##### *2004-2005 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: [X]{.underline} Elementary \_\_ Middle
\_\_ High \_\_K-12

Name of Principal [Mr. Steven Hirahara]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the
official records)

Official School Name [Kahala Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [4559 Kilauea Avenue]{.underline}

(If address is P.O. Box, also include street address)

[Honolulu, HI 96816-5046]{.underline}

City State Zip Code+4 (9 digits total)

County [Honolulu]{.underline} School Code Number\* [114]{.underline}

Telephone [( 808 ) 733-8455]{.underline} Fax [( 808 )
733-4669]{.underline}

Website/URL [www.kahala.k12.hi.us](http://www.kahala.k12.hi.us/) E-Mail
<steven_hirahara@notes.k12.hi.us>

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge all information is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Ms. Patricia Hamamoto]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

District Name [Hawaii State Department of Education]{.underline} Tel. [(
808 ) 586-3310]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson [Mr. Breene Harimoto]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

I have reviewed the information in this package, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(School Board President's/Chairperson's Signature)

*\*Private Schools: If the information requested is not applicable,
write N/A in the space.*

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office of Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools with one principal, even K-12 schools, must apply as an
    entire school.)

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 school
    year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

5.  The nominated school or district is not refusing the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution\'s equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

**DISTRICT** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district: [174]{.underline} Elementary
schools

[38]{.underline} Middle schools

[n/a]{.underline} Junior high schools

[45]{.underline} High schools

> [26]{.underline} Other (24 Multi-level, 1 Correctional Facility &
>
> 1 State School for Deaf and Blind)

[283]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$9,034]{.underline}

Average State Per Pupil Expenditure: [\$9,034]{.underline}

**SCHOOL** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

> \[ \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ x \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [2.5]{.underline} Number of years the principal has been in her/his
position at this school.

[3.0]{.underline} If fewer than three years, how long was the previous
principal at this school?

5\. Number of students as of October 1, 2004 enrolled at each grade
level or its equivalent in applying school only:

  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **PreK**    1         4                      **5**        **7**                             

  **K**       43        38                     **81**       **8**                             

  **1**       41        38                     **79**       **9**                             

  **2**       39        29                     **68**       **10**                            

  **3**       37        39                     **76**       **11**                            

  **4**       37        43                     **80**       **12**                            

  **5**       39        29                     **68**       **Other**                         

  **6**       22        10                     **32**                                         

                                    **TOTAL                                                   **489**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [13]{.underline} % White

the students in the school: [0]{.underline} % Black or African American

[1]{.underline} % Hispanic or Latino

[86]{.underline} % Asian/Pacific Islander

[0]{.underline} % American Indian/Alaskan Native

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
[6]{.underline} %

> (This rate should be calculated using the grid below. The answer to
> (6) is the mobility rate.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 17
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 11
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        28
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    491
              school as of October 1, 2003       

  **(5)**     Subtotal in row (3) divided by     0.06
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    6
              100                                
  ----------- ---------------------------------- ------------------------

8.  Limited English Proficient students in the school: [7]{.underline} %

> [33]{.underline} Total Number Limited English Proficient

Number of languages represented: [6]{.underline}

Specify languages: Japanese, Korean, Chinese, Lao, Pohnpeian, Czech

9\. Students eligible for free/reduced-priced meals: [3]{.underline}
**%**

Total Number Students Who Qualify [17]{.underline}

> If this method does not produce an accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services: [7]{.underline} %

[36]{.underline} Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

[1]{.underline} Emotional Disturbance [4]{.underline} Developmental
Delay

[2]{.underline} Autism [0]{.underline} Orthopedic Impairment

[1]{.underline} Deafness [2]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [14]{.underline} Specific Learning
Disability

[9]{.underline} Hearing Impairment [0]{.underline} Speech or Language
Impairment

[1]{.underline} Mental Retardation [0]{.underline} Traumatic Brain
Injury

[2]{.underline} Multiple Disabilities [0]{.underline} Visual Impairment
Including Blindness

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) [1]{.underline} [-]{.underline}

Classroom teachers [21]{.underline} [0]{.underline}

Special resource teachers/specialists [10]{.underline} [11]{.underline}

Paraprofessionals [8]{.underline} [4]{.underline}

> Support staff [11]{.underline} [4]{.underline}
>
> Total number [51]{.underline} [19]{.underline}

12\. Average school student-"classroom teacher" ratio: [20.7 Grades
K-2]{.underline} [25.6 Grades 3-6]{.underline}

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. (Only middle and high schools need to supply
dropout rates and only high schools need to supply drop-off rates.)

+-----------------------+--------+--------+--------+--------+--------+
|                       | 200    | 200    | 200    | 200    | 199    |
|                       | 3-2004 | 2-2003 | 1-2002 | 0-2001 | 9-2000 |
+-----------------------+--------+--------+--------+--------+--------+
| Daily student         | 97 %   | 97 %   | 97 %   | 97 %   | 97 %   |
| attendance            |        |        |        |        |        |
+-----------------------+--------+--------+--------+--------+--------+
| Daily teacher         | \* 95  | 97 %   | \*\*   | 97 %   | 96 %   |
| attendance            | %      |        | 94 %   |        |        |
+-----------------------+--------+--------+--------+--------+--------+
| Teacher turnover rate | 0 %    | > 3 %  | 3 %    | 6 %    | 2.  \% |
+-----------------------+--------+--------+--------+--------+--------+
| Student dropout rate  | 0      | 0      | 0      | 0      | 0      |
+-----------------------+--------+--------+--------+--------+--------+
| Student drop-off rate |        |        |        |        |        |
+-----------------------+--------+--------+--------+--------+--------+

> \* Teacher w/long term illness
>
> \*\* Teacher w/long term family leave

# PART III ‑ SUMMARY

Kahala Elementary School provides a nurturing environment with a
challenging curriculum where all learners are challenged to achieve
their highest potential. The school community lives this vision by
addressing the diverse needs of all learners and nurtures their talents
and abilities by providing standards-based curricular and
extra-curricular programs where all learners are empowered to achieve
the school-wide learner outcomes.

Established in 1954, Kahala Elementary has 489 students which include
86% Asian/Pacific Islanders. Of our student population, 3% receive free
or reduced-price meals, 7% are identified Special Education, and 7% have
limited English proficiency. Fifty eight percent of our students reside
outside our school boundaries and attend on Geographic Exceptions. A
Honolulu district-wide Special Education Oral /Aural Deaf and Hearing
Impaired Program is housed at the school.

The School/Community-Based Management Council (SCBM), our local
governance body, established a collaborative, continuous school
improvement process, which is based on the premise that people within a
school\'s community are competent, creative and want their children to
have the best education possible. It acknowledges that members of a
school\'s community (school administrators, teachers, parents, support
staff, students and other community members) have a **right** and an
**obligation** to participate actively in open dialogue where issues are
presented, defined, discussed and resolved. It is also based on the
belief that the most effective decisions are made by those who must
implement these decisions. It is this body that monitors the Standards
Implementation Action Plan (SIAP), Kahala's framework for analyzing
school performance, planning for improvement based on the analysis of
student performance, implementing the improvements, and assessing and
evaluating results.

Kahala Elementary School creates an environment where partnerships are
built. Enduring partnerships contribute to the richness at Kahala. The
school's Parent-Teacher Organization (PTO) continues to be its primary
collaborator whose members volunteer numerous hours to fund raise and
enhance class activities. The Parent/Community Network Coordinator
(PCNC) provides a link between the families and school by coordinating
and supporting both school and parent-initiated workshops. Students also
gain many insights from organizations in the community. The
intergenerational relationship with partners at Leahi Hospital spans
more than 10 years, while the partners from Retired and Senior Volunteer
Program (R.S.V.P) and F.E.L.L.O.W.S. (Fellowship Education Lifelong
Learning Opportunities With Seniors), an adopted volunteer tutorial
program, are an integral part of our students' learning experience.

Assessment data have also been the basis for building a strong student
support system. Multiple data such as Service Testing/Internal
Monitoring, attendance and student referrals, help the school identify
students needing interventions, and/or the supports needed by those
students. The result is the establishment of the Comprehensive Student
Support System (CSSS) with an extensive array of services to provide
academic and social support programs for our students. Highlighted
services include the Primary School Adjustment Program (PSAP), Positive
Behavior Support (PBS), Language Arts Assistance Program (LAAP), and
counseling for at-risk students. Current data indicates improved
attendance, fewer suspensions, and no retentions.

Based on the 2004 Hawaii State Assessment, Kahala Elementary is meeting
Hawaii's NCLB Adequate Yearly Progress (AYP) benchmarks (currently 30%
reading and 10% math) into the year 2012 for reading and into 2010 for
math. Students consistently achieve scores in the top 5% of all Hawaii
public schools. In addition, the school is on the Hawaii Department of
Education SAT9 Honor Roll, for high achievement in reading and math. For
the past three years, Kahala Elementary School's overall status has been
recognized as "Exemplary" with a NCLB AYP category designation of "In
Good Standing, Unconditionally." Based on the 2004 Hawaii State
Assessment scores, Kahala Elementary School ranks third in mathematics
and eighth in reading among all schools in Hawaii.

Placing a strong emphasis on academic excellence, the school has created
the challenging educational environment spoken of in its vision.
However, it is through its curriculum, instruction, and support programs
that the school continues to lay a foundation for excellence in its
students.

**PART IV -- INDICATORS OF ACADEMIC SUCCESS**

# [Reading and Mathematics Assessment Results]{.underline}

Annual Grade 3 and 5 Hawaii State Assessment data are utilized to
identify needs and to guide curriculum and instruction. The Hawaii State
Assessment consists of the norm-referenced SAT Abbreviated Reading and
Math Tests and the criterion-referenced Hawaii Content and Performance
Standards-Based Assessment. Hawaii's Adequate Yearly Progress (AYP)
benchmarks provide the targets to the No Child Left Behind requirements.
The Hawaii State Assessment (HSA) has four proficiency levels:

***Level 1***: "Well Below Proficiency" - assessment results indicate
that this student has demonstrated

little or no knowledge and skills in the content standards for this
grade.

***Level 2***: "Approaches Proficiency" - assessment results indicate
that this student has demonstrated

some knowledge and skills in the content standards for this grade. With
more support

and effort, the student should be able to reach the proficient level.

***Level 3***: "Meets Proficiency" - assessment results indicate that
the student has demonstrated

knowledge and skills required in the content standards for this grade.
The student is

ready to work on higher levels of this content area.

***Level 4***: "Exceeds Proficiency" - assessment results indicate that
the student has demonstrated

knowledge and skills that exceed the content standards for this grade.
The student is

ready for more advanced work in the content area.

Scaled Scores (ranging from 0 to 450) were developed during Spring 2002
and based on the initial administration of the Hawaii State Assessment.
The Scaled Scores have been derived from the raw scores of the HSA in
order to create a score scale with meaningful interpretations. For
instance, a Scaled Score over "300" means that the student "Meets
Proficiency" for the assessed content standard. Additionally, Scaled
Scores between 200 and 299 indicate that the student is in the
"Approaches Proficiency" level. Scaled Scores can be used to compare
student performance across different administrations of the assessment
sessions within a particular content area.

Based on this assessment, Kahala Elementary School ranks third in
mathematics and eighth in reading among all Hawaii schools. Thus, our
school is meeting the AYP benchmarks into the year 2012 for reading and
into 2010 for math, with 72% of grade 3 and 89% of grade 5 students
meeting/exceeding proficiency in reading/writing, and 61% of grade 3 and
63% of grade 5 students meeting/exceeding proficiency in math. The
students consistently achieve scores in the top 5% of all Hawaii public
schools. In addition, all students are assessed using the abbreviated
Stanford Achievement Test, resulting in 96% of grade 3 and 95% of grade
5 students achieving average/above average in reading, and 98% of grade
3 and 95% of grade 5 students achieving average/above average in math.

In a longitudinal study, scores from our Asian/Pacific Islanders (86% of
school population) reflect improvement in academic achievement. In
2001-2002, 66.1% of Grade 3 students met/exceeded proficiency in reading
while 57.9% met/exceeded proficiency in math. As 5^th^ graders, this
same class of students scored 88.1% proficiency (met/exceeded) in
reading, 64.3% proficiency (met/exceeded) in mathematics.

HSA schoolwide scores reflect consistent improvement (see attachments)
in academic success. From 2002 to 2004, students in grade 3 who
meet/exceed proficiency increased from 68% to 72% in reading and 52% to
61% in math. Students in grade 5 who meet/exceed proficiency increased
from 71% to 89% in reading and 52% to 63% in math.

The website for the state assessment system and NCLB requirements may be
found at:

**arch.k12.hi.us/pdf/NCLB/2004/AllSch37Cell_110104.pdf**

## [Assessment Data and School Improvement]{.underline}

Various assessment data are analyzed to understand the needs of the
students. These needs guide the development of the Kahala Standards
Implementation Action Plan (SIAP). The SIAP is used as a guide to
determine what programs and/or professional development are needed. Its
enabling activities allow the school to refine current practices to
further reach the needs of our school community. The School Community
Based Management (SCBM) council monitors the effectiveness of the SIAP
action plan to ensure its consistency with the vision and mission of
Kahala Elementary School. Resources are then prioritized accordingly.
Thus, a continuous cycle of school improvement is generated.

The Hawaii Content and Performance Standards-Based Assessment data
assist the school in identifying students well-below or approaching
proficiency who then receive additional instructional support to reach
the proficiency level. Students who are exceeding are also identified
and provided additional enrichment opportunities through a gifted and
talented program. Students with special needs are also given alternative
assessments to target areas of need.

In addition to the current Hawaii State Assessment requirements, the
school community elects to assess all students annually with the SAT9
(reading, writing, and math subtests) to identify student needs, to
guide curriculum and instruction, and to longitudinally track student
progress from Grades K-6.

Our school also administers the Stanford Diagnostic Reading Test (SDRT)
biannually. It is administered first as a formative assessment tool to
assess student reading comprehension for differentiated instruction
placement; secondly, as a diagnostic instrument for summative assessment
for teachers to identify student needs and adjust instruction to ensure
their success.

Electronic quiz data from the supplemental Accelerated Reader (AR)
Program allow each teacher to challenge and sustain students in their
independent reading. Each student is also able to assess his/her
progress in reading comprehension.

# [Communication]{.underline}

Communication is vital in creating a sense of community, which is
encouraged throughout the year. Improved technology provides
closed-circuiting, internet capability, Lotus Notes, Sametime Instant
Messaging, and the schoolwide phone system with intercom and voicemail
for immediate communication. Classrooms are equipped with at least three
networked computers.

Prior to the opening of the school year, the Parent Orientation is held
to welcome all new families into the Kahala Elementary Ohana (family).
An extensive student/parent handbook along with the school-wide student
directory is shared. During the school year, new parents are taken on
campus tours and new students are welcomed at school assemblies. Toward
the end of the school year, transition is provided for exiting students
-- Student Visitation to the middle school and an orientation is made
available to parents.

The school year begins with an Open House. This event commences with a
General Parent Meeting to highlight the state, complex, and school goals
for the year. Parents are able to meet the teacher and learn classroom
academic goals, expectations, and curriculum for the year. Friday
Folders include notices such as school memos, classroom activities and
progress reports. Mid-quarter interim reports alert parents of student
progress. In addition to quarterly report cards, 95% of the parents
participate in first-quarter Parent-Teacher Conferences to share student
progress, discuss assessment data, student attitudes and achievement
goals.

HSA data are disseminated via PTO meetings, SCBM meetings, complex
newsletters, local newspapers, and the Kahala Elementary School and
State of Hawaii Department of Education websites. A State Testing
In-service specialist and the school counselor run annual parent
workshops to discuss the Hawaii State Assessment and its data.

Monthly newsletters, produced by the PCNC, are distributed schoolwide as
well as within the complex. These newsletters include reports from
administration, library, PCNC, PTO, and grade levels K-6 as well as a
calendar of events. Student works are displayed in the office, cafeteria
and library. Notices posted on bulletin boards located on the exterior
of the buildings inform the Kahala Ohana of upcoming events and
activities.

# [Shared Successes]{.underline} 

Actively pursuing workshops, accredited university courses and
professional self improvement, Kahala teachers take a proactive approach
in sharing their impact on student achievement through articulation at
school, community, complex, state and national levels. Funding is
provided for teachers to attend workshops and visit other schools to
keep abreast of current trends in education. These teachers return to
school and serve as a catalyst in facilitating school-wide changes to
improve student achievement. Participation through community sponsored
events has earned top recognition for many of our students. The
community recognizes its students' achievement through the school's
monthly newsletter, the SCBM council's monthly meetings and the media.

Curriculum workshops provide all teachers the opportunity to articulate
with colleagues from other schools on topics focusing on student
achievement. Kahala's resource teachers meet regularly with
complex/district counterparts to exchange successes in their programs
and in their school. Monthly complex principal meetings in the Kalani
Complex (Kalani High School and its feeder schools) encourage school
administrators to network and share current successful practices with
each other and the area superintendent. Principals, then, are able to
relay this information to create a seamless transition between complex
schools while the area superintendent does the same across the state and
with the Board of Education (BOE).

On the state level, several faculty members are active participants in
sharing their successes with others in the educational community.
Research-based methods provide opportunities for others to learn and
further enhance their own abilities in their classrooms. With expertise
in areas ranging from technology and library studies to effective
teaching strategies in the classroom, they are often called upon to make
presentations at state-level conferences and to serve as a resource to
those needing additional support. Furthermore, teachers continue to
mentor students from various higher learning institutions such as the
University of Hawaii and Chaminade University who choose education as
their career. Presently, two faculty members are working on individual
manuscripts for future publication in national journals. Educators,
locally, nationally and internationally, continue to visit the school
and maintain an ongoing partnership. Kahala Elementary School takes
pride in sustaining meaningful relationships with these individuals.

As the primary voice of Hawaii's public schools, the Department of
Education (DOE), communicates the accolades of its educational
institutions. Through its periodic newsletters, [Na Lono
Kula]{.underline} and the [Superintendent\'s UPDATE]{.underline} and the
DOE's website, [http://doe.k12.hi.us](http://doe.k12.hi.us/), Kahala
School was showcased for receiving the 2004 Distinguished School award
and the 2004 Blue Ribbon Award. Communication such as these sources
allows access to all including our U.S. Pacific Command, Joint Venture
Education Forum (JVEF), which recognized Kahala for its excellence in
"creating a school environment that fosters success."

# 

# 

# PART V -- CURRICULUM AND INSTRUCTION

Kahala Elementary School uses the Hawaii Content and Performance
Standards, the State Standards Toolkit, and the State General Learner
Outcomes (GLO) to drive the school's curriculum. The GLOs are the
overarching goals of standards-based learning. These goals permeate all
aspects of teaching and learning to help students become productive
citizens and achieve the rigor of the content standards. School and
state assessment data guide the teachers to develop meaningful
instructional activities and materials.

**Language Arts**: Kahala Elementary School's Language Arts curriculum
is based on Hawaii's Language Arts Content Standards emphasizing
reading, writing and oral communication to develop students who can use
language to communicate, learn, and fulfill personal and social needs,
and to meet the demands of society and the workplace. In 2002, the
school implemented a research-based Language Arts program providing
effective strategies to be applied in all content areas, engaging
students in higher-level thinking skills. As a result, all grade levels
have a 90-minute block of Language Arts for reading, literature,
phonics/spelling, English grammar, and writing. The writing component
focuses on writing as a process and emphasizes ideas, organization, and
mechanics. Students demonstrate confidence as writers and find value and
satisfaction in writing and sharing their work through presentations.

**Mathematics:** A schoolwide math series is used to provide a
comprehensive, spiraling math curriculum. Students are engaged in
relevant and useful activities that strengthen their problem-solving
skills. As a result, they are better equipped to apply their knowledge
to all aspects of their daily lives.

**Science:** The science content standards are classified into two
domains: the scientific inquiry and the accumulation of knowledge.
Kahala's standards-based curriculum is taught through hands-on,
inquiry-based activities with recently purchased kits and materials to
enhance their investigation processes.

**Social Studies / World Languages:** The goal of Kahala's Social
Studies curriculum is to develop active and responsible citizens of the
community, nation and world while maintaining the unique lifestyle that
is Hawai'i. A schoolwide series aligned to the HCPS II was adopted in
2004. The Hawaiian Studies Program, designed to educate all K-6 students
in the Hawaiian culture, augments Grade 4's focus on the State of
Hawai'i. The Kupuna, or elders, teach language, music, dance, history,
social life and customs.

**Fine Arts:** The Fine Arts (visual arts, music, drama, and dance)
cultivate the whole child, building literacy while developing intuition,
reasoning, and imagination into unique forms of expression and
communication. Special areas include PTO-funded Part-Time Teachers
(PTT); Grade 5 & 6 band; "MuzART," a grant integrating visual art with
music; 5^th^ grade chorus and its annual spring musical; a Good Ideas
grant to create a mosaic marine-life mural; and a schoolwide Spring
Festival.

**Physical Education (PE):** Kahala builds a foundation of appropriate
instructional practices to promote and facilitate the attainment of
movement skills, physical fitness, and the development and improvement
of physical activity to be maintained throughout life. Special areas
include a PTO-funded PE PTT; in-school competitive volleyball; bowling
with math skills; and participation in a basketball league.

**Health:** Health Education offers a coherent vision of what it means
to be health literate. Using what students learn about thinking
critically, they obtain, interpret, and understand concepts related to
health promotion and disease prevention and gain knowledge of resources
and community agencies that provide health services. Topics include
safety, nutrition, drug and alcohol prevention, and physical activity.
Special programs include: Bike Safety and the Drug Awareness and
Resistance Education (D.A.R.E.) sponsored by the Honolulu Police
Department.

**Educational Technology:** Based on classroom curriculum, instruction
of skills originates in the Computer Lab and those skills are further
applied in each classroom. Students use technology to access, process,
manage, and communicate information globally.

**Career and Life Skills:** To prepare students for success in the adult
world, they should understand how that world is structured and how the
world functions. Students develop self-knowledge, interpersonal skills,
thinking and reasoning skills, effective leadership skills, and explore
different educational, career, and life options.

## [Reading Curriculum]{.underline}

> "*The first thing you notice about the kids at Kahala Elementary
> School is that they're all carrying storybooks at lunch and recess.
> The second thing you notice is that the students are really reading
> their books*." (The Honolulu Advertiser, March 11, 2004)

To achieve and sustain this level of personal investment, reading is
encouraged in the classroom by providing opportunities during class time
to pursue recreational reading. In addition, a supplementary, electronic
reading program, Accelerated Reader (AR) has been established to develop
a lifelong love for reading. Promotion to read is supported by the
Librarian's books talks; Recycle Reading, a Library Service Club project
to offer used books for purchase at a nominal cost; and the Library's
annual Book Fair. Lastly, parent, peer, and community tutors continually
support the students in this area.

To foster student interest in reading, the Kahala Literature Program
offers quality literature in various genres. Guided instruction through
the grade levels increase student capacity to analyze and appreciate
literary elements such as characterization, plot structure, symbolism,
and figurative language with increasing sophistication.

In addition, the current reading series provides the scope and sequence,
which are aligned to the HCPS II. Providing effective reading strategies
that can be applied in all content areas, this series complements the
school's emphasis of interdisciplinary units of study. A further
strength of this program is its incorporation of questioning techniques
that elicit initial, personal, interpretive, and critical responses.

Coordinated by the Reading Resource teacher, a scripted program called
Direct Instruction, offers remediation to students of HSA Levels 1 & 2
and Special Education to achieve proficiency. Students requiring
instruction in a small group setting, receive assistance from two
PTO-funded PTTs.

### [Curriculum Area -- Mathematics]{.underline}

Kahala's current series, aligned with the HCPS II, focuses on critical
thinking and problem solving. The curriculum is grouped into five
content strands: number and operations; measurement; geometry and
spatial sense; pattern, functions, and algebra; data analysis,
statistics, and probability. The process standards of Communication,
Connections, Problem Solving, Representation, and Reasoning and Proof
are incorporated throughout the curriculum. From studying the globe
(concepts of longitude/latitude and time zones) to computing grams of
fat in nutrition class to locating information using the Dewey Decimal
System, integration of reading, writing, math, and higher-level thinking
skills is evident throughout the curriculum.

Reinforcing reading and writing skills has a direct impact on the
student's math achievement.

Teachers recognize the importance of higher level thinking skills.
Hence, we provide instructional methods and strategies to insure all
students acquire a strong mathematical foundation. This common
understanding throughout the school builds upon their knowledge from the
previous years of instruction. Additional personnel provide individual
support in the 3^rd^ grade as they transition to a higher-class ratio.

Teachers are able to recognize their individual strengths and use that
knowledge to work together to be consistent in their method of
instruction. Instructional emphasis focuses on the student's ability to
justify the solution and use an Art Costa's "habit of mind"
metacognition, to communicate how that solution was determined. As a
result, the students develop mathematical literacy and fluency while
becoming confident problem solvers. Instructional practices involve
students in exploring, analyzing, and applying math concepts to
real-world situations.

Kahala School is constantly seeking to improve student achievement.
Evidence of this quest to further refine our students' math skills is
documented by the school's participation in a complex-wide grant
(\$140,000). This grant will provide a more rigorous and relevant
program which focuses on everyday problems and solutions.

**[Instructional Methods]{.underline}**

Students are treasured as individuals and consequently instructional
techniques to nurture, strengthen, and enrich are desired. Teachers' use
of various instructional methods provide opportunities to meet student
needs at different levels. Belief that a high correlation exists between
optimal student learning and a positive learning environment, Kahala's
character education program builds community and inclusion of all
students within the classroom, as well as schoolwide, as it recognizes
positive behavior to create a safe and nurturing learning environment.

As delineated in the SIAP Action Plan, the school's focus is to expand
and refine teachers' repertoire of effective instructional methods to
incorporate questioning techniques and product expectations in core
courses that reflect student achievement of higher-level thinking.
Team-teaching within and across grade levels offer students
opportunities to experience various teaching styles in various content
areas. Increase in student achievement is also attributed to the use of
the following strategies: differentiated instruction, Diana Day's
classroom management techniques, hands-on activities, Cooperative
Learning, assessment meetings between student and teacher, building
experiential background via field trips, and Direct Instruction for
remedial reading and Special Education.

Two PTO- funded PTTs and tutors (parents, peers, community members)
allow the school to meet the needs of students who need individual or
small group instruction in Language Arts and Math.

**[Professional Development]{.underline}**

Professional development is an essential part of the SIAP. The content
of the teacher and staff workshops reflect our SIAP goals. Professional
growth of the teachers is a high priority. To ensure student
achievement, teachers continually explore and implement current
pedagogical methods through professional development, which is strongly
supported by the school community. The school has dedicated a weekly
grade level articulation period for teachers to collaborate within and
across the grade levels. Professional development days (6) have been
utilized in the following ways:

1.  To analyze Hawaii State Assessment data and school level data.

2.  To develop and modify our SIAP and to evaluate the plan.

3.  To align our curriculum with the Hawaii Performance and Content
    Standards.

4.  To learn effective research-based strategies to address our diverse
    student needs.

5.  To develop performance expectations and rubrics which address
    standards.

6.  To identify and select curricular materials aligned to the
    standards.

7.  To provide articulation and collaboration time between grade levels
    to develop coherent and challenging curricular units.

Department of Education specialists and the school complex resource team
assist the teachers with planning and organizing the standards-based
curriculum and helping to meet the SIAP goals and objectives. Nationally
recognized trainers are contracted to work with teachers in the areas of
reading, writing, integrated curriculum, higher level thinking skills,
and classroom management. The school provides funding for teachers to
visit other schools to view effective instructional models. These
trained teachers return to school to share their experiences and apply
newly-acquired knowledge and skills to help the school meet the
increasing challenges of an ever-changing society. Currently, a cadre of
teachers is scheduled to visit Tahoma County schools during March, 2005
Spring Break.

Teachers are also encouraged to further their own career goals by
attending institutions of higher learning. Presently, all teachers are
NCLB professionally certificated teachers.

School data reinforces the impact of these efforts on the students. HSA
schoolwide scores reflect consistent improvement (see Part
VII-ASSESSMENT RESULTS) in academic success. From 2002 to 2004, students
in grade 3 who meet/exceed proficiency increased from 68% to 72% in
reading and 52% to 61% in math. Students in grade 5 who meet/exceed
proficiency increased from 71% to 89% in reading and 52% to 63% in math.
In addition, current data indicates a consistently high attendance rate,
fewer referrals and suspensions, and a retention rate of less than 1%.

**PART VI - PRIVATE SCHOOL ADDENDUM**

N/A

**PART VII- ASSESSMENT RESULTS**

> **STATE CRITERION-REFERENCED TESTS: Kahala**
>
> Subject [Reading]{.underline} Grade [3]{.underline}
>
> Test [Hawaii State Assessment]{.underline}
>
> Edition/publication year [1^st^/2001]{.underline} Publisher [Hawaii
> Department of Education]{.underline}

  -------------------------------- ------------- ------------- ------------- --------------- -------------
                                   2003-2004     2002-2003     2001-2002     2000-2001\*\*   1999-2000\*

  Testing month                    March         March         April         Tchr Strike     May

  **SCHOOL SCORES**                **Reading**   **Reading**   **Reading**   NONE            N/A

  \% At or above Well Below        100           100           100                           
  Proficiency                                                                                

  \% At or above Approaches        98            97            98                            
  Proficiency                                                                                

  \% At or above Meets Proficiency 72            73            68                            

  \% At or above Exceeds           6             3             4                             
  Proficiency                                                                                

  Number of students tested        83            74            78                            

  Percent of total students tested 100%          100%          100%                          

  Number of students alternatively 0             0             0                             
  assessed                                                                                   

  Percent of students              0             0             0                             
  alternatively assessed                                                                     

                                                                                             

  SUBGROUP SCORES                                                                            

  1.[Asian/Pacific                                                           NONE            N/A
  Islander]{.underline}                                                                      

  \% At or above Well Below        100           100           100                           
  Proficiency                                                                                

  \% At or above Approaches        100           99            99                            
  Proficiency                                                                                

  \% At or above Meets Proficiency 72            71            67                            

  \% At or above Exceeds           7             4             4                             
  Proficiency                                                                                

  Number of students tested        57            54            56                            

                                                                                             

  **STATE SCORES**                                                           NONE            N/A

  \% At or above Well Below        100           100           100                           
  Proficiency                                                                                

  \% At or above Approaches        92            90            91                            
  Proficiency                                                                                

  \% At or above Meets Proficiency 48            43            43                            

  \% At or above Exceeds           3             1             2                             
  Proficiency                                                                                
  -------------------------------- ------------- ------------- ------------- --------------- -------------

\* The State used the Stanford Achievement Test 9^th^ Edition (1997)
during school year 1999-2000 for the large scale assessment. The SAT9 is
not a criterion-referenced test and we cannot psychometrically compare
the SAT9 to the current Standards-based Hawaii State Assessment (HSA).

\*\* There was a state-wide teacher strike during the school year
2000-2001 which precluded any administration of the state large scale
assessment to our students

> **STATE CRITERION-REFERENCED TESTS: Kahala**
>
> Subject [Mathematics]{.underline} Grade [3]{.underline}
>
> Test [Hawaii State Assessment]{.underline}
>
> Edition/publication year [1^st^/2001]{.underline} Publisher [Hawaii
> Department of Education .]{.underline}

  -------------------------------- ----------- ----------- ----------- --------------- -------------
                                   2003-2004   2002-2003   2001-2002   2000-2001\*\*   1999-2000\*

  Testing month                    March       March       April       Tchr Strike     May

  **SCHOOL SCORES**                **Math**    **Math**    **Math**    NONE            N/A

  \% At or above Well Below        100         100         100                         
  Proficiency                                                                          

  \% At or above Approaches        91          97          94                          
  Proficiency                                                                          

  \% At or above Meets Proficiency 61          60          52                          

  \% At or above Exceeds           10          7           9                           
  Proficiency                                                                          

  Number of students tested        83          74          78                          

  Percent of total students tested 100%        100%        100%                        

  Number of students alternatively 0           0           0                           
  assessed                                                                             

  Percent of students              0           0           0                           
  alternatively assessed                                                               

                                                                                       

  SUBGROUP SCORES                                                                      

  1.[Asian/Pacific                                                     NONE            N/A
  Islander]{.underline}                                                                

  \% At or above Well Below        100         100         100                         
  Proficiency                                                                          

  \% At or above Approaches        97          96          95                          
  Proficiency                                                                          

  \% At or above Meets Proficiency 62          60          58                          

  \% At or above Exceeds           11          9           11                          
  Proficiency                                                                          

  Number of students tested        57          53          57                          

                                                                                       

  **STATE SCORES**                                                     NONE            N/A

  \% At or above Well Below        100         100         100                         
  Proficiency                                                                          

  \% At or above Approaches        82          81          78                          
  Proficiency                                                                          

  \% At or above Meets Proficiency 27          24          20                          

  \% At or above Exceeds           4           2           2                           
  Proficiency                                                                          
  -------------------------------- ----------- ----------- ----------- --------------- -------------

\* The State used the Stanford Achievement Test 9^th^ Edition (1997)
during school year 1999-2000 for the large-scale assessment. The SAT9 is
not a criterion-referenced test and we cannot psychometrically compare
the SAT9 to the current Standards-based Hawaii State Assessment (HSA).

\*\* There was a statewide teacher strike during the school year
2000-2001, which precluded any administration of the state large-scale
assessment to our students

> **STATE CRITERION-REFERENCED TESTS: Kahala**
>
> Subject [Reading]{.underline} Grade [5]{.underline}
>
> Test [Hawaii State Assessment]{.underline}
>
> Edition/publication year [1^st^/2001]{.underline} Publisher [Hawaii
> Department of Education]{.underline}

  -------------------------------- ------------- ------------- ------------- --------------- -------------
                                   2003-2004     2002-2003     2001-2002     2000-2001\*\*   1999-2000\*

  Testing month                    March         March         April         Tchr Strike     May

  **SCHOOL SCORES**                **Reading**   **Reading**   **Reading**   NONE            N/A

  \% At or above Well Below        100           100           100                           
  Proficiency                                                                                

  \% At or above Approaches        96            98            99                            
  Proficiency                                                                                

  \% At or above Meets Proficiency 89            78            71                            

  \% At or above Exceeds           12            3             5                             
  Proficiency                                                                                

  Number of students tested        65            64            82                            

  Percent of total students tested 100%          100%          100%                          

  Number of students alternatively 0             0             0                             
  assessed                                                                                   

  Percent of students              0             0             0                             
  alternatively assessed                                                                     

                                                                                             

  SUBGROUP SCORES                                                                            

  1.[Asian/Pacific                                                           NONE            N/A
  Islander]{.underline}                                                                      

  \% At or above Well Below        100           100           100                           
  Proficiency                                                                                

  \% At or above Approaches        98            98            100                           
  Proficiency                                                                                

  \% At or above Meets Proficiency 88            73            72                            

  \% At or above Exceeds           12            2             4                             
  Proficiency                                                                                

  Number of students tested        42            42            53                            

                                                                                             

  **STATE SCORES**                                                           NONE            N/A

  \% At or above Well Below        100           100           100                           
  Proficiency                                                                                

  \% At or above Approaches        90            85            88                            
  Proficiency                                                                                

  \% At or above Meets Proficiency 50            42            42                            

  \% At or above Exceeds           2             1             1                             
  Proficiency                                                                                
  -------------------------------- ------------- ------------- ------------- --------------- -------------

\* The State used the Stanford Achievement Test 9^th^ Edition (1997)
during school year 1999-2000 for the large-scale assessment. The SAT9 is
not a criterion-referenced test and we cannot psychometrically compare
the SAT9 to the current Standards-based Hawaii State Assessment (HSA).

\*\* There was a state-wide teacher strike during the school year
2000-2001, which precluded any administration of the state large-scale
assessment to our students

> **STATE CRITERION-REFERENCED TEST: Kahala**
>
> Subject [Mathematics]{.underline} Grade [5]{.underline}
>
> Test [Hawaii State Assessment]{.underline}
>
> Edition/publication year [1^st^/2001]{.underline} Publisher [Hawaii
> Department of Education]{.underline}

  -------------------------------- ----------- ----------- ----------- --------------- -------------
                                   2003-2004   2002-2003   2001-2002   2000-2001\*\*   1999-2000\*

  Testing month                    March       March       April       Tchr Strike     May

  **SCHOOL SCORES**                **Math**    **Math**    **Math**    NONE            N/A

  \% At or above Well Below        100         100         100                         
  Proficiency                                                                          

  \% At or above Approaches        94          97          97                          
  Proficiency                                                                          

  \% At or above Meets Proficiency 63          69          52                          

  \% At or above Exceeds           9           14          7                           
  Proficiency                                                                          

  Number of students tested        65          64          84                          

  Percent of total students tested 100%        100%        100%                        

  Number of students alternatively 0           0           0                           
  assessed                                                                             

  Percent of students              0           0           0                           
  alternatively assessed                                                               

                                                                                       

  SUBGROUP SCORES                                                                      

  1.[Asian/Pacific                                                     NONE            N/A
  Islander]{.underline}                                                                

  \% At or above Well Below        100         100         100                         
  Proficiency                                                                          

  \% At or above Approaches        95          96          100                         
  Proficiency                                                                          

  \% At or above Meets Proficiency 64          67          53                          

  \% At or above Exceeds           12          12          6                           
  Proficiency                                                                          

  Number of students tested        42          42          55                          

                                                                                       

  **STATE SCORES**                                                     NONE            N/A

  \% At or above Well Below        100         100         100                         
  Proficiency                                                                          

  \% At or above Approaches        76          76          73                          
  Proficiency                                                                          

  \% At or above Meets Proficiency 21          20          21                          

  \% At or above Exceeds           2           1           2                           
  Proficiency                                                                          
  -------------------------------- ----------- ----------- ----------- --------------- -------------

\* The State used the Stanford Achievement Test 9^th^ Edition (1997)
during school year 1999-2000 for the large-scale assessment. The SAT9 is
not a criterion-referenced test and we cannot psychometrically compare
the SAT9 to the current Standards-based Hawaii State Assessment (HSA).

\*\* There was a statewide teacher strike during the school year
2000-2001 which precluded any administration of the state large-scale
assessment to our students