms • Improve classroom conditions—i.e., more air conditioning

of rooms Continuous Improvement of Performance and Quality

Faculty/Staff • Provide professional development and resources for teachers to implement standards-based teaching and learning—i.e., effective teaching methods, thinking skills, learning styles, multiple intelligences, reading

• Provide more support for teacher teams, integration teams, interdisciplinary teams

• Provide teacher training in effective technology use • Provide more computers and technology for student access

in the classrooms • Increase access to computers for teachers and students • Provide sufficient technology support for school, classroom,

and administrative needs • Provide for greater accountability by administrators and

teachers Parents • Identify common goals for all stakeholders and make

everyone more accountable • Meet accreditation requirements • Keep committed teachers and support them

Teachers • Administer LOTI technology survey to teachers as percentages of teachers at target levels seem to have decreased

Students • Provide more access to computers and technology

55

The faculty then took the input from all the groups and identified the school’s critical needs— promoting an understanding of and implementation of a standards-based grading policy, providing support for subgroups to improve achievement on the HSA, providing transition support for ninth graders, maintaining support for professional development activities, and continuing support for technology access for teachers and students. On January 6, 2006 the faculty agreed, based on its PD inquiry group discussions, upon the following critical needs for the school to focus on:

Moanalua High School Critical Needs (based on responses from the January 9, 2006 meeting) These two needs were mentioned most frequently on the feedback sheet.

Critical Need Rationale Provide professional development and resources for teachers to implement Standards-Based teaching, learning, assessment and grading, including the report card. Prepare teachers, students, and parents for Standards-Based report cards. (Combination of #1 and #3 – 22 responses))

• Report cards are going to be SB and everyone will need to understand what formative assessment is

• Bring some consistency to and across courses; ease in grading - everyone will know the same material, know what students should know coming out of your class

• We need to be ready for the new report cards • SB grading is "here" and we need to know how to optimally

match teaching/assignments /grading to the new report cards. • Upcoming implementation • Although not identified by students and parents as a need, this is

a new area that we all will be facing soon - teachers will need to implement and students and parents will need to be able to understand what the grading means.

• #1 choice for most of the faculty. Rules we are held accountable for, but we are missing key info and training as to how it will all look.

• SB grading needs to be addressed for a smooth transition. Question: Why is it not technology-enhanced?

• Teachers need to be the expert in formative assessment. More effort should be made to educate teachers about formative assessment

• Teachers, students, and parents need to be prepared for new state requirements

• If we can teach SB, then we can grade SB • Teachers need training to understand in order to implement

well. This will filter down to students, parents, etc. • The ideas will funnel down to students; teachers will become

more energized. The training will be more relevant to the individual.

• Teachers need more applicable examples for specified subject areas--have a better idea of SB curriculum.

• This is the basis for providing quality education to our students--all students ultimately will benefit from this.

• Highest ranked need for teachers (#1, #3, #11) and parents (#2, #4)

Student Support: Provide more support for special motivation, alternative education, SPED, ESLL, CAP, GT/AP, Grade 9 transition, special needs populations in terms of

• Increases accountability, increases accountability for all role groups

• Most of us have experience with 9th graders and their poor performance. If we can give them a better high school start, it should affect performance in successive years. Also some

56

the HSA. (Combination of #4, #5, #7, #8, #10, #15, and #18 - collectively received 16 responses)

students don't meet future goals because it's a struggle to make up for early failures

• Need more effective way to address guidance for students other than CAP

• Would help place students in a more appropriate and conducive environment--increases learning and motivates them to buy into a "future" beyond school

• Identify more students who are "non-traditional" or at-risk; services are inadequate

• 9th graders' transition is difficult. ESL, SPED programs are efficient

• School is not meeting AYP • Improved scores needed to make AYP - attendance is necessary

first • The more we meet all the students' needs, the fewer problems

overall we will have with other students • These are the students failing, especially in science where no

alternative programs are offered • All students have special needs and schools need to identify and

address needs for students that will not interfere with achievement

• Not all students fit "one" mold. There are students who need more vocational-type programs in order to be successful. These students end up on our campus causing trouble and take a lot of time and energy away from the other students.

• Improved CAP would increase credibility and accountability to benefit students and motivate/engage them to get the most out of what it was intended to do

• New graduation requirements; need for accountability • Guidance is being phased out with c/o 2010 • Since students will receive credit for CAP, teachers must be

more prepared • Increase interest by giving choices; "vigor and academics" to be

interpreted according to needs of student, not necessarily all "college prep"

• May address student support needs like attendance

These were the other needs groups mentioned. Critical Need Rationale #11 Access to technology (3 responses) • Tech is needed because of push for standards. Tech can also be

seen because of a push in standards. Tech can also be seen as a universal language

• Engagement and motivation; make learning meaningful • Tech needs run through and affect all priority need areas in

some way • Will increase collaboration amongst all stakeholders

#8 On-line grading (2 responses) • All stakeholders should be able to view detailed explanations (rubrics, outlines, etc.) of formative assessment in order to be prepared for the implementation.

#11 Operational and viable curriculum (2 responses)

• Bring some consistency to and across courses; ease in grading - everyone will know the same material, know what students should know coming out of your class.

57

• Viable curriculum will lead to higher student achievement #9 Improve HSA math scores (2 responses)

• NCLB • All students benefitting has been one of our weaknesses

#10 Support teams of teachers (1 response)

• If we do things as teams, all students should benefit.

#10, #11 Earn more credits to graduate (1 response)

• Incoming freshmen need more credits to graduate; current schedule may not be enough

• Students will need more credits for graduation. Block schedule should NOT be an option. Modular schedule?

#2 Improve school facilities (1 response)

• Not having the necessary tools and/or facilities that cater to even our basic needs will definitely affect learning. Students need adequate access to computer, technologies, and clean and safe classrooms, campuses, and bathrooms.

These identified needs, along with other specified needs that emerged from the profile data, were then included in the Academic and Financial Plan that the Department of Education required each school to submit in December 2005. The goal areas of the school’s academic plan were chosen for all the schools by the Department of Education. The targeted intervention areas identified as major school needs are all reflected in the School Profile and the identified needs from the three major role groups. Goal #1: Improve Student Achievement through Standards-based Education

• Provide each MoHS student with skills, attitudes, knowledge, and a personal plan to apply for and receive a post-high school education

• Implementation of standards-based grading in all classrooms and implementation of a school-wide policy on standards-based grading

• Provide all students with the motivation/attitude, skills, knowledge, and opportunity to demonstrate proficiency to meet or exceed math and reading standards of the Hawaii Content and Performance Standards (HCPS III)

• Curriculum alignment and mapping for math instruction • Develop an action plan for the school’s Advanced Placement Program and A.P. courses • Use new strategies for parent involvement and combine with existing practices to

increase student achievement Goal #2: Provide Comprehensive Support for All Students

• Implementation of the Career and Academic Plan (CAP) program as a required grade level course for all students

• Personalize the learning environment in each classroom through the use of effective instructional strategies

• Expand Grade 9 CORE program to include a second interdisciplinary team to support an additional 120 Grade 9 students

• Provide relevant curriculum and personalized supportive structures for special student populations and programs: CSAP Program, ESLL Program, and SPED Program

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• Renovation and construction of school facilities to meet school program needs Goal #3: Continuously Improve Performance and Quality

• Build and sustain a professional learning community supported by a school-based professional development program that sets high expectations for standards-based practice, is differentiated to meet teacher needs and learning styles, and provides formative feedback to support professional growth

• Provide classroom teachers with timely information about student learning styles, learning needs, proficiency levels, and student feedback on classroom instruction

• Provide a school accountability system where stakeholders from administrators to teachers to students are more accountable for student learning

• Provide students with access to current and up-to-date technology tools and systems to promote higher level thinking, problem-solving, communication, and collaboration

The school’s ESLRs and the State’s General Learner Outcomes are the same and outcomes like the development of independent and responsible learning habits, the development of complex thinking skills, and the effective use of technology, along with the development of collaboration and communication skills (at all levels within the school community) are reflected in the school’s Academic Plan. The analysis has raised some basic issues and questions about the various components of the plan:

• There is concern about the development and effective implementation of a standards-based grading policy and standards-based report cards. Primarily, the questions involve what they will look like and how are teachers going to be held accountable for implementing the policy on a consistent basis.

• How is the school going to make AYP in the coming years and what kinds of sanctions could it face? How could this affect teacher assignments to schools, funding, staffing, etc.?

• Parent involvement has always been a problem. The school has tried all the strategies already. How can we make them really effective to get the parents involved on a consistent basis in their children’s learning?

• If CAP is offered for credit, what is the credit system going to look like and how will it be implemented? What’s the timeline? How will students in the upper grade levels be affected?

• How can the school expand CORE? Where will the teachers come from? How will expansion of the program impact other programs and class size? How much will it cost to expand the program? Has the school considered other alternatives like “packaged” smaller learning communities’ curriculum programs like AVID for the entire freshman class?

• Is the school in line to reserve some of the surplus money being released by the State for school repair?

• What would an accountability system look like? • How are we going to support our current and future technology needs?

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CHAPTER III. Progress Report

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Progress Report A NEW CONTEXT FOR HIGH SCHOOL EDUCATION IN 2006 : While Moanalua High School received a six-year accreditation in 2000 with three major, school-wide recommendation, a number of questions and issues were also raised in the Visiting Committee’s report that are addressed in this Progress Report and help provide a more comprehensive view of where the school’s efforts have been focused since the last full visit six years ago. Since then, there has been an extremely high degree of change in the Hawaii DOE that has impacted MoHS. As a result, many of the progress report questions are no longer related or pertinent to school improvement activities at Moanalua High School. For example:

• expected school-wide learning results (ESLRs) created by each school have been replaced by the Department of Education’s six General Learner Outcomes (GLOs)

• School Community-Based Management (SCBM) has been replaced by School Community Councils per the Reinvention of Education Act (Act 51 and amended by Act 221). The Hawaii State Legislature has defined by law the roles and responsibilities of the school principal and the council members.

• School-To-Work (STW) is no longer a funded national/ local initiative and in Hawaii there has been more of a focus on comprehensive guidance programs for high school and career pathways

• The Hawaii Content and Performance Standards (HCPS) has dramatically changed and gone through not one but two iterations – HCPS II and HCPS III

• Budgeting processes are impacted by a Weighted Student Formula (WSF) and the school Academic and Financial Plan

The new context of Hawaii public education requires all public high schools to be focused on the following:

• The Vision of the Hawaii High School graduate • Six General Learner Outcomes: (1) responsible learners, (2) collaborators, (3) critical

thinkers, (4) producers of quality products, (5) effective communicators, (6) effective / ethical users of technology

• Three priorities as directed by the Superintendent: (1) Student Achievement, (2) Civic Responsibility, and (3) Safety and Well-being

• 2005-2008 State of Hawaii Department of Education Strategic Plan Since the last accreditation visit, Moanalua High School teachers and administrators have dedicated their time and energies to join task forces and committees to provide input and to keep abreast of the rapidly changing educational landscape in Hawaii public education. This has helped to provide guidance and direction for school planning.

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• Superintendent’s Data Task Force: D. Galera • DOE Student Information System Selection Committee: D.Galera, H.Shinjo • DOE Vendor Selection Committee for Computers/Laptops: J.Kawachi, H.Shinjo,

D.Galera • DOE Report Card Task Force : H.Shinjo • DOE Principal Performance Contract Task Force: D.Galera • DOE High School Redesign Council: D. Galera • DOE Gender Equity Committee: D. Dias • Complex Gifted and Talented Committee: T.Ushijima and R. Messier • Hawaii Teacher Standards Board: W. Jose • HCPS Review Committees: C. Rathyen, S. Hashimoto, others

THE VISITING COMMITTEE’S RECOMMENDATIONS: The Visiting Committee at the last full accreditation in 2000 made three school-wide recommendations for follow-up:

• Increasing student and staff accessibility to and use of technology; • Improving student performance and achievement; and, • Improving teaching strategies.

The Committee also cited what it felt could be impediments to school improvement as outlined in the school’s action plan:

• The existing unclear status of student assessment in the state; • The complexity of introducing standards to the school community; and • Time to devote to school improvement.

In this Progress Report, the school has attempted to provide a thorough and comprehensive look at its efforts to address the three major, school-wide areas for follow-up, and at the same time, address the issue of impediments to the school action plan. All issues raised in the Visiting Committee’s Report have been identified and categorized under the three school-wide critical areas of need. A. School-wide Recommendation #1: Increasing student and staff accessibility to and use of technology

1. What has Moanalua High School done since the last accreditation visit to (1) complete, as soon as possible, the infrastructure for technology; (2) to address the need to provide students with more access to technology; (3) to provide all teachers access to technology for staff development, curriculum development, instructional programs, and classroom management?

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Categorical funding for computer technology from the Department of Education (Computer education) has been cut for the past few years. The school receives approximately $35,000.00 per year for computer education and the funds are used for purchasing new computers or repairing and maintaining existing computers. As a result, the school has had to find other sources of funds to support technology efforts. In SY 2002-2003, there were 446 networked computers. Characteristics were as follows: only 4% had 512 MB of RAM, only 12% had hard drives of 40GB or more, and only 15% used Windows XP. In SY 2004-2005, there were 549 networked computers: 6% with 512 MB or more of RAM, 41% with hard drives of 40GB or more, and 85% withWindows XP Operating System installed. In addition to the World Wide Web, the applications used by teachers include Lotus Notes (for e-mail and school databases), WinSchool, Blackboard, Library Circulation Server, Meal Tracker, and a faculty file server.

Moanalua High School Computer Inventory SY 2004-2005 Total Number of PCs = 549 Recommendation: Minimum 512 MB RAM Computers w/ 128 MB RAM or less 80 15% Computers w/ less than 512 MB more than 128 MB 434 79% Computers w/ 512 MB or more 35 6% Recommendation: 40GB or More Hard Drive Computers w/ 40 GB or less Hard Drive 324 59% Computers w/ 40 GB or more Hard Drive 225 41% Recommendation: Windows XP Operating System Computers w/o Windows XP Operating System 80 15% Computer w/ Windows XP Operating System 469 85%

Three technology coordinators provide support for the maintenance of 549 networked computers, 12 file servers, video conference systems, and a campus-wide local area network. Technology coordinators provide the following: security for school data and information systems, professional development and in-service training, maintenance and documentation of systems, repair and trouble-shooting, hardware repairs, installation of software and upgrades, data backup, and tech equipment support/set up for the administration. The number of requests for assistance provide by the team over the last few years is charted below:

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Number of Technology Support Requests for Repair and Troubleshooting

249

593640

0

100

200

300

400

500

600

700

2003 2004 2005

Number of TechnologySupport Requests forRepair andTroubleshooting

Additionally, Moanalua High School has accomplished the following: • Beginning in August 2000, the MoHS Information Technology (IT) Support Team has

among other things, coordinated a significant school-wide change from older LAN hubs to faster LAN switches, paved the way for connecting MoHS to the new high speed LUXN fiber network system, installed an active directory system, installed six new servers (WinSchool, active directory, Lotus Notes, professional development, Blackboard), and provided service to 100% of classrooms. Since April 2000, the IT Team has also installed computer labs in the Library, G102, G201, G203, G301, G302, M101, H304 and upgraded all workstations in the Student Center Technology Lab.

• The MoHS Media Communications and Technology Learning Center has expanded to

include over 150 students. The program effectively integrates Language Arts, Social Studies, and technology for grade 9 students. Students submit technology projects for History Day, the International Film Festival, OLELO, and other activities.

• The school’s World Languages Learning Center has installed a computer lab for World

Languages students. MoHS students have participated in e-mail projects with students from Japan and other countries.

• New course offerings in advanced technology since April 2000 include: Advanced Web

Design, Oracle Database Programming, and C++ Programming. Advanced Web Design students have created websites for community groups such as Hawaii Families as Allies, Moanalua Athletic Club, MoHS PTSA, MoHS Project Graduation, and MoHS Athletics.

• MoHS was featured in the October 2002 “The Future of Learning” video broadcast by

SERC, Kentucky Educational Television, COSN, and Advanced Network and Services for being selected as only one of six schools nationally to participate in “Imagine the Future,” an advanced learning with technology program.

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• MoHS was one of only six schools in the nation to be selected to participate in “Imagine The

Future,” an advanced technology program for student inquiry into technology and learning. Five MoHS students were selected to present their project findings in the 2002 “Exploring the Future of Learning Technology Conference” in Seattle, Washington.

• MoHS was featured in the February 2003 The Future of Learning II video broadcast by

SERC, Kentucky Educational Television, COSN, and Advanced Network and Services for the innovative technology training program for teachers called ECELL, the Electronic Collaborative Educational Learning Lab.

• The ECELL Technology Training Program to provide training in best instructional practices

and the use of technology in the classroom was implemented at MoHS in 2001 and continues to be held during summer as grant funding is available.

• 2002 Technology Literacy Challenge Fund (TLCF) Project provided computer technology

and training for three MoHS project teachers. • MoHS provides leadership in training Complex Principals and ACE interns (administration

intern vice principals) in the effective use of technology. • MoHS implemented a Blackboard System in 2002 providing teachers and students with an

introduction to the use of online learning environments. The school has also made this resource available to the elementary and middle schools in the Complex.

• A new school telephone system (Norstar) was installed in December 2002. • MoHS was involved in the development of a new Moanalua Complex tech plan. • MoHS attempted to develop a standards-based learning information system in partnership

with Oracle Hawaii. The prototype was completed in March 2003 with plans to pilot the system during the 2003-2004 school year. The plans were placed on hold as the DOE discussed a change in student information systems from WinSchool to ESIS. The new ESIS system may include a module named the Executive Assistant which has similar features to the Oracle pilot system.

• In 2004 and 2005, MoHS was the only school in Hawaii to participate in the

MegaConference, an Internet2 videoconferencing showcase involving schools from around the world.

• In 2004 and 2005, MoHS participated in the Student Television Network (STN) Conference

in Los Angeles, California. MoHS students successfully competed with other students from other nationally recognized programs in the areas of broadcast journalism and video production.

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• MoHS sent nine teachers and administrators to the 2005 National Educational Computing Conference in Philadelphia

• In November 2000, the Moanalua High School faculty members took the Levels of

Technology Implementation Survey (LOTI). The LOTI instrument is a survey instrument administered online via the web. It is a survey used to collect information about a teacher’s current instructional practices and technology use skills. Level 4a is usually considered a minimum “target level” for teachers to attain. The MoHS faculty was surveyed again in November 2002. The table below provides the results of the survey:

MoHS Levels of Technology Implementation (LOTI) Survey Results 2000 2002 Level 0 – Nonuse 15% 20% Level 1 – Awareness 9% 15% Level 2 – Exploration 35% 40% Level 3 – Infusion 26% 11% Level 4a – Integration 10% 7% Level 4b – Integration 1% 4% Level 5 - Expansion 4% 3% Level 6 - Refinement 0% 0%

2. What has Moanalua High School done since the last accreditation visit to

increase the use of technology as an instructional tool, as well as a mechanism for students to demonstrate learning across the curriculum?

See response to question #1 above. B. School-wide Recommendation #2: Improving student performance and achievement

1. What has Moanalua High School done since the last accreditation visit to establish systematic methods of assessing students’ progress in relation to the school ESLRs?

The State of Hawaii DOE has made important changes that have placed the General Learner Outcomes as student learning outcomes for all schools to replace the concept of ESLRs. The change from the State’s four to six GLOs has resulted in a clearer alignment with Moanalua’s former school ESLRs. The DOE is currently in the process of drafting rating scales for how teachers are to rate students according to each of the six General Learner Outcomes. Additionally, the DOE is in the process of finalizing changes to the high school graduation requirements (including a senior project and a personal plan), standards-based report cards, the ACCN Code, and a new BOE high school policy. It is important that MoHS anticipate, be informed of, and take a proactive approach to prepare for important changes to come.

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Since the last accreditation, MoHS professional development training has focused on standards-based education and assessment of student progress through the use of culminating assessments or performance tasks at the end of standards-based units.

2. What has Moanalua High School done since the last accreditation visit to establish a collaborative process to periodically review the ESLRs?

As stated above, there are six DOE general learner outcomes that replace school by school “expected school-wide learning results” (ESLRs). It is expected that the school’s current SCC will continue to serve as the collaborative vehicle for periodic review of the school’s ESLRs. In April 2003, the then-SCBM Council reached consensus on a revision of the school’s vision and mission statements that defined the school’s purpose. The vote capped two years of discussion by the SCBM Council on vision and mission statements that had originally been crafted in the early nineties. The Council had already decided on a realignment of the school’s ESLRs (also crafted in the nineties) with the state’s news six General Learner Outcomes. The SCBM Council had always been an actively viable participant in the development of school policy and programs. The current School Community Council has effectively transitioned from the earlier SCBM Council and continues to maintain a high level of involvement in and support for the school.

3. What has Moanalua High School done since the last accreditation visit to explore methods of systematically monitoring policies, initiatives, and their impact on school improvement and communicating the findings?

The school administration has systematically monitored school operations and procedures and the impact on school improvement. The SCBM Council has monitored and the new School Community Council continues to monitor school-wide policies and their impact on school improvement through regular surveys of faculty and staff, students, parents, and community members, open discussions and forums, and other methods. Survey information is timely and relevant and used to share information about the school and improve school programs and instruction and provide appropriate responses to concerns about safety and the environment. The SCBM/SCC and the school administration communicate the findings through: (1) faculty meetings (for teachers); (2) annual Moanalua High School Accountability Report Forums held in the evenings for parents and community members; (3) a monthly newsletter to parents and community members, which is also available on the school’s website; (4) minutes of the current SCC Council meetings, which are also available on the school website; (5) Blackboard, an interactive technology courseware, which allows users (administration, teachers, and students) to share and discuss information and to provide input online; and, (6) task force, focus group, special committee, department, Leadership Cadre, and APC meetings, most of which are open to interested parties. The time period since the last accreditation visit has been a most dynamic and turbulent period in recent history in terms of policies and initiatives affecting Hawaii public high schools: Felix Consent Decree, DOE Reorganization into Complex Areas, ACT 238, HCPS II and III, No Child Left Behind, new Hawaii State Assessment Testing, new gender equity requirements, High

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School Redesign initiatives, passage of ACT 51 / ACT 221, new weighted student formula, new school community councils, increased complex articulation requirements, and the change from School-To-Work / vocational education to Career and Technical Education. The school is mandated to respond to each of these policies and initiatives in addition to carrying on the normal, daily operations of administering its academic and co-curricular programs.

4. What has Moanalua High School done since the last accreditation visit on a school-wide basis, to discuss how the activities identified in the ESLR Attainment chart (evidence) demonstrate achievement of the ESLRs in all classes?

See response for question B1.

5. What has Moanalua High School done since the last accreditation visit to develop a plan to increase student awareness of the ESLRs and their involvement in the development of demonstrations of their mastery?

See response for question B1.

6. What has Moanalua High School done since the last accreditation visit to explore avenues to increase students’ opportunities to take a greater variety of elective courses?

New opportunities for elective courses are offered through a combination of teacher innovation and student interest. Moanalua High School remained committed to a student-driven master schedule and students indicate their choices for class offerings through pre-registration course selections. Examples of new courses offered include:

• Business English • Broadcast Journalism • Film As Art • FAA Ground School (AFJROTC) • Fabric Arts • Music Keyboarding • World Languages: French, German • Others

7. What has Moanalua High School done since the last accreditation visit to

clarify and substantiate the role of the STW initiative in curriculum and instruction?

As stated above the School-To-Work(STW) initiative is no longer a funded initiative. In the spirit of STW, Moanalua High School has done the following:

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• Implemented the Career and Academic Plan (CAP) program to provide for comprehensive guidance for grades 9-12. The MoHS CAP program is recognized as a model for all high schools across the state.

• Administered the ACT PLAN Test to all sophomores to assess student achievement and to survey student interest for career pathways

• Continued to align course offerings to career pathways to increase “completers” of CTE pathways for funding and support

• Provided professional development for standards-based education and the use of standards-based unit plans in all classrooms

8. What has Moanalua High School done since the last accreditation visit to

analyze student work and performance to affect curricular changes in content, materials, and strategies to adapt to changing student needs?

See response to question C1. Additionally, the school’s professional development team provides a comprehensive teacher orientation seminar for new teachers to the school each year.

9. What has Moanalua High School done since the last accreditation visit to analyze student work and performance to affect curricular changes in content, materials, and strategies to adapt to changing student needs?

See response to question C1. Additionally, the school’s professional development team provides a comprehensive teacher orientation seminar for new teachers to the school each year.

10. What has Moanalua High School done since the last accreditation visit to develop a focused plan of action to address the changing profile of the Moanalua student (decreased reading scores, increased number of at-risk individuals, pregnant teens, free and reduced lunch participants, ESLL students and graduates needing remediation courses at community colleges)?

See response for question C1. Additionally, the school frequently reviews student data and strives to be data driven and research-based in addressing the changing needs of students. The school has implemented the following actions:

• optional reading intervention classes for students who are “well below proficiency” • optional math intervention classes for students who are “well below proficiency” • additional budget and technology support for ESLL and CSAP students

11. What has Moanalua High School done since the last accreditation visit to

develop a focused plan of action to address the changing profile of the Moanalua

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student (decreased reading scores, increased number of at-risk individuals, pregnant teens, free and reduced lunch participants, ESLL students and graduates needing remediation courses at community colleges)?

See response for question C1. Additionally, the school frequently reviews student data and strives to be data driven and research-based in addressing the changing needs of students. The school has implemented the following actions:

• optional reading intervention classes for students who are “well below proficiency” • optional math intervention classes for students who are “well below proficiency” • additional budget and technology support for ESLL and CSAP students

12. What has Moanalua High School done since the last accreditation visit to

provide more consistent enforcement of school policies regarding student behavior and discipline?

The school administration has taken a proactive approach to address issues relating to student behavior. The administration communicates to all students that there are high expectations for student behavior and decorum, and it has worked hard to provide a visible presence on campus during those periods of time when students are not in class, such as before and after school and during morning and lunch recesses; the administration is also visible at co-curricular and athletic activities to monitor student behavior. There has been a purposeful effort to attract, recruit, and retain certified vice-principals to ensure for consistency and quality assurance within the administrative staff. In responding to student discipline, school administrators review and solve hypothetical scenarios and always collaborate together to provide consistency in the administration of student discipline. The school has also emphasized through professional development activities the need for all adults (administrators, teachers, and support staff) to provide for a positive learning environment in each classroom and on campus and to recognize the needs of all students. All teachers have been in-serviced on student learning styles to increase awareness of the importance of adjusting instructional strategies to better respond to learner needs, and more MoHS teachers have been trained in the use of Tribes to positively impact working relationships with students and colleagues. . In accordance with DOE requirements, the school has also drafted a new safety plan and has a school safety manager (SSM). Additionally, the school has installed security cameras, smoke detectors, and implemented the use of student ID name tags. From a 1999-2000 baseline of 330 Chapter 19 incidents resulting in suspension from school, the number of incidents has declined. The average number of incidents over the past 4 years is one hundred eighty four (184).

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Moanalua High School - Total Number of Ch. 19 Suspensions

330

274

169 176 187206

0

50

100

150

200

250

300

350

1999-2000

2000-2001

2001-2002

2002-2003

2003-2004

2004-2005

Total Number ofSuspensions

13. What has Moanalua High School done since the last accreditation visit to clarify the roles and responsibilities of the principal and SCBM structure?

Since April 2000, the MoHS SCBM Menehune Council has continued to serve as the “trustee of the school vision” and to monitor major school policies as is clearly stated in the SCBM Guidelines/Bylaws. The Council has carefully reviewed school data and student achievement results as part of an annual school accountability report for the past three years. The Council was involved in the selection of the school principal in 2000, discussed potential waiver issues (summer school, school calendar), completed a meaningful revision of the school vision and mission statements, adopted a new school motto, changed the name of the school mascot (from “menehunes” to the more appropriate “Na Menehune”) and was involved in the third-year accreditation visit. Both former SCBM Chairperson and community representative Mark Taylor and current SCC Chairperson Wray Jose have provided important leadership for a smooth transition to the new School Community Council (SCC). The Reinventing Act of 2004 (also called Act 51) required that all schools transition from SCBM to a new School Community Council (SCC). The MoHS SCBM Council took the lead in the important transition. Due to the tremendous experience and skills of the SCBM Council the transition was smooth and extremely successful. The following events have taken place since spring 2005:

• All stakeholder groups were informed about the new SCC process • Act 51 required that elections be held in April-May 2005 • New MoHS SCC Bylaws were drafted and approved • First MoHS SCC meeting was on June 14, 2005 • Training for new SCC members:

o August 3, 2005 – training on Act 51 and duties and responsibilities of SCC o August 27, 2005 – training on team building and process

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o September 13, 2005 – training on DOE budget processes o September 28, 2005 - SCC Parent – Community Forum o October 22, 2005 - School Community Conference @ Hilton Hawaiian Village

• All meeting agendas and minutes are posted on the school website

14. What has Moanalua High School done since the last accreditation visit to provide time to allow staff and other role groups to meet and discuss issues and concerns facing the school?

Since the last accreditation visit, Moanalua High School has provided time for staff and role groups to meet and discuss school issues and concerns through the following forums:

• MoHS Public Accountability Forums for all stakeholders • Moanalua Complex Parent and Community Forums • SCBM / SCC meetings open to the public and all stakeholders • School meetings: Faculty meetings, Leadership Cadre meetings, APC meetings • Budget and Master Schedule Task Force meetings: all role groups are represented in this

annual process to review school results/data, school resources, and prioritize school needs

15. What has Moanalua High School done since the last accreditation visit to establish a clear link between funding and the improvement process where needs are identified and actions proposed prior to allocation of funding?

Since the last accreditation visit, Moanalua High School has implemented the use of a Budget and Master Schedule Task Force to provide a clear link between funding and the school improvement process. The task force is reformed each year and includes teachers, students, parents, classified staff members, community members, and administrators. The task force reviews (1) current school data, (2) current educational research, and (3) school resources. The task force identifies school needs and recommends school-wide priorities. The initial task force recommendations are reviewed by the Leadership Cadre for feedback and input and again reviewed by the task force before final recommendations are made. Recommendations from the task force and the Leadership Cadre are used by the school principal to make final decisions on budget and resource allocations. The process is reviewed by the SCBM Council. The recent change to a weighted student formula and the use of academic and financial plans in accordance with ACT 51 will need to be incorporated into a new process. As recently as December 2005 and January 2006, the school’s School Community Council spent several of its sessions reviewing the school’s Academic and Financial Plan, which is a requirement that all schools are now mandated to submit each year. The Academic and Financial Plan is a detailed plan of the school’s academic goals and targeted interventions based on its identification of critical needs, which are supported by careful placement of the school’s financial resources. Members of the Council perused each line item of the document, raised questions, and satisfied with the responses, gave approval to the document for submission to the Department of Education.

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C. School-wide Recommendation #3: Improving teaching strategies.

1. What has Moanalua High School done since the last accreditation visit to communicate clear curriculum and staff development goals based on a shared school vision with clearly related student learner outcomes, school goals, ESLRs, and alignment with HCPS?

Since the last accreditation visit Moanalua High School has implemented a professional development plan for all teachers. The goal has been for all teachers to implement standards-based instruction and assessment in each classroom. An assessment of teacher needs was completed and a teacher-centered professional development plan was designed and implemented to support the transition of teachers from traditional teaching to standards-based teaching. Teachers have received professional development training in the following:

• how to design standards-based unit plans by Sharon Abrigo and Karen Ohira • student learning styles and brain research by Dr. Bernice McCarthy • differentiation of instruction by Dr. Carol Ann Tomlinson • standards-based grading by Ken O’Connor • formative assessment and assessment for learning by Dr. Anne Davies • effective assessment strategies and building rubrics by Dr. Judy Arter and Dr. Jan

Chappuis • use of technology in a global classroom by Patti Weeg and Dr. Chris Moersch • effective instructional strategies by Rick Smith • in-service on the Hawaii State Assessment test blueprints and items

In the first year, teachers focused on creating standards-based lessons and units. Their efforts were showcased at a professional development conference at the school, which was open to other schools in the District and State and attracted almost 500 people. The conference was held at the school with teachers presenting their lessons and units in breakout sessions. Those who chose not to present had the option of creating technology projects based on their lessons and units or of writing about their lessons and units. The articles were then published in a professional journal and distributed to participants at the conference. In the second year, teachers focused on critical thinking and differentiation in the classroom and in the third year on a personal inquiry subject related to their teaching. That inquiry has now become a professional inquiry and all teachers are now involved in focus groups that reflect their particular interests. For example, teachers interested in technology are involved in the Technology Focus Committee and those interested in standard-based grading are involved in that focus committee. As in all previous years, teachers present their research and findings at the school’s annual conference, which has been expanded to include its Complex middle and elementary schools whose teachers also present for their respective grade levels. The Complex schools have worked together to align their professional development days with the high school’s so their staffs can attend and participate in the conference.

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The recent WASC Midterm Visitation Committee stated that the Moanalua High School professional development plan is a model for all schools in the state.

2. What has Moanalua High School done since the last accreditation visit to address a need for more collaborative opportunities and staff development activities for all teachers?

Moanalua High School has accomplished the following in addressing the need for collaborative staff development activities for all teachers:

• MoHS conducted a comprehensive needs assessment specifically in the area of professional development for curriculum design and instructional strategies. See the results of (1) MoHS Professional Development Survey and results of (2) LOTI Survey in the school profile.

• MoHS Professional Development (PD) Plan 2001 – 2002 focused on HCPS II standards,

standards-based unit planning (SBL), and formative assessment. Forty-eight (48) teachers requested and earned PD Credits for their professional development efforts. Forty-two (42) faculty members shared PD reflections on SBL during the 1st Annual Moanalua High School Professional Development Conference on March 8, 2002.

• MoHS PD Plan 2002 – 2003 focused on standards-based unit planning, higher level

thinking skills, learning styles, brain research, and differentiation of instruction for diverse learners. Seventy-one (71) teachers requested and earned PD Credits for their professional development efforts. Ninety-seven (97) faculty members shared PD reflections on SBL during the school year and as part of the 2nd Annual Moanalua High School Professional Development Conference on March 14, 2003.

• MoHS PD Plan 2003 – 2004 focused on standards-based unit planning, higher level

thinking skills, learning styles, brain research, and differentiation of instruction for diverse learners, and classroom assessment. Fifty (50) teachers completed digital gallery presentations, thirty-nine (39) faculty members published in the school professional development journal, and forty-eight teachers (48) participated in conference presentations as part of the 3rd Annual Moanalua High School Professional Development Conference on March 12, 2004.

• MoHS PD Plan 2004 – 2005 focused on standards-based unit planning, higher level

thinking skills, learning styles, brain research, and differentiation of instruction for diverse learners, classroom assessment, and instructional strategies. Nineteen (19) teachers completed digital gallery presentations, twenty-nine (29) faculty members published in the school professional development journal, and sixty-nine (69) teachers participated in conference presentations as part of the 4th Annual Moanalua High School Professional Development Conference on March 11, 2005.

• The MoHS Professional Development Plan is aligned with: PEP-T Teacher Evaluation,

proposed Hawaii Teacher Standards Board Re-licensing, and National Teacher

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Certification. This makes connections among separate initiatives and supports teachers in eliminating the need for separate and additional teacher work.

• Development of a Moanalua Complex GT plan and MoHS GT plan also support

improved teaching strategies for classroom instruction

3. What has Moanalua High School done since the last accreditation visit to increase school-wide dialogue about the relationship between staff development efforts, instructional practices in the classroom, and consistent assessment practices to determine achievement of the ESLRs?

See response for questions B1 and B2. D. School Efforts to Involve Parents and Encourage Collaboration:

1. What has Moanalua High School done since the last accreditation visit to have the PTSA and the SCBM seek creative ways to promote and encourage increased parent involvement and assistance?

Since April 2000, the MoHS SCBM Menehune Council has continued to serve as the “trustee of the school vision” and to monitor major school policies as is clearly stated in the SCBM Guidelines/By-laws. The council has carefully reviewed school data and student achievement results as part of an annual school accountability report for the past three years. The council discussed a potential waiver issue related to summer school and focused on a meaningful revision of the school vision and mission statements. SCBM Chairperson Mark Taylor presented a clear set of SCBM directions and activities for the 2002-2003 school year. The SCBM Council and the school administration worked effectively and collaboratively during those three years. New SCC Chairperson, Wray Jose, has continued to provide excellent leadership in the implementation of the new SCC requirements of ACT 51. The PTSA and other parent groups have organized to increase membership and provide tremendous support to a multitude of school activities. The Kina’ole Awards Program initiated by the PTSA is an innovative way to recognize outstanding alumni and raise much needed funds for school technology and air conditioning needs.

Moanalua High School PARENT INVOLVEMENT

2001

2002

2003

2004

PTSA Membership

400 414 651 546

Music Boosters Membership

166 174 248 286

Athletic Boosters 87 126 155 158

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2. What has Moanalua High School done since the last accreditation visit to investigate a variety of ways to inform and to encourage parents’ attendance and participation at Open House?

Moanalua High School’s efforts to communicate with parents about Open House and other parent involvement activities include: mailing home a monthly parent newsletter, keeping an updated school website, and direct communication access through its Parent-Community Networking Coordinator (PCNC).

3. What has Moanalua High School done since the last accreditation visit to provide parents the opportunity to participate and be deeply involved in the self-study process?

See response for question #4 below.

4. What has Moanalua High School done since the last accreditation visit to investigate strategies to increase parent and student input in all areas of school life?

Since the last accreditation visit, Moanalua High School has provided the following opportunities for parent and student input in all areas:

• Membership and participation in the SCBM and SCC Councils • Membership and participation in the Budget and Master Schedule Task Force • Membership and participation in the School Inspection Team • Membership and participation in the SCBM and SCC Councils • Membership and participation in the PTSA Executive Board & Project Grad Groups • Membership and participation in the Music Boosters • Membership and participation in the Athletic Boosters • Participation in the DOE School Quality Survey • Surveys on accreditation, technology, CAP, etc. • Contact access through e-mail and the school website • Parent and community forums on school accountability and accreditation • Parent-teacher conferences arranged through the school’s Counseling Department

5. What has Moanalua High School done since the last accreditation visit to address a

need for all stakeholders to take ownership for the cleanliness of the school? A School Inspection Team is formed each year and includes students, teachers, classified staff members, community members, and administrators. This team inspects facilities throughout the entire campus and identifies areas of need. The school administration communicates expectations to students about litter and cleanliness. Campus beautification efforts are organized by the Student Association and supported by teachers, students, administrators, the PTSA, community church groups, military partnership groups and business partners. Improvements have included: installation of new benches,

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various painting and cleaning projects, new landscaping and planting of grass (to reduce dust), installation of sprinkler systems, and widening of sidewalks. In school year 2001-2002, the school administration made a change that students who purchased lunches inside the cafeteria would need to consume lunches inside the cafeteria instead of out on campus. This helped to reduce the amount of trash and litter on campus. The annual fire inspection program also includes a monitoring of all school facilities to remove clutter and other items as part of school safety efforts.

6. What has Moanalua High School done since the last accreditation visit to develop procedures for regular examination of the master resource plan to ensure the continual availability of appropriate resources that support the school’s purpose and learning results? See response to question D4. Additionally, the school administration has made it a high priority to secure funding and resources for personnel, supplies, and equipment. See table below:

MoHS Efforts at Securing Additional Resources

Grant / Resource Support Amount Purpose and Use

2001 Title VI PD Grant $50,000 Professional Development 2002 Title VI PD Grant $50,000 Professional Development 2002 TLCF Tech Grant $98,000 Classroom computers,

equipment and professional development for

2001 Artists in the Schools $4,000 Drama Program 2001-04 HENC Grant $21,000 Project-based learning for

Learning Center 2002-05 Good Idea Grants $25,000 Various 2003-2006 NCLB Consolidated Grant

$410,000 /yr Smaller Learning Communities, Technology, Professional Development

Various donations $ To be determined

Donation of computers and equipment

Central District Office Personnel Position

Tech Center & SCMR Coordinator

7. What has Moanalua High School done since the last accreditation visit to provide

information pertaining to resource collection and to communicate this information to all stakeholders? See response to question D4.

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8. What has Moanalua High School done since the last accreditation visit to provide more communication and involvement of stakeholders for future planning? See response to question D4.

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CHAPTER IV. Self-Study Findings

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Self-Study Findings A. ORGANIZATION: VISION and MISSION (PURPOSE); SCHOOL CULTURE; GOVERNANCE, LEADERSHIP and STAFF; RESOURCES A1: Vision and Mission

To what extent has the school established a clear statement of vision and mission (purpose) based on student needs and current educational research?

The school has established a clear statement of vision and mission that is student-centered and research based. The School Community Based Management Council led the school community stakeholders through a review and revision of the school vision and mission statements beginning in 2002. After a thorough and inclusive process, the SCBM Council approved a revised vision, mission, and school motto on April 8, 2003. A school vision poster was designed by a student and printed for all classrooms and offices in 2005. Nearly all teachers responded (November 2005) that there is a clear statement of vision and mission and that the vision and mission are included in the school catalog, on the school website, and in classroom posters. The administration also consistently communicates and links the mission and vision in meetings with faculty and parents, presentations, and school-sponsored professional development and student activities.

To what extent is the vision and mission (purpose) further defined by General Learner Outcomes, Hawaii Content and Performance Standards, and the DOE Strategic Plan, supported by the governing board and the state and complex area administrations?

The school vision and mission statements address the General Learner Outcomes, the HCPS, and the DOE plan for student achievement. In addition, the Vision of the Hawaii Public School Graduate is communicated to stakeholders along with the school vision and mission. Nearly all teachers responded that the vision and mission are aligned with the GLOs and HCPS. It should also be noted that the Hawaii DOE used the MoHS ESLRs as a model and resource in the development of the six DOE General Learner Outcomes. A2: School Culture

To what extent does the school leadership employ a wide range of strategies to encourage parental and community involvement, especially with the teaching/learning process?

Approximately 86% of teachers feel that the school leadership uses a wide range of strategies to encourage parental and community involvement. Teachers listed the following as examples: School Community Council (SCC), PTSA, Project Graduation, Music Boosters, Athletic Boosters, Open House, monthly parent newsletters mailed home, mid-quarter progress reports or deficiencies mailed home, an informative website, Core Program Parent Nights, Parent nights for

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Sophomores H.S.A. and ACT Plan tests, parent night for senior graduation, awards nights, parent forums, music and performing arts performances, special parent forums, email, communication from counselors, student activities program, letters sent home, information posted on the school marquee/sign and the new Kinaole Awards Dinner activity. The school administration uses various strategies to encourage parental and community involvement. The school leadership works in partnership with parent organizations by attending all meetings, actively participating and supporting parent involvement, and sponsoring special forums to share information and gather parental input. Parents attended Saturday sessions at the school to discuss issues and concerns connected with the Accreditation and provided input that was included in this report. A3: School Culture

To what extent is the school a safe, clean healthy, and orderly place that nurtures learning and has a culture that is characterized by trust, caring, professionalism, high expectations for all students, and a focus on continuous school improvement?

Approximately 86% of teachers responded that the school is safe, clean, healthy, professional, and orderly. But teachers expressed concerns that we have “room for improvement” and “a way to go in some areas,” specifically listing concerns about the cleanliness of student restrooms (35%), classroom cleaning by room cleaners (10% percent), and other concerns such as: graffiti, thefts, need for a stable custodial staff, need for classroom phones to replace “red” emergency cards, campus litter, and aging facilities. Teachers also commended the school and students for campus beautification efforts and service projects, the removal of soda from school vending machines, and the numerous repair and maintenance projects happening at the school to address needs of an aging school physical plant. Most teachers feel that there are high expectations for students academically, but 7% of teachers shared that they perceive that students can quit the harder courses and be allowed to take an “easier route” to learning to maintain higher grade point averages. A4: Governance, Leadership, and Staff

To what extent do the governing authorities have policies and procedures that are aligned with the school’s purpose and support the achievement of the General Learner Outcomes and the Hawaii Content and Performance Standards?

In general, policies and procedures from the Complex Area Superintendent and the State Superintendent (governing authorities) support the school’s purpose and the achievement of the GLOs and HCPS. The school is provided with compliance requirements and testing benchmarks that it needs to achieve. However, there are concerns that the Superintendent and the Hawaii DOE need to improve communication with the schools. Often information is communicated at the last minute to principals without rationale or purpose. One example was the required change of a school professional development day so that the Superintendent could speak to all teachers in the complex. The purpose was not explained but the school was forced to change a planned

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professional development day in November to January. It was later communicated that we could “negotiate” to get the day back. Another example is in the implementation of the DOE new student information system (ESIS). The dates for implementation continue to change and be moved backward. The change in the procedures for geographic exceptions was also a problem--new forms and procedures were required but communication was late and unclear, causing confusion. The DOE also has to address the conflicting procedures governing the following: geographic exceptions, power of attorneys, and the caregiver act. Additionally, the DOE needs to review its attempt to change and implement so many changes at the same time. The impact of an overwhelming number of changes is affecting the ability to focus on attainment of the GLOs and HCPS and on teacher and staff morale. Examples of the many changes and new requirements:

• Act 51 • NCLB • New Hawaii State Assessment Testing • New graduation requirements • New HCPS III • New standards-based report cards • High School Redesign and High School Reform • New Magnet School initiatives • Required technology initiatives

Funding issues and dispensation issues also need to be reviewed. The school received funds in January 2005 to be spent by June 2005. Categorical funds for specific programs were not released until months after school had started. The frantic process that characterized the development of the school academic and financial plan was not conducive to promoting collaboration and inclusion and was not coherent with accreditation and other school processes. More and more instructional time is being lost to testing for the No Child Left Behind law. The school will be faced with testing grade 9 students (writing and science), grade 10 students (reading and math), and grade 11 students (writing and science). Additionally, there are new requirements for testing students using quarterly assessments at the end of the 1st quarter and 2nd quarter. The lack of flexibility in the implementation of the DOE’s new single calendar is a concern because of the potential impact on Advanced Placement testing and HCPS testing. Required technology mandates are puzzling. The DOE provides no technology coordinator or technician position but requires the following: establishing school websites; posting school data reports, SCC agendas and minutes; completing school online reports; managing staff accounts for student information, email, ISPED, database access, ACCN reports, school list reports, and student discipline reports; and, maintaining, securing, and troubleshooting school networks.

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To what extent does the governing authority delegate implementation of these policies and procedures to the professional staff?

The governing authority delegates implementation of policies and procedures to the school administration. There are examples where the governing authority delegates policies and procedures to the school administration without providing any resources--the school is expected to come up with the resources although it already has limited resources for instruction and support. For example, required technology mandates are puzzling. The DOE provides no technology coordinator or technician position to any school but requires the following: estab-lishing school websites; posting school data reports, SCC agendas and minutes; completing school online reports; managing staff accounts for student information, email, ISPED, database access, ACCN reports, school list reports, and student discipline reports; and, maintaining, securing, and troubleshooting school networks.

To what extent does the governing authority approve and monitor the three-year School Strategic Plan and the Academic and Financial Plans?

The Complex Area Superintendent has reviewed and approved the school strategic plan and the Academic and Financial Plan. A5: Governance, Leadership, and Staff

To what extent does the school leadership (a) empower the staff and (b) encourage commitment, participation and shared accountability for student learning?

The school administration strives to provide open and clear communication. Approximately 78% of teachers feel that the school leadership empowers staff (November 2005). Teachers stated that: there are open lines of communication, concerns are taken into consideration, there are many opportunities to be included in decision-making, that they have a voice, that professional development groups provide more “capacity building,” and that the administration works endlessly to empower teachers. Sixteen percent (16%) of teachers feel somewhat empowered. And approximately 6% of teachers feel that the school leadership does not empower staff, stating that ideas and suggestions from teachers “seem to go nowhere” and that “[they] do not feel empowered.” These results are similar to the 2005 DOE School Quality Survey where 74% of teachers agreed that ”teachers plan and help make decisions about matters that affect them” and 7.2% disagreed. In the same survey, 81.7% of teachers agreed that “administrators, teachers and staff work together effectively to achieve school goals” and only 3.7% disagreed. The school leadership has empowered staff through the following:

• The new School Community Council is chaired by teachers and community members. From 2000-2005, the school’s SCBM Council provided exemplary leadership. • Department chairpersons and Program Coordinators provide leadership for departments and programs

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• Budget and Master Schedule Task Force (2000-2005): This task force included all stakeholder groups including teachers elected by the faculty to meet to review school priorities and school resource needs. This task force was ended in 2005 upon the

implementation of the School Community Council and the requirement that the principal develop the academic and financial plan in accordance with Act 51.

• Professional Development: The school has used a professional development leadership

team composed of teachers and administrators. Teacher leaders help to guide and facilitate a process to support teacher needs. From 2001 to 2004, all teachers were required to develop standards-based unit plans and to participate in culminating PD activities. From 2004, teachers were given the option to participate. In 2005, the school organized into 16 professional development inquiry groups based on teacher needs. The groups are led and facilitated by teachers.

The school’s professional development team is teacher-led and teachers facilitate teacher inquiry groups. The school’s PD team received the DOE’s 2004 Team of the Year award for its leadership and commitment to excellence.

Teachers are challenged with high expectations and shared accountability for student learning. A6: Governance, Leadership, and Staff

To what extent does the school leadership and staff make decisions and initiate activities that focus on all students achieving the Hawaii Content and Performance Standards and General Learner Outcomes, based upon student achievement data?

Student achievement data is a basis for school decisions and activities to have students achieve the HCPS and GLOs. In the 2005 DOE School Quality Survey (SQS), 92.7% of teachers agreed that “[they] use the results of tests and other assessments to plan and adjust [their] instructional activities.” Similarly, nearly all teachers indicated in a recent survey that school decisions and activities are based on student achievement data. Teachers responded that the school “consistently refers to achievement data in staff meetings” and “makes use of the previous years H.S.A. scores.” Teachers also stated that the “state does not provide exemplars” and that “the administration provides data for the faculty, but [they] would like to see more top-down guidance.” Examples of decisions and actions that are based on student achievement data include: The ongoing focus on site-based professional development for standards-based education for all teachers, a review of grading policies by the school administration to see the alignment with standards-based grading practices, and test preparation activities that include staff training, parent meetings, and visitations to every class being tested.

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To what extent does the school leadership and staff annually monitor and refine the School Strategic Plan and the Academic and Financial Plan based on the analysis of data to ensure alignment with student needs?

The implementation of the School Strategic Plan and the Academic and Financial Plan is new to all schools as of December 2005. Prior to this, the school and staff reviewed the previous accreditation plan in 2003 and submitted a thorough review to WASC. Student needs are frequently assessed and school plans are aligned with student needs. A7: Governance, Leadership, and Staff

To what extent does a qualified staff facilitate the achievement of the academic standards and the General Learner Outcomes through a system of preparation, induction, and ongoing professional development?

The school’s priority is increased student achievement and to provide professional development for staff members to attain that goal. The process for professional development is comprehensive and begins with a teacher interview and careful selection process. Teachers are provided a three-day orientation and are supported by teacher mentors, the school professional development team, department chairpersons, and inquiry groups. Professional development for all teachers (new and experienced) is teacher-centered and site-based. The school’s professional development team provides exemplary leadership and facilitation of the school’s process. The PD team received the DOE’s 2004 Team of the Year award for its leadership and commitment to excellence. Additionally, the 2003 WASC Mid-term report stated that the school’s Professional Development plan was a “model for all schools in the state.” In the recent 2005 SQS Survey, 73% of parents agreed with the statement that “my child’s teachers are well prepared and know what they are doing.” Zero percent of parents disagreed. Also, 59% of students agreed with the statement that “my teachers are well prepared and know what they are doing.” Only 9.7% of students disagreed. Also, in the 2005 SQS Survey, 85.4% of teachers agreed that “staff development at our school is excellent and focused on standards-based education.” A8: Governance, Leadership, and Staff

To what extent are the leadership and staff involved in ongoing research on data-based correlated professional development that focuses on the identified student learning needs?

To a great extent, the leadership and staff are involved in ongoing action research and the use of personal inquiries and personal learning plans connected to student learning. There is ongoing data collection on student achievement, and student support needs and there is ongoing review of research by the staff. The school administration purchased Breaking Ranks II, the NASSPs leading research guide for high school reform, for all teachers and has used it for professional development activities. Teachers participated in the Breaking Ranks II survey. Those survey results are available for review.

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A9: Resources

To what extent are the human, material, physical, and financial resources sufficient and utilized effectively and appropriately in the School Strategic Plan and annual Academic and Financial Plan in accordance with the legal intent of the program(s) to support students in accomplishing the Hawaii Content and Performance Standards and the General Learner Outcomes?

A summary of the school’s financial plan is included at the end of this section. In a recent survey, teacher responses were mixed about whether we have sufficient resources. Some teachers feel that “MoHS does pretty well for what we get because teachers are creative” and some are unsure about this area because of the recent changes to weighted student formula funding and that “everything seems to be in flux from the highest levels of the state organization.” Teachers shared concerns about the following needs for more resources:

• “need more classrooms because it is not beneficial for teachers to float from classroom to classroom” • “need for up-to-date textbooks, some as old as 1994” • “need more funding for security, the DOE’s formula based on enrollment is not adequate” • “lack of computers, lack of furniture, and need for more clerical staff” • “there seems to be a lot of money thrown at technology but the average teacher has a classroom with one barely working computer and has to fight to get a few days in the lab”

To a great extent, all school resources are utilized to help students attain proficiency of the HCPS and GLOs. The school’s master schedule is developed according to student needs and school program goals. The school budget is developed and allocated according to school priorities. When possible the school administration has pursued competitive grants. The school has established partnerships with businesses and other agencies to provide other resources and support. The shortage of classrooms is a concern – some feel that there are too many floating teachers. ( There is a need for more administrative support to do all required administrative tasks. There is a need for all departments to develop a multi-year textbook and materials plan. Old outdated textbooks (data) need to be replaced. There is a need for a CAP coordinator to lead and organize the schools efforts in this area. There is a need for more funds and resources for renovating and cleaning classrooms and restrooms. The administration has faced a never ending problem in regards to finding and retaining room cleaners as casual workers. The problem of cleaning restrooms is also a main concern from students. The school is considering the following options: changing the

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custodians present schedules (less emphasis in other areas and more time allotted to restroom cleaning, for example), increasing the number of custodians, and seeking a total renovation of facilities.

PREFACE to CRITERION B, C, D SECTIONS

Moanalua High School has all the traditional programs of comprehensive high schools in terms of academic and support programs and some special programs that the school has developed to exemplary levels, programs that it has competed for with other schools, and some that it has created based on student interest and needs. For example, the school’s music program includes everything from a jazz ensemble and chamber orchestra groups to an award-winning marching band and a symphony orchestra that has performed at Carnegie Hall twice in the last few years and is considered one of the best public school music programs in the State.

The school has qualified for two learning center programs—World Languages and also Media Communications and Technology —that provide extensive and expansive programs during the day and enrichment programs after school. The World Languages Department offers Japanese, Spanish, Hawaiian, Polynesian Dance, German, and French and offers after school language classes through the Learning Center that also include Chinese and Sign Language. The MoHS Media Communications and Technology Learning Center (MeneMAC) offers a comprehensive, four-year program that emphasizes the integration of content and technology skills, student inquiry and leadership, and project management/problem solving skills in authentic contexts.

Other exemplary programs include the at-risk program for alienated youth and the Career and Academic Plan (CAP) program for all grade levels. With the elimination of the ½ credit, tenth grade Guidance course by the State, schools were told that they now have to provide compre-hensive guidance activities for their students using their own resources. Moanalua’s CAP program, which was created by the school’s counseling and curriculum team in the mid-nineties, has undergone several revisions to meet the changing needs of the students and to meet the mandates of the DOE.

In the discussions of Criterions B, C, and D that follow, more information is provided about some of the programs and courses that make up the school’s comprehensive curricular program. Each criterion section also includes input from the various departments and school professional development focus groups in which they respond to the Self-study questions posed. The school has 16 professional development groups based on the teachers’ needs and areas of interest.

In 2001 the staff began an ambitious professional development program that has since introduced them to standards-based unit development, critical thinking strategies, differentiation in the classroom, technology training, and personal inquiry opportunities. Each year for the last five years the teachers have presented their units and technology projects at a school-wide conference attended by faculties from the Complex schools (who have aligned their professional development day with the high school’s conference schedule) and teachers, administrators, and

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resource people from other schools, districts, and the State. Articles written by Moanalua teachers about their teaching are published in a professional journal and distributed as part of the conference packet.

The 16 professional development focus groups have evolved from the personal inquiry initiatives undertaken two years ago. Rather than re-configure the staff into WASC focus groups, the administration made the decision to maintain the integrity of the current inquiry/research groups and have all the groups respond to the self-study questions. The responses that are included in italics are representative of the observations, perceptions, and sentiments of the groups as a whole. While the school realistically acknowledges that despite its efforts over the last five years it is still not a standards-based school because perceptions, attitudes, habits, and habits of mind are difficult to change and the added stresses of state and federal mandates have compounded the problem, it feels that it is moving in the right direction and that the responses to the self-study questions are truthful and sincere and indicate a high level of awareness and competence among the members of the focus groups.

Responses from the PD groups will be made available to the Visiting Committee during the visitation.

B. STUDENT-BASED LEARNING: CURRICULUM (WHAT ARE STUDENTS LEARNING?) B1: Curriculum

To what extent do all students have access to rigorous, relevant, and coherent standards-based curriculum that supports student achievement of the Hawaii Content and Performance Standards (HCPS) and the General Learner Outcomes through successful completion of any courses of study offered?

What Is Taught Students at Moanalua High School have access to a comprehensive curriculum that promotes rigor and relevance. The school’s curricular offerings include:

• College preparatory classes in the core subject areas—math, language arts, social studies, and science—including Advanced Placement courses in Calculus (Grade 12), Language and Composition (Grade 11), Literature and Composition (Grade 12), Biology (Grades 11, 12), Chemistry (Grades 11, 12), U.S History (Grades 11, 12), European History (Grades 11, 12), and Language Arts GT (Grades 9, 10), Honors Chemistry (Grades 10, 11, 12), Honors Physics (Grades 11, 12), and Accelerated courses in Modern History of Hawaii and Participation in Democracy (Grade 9), U.S. History and Government (Grade 10), World History and Culture (Grade 11) • Career and Technology Education (formerly Vocational Education)

o Business (Accounting, Management, Business Law, Business Communication,

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Finance, Office and Administrative Technology, Travel Industry Management, Business Computer Applications, Keyboarding, etc.) o Family and Consumer Science (Comprehensive Consumer Science, Family Living, Human Development, Food Science and Nutrition, Clothing and Tex- tiles, Food Service, Health Services, etc.) o Industrial Arts (Basic Technology, Automotive Technology, Industrial Engineer- ing, Mechanical Drawing, Drafting, Electronic Technology, Database Funda- mentals, A+ Certification, Networking, Building and Construction, etc.)

• World Languages (Japanese, Spanish, Hawaiian, Polynesian Dance, French, German) • English as a Second Language Learning (ESLL) –see Criterion E: Student Support • Special Education – see Criterion E: Student Support • Special Motivation – see Criterion E: Student Support • Physical Education and Health (Health, Physical Education, Physical Fitness, Team Sports, and Weight Training) • Music (Band, Ensemble, Chorus, and Orchestra) • Art (General Art, Drawing and Painting, Ceramics, Theater Craft, Advertising) • Air Force Junior ROTC (Aviation, Historical Milestones and Military Policy, Rocketry, Career and Employment Opportunities) • Two Learning Centers—World Languages and Media Communications and Technology

The World Languages Learning Center, which was established at the school four years ago, provides enrichment activities and programs and opportunities for students to develop and showcase their language proficiency. During the first semester it organizes and hosts about 250 Japanese students from Moanalua’s “sister school” in Hiroshima in an all-day school visitation. Students get to meet some of the students they have been corresponding with through the Center- supported Pen Pal program. Students engage in enrichment activities that include visitations by other speakers and groups that provide cultural connections to the languages taught. After school classes in Chinese, Spanish, Japanese, German, and Sign Language are held after school two days a week for an hour over a ten-week period in the second semester. Most of the first semester is spent recruiting students for the various language classes offered, recruiting teachers from the University of Hawaii and the community colleges to teach the classes, processing the necessary paperwork, and arranging for use of various classes. Some Learning Center funds have been used to purchase Mac computers with programs that can handle language transcriptions such as the various forms of symbol writing that characterize the Japanese language. Teachers are trained in the programs and the various day language classes have access to the computers and these programs. The culminating activity for the year is the World Languages Festival, which the Center sponsored for the first time last year. The Festival is open to the entire state. Students of the various languages taught at different schools have an opportunity to attend the event and participate in a “speech festival” where they demonstrate their proficiency in languages they are

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studying. They are judged on their proficiency levels. The festival attracted hundreds of student participants and their teachers. The Media Communications and Technology Learning Center or MeneMAC (Media Arts Communications, dubbed “MeneMAC” in honor of the school mascot, the Menehune) originated as a media learning center, offering students a chance to explore their interests and develop their skills in media production. As the years progressed, the school realized the potential of media studies to engage learners in the highest level of critical thinking and problem-solving and to offer an authentic context in which to meet and exceed the Hawaii Content and Performance Standards and General Learner Outcomes. Thus, in fall 2001, the first group of students began their integrated studies program, taking courses in language arts, social studies, and media communications within the learning center. We have since expanded our program to include science as part of our integrated core offerings. The Learning Center teaching staff collaborates in its planning and designs the integrated curriculum around a yearly theme and quarterly projects that incorporate the different disciplines within the center. The MeneMAC Learning Center offers a comprehensive, four-year program that emphasizes the integration of content and technology skills, student inquiry and leadership, and project management/problem-solving skills in authentic contexts. The first phase of the Learning Center curriculum development is a basic four-year program, with two focus areas--journalistic and dramatic video production. This course of studies offers a broad, introductory curriculum in the first two years and then student select focus areas, with more project and career orientation in the last two years. Learning Center students also have the opportunity to take their English, Social Studies, and Science within the Learning Center. During the first year, they complete their Arts and Communication Pathway core course. In the second year, they take their core courses, with the Arts and Communication Pathway completer course, Digital Media Technology, embedded in the curriculum. At the upperclassman level, students, with content area advisors, design multimedia projects that fulfill content area requirements and offer experiences within the professional and academic community in the area of media communications and technology.

MeneMAC Academy Course of Studies 2004-2005

Year 1 Year 2 Year 3 Year 4

Core content integrated via Social Studies, English, and Science

Learning Center classes

Core content integrated via Social Studies Learning Center classes and via a project-based approach, in individual multimedia

projects MHH/Civics US History World History Sociology/Psychology

LA 1 LA 2 LA3 LA4

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Biology IPS Chemistry Physics Film as Art (elective) Broadcast Journalism I (elective) TV Production (elective)

Electronic Media (elective) Broadcast Journalism II (elective) TV Production (elective)

TA 01 Arts & Comm Career Pathway Core

TA 23 Digital Media Technology (embedded credit) TV Production (elective)

RD/Tech Mentorship 1 (TA 23 Directed Study) (elective)

RD/Tech Mentorship 2 (TA 99 CAPSTONE) (elective)

The Learning Center Online Community - Media Central One of the underlying principles of the Learning Center is that of the smaller learning community, one in which individual empowerment, authentic learning, and strong personal relationships are nurtured in a learner-centered environment (Cattagni and Westat, 2001 and Breaking Ranks II, 2002). Would taking our community online help to deepen this sense of community and enrich the culture of learning or would it contribute to the sense of anonymity and fragmentation that has been a criticism of the online environment? Would our online community nurture “caring relationships” and “meaning making” that would form the foundations of a “community of commitment”? (Ancess, 2003)

The MeneMAC learning community went online in fall, 2001, under the name “Media Central” and as part of the MoHS website. Throughout the four years of the program, Media Central has attempted to provide a supportive space for students, which would both reflect and extend the community-building of our Learning Center. Student, Parent, Teacher Perceptions of Rigor In a recent school Accreditation student survey (1390 students in grades 9-12) taken in April 2005, 70% of students said, “Yes, my classes are rigorous and challenging.”

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Yes, My Classes Are Rigorous And Challenging

67

71

75.3

66

70

60

62

64

66

68

70

72

74

76

Grade 12 Grade 11 Grade 10 Grade 9 TOTAL

Yes, My Classes Are RigorousAnd Challenging

In the May 2005 DOE School Quality Survey, 83.3% of parents (N=54) agreed that “[their children were] prepared for the next grade level or school level by the end of the school year.” Sixty-four percent (64.6%) of students (N=381) agreed that “school work is challenging,” while only 3.5% disagreed. In a November 2005 survey, approximately 57% of teachers responded “yes” to the statement that “students have access to a rigorous and relevant SB curriculum.” Teachers stated that “yes, they have access, but do they choose to access it?” An example provided is that all students can register for Advanced Placement Language Arts if they so choose. Teachers responded that the school offers a variety of outstanding courses, that there is rigor in their own classrooms, and that teachers are required to develop standards-based units and teacher portfolios of their work. Approximately 28% of teachers responded “no,” to the statement that “students do not have access to a rigorous curriculum” but that “we are moving in that direction.” Those teachers stated that they “don’t believe that all students have access since all teachers are not doing standards-based teaching and grading.” In 2005, 89% of graduates went to a two-year or four-year college or technical school. This is consistent with the past five years. The acceptance into a post-high school program is evidence that the school’s curriculum is to a certain extent rigorous and relevant. However, there is a need to recognize that only 70% percent of students indicated that their classes are rigorous, indicating that 30% feel otherwise. PD Inquiry Group - Standards-based Unit Planning Response: Students at Moanalua High School have access to a rigorous curriculum. Students can choose to take Advanced Placement courses in Math, Science, Social Studies and Language Arts as well as Gifted and Talented, Accelerated, Honors or Intensive courses in a variety of content areas (Science, Social Studies, Math, Language Arts, Art). Participation in these courses offers students the opportunity to develop their writing and analytical skills. World Language course

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offerings extend up to Level 4 offerings but there is a definite need to offer more advanced courses to meet the need of some of our students, possibly Honors or Accelerated courses. Moanalua High School’s curriculum is relevant to some students, but there may be some students whose needs are not being met by the courses the school offers. Most students who are preparing themselves to attend post secondary school seem well-prepared as seen by the high percentage of students who are accepted into schools upon graduation from Moanalua High School (89% in 2005) and their success in college. But, for the students whose interests and abilities are in the vocational areas (business, industrial arts, food services etc.), there appears to be a shortage of courses that would prepare them for their future. This group also includes SPED students who are not in the diploma or certificate track. Overall, the curriculum offered to Moanalua students provides them with basic skills that will help them succeed in their chosen career paths. All courses focus on building oral and written communication skills, learning how to learn, thinking analytically, and working cooperatively, which are included in the state’s General Learner Outcomes. Evidence of the classroom focus on teaching and reinforcing these basic life skills would be the variety of activities teachers have been doing with their students over the years. (Evidence may be viewed in individual teacher portfolios/classrooms/department compilations—i.e., Language Arts.) The extent to which Moanalua High School’s curriculum is standards-based varies by departments and teacher. Some teachers have fully implemented standards-based lessons and principles while others have started to design their first standards-based units. Some departments have begun to compile evidence of standards-based activities done in specific courses; some departments have begun the dialogue to align all of their course offerings to the HCPS III standards and benchmarks. Some teachers have experimented with standards-based grading while some find the traditional grading practices difficult to abandon. Teachers seem to be aware of the difference between traditional teaching and learning and standards-based teaching and learning because all staff members have had extensive training in standards-based education, but making the transition is not easy. The attempts that teachers have made in developing a standards-based curriculum and standards-based teaching can be seen in their portfolios and collections of lessons and student work. One area that appears to be a weakness in our present curriculum is teaching students to be independent and self-directed. Although we seem to address most of the GLOs in our attempt to develop adults who will be capable of leading “full and productive lives,” students appear to need further practice in being self-directed and responsible for themselves and their own learning. Language Arts Department Response: The Moanalua Language Arts Department (LAD) serves nearly every student in the school in heterogeneously grouped classes. Grades 9 through 12 feature "regular" sections of English that adhere to the basic curriculum the department established more than a decade ago. Grades 11 and 12 also offer "intensive" sections, which are more rigorous and have higher minimum

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levels of competency, based on the aforementioned curriculum. The students in these sections are self-selected. Students in the Media and Communications Learning Center take an integrated English and media class. A randomly selected group of 120 freshmen are enrolled in a CORE program, where four core subject area teachers share the students through an integrated curriculum. Seniors can opt for a humanities class that blends art, music and philosophy in the study of English. Freshmen and sophomores are eligible for placement in a respective gifted and talented English class after a methodical screening process. Juniors and seniors can also opt for Advanced Placement Language and Composition (grades 11 or 12) or Advanced Placement Literature and Composition (grade 12 only). The AP sections used to be filled by following the same screening procedure as the gifted and talented class, but this year (SY 2005-2006) adopted an open enrollment policy. Standards and expectations remain the same, however. Finally, the department offers newspaper and yearbook as electives. The last six years have been somewhat frenetic for the LAD. Inconsistent leadership saw the department with a new chairperson every year—sometimes for only part of a school year—until the current chair assumed the position two-and-a-half years ago (SY 2003-2004). In addition to the leadership change, personnel changes also affected the LAD. Four years ago, two new teachers joined the department, followed by three teachers three years ago, and finally one new teacher two years ago. That's quite a change for a department of 15 people—13 full-time teachers and two who each teach two specialty Language Arts courses. So basically, the last few years have been spent both welcoming the new teachers into the profession and getting all of the teachers to understand the Hawaii Content and Performance Standards II (HCPS II). The department chair has been attending state Language Arts Department Chairpersons meetings for the past three years and has shared with the department members the latest updates from the state regarding the standards and their subsequent modifications, in addition to the now-postponed secondary school standards-based report card. In this regard, the Moanalua LAD is well-informed about the standards, and each member has in his or her department handbook the most recent copy of them. The chair has attempted over the last three years to encourage the department members to first align themselves with the department's own established curriculum (content) and then align themselves with the state's standards (instructional objectives). In SY 2003-2004, the department reviewed its four-year curriculum and made more explicit essential assessments in each grade level. For example, all grade 9 students need to do a literature log (an objective to be continued through grade 12). Members also added a list of required literary, composition and rhetorical terms teachers were to use in their classrooms. In SY 2004-2005, each grade identified one assessment upon which the affected teachers would meet to agree upon common standards, exemplars, and requirements. So far, only grades 9 and 12 have met to complete their discussions: grade 9 on literature logs and grade 12 on the writing portfolio. Grade 10 selected the pro-con essay and grade 11 selected the literary analysis essay. The lack of time has hindered the department's progress on this initiative. In addition, a few teachers are reluctant either to attend meetings, contribute to the discussion or comply with department agreements.

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This year (SY 2005-2006) the new HCPS III standards has again forced the LAD to re-evaluate itself. The chair has printed out the standards by grade level and has asked each member to state which assignments address each standard. In this way, the LAD will identify its strengths and weaknesses. The release of the new Benchmark Maps in February 2006 will add another opportunity for teachers to align and reflect. The department will continue to meet to establish an operational and viable curriculum that adheres to the standards yet still allows personal academic freedom. A recent collaboration among the feeder schools has also urged our department to address the urgency of improving our students' performance on the state exam. Two years ago (SY 2004-2005), the complex school administrators formed a Complex Reading Vertical Team, of which the Moanalua High School department chair is a member. For the past year-and-a-half, the team has attempted to address the complex's common weakness on the reading response portion of the Hawaii State Assessment: assuming the correct response stance and referring back to text. The Team members worked collaboratively to establish specific goals and strategies for each grade level. It also sought to establish a common pre-and post-test reading response prompt, select appropriate anchor papers, and compile a list of research-based best practices for teachers. Each school, including the Moanalua LAD, was supposed to have the test subjects, in this case, sophomores, take these practice prompts and have the teachers practice scoring them. This was to allow teachers to become familiar with the grading rubric to better inform their teaching. The department did so with limited success. The time needed for discussion and scoring is tremendous in the beginning, and the two meetings spent trying to get the teachers to understand and agree upon the anchor papers was insufficient. The prompt last year was given to both grades 9 and 10, but last year's grade 9 (the current grade 10) has not yet retaken the prompt in an effort to see if the quality of the responses has improved. This is a failure of follow-through on the chair's part. The LAD is considering keeping the same prompt and having just the current freshmen, who did take the assessment at the beginning of the year, retake it at the end of SY 2005-2006. Unfortunately, not all grade 9 teachers administered the prompt, so comparisons will be limited this year. The department will meet later this year to decide how to approach this issue in conjunction with the new state-mandated reading assessment requirement, which will take effect SY 2006-2007. In addition to making suggestions and giving directives, the team also made an effort to include all the complex teachers and start the conversation about the importance of a vertical approach to reading comprehension and response by organizing a complex-wide reading conference on September 30, 2005. All feeder elementary teachers attended, but only interested representatives from the middle and high school did so. At the conference, teachers met with colleagues from similar grade levels (grades 8 and 10 met together) to agree upon a common objective for the second quarter of the school year that would address the reading response objective. The middle and high school selected "addressing the prompt" and "referring back to text through possible outlining strategy." Again, a lack of time and monitoring on the chair's part has left the effectiveness of this initiative uncertain as of this writing. Not all of the sophomore teachers attended this conference, however, so some of the urgency of the message might have gotten lost. On a larger scale, the school's professional development program, which began in SY 2001, has provided LAD members an annual opportunity to improve their teaching. The first three years

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focused on planning and writing standards-based unit plans, learning about assessment, and understanding the concept of differentiation. These "big picture" elements have translated into more student-oriented learning. The last two years have been about "personal learning plans," and that has encouraged LA teachers to collaborate on grade-level curriculum, refine old (read "traditional") units, and write new units altogether. It is sometimes difficult for members to say why and how their classrooms are the way they are, but most of them are finding the concept of doing a personal inquiry and having the teacher become a researcher as well as a reflective practitioner a challenging but necessary task. Other achievements include two teachers receiving their master's degrees and two teachers becoming nationally certified. Finally, four teachers are club/committee advisers, one is a class adviser, four advise publications, and four teach a period 7 (after school) elective class. Overall, the Moanalua LAD has been making attempts to align itself with the state and school standards. Much of the information the department is receiving is new this year, but the members are committed to making each year better, with more rigor, more consistency, and more relevance. Members are also starting to incorporate ideas from the consultants who have visited into their teaching. The school's--and therefore the department's--professional development effort is a daunting task that will encourage teachers to synthesize their knowledge of content and pedagogy in an effort to blend the art and science of teaching. If the individuals are willing, however, the department as a whole and the entire school will see benefits over the next few years. Mathematics Department Regular education students are currently enrolled in mathematics courses ranging from Pre-Algebra/Problem Solving to Advanced Placement Calculus. Special Education students still have access to general math courses such as Consumer Math. The past three years the department has offered an elective credit Math Workshop course as an intervention for students who do not qualify for Special Education Services, yet are struggling to succeed in Pre-Algebra courses. Moanalua students obtain their three required credits by following a sequence of courses. Students who enter Moanalua High are placed along this sequence based on teacher recommendation from the feeder school. Students new to the Moanalua Complex are placed based on previous courses taken and on a math diagnostic test administered at registration. Ninth grade students can enter the sequence of courses at a level as high as Algebra 2. In an effort to address the different learning styles of our students and to be more consistent with the NCTM vision for quality mathematics programs, the mathematics department selected a new program to which was implemented in the fall of 2004. In this program, College Preparatory Mathematics or CPM, much of the content is parallel to that of standard mathematics textbooks, but how students learn and the role of the teacher in learning is significantly different. This approach helps makes math more understandable and accessible to more students. Lessons begin by being more visual or concrete and then move to the abstract, this helps students make connections that help them retain their learning longer. Currently Moanalua has eight CPM Algebra 1 classes and five CPM Geometry classes. In the 2006-2007 school year the department

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will add CPM Algebra 2 classes and will expand the number of CPM Algebra 1 and Geometry Classes. Students can still choose to be enrolled in more traditional Algebra I, Geometry and Algebra II classes. However, CPM offers an alternative approach to students who may struggle in more traditional classes, or for those who may be forced to repeat a course. Previously the department adopted the Interactive Math Program in an attempt to try a more problem based approach to instruction. That program is being phased out and this is the last year that any students will be enrolled in this program. Although the program was a quality program with some advantages for students, there were also disadvantages that made successful implementation difficult. New students to Moanalua had difficulty fitting in and it was difficult to move students, who were not experiencing success with IMP, to more traditional courses. With CPM, the content is parallel enough that students can make this switch more easily and transferring students can still experience success at schools who do not offer these programs. The math department at Moanalua has focused professional development time on the process standards and using strategies that help achieve conceptual understanding. Examples of these strategies included using writing in the math classroom, improving questioning techniques, and engaging students in more activities such as student projects and student presentations. This year a group of teachers from the math department have focused their personal learning plans on developing a curriculum guide that help bring content consistency to all Algebra I classes across our school. Guidelines for instruction and assessment will be included in the guide. This product will hopefully assist all Algebra I teachers, current and future, to assure that all Hawaii content standards are covered and that benchmarks are met. As a next step, this group hopes to go through this same process to map out and align Geometry courses. PD Inquiry Group - Standards-Based Curriculum Response: We felt that students do have access to rigorous, relevant, and coherent standards-based curriculum to a high degree. Teachers are constantly revising their curriculum to incorporate more standards-based instruction. We know this is happening because teachers are sharing what they are doing in their classrooms at the March conference and also submit their Personal Learning Plans each year. Discussion of needs and problem areas: Teachers, especially elective teachers, try to offer new courses but the enrollment dictates whether the course will actually be offered. There are often not enough students who sign up for the class so the class is not offered. Since students are taking courses to meet graduation requirements, the variety of electives cannot be offered. Goal or objective: To increase elective offerings for students. Suggestions: Offer more summer school classes—e.g., science—so that more electives can be taken during the school year. More advertisement of new courses so students know what’s available.

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B2: Standard-based Student Learning: Curriculum

To what extent do all students have equal access to the school’s entire program and assistance with a personalized education plan to prepare for the pursuit of academic, individual and school-to-career goals?

Students at Moanalua High School have access to the school’s programs and can find assistance in preparing a personalized education plan with the help of their individual counselors, through the College and Career Center, and/or through the school’s Career and Academic Plan (CAP) program. The College and Career counselor tries to contact all students by the end of their junior year to begin creating a college and career portfolio for their senior year. Additional assistance can also be provided by homeroom teachers during registration and by the school’s librarians. In a recent school accreditation student survey (1390 students in grade 9-12) taken in April 2005, 62% of all students said “Yes, I have been provided assistance with how to make a personalized education plan” and 82% of seniors responded in the affirmative.

Yes, I have Been Provided With Assistance With How To Make A Personalized Education Plan

82

6662

49

62

0

10

20

30

40

50

60

70

80

90

Grade 12 Grade 11 Grade 10 Grade 9 TOTAL

Yes, I have Been Provided WithAssistance With How To MakeA Personalized Education Plan

Eighty-two percent (82%) of teachers feel that students have equal access to all programs and support for a personal learning plan citing “the school’s CAP program and supportive counseling staff.” Teachers stated that “CAP is a start and more work is needed” and that “CAP needs more manpower - students and parents are not being held accountable.” To a large extent, students have equal access to all courses and programs. Students who may not have pre-requisite courses may request a course with a pre-requisite and sign a “waiver” acknowledging the requirements and seek approval for registration.

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B3: Standard-based Student Learning: Curriculum

To what extent are the students able to meet all the requirements of graduation upon completion of the high school program?

The school normally graduates 96% or more of its Senior Class. This percentage is due in large part to the extensive student support services that are provided by the school. Students who are in jeopardy are identified as early as possible, parents are notified, and arrangements are made to provide the students with the appropriate options, remediation help, and/or courses of study to help them meet their requirements. (See Criterion E.) Sixty-seven percent (67%) of teachers feel that students are able to meet the requirements for graduation with the concern of many focused on the difference between the words “all” and “most.” Teachers state that students have many opportunities during the regular school year, during summer school, through after school classes, and through online classes to meet the requirements. They are concerned about the increase of required credits for graduation – many agree with the survey statement “I do not believe that raising graduation requirements to 24 credits supports students; once again, we are being given a one size fits all solution.” To a high extent students are able to meet all the requirements of graduation upon completion of the school program. Over the past five years, Moanalua seniors have maintained a consistent level of performance and have seen an increase in the amount of scholarship and grant awards offered to graduates. The most recent graduating class earned over $5.6 million dollars in scholarship offers and 44% earned the prestigious Board of Education Recognition Diploma. Additionally, 89% continued on to attend a college or technical school. Moanalua High School 2001 2002 2003 2004 2005 Number of Seniors 396 414 462 428 465 Diploma Graduates 96.5% 96.6% 96% 97.7% Total School Completers 98.0% 98.8% 98.7% 99.3% Valedictorians (4.0 and above) 11 11 19 13 17 BOE Recognition Diplomas (Cumulative 3.0 and above)

184 46%

162 39%

186 40%

187 44%

204 44%

Percentage of Seniors Earning Scholarship and Grant Awards

22% 36% 34% 26% 24%

Amount of Scholarship and Grant Awards $2,977,273 $3,403,710 $4,795,770 $4,659,528 $5,649,607

Graduates Attending Two-Year, Four-Year, or Technical/ Trade School

80% 86% 79% 89%

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C. STANDARDS-BASED STUDENT LEARNING: INSTRUCTION (HOW ARE STUDENTS LEARNING?) C1: Standards-Based Student Learning: Instruction

To what extent are all students involved in challenging learning experiences to achieve the Hawaii Content and Performance Standards and the General Learner Outcomes?

A large majority of teachers are uncomfortable when asked about “all” students but consistently perceive that “most students at MoHS” are involved in challenging learning experiences. Teachers share that “not all teachers have changed lesson plans to align with HCPS standards or use standards-based grading” and that this is on-going work that the school is involved in. Teachers also point out that “some students put aside certain core courses—i.e., social studies courses--until summer school” to carry a “lighter” load during the school year; thus, the students don’t get the challenging curriculum offered during the regular year.” At one point, the school considered not allowing students to take specific core subjects during the summer session unless they had failed the courses and needed to make up credits. The results of the recent student survey (May 2005) show student perceptions by school program areas:

Yes, My Classes Are Rigorous And Challenging

79

75

7271

67

74 74 74

60

62

64

66

68

70

72

74

76

78

80

MeneM

ac Le

arning

Cen

ter

World L

ang L

earni

ng C

enter

CTE

Music/

Fine Arts

AFJROTC GE

Athleti

cs

Studen

t Gov

/Clas

s Gov

Yes, My Classes Are Rigorous AndChallenging

Although more teachers are making important gains in implementing standards-based teaching and grading, the implementation in all classrooms remains a challenge. The school has consistently identified professional development as a critical need and priority; it is the vehicle to for producing needed changes in attitudes and perceptions.

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PD Inquiry Group – Inquiry-based and Problem-based Learning (PBL) Response: Teachers deliver classroom instruction that is challenging. Difficult to say as there are only three people in our group (one was absent); can’t say how the whole school is progressing. We don’t have representatives from other departments, only science.

• Need point of views of other subject areas—only have two points of view from the science department.

• Need better understanding of inquiry based learning in areas other than science and math.

• Need support for new teachers in inquiry-based teaching.

• Science department’s willingness to work together to align inquiry-based lessons with the

standards. Four science teachers attended Physics, Physiology and Technology workshop this summer at UH that focused on inquiry-based learning of physics concepts and modeled the process.

• To increase the amount of inquiry-based lessons

• To implement the use of inquiry lessons in more classes

• To increase awareness of inquiry process school- wide C2: Standards-Based Student Learning: Instruction

To what extent do all teachers use a variety of standards-based strategies and resources, including technology and experiences beyond the textbook and the classroom, that actively engage students, emphasize higher order thinking skills, and help students achieve proficiency on the Hawaii Content and Performance Standards?

As part of the school’s professional development plan, teachers have had educational consultants like Bernice McCarthy in-servicing them in 4-MAT, brain research, and on learning styles, Carol Ann Tomlinson on differentiation, Ann Davies in formative and classroom assessment and Ken O’Connor in grading and assessment practices. In addition, they have been provided opportunities to explore areas of professional interest and to attend technology workshops during professional development time that were arranged by the school in response to their requests and needs. Still, a large majority of teachers are uncomfortable when asked about “all” teachers and approximately 70% of teachers responded that they are “unsure” about the extent to which a

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variety of resources and standards-based strategies are currently being used in the classroom. A majority of teachers perceive that “most or many teachers at MoHS” do use a variety of standards-based strategies. The level of technology use by teachers is also varied. One teacher shared that “the only tech I use is the TI83 graphing calculator,” and another stated, “I use the Tanita scale, stop watches, video, and heart rate monitors.“ A third said, “We use a flight simulator and actual orientation flights.” Teachers shared that technology use is emphasized in certain programs such as MeneMAC and the Learning Center curriculum but that technology use as a teaching strategy overall “may be weak because access is limited. Recently, on February 9, 2006, Moanalua High became the first high school in the state to use Internet2 as part of a science classroom lesson. Working with the University of Hawaii, Hawaii Institute of Marine Biology, NOAA, Mystic Aquarium, and the DOE, students participated in an interactive “Live Dive” with oceanographer Ernie Kovacs as he explored the reefs of Coconut Island and communicated with biology students. Ironically, in the last five years since the school embarked on its professional development plan, the number of teachers choosing to write articles for the professional journal for the March conference about their teaching practices and strategies and lessons they have done with their students has dramatically increased from four or five in the first year’s journal to at least 30 in 2005. Similarly, the number of teachers who have asked for specific training so they could create technology projects for the March conference has also risen dramatically over the last five years. Students responded about their classroom experiences in the student survey, as 76% of students indicated that teachers used a variety of strategies and resources, 76% of students indicated that teachers emphasized the use of higher level thinking skills, and 60% of students indicated that teachers required the use of technology.

Yes, My Teachers Use A Variety Of Instructional Strategies And Resources That Engage Me In The Learning

78

77 77

71

76

66

68

70

72

74

76

78

80

Grade 12 Grade 11 Grade 10 Grade 9 TOTAL

Yes, My Teachers Use AVariety Of InstructionalStrategies And ResourcesThat Engage Me In TheLearning

102

Yes, My Teachers Emphasize That I Use Higher Level Thinking Skills

77

80

78

70

76

64

66

68

70

72

74

76

78

80

82

Grade 12 Grade 11 Grade 10 Grade 9 TOTAL

Yes, My TeachersEmphasize That I UseHigher Level ThinkingSkills

Yes, My Teachers Require Me To Use Computer Technology To Engage Me In Learning

6265

60

53

60

0

10

20

30

40

50

60

70

Grade 12 Grade 11 Grade 10 Grade 9 TOTAL

Yes, My TeachersRequire Me To UseComputer Technology ToEngage Me In Learning

PD Inquiry Group - Higher Level Thinking Response: To gauge Moanalua High School’s (MoHS) progress related to the use of standards-based strategies that promote higher level thinking, one can look at the push for professional development at the school, data collected during a student poll, and observations made related to teachers’ basic understanding of the meaning of higher level thinking and how to communicate higher level thinking goals to students. By using these sources and analyzing the data, a goal can be established to address higher level thinking needs in the school. A great strength at MoHS is the school’s strong push and commitment to professional development. Over the years, professional development (PD) at MoHS has included the goal of

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developing and improving teachers’ efficacy in standards based teaching and learning. The standards, by nature, as well as many of the topics covered in our varied PD sessions focus on requiring students to think at a higher level. So, in effect, our PD has encouraged a strong drive towards increasing the frequency of higher level thinking opportunities in the classroom. Though PD has pushed the staff forward in their ability to promote higher level thinking, data collected during a recent school accreditation survey taken in April 2005 suggests that not all students are experiencing this positive change in the classroom. On this survey, only 66% of freshman and 67% of seniors reported that their classes are rigorous and challenging. Barring a discussion on how students define rigorous and if “challenging” equates to frequency of higher level thinking opportunities, this figure may suggest that these two demographics are not receiving opportunities in the realm of higher level thinking. Furthermore, in listening to other teachers and analyzing how they define higher level thinking, it is possible that another weakness may lie in the frequency of explicit higher level thinking instruction. It has been observed that what some teachers identify as higher level thinking is considered lower level by others. In addition, it has also been suggested that even if teachers can correctly identify what is higher level thinking, they may have difficulty in communicating their higher level thinking goals to the students. To address the needs related to higher level thinking at MoHS, it has been suggested that the school continue to push forward with its PD program, a persistent source of positive change. In addition, perhaps even in the context of the PD program, the school should set the specific goal of educating teachers in identifying, communicating, and assessing higher level thinking. This goal will help the school continue its move forward on the course towards excellence. D. STANDARDS-BASED STUDENT LEARNING: ASSESSMENT and ACCOUNTA- BILITY (HOW IS STUDENT ASSESSMENT USED?) D1: Standards-Based Student Learning Assessment and Accountability

To what extent does the school use professionally acceptable assessment processes to collect, disaggregate, analyze and report student performance data to the students, parents and other stakeholders in the community?

The school engages in a number of professionally acceptable assessment processes to collect, disaggregate, analyze and report student performance data to the school community. Among these processes are:

• Analyzing test data—HSA, ACT, PSAT, SAT, ACT Plan • Looking at graduation rates, discipline and suspension information • Looking at grades and failure rates • Using information from surveys

104

Over 70% of teachers responded “yes” to the statement that the school uses professionally acceptable processes in this area. Many statements from the teachers supported the statement that the school addresses assessment processes to a great extent. Specific responses to this question include:

• “Yes, the school does, to a significant degree.” • “I see this happening to a high extent; we’re presented with relevant data at faculty

meetings and this is shared with community and stakeholders” • “MoHS seems to be on top of things like this” • “Yes, the administration is always in search of best practices” • “I’m impressed with how thorough the school has been at this” • “Very much so--data is delivered in a timely manner with emphasis on how to fix things” • “Too much--at times”

Teachers expressed much concern over confusion about standards-based report cards and the proposed 4-3-2-1 grading scale communicated by the DOE. Like all Hawaii public schools, the school uses the Hawaii State Assessment for grade 10 and shares the information with all stakeholders. Additionally, the school administers the ACT PLAN test to all students in Grade 10 and shares those results. Advanced Placement exams, SAT, PSAT, and the ACT are assessment instruments that reflect student performance. While Moanalua students appear to be achieving in the classroom, the results of these assessment instruments indicate just the opposite as shown in the School Profile. AP pass rates tend to be low and students continue to post low verbal and math scores in norm referenced tests like the SAT, PSAT, and the ACT. As much as possible, survey and test data is shared with the faculty, students, and parents in a timely fashion at faculty meetings, through counselors, and through parent meetings and forums.. Survey data is used to identify student concerns and teacher needs and to effect necessary changes to alleviate the students’ concerns and design teacher professional development activities. D2: Standards-Based Student Learning Assessment and Accountability

To what extent do teachers apply a variety of formative and summative assessments including student self-assessments, to evaluate student learning?

Since embarking on the professional development plan that has introduced standards-based unit planning to the classroom, teachers are looking at and using more authentic assessments in the classroom. The concept of a culminating activity to validate the student learning that has taken place is one of the more common assessment pieces that teachers at Moanalua are familiar with and that is reflected in the articles that many have written for the professional journals for the March conferences. Some have even tried (successfully) to raise course expectations by requiring senior exit portfolios that must be accompanied by oral presentations. Members of the school’s administration and other teachers have served on evaluation panels for these projects.

105

Approximately 83% of teachers said “yes” to the statement that “they apply a variety of formative and summative assessments” in their classrooms, Yet, teachers had many questions about “student self-assessment.” Responses from teachers included:

• “I would like to learn more about alternative assessments.” • “There could be more student self-assessment.” • “Teachers often use self-assessment but many teachers are still traditional.” • “Maybe self assessment for students could be built up; but, the practice of self assessment

is based on capable, ideally honest students [and] that is a long process.” According to a recent student survey, 82% of students indicated that teachers used a variety of strategies to evaluate and assign grades.

Yes, My Teachers Use A Variety of Strategies to Evaluate and Assign Grades

84

83

82

80

82

78

79

80

81

82

83

84

85

Grade 12 Grade 11 Grade 10 Grade 9 TOTAL

Yes, My Teachers Use AVariety of Strategies to Evaluateand Assign Grades

To what extent do students and teachers use these findings to differentiate the teaching/learning process for the enhancement of the educational progress of every student?

As stated in an earlier section, being aware of something and incorporating and integrating it on a consistent basis into one’s curriculum are two different things. And, this is the challenge for the teachers and the school. This is what prompts teachers to say they are reluctant to say “yes” to a question when they know that some of their colleagues are not “walking the talk.” The administration is aware that this is a reality of introducing change. In the last five years it has observed enormous professional growth in the teaching staff, but it is also cognizant of the fact that change does not occur overnight and that it does not come at the same rate for everyone. As

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it expects its teachers to make accommodations for student learning in the classroom, the same accommodations need to be made for the teachers. According to survey results, 82% of teachers said “yes” to the statement that they use these findings to differentiate the learning process for students. However, this is contrasted with only 56% of students responding the same way. Clearly, more training and professional development is needed to understand and skillfully implement the differentiation of instruction to meet the diverse learning needs of students. Teachers share that “teachers are trying to differentiate; however, it is often difficult to focus on the needs of each individual student.” Another reflection indicated that “in regards to differentiation, there is very little--most still try to teach the same content the same way to everyone.”

Yes, My Teachers Use The Findings Of Student Grades and Evaluations of Student Learning To Modify And Improve How They Teach

58

55

57

54

56

52

53

54

55

56

57

58

59

Grade 12 Grade 11 Grade 10 Grade 9 TOTAL

Yes, My Teachers Use TheFindings Of Student Gradesand Evaluations of StudentLearning To Modify AndImprove How They Teach

PD Inquiry Group - Standards-based Culminating Activities Response: Teachers do use a variety of formative and summative assessments. The perceptual data in the accreditation report supports it. For differentiation, the data shows that a great number of teachers feel that they do differentiate, but only about half of [the] students agree. Probably, teachers need to communicate to their students the changes they have made. The group recommends more time and resources focused on assisting teachers with developing and implementing effective, standards based, culminating assessments. We think that compiling a database or some other collection of these assessments, both from our own teachers and from outside sources, would help to increase their implementation in our curriculum. In addition, we recommend that a particular staff member with expertise in the area serve as a resource person to assist teachers in the process of developing culminating assessments.

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The group feels that it is difficult for the school to implement standardized assessments, given the timetable and other demands of the testing process on the school and that the entire state testing program appears to be contrary to the idea of a learner-centered education. PD Inquiry Group - Standards-based Grading Response: Because the Department of Education has pushed back implementation of the new report cards to 2012, Moanalua High School is currently not using a standards-based reporting system. Based on the data provided, there is insufficient evidence to determine to what degree standards-based grading is being practiced in the classroom. There is evidence that the school is providing resources to support standards-based grading practices. Some examples include inviting experts such as Ann Davies and Ken O'Conner to speak before the faculty, allowing departments to meet for discussion and training, and professional development work days focused on standards-based curriculum, instruction, and assessment. A goal to address the need for standards-based grading in all classrooms could be to implement a school-wide policy on grading. This goal is stated in the School Academic Plan for SY 2006-2007. A school-wide policy on grading would provide the consistency and tools needed to implement standards-based grading in all classrooms. D3: Standards-Based Student Learning Assessment and Accountability

To what extent does the school with the support of the state, complex area and community have an assessment and monitoring system to determine student progress toward achievement of the Hawaii Content and Performance Standards and General Learner Outcomes?

The school’s basic assessment and monitoring system is the Hawaii State Assessment, which is also reflected in the NCLB report A large proportion of teachers (75%) are unsure as to the extent of the assessment and monitoring system as supported by the state, complex area, and community. Teachers are familiar with the Hawaii State Assessment as taken by tenth graders and the sharing of results, but many are “not sure how effective the HSA is with the rigid and illogical criteria of NCLB.” The Hawaii State Assessment has been a changing and moving target for schools and teachers:

• Writing assessments moved to new grade level • Science assessments are being added • The testing window is being changed • Reading and math assessments have been extended • There is much discussion about changes to the math assessment • There are plans to add a social studies assessment

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This is compounded by confusion over standards-based grading and standards-based report cards for high schools. Discussion about a more uniform grading system for the school in light of the introduction of standards-based report cards into the high schools has generated major discussions within the whole school community. In addition to the H.S.A. and NCLB, the State also monitors grades, tracks daily attendance, follows students in need of special services (those in ESLL, SPED, At-Risk, and 504s), tracks students in the Free and Reduced Lunch Program, monitors the number and types of disciplinary actions taken against students, tracks the numbers of seniors in different categories who graduate each year, compiles a Senior Exit Plans Survey, and administers a School Quality Survey to juniors, their parents, and teachers every two years. All of these factors provide information and indications of student success. The school has utilized assessment instruments found on the Internet or at other sites, purchased, and/or developed on its own. These have included:

• A learning styles survey for adults found on the North Carolina State University website to make teachers more aware of the types of learners they were and to remind them that we tend to teach the way we like to learn – this was to make them more aware of the need to address other types of learning preferences in the classroom • A technology survey (LOTI) developed by Dr. Christopher Moersch to identify teacher proficiency levels in technology • The Breaking Ranks II survey taken by the teachers in 2005 • Other school-generated surveys for parents, students, and teachers • A student learning styles survey developed by Bernice McCarthy and piloted by the

students at the school – the administration wanted something that again would make teachers more aware of the need for differentiation in the classroom

• The ACT Plan for 10th Graders In addition, selected groups of students normally take the following for personal and academic reasons:

• PSAT, SAT, ACT, Advanced Placement Tests • ASVAB

D4: Standards-Based Student Learning Assessment and Accountability

To what extent are the assessment results the basis for regular evaluation and improvement of curriculum and instruction and the allocation and usage of resources?

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Survey and assessment results are always disaggregated and shared with the school community in a timely manner. The data is used to support actions that the school has taken or intends to take in relation to a particular issue. In a recent survey, 67% of teachers indicated that assessment results are the basis for curriculum improvements and the allocation of resources. Over the past five years, the school has used a “Budget and Master Schedule Task Force” comprised of all stakeholder groups to review assessment results and set school priorities for allocation personnel and financial resources. In terms of improvement of curriculum and instruction in the classrooms based on assessment data, teachers shared such examples as the piloting of College Preparatory Math (CPM) and the use of new HSA assessment activities as new practices based on assessment results. E. QUALITY STUDENT SUPPORT for STUDENT PERSONAL and ACADEMIC GROWTH E1: Quality Student Support for Student Personal and Academic Growth

To what extent do all students receive appropriate support along with a personalized education plan to help ensure academic success?

All students have access to appropriate support for the following: special needs (ESLL, SPED, At-Risk, 504, Pregnant Teens, etc.); core subjects and Career Technical subjects (remedial classes, regular, GT/Honors, Advanced Placement); special interests (Art, Music, Languages); and, co-curricular activities (Student Government, Clubs, Athletics). In a recent survey, 60% of teachers felt that students receive appropriate support and a personalized plan to ensure success in learning. Students had a similar response where 62% felt that they have been provided assistance with a personal learning plan. Support is provided in the form of Student Services Coordinators, Quality Assurance Committee, Special Education, CSAP, ESLL, GRADS, CAP, and other programs. Teachers shared the following reflections:

• “The staff works hard to meet student needs.” • “I can’t believe how much the school offers each student a chance to structure their own

education plan.” • “They definitely receive support, sometimes too much.” • “Those students who take advantage of the opportunities are given much support; we

need to factor in student initiative.”

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Yes, I have Been Provided With Assistance With How To Make A Personalized Education Plan

82

6662

49

62

0

10

20

30

40

50

60

70

80

90

Grade 12 Grade 11 Grade 10 Grade 9 TOTAL

Yes, I have Been Provided WithAssistance With How To MakeA Personalized Education Plan

There is a need for more accountability for the personalized education plan and more student access to school counselors. Survey results also indicate that, as a whole, ninth graders require more support and help as compared to other grade levels. Thus, the school is considering expanding its CORE program for ninth graders to include a second team. Teachers are concerned about the strain that this might put on the school’s instructional resources, but the data clearly shows that this group of students has the most number of discipline problems and the largest retention rate in the school. On the other hand, ninth graders in the CORE program have consistently demonstrated over the years greater academic success and an ability to transition more easily to the high school environment; they seem to have less problems adapting themselves to a new social and cultural climate. The structure of the program is such that four teachers in the core content areas share 120 students who are closely monitored by the whole team, which also stays in close contact with the students’ parents. Academic and social problems are immediately taken care of with everyone working together to effect positive solutions and compromises.

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Yes, I feel that I have access to school counselors or other people that can provide support and assistance at MoHS.

7978

79

69

76

64

6668

70

72

7476

78

80

Grade 12 Grade 11 Grade 10 Grade 9 ALL

Yes, I feel that I haveaccess to schoolcounselors or otherpeople that can providesupport and assistance atMoHS.

PD Inquiry Group – Student Motivation Response: Because of the Special Education department and CSAP, students are receiving support; however, there is always room for improvement. What might be helpful is quicker identification and referral of students who need support services. Information needed: More data on why students drop out, how many students go for GEDs and how many students are actually not accounted for – e.g. runaways – would aid in needs analysis. Then, we could better serve more students. Needs: We must continue the programs that are now being run such as Special Education, SMC, SMC summer school and after school classes, which enable seniors to graduate with their classes or at least during the summer. Strengths: The fact that Moanalua High School has solid special education and special motivation departments. Most high schools do not offer remediation for those who, for affective reasons, were not successful during their freshmen, sophomore or junior years. Because of the programs listed in C above, Moanalua High School is able to graduate a high percentage of students. School Goal/Objective: The high rate of graduation should be maintained or improved. PD Inquiry Group - Teacher and Student Support Response: Not progressing as quickly as we would like. No new data needed. How will we meet graduation requirements? How can we get our slower learners, SpEd, ESLL to meet HCPS III or to pass HSA. We offer a 5-week summer school. Something has to be in place by 2007 in order to help the students meet the new graduation requirements in 2010--a new bell schedule.

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E2: Quality Student Support for Student Personal and Academic Growth

To what extent do students have access to a system of personal support services, curricular and co-curricular activities and opportunities at the school and within the community to learn to respect self and others, and to develop civic responsibility?

Overwhelmingly, teachers feel that to a great extent, students have access to support services, curricular and co-curricular activities, and opportunities to develop civic responsibility. Ninety-two percent (92%) of teachers indicated that this is a strength area for the school.

• “MoHS offers a lot of great services and activities to encourage positive growth.” • “There is a wealth of services--I wish I had attended a high school that offered as much.” • “In all ways, shapes, and forms--so many opportunities.” • “Quite extensive and very effective.”

The Felix Consent Decree and No Child Left Behind have resulted in the expansion of services to students with special needs and for raising the overall consciousness of the Department of Education to the needs of all students. Comprehensive support services for students include the following: ESLL, SPED, At-Risk, Free and Reduced Lunch, the Comprehensive Student Support System (CSSS), a College and Career Center, Library Services, a Campus Safety Committee and Supervision Team, a Bell and School Schedule that support student activities, including time for tutorial periods, and Co-curricular programs such as Student Leadership and Athletics.

ESLL The English as a Second Language Learning program at Moanalua services approximately 110 students in Language Arts and Social Studies in Grades 9-12. Of this number, approximately 60 are serviced within the ESLL curriculum and may spend more than one period each day or week participating in ESLL classes in Language Arts, Social Studies, and/or Oral Communication. About another 40 to 50 students are mainstreamed into regular education classes. Two part-time teachers service these students by going to the regular education classes to provide assistance to the students. These part-time teachers also assist with diagnostic testing of students to determine their proficiency levels and thus determining their placement levels in the program. The basic objective of the program is to assist immigrant students with limited English proficiency to acquire basic language skills and “real life” skills to facilitate their adjustment to a new educational, social, and cultural environment.

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SPED The Special Education Department provides an educational program which enables students with special needs to reach their fullest potential. An Individualized Education Program (I.E.P) is developed for each student by the student, parent, Special Education teacher, school administrator, and other appropriate personnel to meet the student’s academic and transition needs. Students are encouraged to enroll in regular education courses whenever possible and assistance is provided by a Special Education teacher who works with the regular education teacher to monitor assignments and provide tutorial and content support for specific lessons, units, etc. For those who are not ready to be mainstreamed into regular education classes, the Special Education Department offers a basic core curriculum which is modeled after regular education classes. In addition to academic courses, the Department offers vocational education elective courses. These courses provide instruction in pre-vocational skills and career awareness. Technical in- struction in specific occupational fields are provided by knowledgeable outside instructors. Students taking these courses may be place in off-campus work sites for work exploration. Students in SPED may qualify for a Certificate of Completion at the time of graduation or a regular high school diploma if they have taken credit courses and completed the requirements for the State of Hawaii’s diploma program.

Economically-disadvantaged/Free and Reduced Lunch Program The numbers of students participating in the Free and Reduced Lunch Program have increased almost 30% compared to the 2003-2004 figures. The school’s Parent Community Networking Coordinator (PCNC) who administrates the program believes that the school’s new debit card program (implemented in the 2004-2005 school year) has reduced the stigma for a large percentage of students who avoided signing up for the program because they were too embarrassed to be seen picking up their lunch tickets. Now, their identification badges also serve as their lunch tickets and the badges are merely scanned at the lunch counter.

School Enrollment

Free Reduced Total Percentage

SY 2003-2004 1892 209 54 263 13.9% SY 2004-2005 2020 SY 2005-2006 1982 260 112 372 18.8

Despite the rise in numbers, Moanalua continues to have one of the lowest percentages of students participating in the Free and Reduced Lunch Program in the Central District and among the other four school districts on the island. Schools like Leilehua (43.8%) and Waialua (52%), which belong to the Central District’s northside area, have large percentages of students participating in the program.

The school actively encourages students at Moanalua to sign up for the program by sending letters to students from the previous year, reminding them to submit their applications. At the

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beginning of the school year, students from the previous year are given a 30-day grace period to submit their applications before being dropped from the program.

CSSS is a school-based delivery of supports and services that ensures student achievement. It includes a full array of services to address the basic needs—emotional, psychological, physical, social, and academic—of all students by providing them with preventive services within the classroom.

These services include several levels: Level 1) basic support for all students in the form of an advisor/advisee Career and Academic Plan (CAP) program, career pathways in Career and Technical Education (CTE) classes, classroom modification, coordinated school health services, differentiation, and family support; Level 2) additional support through collaboration in the form of after school supplementary programs, behavior support plans, consultative and counseling services, health aide services, peer mediation, and service for homeless students; Level 3) individual school/community-based programs like Advanced Placement courses, GT classes, after school programs for targeted students, group and individual counseling, a Comprehensive School Alienation Program (CSAP), an ESLL English as a Second Language Learner (ESLL) program, Home/Hospital Instruction, and a pregnant and parenting teen program; Level 4) individualized and specialized services from the Department of Education and/or other agencies that include group and individual counseling, CSAP alternative learning centers, Section 504 referral services, early college admittance, and an Employment Training Center (ETC) option; and, Level 5) intensive and multiple agency services that include a DOE-connected intensive program, residential treatment programs, and a substance abuse treatment program.

Accommodations and prevention programs are systematically employed as pre-referral interventions should a student require more comprehensive services. Procedures to request for student assistance beyond the classroom are mapped out and shared with the staff.

Each student at Moanalua has significant adults in the form of his/her classroom teachers and his/her Career and Academic Plan (CAP) advisor. The school’s CAP program has been recognized by other schools and the State as an exemplary program that provides students with some basic personal, educational, and career guidance over the four years of high school. Since its inception, the concept has been incorporated into the State’s CSSS program level as one form of basic support that should be provided to students.

At Moanalua, students spend four years with their CAP advisors with whom they meet for 33 minutes each week. Each grade level has its own CAP curriculum that focuses on the following areas: Ninth Grade, knowing oneself; Tenth Grade, life skills; Eleventh Grade, college/career exploration; and, Twelfth Grade, independent living.

Lessons are posted each week on the school’s Blackboard site, an interactive, online communication tool that allows administrators, teachers, parents, and students to communicate with each other. Teachers can download and print the lessons from their classrooms to the copier in the teachers’ workroom.

In a survey taken in 2003, 59% of the students agreed and 10% disagreed that the goals of the CAP program were important and should be continued. In the teacher survey, 87% agreed that

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the goals were important and 3% disagreed. Student responses to the survey questions ranged from 29% to 59% while teacher responses ranged from 25% to 95% on the same survey. (See Appendix)

Since the survey, the school has continued to update and revise the curriculum and is currently exploring the possibility of providing credit for participation in the program over the four-year period. The State has eliminated the ½ credit Guidance class required for graduation and now expects each school to provide a guidance system of its own.

At-risk students have access to a comprehensive program that includes on-campus and off-campus program alternatives that involve partnerships with the Moanalua/Aiea Community School for Adults, Honolulu Community College, the military, and the State.

Students who need to make up credits in certain subject areas can take advantage of the school’s on-campus after school program that receives support from the adult community school situated on the Moanalua campus. The adult school has purchased Plato, a curriculum-based software program, and 50 licenses that will make it possible in the 2005-2006 SY for students to access specific subjects in the core subject areas—language arts, science, math, and social studies—with a teacher to provide assistance. Ten students who are lacking credits in math will work with a teacher and the Plato curriculum in the 2006 spring semester. Off-campus options include the following educational alternatives for those who cannot make the adjustment to a regular high school academic schedule:

o High Core, an Alternative Learning Center o Employment Training Center (ETC), a program done in partnership with the

community colleges o Youth Challenge, an academic program done in partnership with the military o Job Corps, a job training program done in partnership with the State

Gifted and Talented

For students interested in challenging themselves academically, the school offers a Gifted and Talented (GT) program in Language Arts, as well as Advanced Placement courses in Language and Composition for eleventh graders and Literature and Composition for twelfth graders. Advanced Placement classes in European History and U.S. History are offered in Social Studies, Advanced Placement Chemistry and Biology in Science, and Advanced Placement Calculus in Math. Students and parents over the years have requested that all the AP programs be offered each year instead of some being offered in alternate years.

Career Pathways through Career and Technical Education (CTE) Those that eventually seek high-skill careers in the vocational education areas are offered the opportunity to participate in the Career and Technical Education Pathways programs that offer certificates of mastery in Arts and Communication, Business, Human Services, and Industrial Engineering Technology.

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Music Program The school’s Music Department offers a wide and exciting range of music study and performance. Its band has played in the Rose Bowl parade, in the Macy’s Thanksgiving Day Parade, in Japan, and in London. Students who remain in the band program for four years can anticipate traveling to other states and countries at least once every two years. The school’s symphony orchestra has the distinction of being the only public school orchestra in the State to be invited to play at Carnegie Hall twice in the last few years.

Library Services The school’s Library is visited by 150 to 300 students each week before school, during recess and lunch, and after school and during tutorial periods. It is open from 7:45 a.m. to 3:15 in the afternoon, although students are allowed to stay as late as 4:00 or 4:30, depending on when the librarians and/or the library clerk go home. The librarians collaborate with the teachers to teach lessons on the research process, explain issues such as plagiarism vs. documentation and banned books, provide assistance with MLA citations, search for resources for teachers and students, and provide comprehensive assistance to students who need help with personal searches and school assignments. The Library has 20 to 21 computers and computer usage has more than doubled in the last year due to the adoption of a new “Authorized Use Policy.” Up till the end of the 2003-2004 school year, students were required to submit an “Authorized Use Policy” document signed by their parents that gave approval for the student to use the school’s computers. Students who did not have an AUP on file were not allowed to use the computers. Students were accessing the Library’s computers at the rate of five to six thousand times a year. In the 2004-2005 school year, the principal (with the support of the school council) had the policy changed. Arguing that the computer was a tool for learning just like a textbook, the school reversed its policy and asked parents to submit a signed document if they did not want their children to use the computers. As a result, student use of the Library computers rose to 11,275 times during the school year. Sign-ins are handled with a new computerized system installed in January 2006 that simply requires students to swipe their student identification tags through a machine.

Learning Centers For students interested in languages, the school maintains a World Languages Learning Center, offering courses in Japanese, Spanish, Hawaiian, German, and French. Finally, the school’s Media Communications and Technology Learning Center (MeneMAC) offers a comprehensive, four-year program that emphasizes the integration of content and technology skills, student inquiry and leadership, and project management/problem solving skills in authentic contexts. The technology programs at Moanalua include everything from audio and TV production to broadcast journalism and digital media technology.

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Co-Curricular Programs Through various activities, the school provides students with another channel, beyond the classroom, through which they may satisfy their individual needs and interests and move toward self-realization. In addition to expansive student and class government leadership and participation opportunities, there are at least 30 clubs—special interest like the Surf and Technology Clubs, service-oriented clubs like the Key Club, multi-cultural clubs like the Chinese Club, Korean Club, and the Hawaiian Dance Club, and honorary clubs like the National Honor Society, which welcome student participation. Students may be required to meet specific academic, community service, and character requirements for some of the clubs. Another venue of student interest is the school’s athletic program, which fields 52 teams in 19 different sports and services more than 25% of the school’s student body. Students who letter in more than one sport bring the number of participants each year to at least 750. The coaches in the program, who number over 100, monitor their students’ academic progress during the course of the playing season and provide tutorial services after school. Each year, the athletic programs support after-school study halls and service as many as 2,000 students. The school’s co-curricular and athletic programs are among the most extensive in the State, providing students with opportunities to expand their interests and hone special skills in art, music, athletics, leadership, etc.

Yes, I feel that I have access to and can participate in co-curricular activities at MoHS.

78

83 83

78

81

75767778798081828384

Grade 12 Grade 11 Grade 10 Grade 9 ALL

Yes, I feel that I haveaccess to and canparticipate in co-curricularactivities at MoHS.

Number of Student Athletes

Percentage of All Students

Gender Equity – % of Female Athletes

2003 778 39% 48.3% of athletes 2004 721 37% 44.8% of athletes 2005 717 35% 44% of athletes

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College and Career Center A fully-equipped College and Career Center is available for student use and is manned by a full-time counselor and a full-time clerk who work with students to complete their college and career portfolios, assist in career and college online searches, arrange for speakers, arrange for students to interview for scholarships and special awards, help students fill out financial aid forms, and provide a comfortable environment for students to complete their tasks. The current Center has already outgrown its facilities as more and more students take advantage of its services. Students are in the Center from early morning through morning and lunch recesses and after school.

Cafeteria service includes a hot meal or a variety of salads with choice of dressings, saimin, or nachos. Each choice of meal comes with a half-pint of milk and a self-serve food bar. Breakfast can be purchased before school and at mid-morning break for $.35 and snacks—rice balls, sandwiches, drinks, and ice cream—can be purchased from the snack bar at the front of the cafeteria.

Campus Safety Committee

The school has a Campus Safety Committee comprised of a student, a teacher, an administrator, and the four members of the school’s Security Team. The group meets at least once a quarter to review campus safety issues.

Other Support Programs The school also offers a popular Driver Education class which always has a waiting list and provides support for teen parents through its GRADS class which is linked to Family and Consumer Science.

Bell Schedule and Yearly Calendar Finally, the school’s daily bell schedule and yearly calendar provide students (and teachers) with systemic support that provides necessary time and opportunity to complete various tasks. For example, the bell schedule provides for two tutorial periods—40 minutes on Tuesdays and 25 minutes on Fridays—so students can seek help from their teachers, counselors, administrators, and librarians, make up tests, visit the College and Career Center, work with other students on projects, and/or take care of personal business. On Thursdays, there is a 33-minute CAP class during which students engage in various types of guidance activities and on Fridays there is a 20-minute homeroom where students attend to class or grade level business. Teacher support is found in common prep time at the end of each day, faculty meeting time on Wednesdays, and one hour professional development time on Mondays. The school maintains a yearly calendar that supports an exam week at the end of each quarter and semester and provides students more time to prepare for their exams and projects and more

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time to make up exams and work missed. Teachers also have more time during this time period to work with students, administer make-up exams, and work on their grades. Also, the school usually offers a five-week, summer school session so students can make up necessary credits or take courses that allow them to take other courses during the coming school year.

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MOANALUA HIGH SCHOOL Strategic Plan (2005-2008)

Goal #1: Improve Student Achievement through Standards-Based Education Objectives: 1.1 Provide each student with skills, attitudes, knowledge, and a personal plan to apply for and receive a post high

school education. 1.2 Require standards-based grading in all classrooms 1.3 Require standards-based teaching in all classrooms 1.4 Provide for viable and operation standards-based curriculum school-wide 1.5 Ensure proficiency in reading, mathematics, and science 1.6 Provide a solution for how students are to earn required increase in credits for graduation 1.7 Establish/maintain parent partnerships to achieve effective, standards-based education

Measure Baseline Annual Benchmarks 1. Increase the percentage of grade 12

students who graduate and attend college, technical, trade school.

2. Increase the percent of ninth graders earning the minimum five credits for promotion, in their first year of high school

89.3% of ninth grade students were promoted for SY 2004-05

90.4% promoted in 2005-06 (target 9.6% retention) TBD % promoted in 2006 TBD % promoted in 2007

3. Increase the percent of grade 12 students who graduate with a diploma

97.7% who graduated in SY2003-2004

98% of grade 12 students graduating in SY2005 98% of grade 12 students graduating in SY2006 98% of grade 12 students graduating in SY 2007

4. Increase the percent of grade 11 students passing the UH’s placement exam (Compass Test) to determine need for remediation.

5. Increase the percent of students attaining proficiency in reading on statewide assessments.

Percent of students in grade 10 who were proficient in reading , on the spring 2004 Hawaii State Assessment – 68%

66 % proficient in SY 2005 69% proficient in SY 2006 72% proficient in SY 2007

6. Increase the percent of the students attaining proficiency in mathematics on state-wide assessments

Percent of students in grade 10 who were proficient mathematics, on the spring 2004 Hawaii State Assessment.- 39%

33% proficient in 2005 39% proficient in 2006 48% proficient in 2007

7. Increase the percent of parents who report assisting students in achieving the standards on the School Quality Survey. (Involvement)

Percent of parents reporting assisting their child in achieving the standards on the SY 2003 School Quality Survey – 52.4%

2005 – 55.3%

8. Increase the number of parents who attend parent/community conferences, forums, meetings, and/or workshops on standards-based education.

Number reported on reconfigured Parent and Community Networking Centers’ survey in SY 2006.

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Prioritized Strategic Actions

2005-2006 2006-2007 2008-2009 Provide each MoHS student with skills, attitudes, knowledge, and a personal plan to apply for and receive a post high school education.

Provide each MoHS student with skills, attitudes, knowledge, and a personal plan to apply for and receive a post high school education.

Provide each MoHS student with skills, attitudes, knowledge, and a personal plan to apply for and receive a post high school education.

Implementation of standards-based grading in all classrooms and discussion of a school-wide policy on standards-based grading.

Implementation of standards-based grading in all classrooms and development and implementation of a school-wide policy on standards-based grading. Research online grading programs including capabilities of new DOE system - ESIS.

Review and revision of school-wide grading policy and professional development for standards-based report cards for secondary schools. Pilot online grading options.

Provide all students with the motivation/attitude, skills, knowledge, and opportunity to demonstrate proficiency to meet or exceed math and reading standards of the Hawaii Content and Performance Standards

Provide all students with the motivation/attitude, skills, knowledge, and opportunity to demonstrate proficiency to meet or exceed math and reading standards of the Hawaii Content and Performance Standards (HCPS III)

Maintain motivation/attitude, skills, knowledge, and demonstration of proficiency to meet or exceed math and reading standards of the Hawaii Content and Performance Standards (HCPS III)

Faculty review results of A.P. testing results for past five years

Develop an action plan for the school’s Advanced Placement Program and A.P. courses

Implement action plan for the school’s Advanced Placement Program and A.P. courses

Assess needs related to K-12 alignment of math curriculum through complex vertical math team.

Begin curriculum alignment and mapping for math instruction and compare with benchmark maps

Continue curriculum mapping for math instruction

Provide parent forums to discuss school needs and identify new strategies for increased parent involvement

Implement new strategies for parent involvement and combine with existing practices to increase parent involvement

Maintain and review strategies for parent involvement

Conduct research into bell schedules and student programming options to address the required increase of credits needed for graduation.

Develop a plan to address the required increase of credits needed for graduation.

Implement a plan to address the required increase of credits needed for graduation.

Clarifying Comments:

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MOANALUA HIGH SCHOOL Strategic Plan (2005-2008)

Goal #2: Provide comprehensive support for all students Objectives: 2.1 Provide the social, emotional, and physical environments that address student safety and well-being. 2.2 Nurture our children into becoming caring, contributing, and ethical practitioners of a democratic society

Measure Baseline Annual Benchmarks 1. Maintain the daily attendance Student attendance for SY03-04 -

96.3% 96.3% Attendance in 2005 97% Attendance in 2006 98% Attendance in 2007

2. Increase the % of students reporting they feel safe at school

Positive responses on SQS for SY02-03 – 49.9%

57.3% in 2005 In 2007 Increase by 2% each year?

3. Increase the percent of students receiving CSSS because of non-proficiency results on the Hawaii State Assessment.

Increase the percent/number of students receiving a “usually” or “consistently” rating on all General Learner Outcomes in the second Status Report to parents

Percent of students receiving CSSS because of non-proficiency results on the Hawaii State Assessment.

Increase services by 12% or better each year.

4. Increase the percent of students involved in service learning.

Percent of students reporting service learning

5. Increase the number of students participating in Kids Voting.

Prioritized Strategic Actions

2005-2006 2006-2007 2008-2009 Request for ACCN Exception for Career and Academic Plan (CAP) Program as a required half credit grade level course for all students.

Implementation Career and Academic Plan (CAP) Program as a required grade level course for all students.

Implementation Career and Academic Plan (CAP) Program as a required grade level course for all students.

Personalize the learning environment in each classroom through the use of effective instructional strategies.

Personalize the learning environment in each classroom through the use of effective instructional strategies.

Personalize the learning environment in each classroom through the use of effective instructional strategies.

Plan and prepare to expand Grade 9 CORE Program to include a second interdisciplinary team to support an additional 120 grade 9 students.

Expand Grade 9 CORE Program to include a second interdisciplinary team to support an additional 120 grade 9 students.

Maintain Grade 9 CORE Program of two interdisciplinary teams to support 240 grade 9 students.

Provide relevant curriculum and personalized supportive structures for special student populations and programs: CSAP Program , ESLL Program, and SPED Program

Provide relevant curriculum and personalized supportive structures for special student populations and programs: CSAP Program , ESLL Program, and SPED Program

Provide relevant curriculum and personalized supportive structures for special student populations and programs: CSAP Program , ESLL Program, and SPED Program

Clarifying Comments:

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MOANALUA HIGH SCHOOL Strategic Plan (2005-2008)

Goal #3: Continuously improve performance and quality Objectives: 3.1 Continuously improve student performance, school quality, system quality 3.2 Sustain a professional learning community 3.3 Provide teachers with timely information on student learning needs 3.4 Provide a school-based accountability system for administrators, teachers, and staff 3.5 Provide students and teachers access to current technologies 3.6 Improve school facilities

Measure Baseline Annual Benchmarks 1. Increase the number of Advanced

Placement exam results with a 3 or higher.

135/239 = 56% in 2005 61% in 2006 66% in 2007

2. Increase the number of students participating in “Running Start.”

___ at (School Name) TBD in 2005 TBD in 2006 TBD in 2007

3. Increase the percent of classes taught by highly qualified teachers.

Percent of classes taught by highly qualified teachers in SY 2003 is 83%

68% in 2004 70% in 2005 75% in 2006

4. Increase the percent of parents reporting satisfaction with their school on the biennial School Quality Survey.

Percent positive and neutral responses to satisfaction dimension items (SY 2003):

79% in 2003 82.9% in 2005 85% in 2006

5. Increase the number of teachers at a school 5+ years

44 in 2003-04 44 in 2004 49 in 2005 TBD in 2006 TBD in 2007

6. Increase the percent of teachers reporting satisfaction on the School Quality Survey.

Percent of positive and neutral responses to responsiveness dimension items.

67% in 2003 69.7% in 2005 75% in 2007

Prioritized Strategic Actions

2005-2006 2006-2007 2008-2009

Build and sustain a professional learning community supported by a school-based professional development program that sets high expectations for standards-based practice, is differentiated to meet teacher needs and learning styles, and provides formative feedback to support professional growth.

Build and sustain a professional learning community supported by a school-based professional development program that sets high expectations for standards-based practice, is differentiated to meet teacher needs and learning styles, and provides formative feedback to support professional growth.

Build and sustain a professional learning community supported by a school-based professional development program that sets high expectations for standards-based practice, is differentiated to meet teacher needs and learning styles, and provides formative feedback to support professional growth.

Develop a plan to provide classroom teachers with timely information about student learning styles, learning needs, proficiency levels, and student feedback on classroom instruction.

Provide classroom teachers with timely information about student learning styles, learning needs, proficiency levels, and student feedback on classroom instruction.

Provide classroom teachers with timely information about student learning styles, learning needs, proficiency levels, and student feedback on classroom instruction.

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Develop a plan on a school accountability system where stakeholders from administrators to teachers to students are more accountable for student learning

Provide a school accountability system where stakeholders from administrators to teachers to students are more accountable for student learning

Provide a school accountability system where stakeholders from administrators to teachers to students are more accountable for student learning

Provide students with access to current and up to date technology tools and systems to promote higher level thinking, problem-solving, communication, and collaboration.

Provide students with access to current and up to date technology tools and systems to promote higher level thinking, problem-solving, communication, and collaboration. Implement new CTE Technology Program and new Creative Learning Systems center.

Provide students with access to current and up to date technology tools and systems to promote higher level thinking, problem-solving, communication, and collaboration. Implement new CTE Technology Program and new Creative Learning Systems center.

Request renovation and construction of school facilities to meet school program needs

Pursue CIP requests for renovation and construction of school facilities to meet school program needs; purchase additional custodian for support

Renovation and construction of school facilities to meet school program needs

Clarifying Comments:

125

APPENDIX (in printed report only) School Map Bell Schedule Year Calendar Master Schedule 2005 NCLB Report 2005 SSIR Report 2005 Trend Report 2005 SQS Survey CAP Survey 2005 Senior Exit Survey

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