**REVISED-March 1, 2006**

##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \_[X]{.underline}
Elementary \_\_ Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal [Mr. Dean Nakamoto]{.underline}

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

Official School Name [King William C. Lunalilo Elementary
School]{.underline}

(As it should appear in the official records)

School Mailing Address [810 Pumehana
Street]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

\_\_[Honolulu]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[Hawaii]{.underline}\_\_\_\_\_\_[96826-3842]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County [Honolulu]{.underline} State School Code
Number\*\_[135]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 808 ) 973-0270]{.underline} Fax [( 808)
973-0276]{.underline}

Website/URL [http://lunalilo.k12.hi.us/]{.underline} E-mail
[Dean_Nakamoto@notes.k12.hi.us]{.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 all information is accurate.

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

(Principal's Signature)

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

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

District Name [Hawaii]{.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. Randall Yee]{.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)

**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: [176]{.underline}\_\_\_
Elementary schools

[37]{.underline} Middle schools

[N/A]{.underline} Junior high schools

[34]{.underline} High schools

[38]{.underline} Other (24 Multi-level, 1-Correctional Facility and

1-State School for Deaf and Blind)

[285]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$9,337.87]{.underline}

Average State Per Pupil Expenditure: [\$9,337.87]{.underline}

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

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

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

4\. [1 year 5 months]{.underline} Number of years the principal has been
in her/his position at this school.

[1 year 5 months]{.underline} If fewer than three years, how long was
the previous principal at this school?

5\. Number of students as of October 1 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**    3         1                      4            **7**                             

  **K**       40        75                     115          **8**                             

  **1**       50        39                     89           **9**                             

  **2**       49        41                     90           **10**                            

  **3**       46        48                     94           **11**                            

  **4**       64        47                     111          **12**                            

  **5**       37        48                     85           **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   \*588
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

Enrollment figure as of Oct. 1, 2005

6\. Racial/ethnic composition of [4]{.underline} % White

the students in the school: [1]{.underline} % Black or African American

[4]{.underline} % Hispanic or Latino

[91%]{.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:
\_\_\_[16]{.underline}\_\_\_%

> \[This rate should be calculated using the grid below. The answer to
> (6) is the mobility rate.\]
>
> \*Data based on school year 2004-2005.

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      34
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      61
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    95
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 588
                            the school as of October 1  

  **(5)**                   Total transferred students  .16
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           16%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [36%]{.underline}

[209]{.underline} Total Number Limited English Proficient

Number of languages represented: [23]{.underline}

Specify languages: Arabic, Cantonese, Cebuano/Visayan, Chuukese, Hakka,
Ilokano, Japanese, Korean, Kosrean, Lao, Mandarin, Marshallese, Palauan,
Pohnpeian, Portuguese, Russian, Samoan, Spanish, Tagalog, Telugu, Thai,
Tongan, Vietnamese

9\. Students eligible for free/reduced-priced meals: [51%]{.underline}

Total number students who qualify: [298]{.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}

\_\_[41]{.underline}\_\_ [Total]{.underline} Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

\_[\_4]{.underline} Autism \_\_\_\_ Orthopedic Impairment

\_\_\_\_ Deafness \_\_[6]{.underline} Other Health Impaired

\_\_\_\_ Deaf-Blindness \_\_[9]{.underline} Specific Learning Disability

\_\_[2 \_]{.underline} Emotional Disturbance \_\_[7]{.underline} Speech
or Language Impairment

\_\_[1]{.underline} Hearing Impairment \_\_\_\_ Traumatic Brain Injury

> \_\_[3]{.underline} Mental Retardation \_\_\_\_ Visual Impairment
> Including Blindness
>
> \_\_[3]{.underline} Multiple Disabilities \_\_[6]{.underline}
> Developmental Delay

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) \_\_\_\_[2]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_[29]{.underline} \_\_\_[16]{.underline}

Special resource teachers/specialists \_\_\_ [7]{.underline}
\_\_\_\_\_\_\_\_

Paraprofessionals \_\_\_ [2]{.underline} \_\_\_\_[9\_\_\_]{.underline}

> Support staff \_\_\_[15]{.underline} \_\_\_[20\_\_\_]{.underline}
>
> Total number \_\_\_[55]{.underline} \_\_\_[45]{.underline}

12. Average school student-"classroom teacher" ratio, that is, the
    number of

students in the school divided by the FTE of classroom teachers:
\_\_[23:1\_\_]{.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.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance  96%         95.9%       95.8%       96.0%       96.3%

  Daily teacher             98%         98%         98%         NA          NA
  attendance\*                                                              

  Teacher turnover rate\*\* 22%         8%          4%          NA          NA

  Student dropout rate      0%          0%          0%          0%          0%
  (middle/high)                                                             

  Student drop-off rate     0%          0%          0%          0%          0%
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

\*Teacher absences for the 2004-2005 school year is an estimate only.

\*\* Teacher turnovers are primarily due to teacher retirement or staff
reduction.

**NA- Not Available**

**PART III ‑ SUMMARY**

King William C. Lunalilo Elementary School is a school with deep-rooted
traditions of promoting high student achievement. This tradition is
founded on the values and beliefs of its namesake, King William C.
Lunalilo, the first elected monarch in the Kingdom of Hawaii. King
Lunalilo was known as a forerunner of democracy and for his commitment
to education. He demonstrated this commitment through his love for the
islands and his love for his people. Today, King William C. Lunalilo
Elementary School has established itself as a "school of the community"
by providing students and their families with educational programs that
support the needs of a culturally and economically diverse community.

As of October 1, 2005, our enrollment is 588 students from preschool
through grade five. Of the 588 students, 36% are identified as English
for Second Language Learners (ESLL). In addition, 51% of our students
come from low-income families and participate in the free/reduced lunch
program. Our school also provides special education instruction for 7%
of the student population. We have established a School Community
Council (SCC) that enables shared decision-making with the principal,
teachers, parents, students, and community to support and enhance
student achievement. It is a forum for the community to engage in open
dialogue on issues that are relevant to student learning. Our school
also has an active parent group, the Lunalilo Community School
Association (LCSA), which provides opportunities for parent
participation in activities and events that support a positive learning
environment and contribute to a continuous school improvement process.
The School Community Council and the Lunalilo Community School
Association are founded on the belief that teachers, parents, students,
and community are partners in the decision-making process as it affects
their children now and in the future.

Academically strong, our school has been recognized as a Hawaii
Distinguished School for the past three years, having attained adequate
yearly progress. We have received a rating in "Good
Standing-Unconditional" under the No Child Left Behind (NCLB) Act and
has been placed on the state's SAT9 Honor Roll. We strive to meet the
NCLB target of 100% proficiency in language arts and mathematics by the
year 2014. Our school's goal is to increase proficiency in language arts
and mathematics by 15% each year.

King William C. Lunalilo Elementary School places heavy emphasis on data
to drive our curricula. The implementation of a continuous school
improvement process has resulted in a Comprehensive Needs Assessment
that is conducted yearly during the month of March by the school's
leadership team to review and assess student performance data, as well
as identify schoolwide instructional targets. In addition, each teacher
is allocated three substitute days for the school year to participate in
grade level articulation meetings to discuss their students' daily work
performance. Test data is used to assess whether their curriculum and
instruction are aligned to their students' needs. All adjustments that
are made to the curriculum and instruction are based on data and are
decided upon collaboratively.

While the school believes all students can learn and be successful, if
data indicates that a student is having difficulty learning or adjusting
to school, our Comprehensive Student Support System's (CSSS) array of
services are implemented to provide individualized intervention and
support. King William C. Lunalilo Elementary School's CSSS services
include: Title I supplemental instruction and after school tutorial,
English for Second Language Learner's after school and summer school
program, English for Second Language Learners kindergarten summer
transition program, Section 504 Modification Plans, Special Education
programs, Primary School Adjustment Program (PSAP), school-level
counseling, and school-based behavioral health services.

We believe that every student that comes through our doors is our
future. It is this belief that drives our school to work toward the
development of the "whole child," an approach that balances
opportunities to develop leadership and citizenship skills as part of
the school's comprehensive curricula. These include programs such as:
student council, peer mediators, Junior Library Assistants, Junior
Police Officers, Jump Rope for Heart Demo Team, and grade level and
school wide community service projects.

As reflected in our vision, our school is committed to academic
excellence through standards-based education and we are a community that
fosters leadership, citizenship, and positive life-long learners.
Through collaboration with our parents and our community partners, we
will continue our tradition of being the "school of the community." Our
school's vision and mission defines who we are, what we do, and what we
will do, together as a team, making King William C. Lunalilo Elementary
School a place like no other.

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

**Assessment Results**

King William C. Lunalilo Elementary School uses formative and summative
assessments to measure students' attainment of the Hawaii Content and
Performance Standards.

During the spring semester, students in grades three, four, and five
participate in the Hawaii State Assessment Test. This test measures
student's knowledge and skills in reading and mathematics. It also
indicates how well a child is meeting the state's rigorous academic
standards and compares student performance in reading and math to other
students across the country. The Hawaii State Assessment has four
proficiency levels:

> Level 1:*"Well Below Proficiency "-*assessment results indicate that
> the student has demonstrated little or no knowledge and skills in the
> content standards for this grade.
>
> Level 2: "*Approaches Proficiency*"- assessment indicates that the
> student has demonstrated some knowledge and skills in the content
> standards for the grade. With more support and effort, the student
> should be able to reach proficient level.
>
> Level 3:*"Meets Proficiency"-* assessment results indicate that this
> student has demonstrated knowledge and skills required in the content
> standards for this grade. The student is ready to work on higher
> levels in the content area.
>
> Level 4:*"Exceeds Proficiency"-* assessment results indicate that the
> student has demonstrated knowledge and skills that exceed the content
> standards for the grade. The student is ready to do more advances work
> in the content area.

The State of Hawaii Department of Education has established Adequate
Yearly Progress (AYP) as 30% for reading and 10% in math for the years
2001 through 2003. In the school years 2004 through 2006 AYP increased
to 44% in reading and 28% in mathematics. Our third grade students in
the school year 2002-2003 achieved 60% proficiency in reading and 39% in
mathematics. As a cohort group, these same students achieved 76% in
reading and 71% in mathematics at grade five. This indicates a 16%
increase in reading proficiency and 32% increase in mathematics
proficiency over two years. These longitudinal gains are significant,
impressive, and remarkable considering the multitude of barriers that
beset our school community.

Consistently over time, our efforts to overcome obstacles such as high
percentage of English as Second Language Learners, students from low
socio-economic levels, and students from single parent homes, have
demonstrated improved scores in reading and mathematics. Our students
are resilient. Our teachers are persistent and focused. Our school
community cares!

Disaggregated data indicates Asian Pacific Island students in third
grade in the school year 2002-2003 achieved 59% proficiency in reading
and 41% in mathematics. As a cohort group, these same students achieved
78% in reading and 73% in mathematics in grade five. These scores
indicate a 14% increase in reading proficiency and 32% increase in
mathematics proficiency over two years. In addition, disadvantaged
students in the third grade achieved 52% proficiency in reading and 32%
proficiency in mathematics during the school year 2002-2003. As a cohort
group, these same students achieved 67% in reading and 68% in
mathematics by grade five, a 15% increase in reading proficiency and a
36% increase in mathematics proficiency over two years. These gains are
exceptional, prominent, and compelling. We are extremely proud of our
students, our teachers, and our school community.

King William C. Lunalilo Elementary School's test data over the past
three years are a clear indication of the school's steadfast movement
toward attaining 100% proficiency in language arts and mathematics by
the year 2014. Improved test data is a clear, strong, and convincing
indication that all systems within the school are working in synergy to
ensure that all students are learning and experiencing academic success.

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

**http://165.248.6.166/data/tests.asp?schoolcode=135**

**[Using Assessment Results]{.underline}**

Analysis of student achievement data and data from our comprehensive
needs assessment identifies areas of need and serves as the foundation
for the development of schoolwide instructional targets. The school's
leadership team meets annually during the third quarter to conduct a
comprehensive needs assessment to review student work, unit test scores,
SAT9 results, and the Benchmark Tracker Assessment results.

The Hawaii State Content and Performance assessment data is used in the
identification of students who are "well-below" or "approaching"
proficiency levels. Students that are identified as either "well-below"
or "approaching" receive additional instructional support though
targeted instruction and the after school tutorial program. Special
education students are given an "Alternate Assessment" when deemed
appropriate, based on the state standards and their Individual Education
Program (IEP).

Students who perform in the "Exceeds Proficiency" level are provided
enrichment activities and participate in extended challenging
activities. In addition to testing in grades three, four, and five as
required, the school has chosen to administer the SAT9 to all students
as a means to identify and monitor student progress from kindergarten
through grade five.

Research-based programs such as: Accelerated Reader, STAR Reading and
Math, and Leap Track (Leap Frog Tool House), and NearStar are used as
supplemental programs to support attainment of the Hawaii State Content
and Performance Standards in reading and mathematics. Accelerated Reader
and STAR Reading assess students' reading comprehension. The Leap Track
program (Leap Frog Tool House) is used by the English for Second
Language Learners program to assess students' reading comprehension,
vocabulary development, and mathematics computation. The NearStar
program used by students in the English for Second Language Learners
program provides formative data for reading comprehension and vocabulary
development. The program also enables students to engage in independent
learning in reading and vocabulary development based on identified areas
of weakness.

The use of multiple assessments to measure student progress is a regular
practice in our classrooms. On-going assessments allow our teachers to
know their students' performance level at all times and provide
opportunities to modify the pace, the scope of content, and the
direction of instruction.

[C**ommunicating Assessment Results**]{.underline}

Clear and effective communication is a vital component to our school
community. Our school has established a system of communication, whereby
assessment results and student performance data are communicated to the
faculty, parents, and students on a regular and timely basis.

The Hawaii State Assessment results are given to teachers at the
beginning of the school year. Guided by the school's testing coordinator
and the school administration, teachers are grouped by grade level and
are charged with the task of analyzing the data for information on
overall student performance and areas of strengths and weaknesses. This
serves as the starting point for our teachers to share their data with
students and their parents.

Parents and students are given the Hawaii State Assessment results at
the school's parent-teacher conferences that are held annually in the
month of November. The test scores are discussed with the intent of
providing parents with information on students' overall performance and
areas of strengths and weaknesses in language arts and mathematics. This
review of the data with parents and students serve as a foundation for
our teachers to tailor their curriculum to the needs of their students.

In addition to the Hawaii State Assessment results, formative
assessments are communicated and shared with individual students and
parents as a means of tracking growth, progress, and identify areas for
improvement. These results relay current and varied data that enable
children to strive to do their best throughout the school year\--a trait
that strengthens learning at Lunalilo.

School assessment results are shared with the community through the
quarterly Principal's Night, Principal's Coffee Hour, School Community
Council meetings, and at the Parent-Teacher Association meetings. All
meetings are open to students, teachers, parents and the general
community and are intended to provide information that impacts the
education of our students.

**[Sharing Successes]{.underline}**

Sharing successes mirrors the vision of our school's vision statement,
"Growing, Caring, Learning...We are a Team." It is our belief that
everyone has a role to play in teaching our children and that it takes a
team effort to ensure that every child succeeds. We are a school where
individual successes are regarded as a reflection of the efforts of the
entire school community and are celebrated together.

Our students and their work are the pride of our school. Their work
products are proudly displayed in their classroom bulletin boards, in
the library, in the cafeteria dining room, and in the administration
offices. Every painting, every creative writing story, and every art
piece is a reflection of our students' individual achievement,
creativity, and expression of themselves. Each product has a story to
tell about what teachers have taught and what students have successfully
learned.

The *Lunalilo Elementary School Parent Newsletter* is another source of
how our school shares its successes with parents, students, and the
community. Our school newsletter has evolved over the years from a one
page school bulletin to a ten page parent and community newsletter.
Today, the newsletter contains the principal's message, up-coming school
and community events, faculty and staff achievements, and a special
student recognition section. Students express, time and again, their
excitement in seeing their names in the newsletters, knowing that the
entire school community of teachers, administration, and fellow students
will join them in celebrating their achievement.

King William C. Lunalilo Elementary School has been recognized as a
school with exemplary students, teachers, and co-curricular
programs---all of which are proudly celebrated as a team. Due to the
accomplishments of our school, our teachers are invited to share their
curriculum and instructional methods with other schools at conferences
and staff development trainings. Our school also participates in the
Kaimuki Complex Staff Development Day, where teachers share standards
implementation and best practices with other schools in the complex. We
open our school to showcase our grade level curricula, assessment tools,
teaching strategies, and special programs to educational professionals,
including teachers from Korea, who visit annually through the center for
Asia and Pacific Exchange (CAPE). The school web page is continually
updated and conveys the heartbeat of our school through technology.

**PART V -- CURRICULUM AND INSTRUCTION**

**Language Arts:** Our language arts program is based on the belief that
literacy is the foundation for learning and for living, now and in the
future. Our program emphasizes reading, writing, oral communication, and
listening skills to develop students who can use language to
communicate, learn to fulfill personal and social needs, and to meet the
demands of society and the workplace. The school has examined
research-based writing programs and will begin a schoolwide
implementation of the "6-Traits Writing Program" in the school year
2006-2007.

**Mathematics:** Mathematics enables children to examine patterns,
calculate accurately, justify answers, communicate findings, arrange
data in meaningful ways, make estimations, and experiment with logic. At
Lunalilo, children learn that mathematics can be challenging because all
five content strands are addressed at each grade level. Our mathematics
textbooks have been updated, teachers were trained, and the paradigm
shift energized our test scores. Mathematics is no longer rote learning
but it is practical and integrated with other content areas with
emphasis on thinking and reasoning at a higher level.

**Social Studies:** Our Social Studies curriculum is standards based
using themes for each grade level. These themes are Myself, My Family,
Community Helpers, Our Community, our State History (Hawaiian Studies,
up to the arrival of Captain Cook), and American History (up to the
Civil War). These units are often extended and integrated with other
content areas. History, cultural anthropology, geography, economics, and
political science are highlighted through the use of related literature,
art, music, and developmentally appropriate themes. Real life
experiences in citizenship are practiced through student council, Kids
Vote, and grade level community service projects. Teachers teach
children to predict, analyze, hypothesize, compare and contrast,
summarize, make inquiries, and "think outside the box" to develop higher
order thinking skills while teaching social studies.

**Physical Education**: To promote the physical well-being of our
students, children in kindergarten through grade five participate in a
standards based physical education program. Our program covers movement
forms, motor skills, good sportsmanship, and promotes a physically
active lifestyle and healthy levels of fitness. Our school prides itself
on the integration of world geography, language, culture and mathematics
with physical education. The district's adaptive physical education
model is utilized to meet the needs of students with disabilities.

# World Languages: Students participate in a weekly Japanese Language Program designed to introduce and sustain students in Japanese conversation. Students learn culture and traditions through stories, art, and song and dance. All students participate in a Hawaiian Studies program which teaches students to recognize traditional Hawaiian values and how to incorporate these values and traditional into everyday life through language, dance, and traditional chant. Students learn Hawaiian concepts such as, "lokahi" or harmony among themselves, with others and the environment. Hawaiian Studies gives students the opportunity to learn to appreciate and understand the uniqueness of our land and its enduring culture.

# Educational Technology: Our computer program is dedicated to providing students with the experiences necessary to meet state and national technology standards. All students have access to multimedia technology in the classroom, computer lab, and library. Basic computer skills are taught and integrated into the curriculum in the areas of reading writing, math, science, and social studies. All students have access to "Accelerated Reader" and Star reading and math online tests. Our school is equipped with a video technology lab where students work on special projects to develop oral communication and thinking skills. Student produced tapes and quarterly news productions are shown on closed circuit television.

**Fine Arts:** Our fine arts program goal is to cultivate the creative
senses of every child. Students learn about production and performance
in the world through visual arts, music, band, drama, and dance. These
are integrated and aligned with other content areas.

**Health and Guidance:** Our health and guidance program teaches
students positive behaviors that promote healthy beliefs, attitudes, and
habits. The program also introduces the elements of positive character
traits and ethical values, such as trust, patience, courage, and
empathy. Students, in partnership with parents, complete activities in
character education themes for monthly goals.

**[Our Reading Curriculum]{.underline}**

The ability to read and comprehend what is read unlocks all other doors
to learning. Our reading program develops basic skills in reading
processes to construct meaning, gain information, and read for various
purposes. Teachers integrate reading skills and the reading standards to
address all other content areas. Therefore, in essence, they teach
reading all day. In some grades, attention to phonics, sight vocabulary,
and exposure to a variety of literary forms are detailed. Teachers use
strategies such as, round robin reading, individualized reading, silent
reading, group reading, reading logs, journal writing, and direct
instruction. Students apply reading skills to include reading for
recreational purposes, respond to rhetoric, conduct research, and use
cognitive thinking and academic skills.

Basal texts are one means of teaching reading. However, teachers have
become eclectic in their repertoire of teaching skills, thus enabling
them to reach diverse learners and provide differentiated learning.
Teaching reading in an eclectic manner is a strategy that evolved at our
school. This has enabled teachers to best meet the needs of our diverse
student population. Formative reading assessments are conducted monthly
through STAR reading and enable teachers to prescribe learning for each
child. The Accelerated Reading Program has provided an incentive for
students to read. Students who accrue 25 or more points a quarter in the
Accelerated Reading Program are invited to a "Lunch with the Principal"
as recognition for their quarterly accomplishments. The top readers are
also recognized monthly and at a schoolwide assembly at the end of the
school year.

Listening to role models reading aloud have also supported our students
to become better readers. Through a partnership with the United States
Coast Guard, our librarian, and other guest readers, our school has
developed a large core of reading volunteers. Our teachers also read
aloud to the children on a daily basis. Silent, uninterrupted, and
sustained reading time is set aside daily in the classrooms. Weekly book
borrowing for each class is scheduled at the library. The lending
library that was created by our English for Second Language Learners
program has encouraged children to borrow books to read at home.
Supplementary reading assistance is provided by the Title 1 Program,
After School Tutoring, Peer tutoring, and the Reading Buddies. Summative
assessments indicate that our children are exceeding the standards for
reading. Parent workshops have been held to teach reading strategies to
enable parents to reinforce learning at home and extend their abilities
to help their children. The thrust to continue to improve reading skills
for our children is an on-going, schoolwide effort.

**[Our Science Curriculum]{.underline}**

In early Hawaii, scientific phenomenon was explained through myths and
legends. At Lunalilo, science lessons are tailored to address the
content standards in two domains. The first domain is understanding that
science is based on the inquiring mind, which then translates to the use
of the scientific method. Students are made keenly aware of the "habits
of mind," practicing safety, and engaging in ethical problem-solving,
arriving at solutions and making logical conclusions. The second domain
is applying what we know of the world today through historical
perspectives using unit plans and the scientific method which enables
children to understand, analyze, inquire and preserve our physical
environment (matter, energy, forces of motion), our Universe (Earth in
the Solar System, forces of the Universe), organisms, and the cycle of
matter and life (knowing ourselves and our behaviors). Grade levels
determine unit themes, their scope and sequence, and ensuring that our
standards are being met. Hands-on activities and experiments generate
lessons that are aligned and integrated with mathematics, language arts
and technology. Some of the science units covered in our classrooms
include sinkers and floaters, sorting and classifying, simple machines,
decomposition, growing plants, erupting volcanoes, weather experiments,
creating wetland habitats, water, conservation, erosion, our Universe,
Earth Day, recycling, life cycles, electricity, analyzing owl droppings,
and dissecting squids. Our students use mathematical data to
hypothesize, analyze, reflect, and make conclusions. Science opens
windows to encourage children to think at a higher level by enabling
them to make inferences and predictions based on supporting data.
Students weigh options and consider possibilities. They are actively
involved in problem-solving. Through the wonderment of science, learning
is made exciting at our school.

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

At Lunalilo School, classroom instruction is tailored to the students\'
individual needs. Teamwork flows seamlessly throughout the grades.
Cooperative learning strategies enable diverse learners to learn from
their peers. Think-pair-share, inquiry-based learning, hands-on
discoveries, and learning centers are used to develop critical thinking
and problem solving skills. Differentiated instruction, individualized
instruction, and direct instruction methods are successfully
orchestrated by our teachers to foster academic growth. Accommodations
and modifications to the instruction are implemented regularly by
classroom teachers to enable all students to achieve in an environment
where they are challenged and experience success. When possible, guest
speakers are invited to extend learning for our children.

Part time teachers and paraprofessional tutors provide targeted
instruction in reading and mathematics for students who are not meeting
proficiency of the state standards. Small group instruction, the after
school tutorial that is provided by our Title I program, and our English
for Second Language Learners Homework program were established to
provide more direct and individualized instruction for our students.
Effective instructional methodologies and best practices are shared at
faculty, grade level, and committee meetings. Teachers attend
professional development and training to keep current with changing
educational trends.

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

King William C. Lunalilo Elementary School provides opportunities for
all faculty and staff to participate in professional development
activities as part of its continuous improvement process.

Professional development provides a bridge for positive change and is
intended to strengthen teachers' abilities to teach in a community of
diverse learners. Content knowledge, instructional competencies, and
best practices have evolved through these professional development
opportunities. State and district resource personnel and contracted
consultants assist and expand on the teachers' prior knowledge and to
reflect on our current practices. On-going professional and personal
development training has filtered into our classrooms, thus impacting
learning for our children.

Professional development activities are planned and implemented based
upon our school's curricula and instructional needs that have been
identified through the school's Comprehensive Needs Assessment. With the
implementation of No Child Left Behind and the state's standards-based
instruction initiative, the school provided all teachers with training
on Standards-Based Instruction*---"*What is Standards-Based
Instruction?*"* " What does a standards-based /classroom look like and
feel like?," and "Standards-Based Assessment." Another series of
trainings focused on differentiated instruction, gifted and talented
learners, and reading strategies. In March of 2006, all teachers will
participate in a two day workshop led by a contracted consultant, Vicki
Spandel, to develop a schoolwide writing program based on the 6- Traits
of Writing.

To supplement the schools written assessments, all teachers have been
trained to administer the *"*Benchmark Tracker Assessment*,"* a
standards-based assessment program. In addition, teachers have begun
training on *"*TechPaths*,*" a computer-based curriculum mapping system.

As part of the school's academic and strategic plan, the school has
allocated funds to support continued professional development activities
and articulation time so teachers can share what they have learned and
what they will implement. At our school, our teachers are role models
for life-long learning.

# 

# 

.

**PART VII - ASSESSMENT RESULTS**

Subject\_\_[Reading\_\_\_\_\_\_\_\_]{.underline} Grade
[\_\_3\_\_\_\_]{.underline} Test [\_\_\_Hawaii State
Assessment\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/Publication Year [Spring 2005]{.underline} Publisher [Harcourt
for the Hawaii Department of Education]{.underline}

  --------------------------------- ----------- ----------- ----------- ----------- -----------
                                    2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                     April       April       April       April       No Test

  **SCHOOL SCORES\***               Reading     Reading     Reading     Reading     \*Strike

  \% At or Above Meets State        57          59          60          67          
  Standards**\***                                                                   

  \% At Exceeds State               4           5           3           6           
  Standards**\***                                                                   

  Number of students tested         111         82          109         108         

  Percent of total students tested  100 %       100 %       100 %       100 %       

  Number of students alternatively  1           2           0           0           
  assessed                                                                          

  Percent of students alternatively 1 %         2 %         0 %         0 %         
  assessed                                                                          

                                                                                    

  SUBGROUP SCORES                                                                   

  1\. [Asian/Pacific                                                                
  Islander]{.underline} (specify                                                    
  subgroup)                                                                         

  \% At or Above Meets State        59          59          59          66          
  Standards                                                                         

  \% At Exceeds State Standards     4           6           3           7           

  Number of students tested         98          70          100         100         

  2\. [Disadvantaged]{.underline}                                                   
  (specify subgroup)                                                                

  \% At or Above Meets State        52          53          52          34          
  Standards                                                                         

  \% At Exceeds State Standards     5           4           0           4           

  Number of students tested         60          45          45          52          

                                                                                    
  --------------------------------- ----------- ----------- ----------- ----------- -----------

\*No test given due to state-wide teacher strike.

Subject\_\_[Reading\_\_\_\_\_\_\_\_]{.underline} Grade
[\_\_4\_\_\_\_]{.underline} Test [\_\_\_Hawaii State Assessment
\_\_\_\_\_\_\_\_]{.underline}

Edition/Publication Year [Spring 2005]{.underline} Publisher [Harcourt
for the Department of Education \_]{.underline}

  --------------------------------- ----------- ----------- ----------- ----------- -----------
                                    2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                     April                                           

  **SCHOOL SCORES\***               Reading                                         

  \% At or Above Meets State        63                                              
  Standards**\***                                                                   

  \% At Exceeds State               6                                               
  Standards**\***                                                                   

  Number of students tested         89                                              

  Percent of total students tested  100 %                                           

  Number of students alternatively  0                                               
  assessed                                                                          

  Percent of students alternatively 0 %                                             
  assessed                                                                          

                                                                                    

  SUBGROUP SCORES                                                                   

  1\. [Asian/Pacific                                                                
  Islander]{.underline} (specify                                                    
  subgroup)                                                                         

  \% At or Above Meets State        62                                              
  Standards                                                                         

  \% At Exceeds State Standards     5                                               

  Number of students tested         78                                              

  2\. [Disadvantaged]{.underline}                                                   
  (specify subgroup)                                                                

  \% At or Above Meets State        67                                              
  Standards                                                                         

  \% At Exceeds State Standards     7                                               

  Number of students tested         46                                              

                                                                                    
  --------------------------------- ----------- ----------- ----------- ----------- -----------

\* The 2004-2005 school year was initial year of testing for grade four

Subject\_\_[Reading\_\_\_\_\_\_\_\_]{.underline} Grade
[\_\_5\_\_\_\_]{.underline} Test [\_\_\_Hawaii State Assessment
\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/Publication Year [Spring 2005]{.underline} Publisher [Harcourt
for the Hawaii Department of Education]{.underline}

  --------------------------------- ----------- ----------- ----------- ----------- -----------
                                    2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                     April       April       April       April       No Test

  **SCHOOL SCORES\***               Reading     Reading     Reading     Reading     \*Strike

  \% At or Above Meets State        76          76          69          53          
  Standards**\***                                                                   

  \% At Exceeds State               12          6           6           3           
  Standards**\***                                                                   

  Number of students tested         97          109         95          98          

  Percent of total students tested  100 %       100 %       100 %       100 %       

  Number of students alternatively  1           2           0           0%          
  assessed                                                                          

  Percent of students alternatively 1 %         2 %         0 %         0 %         
  assessed                                                                          

                                                                                    

  SUBGROUP SCORES                                                                   

  1\. [Asian/Pacific                                                                
  Islander]{.underline} (specify                                                    
  subgroup)                                                                         

  \% At or Above Meets State        78          77          69          46          
  Standards                                                                         

  \% At Exceeds State Standards     11          5           5           3           

  Number of students tested         89          99          91          87          

  2\. [Disadvantaged]{.underline}                                                   
  (specify subgroup)                                                                

  \% At or Above Meets State        67          70          67          46          
  Standards                                                                         

  \% At Exceeds State Standards     14          4           9           0           

  Number of students tested         36          54          33          37          

                                                                                    
  --------------------------------- ----------- ----------- ----------- ----------- -----------

\*No test given due to state-wide teacher strike

Subject\_\_[Math\_\_\_\_\_\_\_\_\_]{.underline} Grade
[\_\_3\_\_\_\_]{.underline} Test [\_\_\_Hawaii State Assessment
\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/Publication Year [Spring 2005]{.underline} Publisher [Harcourt
for the Hawaii Department of Education]{.underline}

  --------------------------------- ----------- ----------- ----------- ----------- -----------
                                    2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                     April       April       April       April       No Test

  **SCHOOL SCORES\***               Math        Math        Math        Math        \*Strike

  \% At or Above Meets State        43          35          39          33          
  Standards**\***                                                                   

  \% At Exceeds State               7           5           6           2           
  Standards**\***                                                                   

  Number of students tested         111         82          112         110         

  Percent of total students tested  100 %       100 %       100 %       100 %       

  Number of students alternatively  1           2           0 %         0 %         
  assessed                                                                          

  Percent of students alternatively 1 %         2 %         0 %         0 %         
  assessed                                                                          

                                                                                    

  SUBGROUP SCORES                                                                   

  1\. [Asian/Pacific                                                                
  Islander]{.underline} (specify                                                    
  subgroup)                                                                         

  \% At or Above Meets State        46          26          41          31          
  Standards                                                                         

  \% At Exceeds State Standards     7           6           6           2           

  Number of students tested         98          70          103         102         

  2\. [Disadvantaged]{.underline}                                                   
  (specify subgroup)                                                                

  \% At or Above Meets State        45          32          32          17          
  Standards                                                                         

  \% At Exceeds State Standards     5           5           2           0           

  Number of students tested         55          41          44          52          

                                                                                    
  --------------------------------- ----------- ----------- ----------- ----------- -----------

\*No test given due to state-wide teacher strike

Subject\_\_[Math\_\_\_\_\_\_\_\_\_]{.underline} Grade
[\_\_4\_\_\_\_]{.underline} Test [\_\_\_Hawaii State Assessment
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/Publication Year [Spring 2005]{.underline} Publisher [Harcourt
for the Hawaii Department of Education \_]{.underline}

  --------------------------------- ----------- ----------- ----------- ----------- -----------
                                    2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                     April       N/A         N/A         N/A         No Test

  **SCHOOL SCORES\*\***             Math                                            \*Strike

  \% At or Above Meets State        5                                               
  Standards**\***                                                                   

  \% At Exceeds State               4                                               
  Standards**\***                                                                   

  Number of students tested         89                                              

  Percent of total students tested  100 %                                           

  Number of students alternatively  0                                               
  assessed                                                                          

  Percent of students alternatively 0 %                                             
  assessed                                                                          

                                                                                    

  SUBGROUP SCORES                                                                   

  1\. [Asian/Pacific                                                                
  Islander]{.underline} (specify                                                    
  subgroup)                                                                         

  \% At or Above Meets State        35                                              
  Standards                                                                         

  \% At Exceeds State Standards     5                                               

  Number of students tested         78                                              

  2\. [Disadvantaged]{.underline}                                                   
  (specify subgroup)                                                                

  \% At or Above Meets State        32                                              
  Standards                                                                         

  \% At Exceeds State Standards     5                                               

  Number of students tested         41                                              

                                                                                    
  --------------------------------- ----------- ----------- ----------- ----------- -----------

\*No test given due to state-wide teacher strike

\*\* The 2004-2005 school year was initial year of testing for grade
four

Subject\_\_[Math\_\_\_\_\_\_\_\_\_]{.underline} Grade
[\_\_5\_\_\_\_]{.underline} Test [\_\_\_Hawaii State Assessment
\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/Publication Year [Spring 2005]{.underline} [Publisher Harcourt
for the Hawaii]{.underline} [Department of Education]{.underline}

  --------------------------------- ----------- ----------- ----------- ----------- -----------
                                    2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                     April       April       April       April       No Test

  **SCHOOL SCORES\***               Math        Math        Math        Math        \*Strike

  \% At or Above Meets State        71          62          52          44          
  Standards**\***                                                                   

  \% At Exceeds State               26          13          6           6           
  Standards**\***                                                                   

  Number of students tested         97          109         96          101         

  Percent of total students tested  100 %       100 %       100 %       100 %       

  Number of students alternatively  0           0           0 %         0 %         
  assessed                                                                          

  Percent of students alternatively 0 %         0 %         0 %         0 %         
  assessed                                                                          

                                                                                    

  SUBGROUP SCORES                                                                   

  1\. [Asian/Pacific                                                                
  Islander]{.underline} (specify                                                    
  subgroup)                                                                         

  \% At or Above Meets State        73          63          52          46          
  Standards                                                                         

  \% At Exceeds State Standards     24          14          7           7           

  Number of students tested         89          99          92          90          

  2\. [Disadvantaged]{.underline}                                                   
  (specify subgroup)                                                                

  \% At or Above Meets State        68          57          32          25          
  Standards                                                                         

  \% At Exceeds State Standards     26          8           6           3           

  Number of students tested         34          49          31          32          

                                                                                    
  --------------------------------- ----------- ----------- ----------- ----------- -----------

\*No test given due to state-wide teacher strike