##### *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \[X\] Elementary
\[ \] Middle \[ \] High \[ \] K-12 \[ \] Charter

Name of Principal [Mrs. Bonnie
Tabor\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Official School Name [Waikiki School]{.underline}

(As it should appear in the official records)

School Mailing Address [3710 Leahi
Avenue]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Honolulu\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Hawaii\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_96815-4499­]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County \_\_\_\_\_\_\_\_\_\_\_\_[Honolulu]{.underline}\_\_\_\_\_\_ State
School Code Number\*[150
­\_\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [(808)971-6900]{.underline} Fax
[(808)971-6902\_\_\_\_\_\_]{.underline}

Web site/URL [www.Waikiki.k12.hi.us]{.underline} E-mail
[Bonnie_Tabor@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\_[January 26, 2007]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(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 Mrs. Karen Knudsen

President/Chairperson

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

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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

**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 for Civil Rights
(OCR) requirements is true and correct.

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

2.  The school has made adequate yearly progress each year for the past
    two years and has not 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 2006-2007 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 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

6.  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
    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**

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

1\. Number of schools in the district: \_[168]{.underline} \_ Elementary
schools

\_\_[36]{.underline}\_\_ Middle schools

[\_ NA]{.underline} \_ Junior high schools

\_\_[33]{.underline}\_\_ High schools

\_\_[48]{.underline}\_\_Other

\_[285]{.underline}\_\_TOTAL

2\. District Per Pupil Expenditure: [\$9,338]{.underline}\_

Average State Per Pupil Expenditure: [\$9,338]{.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\. [5 years]{.underline} Number of years the principal has been in
her/his position at this school.

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**                                     **0**        **7**                             

  **K**       34        26                     **60**       **8**                             

  **1**       35        29                     **64**       **9**                             

  **2**       23        23                     **46**       **10**                            

  **3**       34        19                     **53**       **11**                            

  **4**       27        21                     **48**       **12**                            

  **5**       19        43                     **62**       **Other**                         

  **6**       19        19                     **38**                                         

                                    **TOTAL                                                   371\*
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

> \* Enrollment count reflects total student count as of October 1^st^
> of school year 2006/2007.

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

the school: [2]{.underline} % Black or African American

[2]{.underline} % Hispanic or Latino

[83]{.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:
\_\_[13]{.underline}\_\_\_%

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

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

  **(2)**                   Number of students who      28
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    45
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 338
                            the school as of October 1  
                            \*                          

  **(5)**                   Total transferred students  .13
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           13
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

\* Enrollment count reflects total student count as of October 1^st^ of
school year 2005/2006.

8\. Limited English Proficient students in the school:
\_\_\_[26]{.underline}\_\_% (Reflects school year 2006/2007)

\_\_\_[98]{.underline}\_\_Total Number Limited English Proficient

Number of languages represented: \_\_[15]{.underline}\_\_\_\_

Specify languages: German, French, Spanish, Portuguese, African,
Japanese, Korean, Chinese, Vietnamese, Indonesian, Tagalog, Tongan,
Samoan, Marshallese, Indian-Bangladesh

9\. Students eligible for free/reduced-priced meals:
\_\_\_[40]{.underline}\_\_\_% (Reflects school year 2006/2007)

Total number students who qualify: \_\_\_ [\_150\_]{.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:
\_\_[8]{.underline}\_\_\_% (Reflects school year 2006/2007)

\_[\_31]{.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. Do not add additional categories.

\_\_[0]{.underline}\_Autism \_\_[0]{.underline}\_Orthopedic Impairment

\_\_[0]{.underline}\_Deafness \_\_[5]{.underline}\_Other Health Impaired

\_\_[0]{.underline}\_Deaf-Blindness \_[15]{.underline}\_Specific
Learning Disability

\_\_[1\_]{.underline}Emotional Disturbance \_[\_1]{.underline}\_Speech
or Language Impairment

\_\_[0]{.underline}\_Hearing Impairment [\_0]{.underline}\_Traumatic
Brain Injury

> \_\_[8]{.underline}\_Mental Retardation \_\_[0]{.underline}\_Visual
> Impairment Including Blindness
>
> \_\_[1]{.underline}\_Multiple Disabilities

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}
[\_\_\_\_0\_\_\_\_]{.underline}

Classroom teachers \_\_\_[17\_\_\_]{.underline}
[\_\_\_\_0\_\_­\_]{.underline}

Special resource teachers/specialists [\_\_\_\_6\_\_\_]{.underline}
[\_\_\_\_3\_\_\_\_]{.underline}

Paraprofessionals \_\_\_\_[0]{.underline}\_\_\_
[\_\_\_\_9\_\_\_\_]{.underline}

> Support staff [\_\_\_\_7\_\_\_]{.underline}
> [\_\_\_\_9\_\_\_\_]{.underline}
>
> Total number [\_\_\_\_31\_\_\_]{.underline}
> \_\_\_\_[21\_\_\_]{.underline}

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

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 \_\_[22:1]{.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. Also
explain a high teacher turnover rate.

+-------------------------+--------+--------+--------+-------+-------+
|                         | 200    | 200    | 200    | 2002  | 2001  |
|                         | 5-2006 | 4-2005 | 3-2004 | -2003 | -2002 |
+-------------------------+--------+--------+--------+-------+-------+
| Daily student           | 99%    | 96%    | 99%    | 98%   | 96%   |
| attendance              |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Daily teacher           | 96%    | 96%    | 96%    | 96%   | 96%   |
| attendance              |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Teacher turnover rate   | 0%     | 1%     | 0%     | 0%    | 0%    |
|                         |        |        |        |       |       |
|                         |        | 1      |        |       |       |
|                         |        | tr     |        |       |       |
|                         |        | ansfer |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Student dropout rate    | NA%    | NA%    | NA%    | NA%   | NA%   |
| (middle/high)           |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+
| Student drop-off rate   | NA%    | NA%    | NA%    | NA%   | NA%   |
| (high school)           |        |        |        |       |       |
+-------------------------+--------+--------+--------+-------+-------+

**PART III ‑ SUMMARY**

Waikiki Elementary, "Our Mindful School", is a small, caring, cohesive
school with a special spirit of place. Located at the foot of Diamond
Head, local legend attributes the school's success to its location
"under the protection" of this mighty crater. Opened in 1965, Waikiki
School was one of the first to become a School Community Based
Management (SCBM) school. The vision of Waikiki's original SCBM proposal
was for the school to evolve into a "mindful" institution, nurturing
harmony of the heart and mind through collaboration, thoughtfulness, and
direct instruction in the skills of thinking. This vision effectively
aligns with the state's directions and continues to guide us today.

Waikiki School serves 371 students from kindergarten through grade six.
Over fifty percent of students live outside the school's boundaries and
attend by choice. Its draw may be our unique curriculum that couples
instruction in the Hawaii State Content Standards with instruction in
the "Habits of Mind", a character education initiative developed by Dr.
Art Costa. Using research to identify behaviors associated with
effective adults, Dr. Costa's model emphasizes the explicit teaching of
these behaviors to students from K-6. The infusion of this model within
standards-based instruction defines the strength of Waikiki School. The
Habits of Mind align readily with the state's General Learner Outcomes.

Student demographics reflect 40% qualify for the free/reduced lunch
program, 26% for "English

Language Learner" (ELL) assistance, and 8.4% for special education
services; 40% live in single-parent

homes. Despite the intensity of student needs, we proudly report our
school continues to exceed all

national and state standards, making consistent yearly gains. Indeed,
Waikiki has been recognized as a

Hawaii Distinguished School, attaining adequate yearly progress (AYP)
each year since the inception of

this award. We have consistently been rated in "Good Standing --
Unconditional" under the No Child Left

Behind Act and have consistently made the State's Stanford Achievement
Test Honor Roll. This past

spring, Waikiki School was ranked sixth of 259 schools in [Honolulu
Magazine]{.underline}'s survey of Hawaii's Best

Schools.

In addition to the tests they take at school, Waikiki School students
are prepared to perform well

on the tests of life. Teachers and staff don't simply teach values;
rather they seek to model the behaviors

they want to see developed. This results in a dynamic learning community
in which all participants are

challenged to become ever more mindful, more thoughtful learners to
support the collective efforts of the

school. The synergy that results from this unification of purpose
promotes an environment that both honors

and challenges the intellect of all. By caring for and learning from one
another, all members of the learning

community (teachers, community, parents, students, staff alike) are
encouraged to grow and to integrate

learnings into daily practice. The adventure implicit in lifelong
learning becomes our reality.

Focus on the whole child is key to the Waikiki School vision. Enrichment
classes in physical education, Japanese, Hawaiian language and culture,
and technology are provided weekly to all students. Grants provide
residencies for artists. University of Hawaii partnerships provide
weekly philosophy lessons and the assistance of student teachers.
Enrichment academies provide extended-day opportunities in gymnastics,
robotics, rocketry, French and more. Extended-day tutoring and homework
assistance provide help for Title I, ELL, and others. An afterschool A+
program provides childcare for working parents. Adult education
partnerships provide classes in English instruction for ELL parents.
During lunch recess, student clubs in photography, drama, and watercolor
are available. Community volunteers provide extra love and support as
"lunch pals". Student council, peer mediation, grade-wide and schoolwide
community service projects extend learning beyond classroom walls. A
Comprehensive Student Support System (CSSS) provides an additional array
of services. A Primary School Adjustment Project (PSAP), a contracted
psychiatrist, a school-based behavioral health specialist, a school
counselor, and counseling interns provide individualized intervention
services as needs arise.

It is evident that Waikiki School is deeply committed to doing whatever
it takes to become an ever more effective "mindful" learning community
where compassion, competence and harmony of the heart and mind are
nurtured. We believe, and the data clearly show, our efforts are
working. We intend to continue to provide the finest in cutting edge
education for our community, producing graduates well prepared to become
productive, ethical participants in the world of tomorrow.

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

# 1. Assessment Results: Waikiki School uses formative and summative assessments to measure student attainment of the Hawaii Content and Performance Standards. Students in grades 3-6 participate in the spring Hawaii State Assessment Test, which measures student knowledge and skills in reading and math. Results indicate how well a child is meeting the state's rigorous academic standards and also compares student performance in reading and math with students across the nation. The test has the following levels:

Level 1: "Well Below Proficiency" - student demonstrates little or no
knowledge and skills in the content standards for this grade.

Level 2: "Approaches Proficiency" - student demonstrates some knowledge
and skills in the content standards for the grade.

Level 3: "Meets Proficiency" - student demonstrates knowledge and skills
required in the content standards for this grade.

Level 4: "Exceeds Proficiency"- student demonstrates knowledge and
skills that exceed the content standards for the grade.

The State Department of Education established Adequate Yearly Progress
as 44% in reading and 28% in math for the years 2005 through 2007.
Waikiki students not only consistently met and exceeded these goals, but
they showed consistent improvement over time. For example, over the
4-year period from 2003-2006, our school made outstanding gains, showing
a 25% improvement in reading and a 26% improvement in math. These scores
exceed state expectations by 22% in reading and 26% in math. Progress is
noted longitudinally as well. Over the same 4-year span from 2003 to
2006, the student cohort tested originally in grade 3 and then again in
grade 6, showed an improvement of 24% in reading, reaching 65%
proficiency, and an improvement of 34% in math, attaining 62%
proficiency. These gains are exceptional. Our highest grade tested is
grade 6 and their grade level scores are equally as impressive. In the
two years since they were added to the testing protocol, grade 6 reading
scores improved 13% to reach 65% proficiency and math scores improved
31% to attain 62% proficiency! Such data indicates that performance both
within and across grade levels shows a consistent trend of improvement.
Waikiki School has also shown impressive results on the nationally
normed Stanford Achievement Test (SAT 9). The school went from 86%
average or above in reading and 88% in math in 2003 to 89% in reading
and 95% in math in 2006. These gains are significant.

Disaggregated subgroups score on a par with the rest of the student
population. This is a powerful statement about the success of our school
and our efforts to differentiate instruction. Our gains are exceptional
and compelling. Hawaii State Test data over the past 5 years provide a
clear indication of the school's steadfast movement toward attaining
100% proficiency by 2014. Improved test data is one clear indicator that
systems are working in synergy to ensure all students attain
proficiency. Waikiki's test results can be found at the NCLB website:
<http://165.248.6.166/data/tests.asp?schoolcode=150>

### 2. Using Assessment Results Waikiki School understands that in order for students to move to higher proficiency levels, the collection and analysis of student achievement data is essential for crafting effective, differentiated instruction. Student data, gathered from the criterion referenced Hawaii State Assessment (HSA), triangulated with results from the norm referenced Stanford Achievement Test (SAT9) and school designed formative assessments, provides information used to improve the rigor and relevance of our curriculum, instruction and assessments. Summative and formative assessments help us determine our priorities and inform our instruction. 

At the start of each school year, the Hawaii State Assessment data is
analyzed to identify students who require targeted assistance to achieve
proficiency. Students identified through this process receive additional
instructional support through targeted interventions from our reading
specialist, tutors, special education program, and/or afterschool
homework clubs. In the classroom, the use of multiple assessments to
measure student progress is regular practice. This year, data derived
from quarterly benchmark testing provided teachers with an additional
source of information. Such assessments help teachers remain attuned to
student performance at all times so that pacing, scope of content, and
instruction can be adjusted just as soon as needs arise. In addition,
student self-assessment is viewed as an important tool leading to
student mastery. Believing that transparent expectations enhance
progress, students are encouraged to lead parent conferences, to develop
standards-based rubrics, to self assess work samples, and to take the
initiative in identifying attributes of quality, standards-based
products.

Learning, assessment, reflection, and refinement provide the mantra that
guides our school toward increasingly effective educational practice. On
a regular basis, teachers, both individually and in teams, actively use
data to align curriculum with state standards and to design
modifications. Data drives articulation to effect the spiraling of a
cohesive curriculum. Data drives the selection of best practice. Data
provides accountability to our various publics. There is a continuous
cycle of improvement that is based on comprehensive, timely, results
driven analysis, steadfastly focused on the enhancement of student
achievement.

### 3. Communicating Assessment Results: Waikiki School believes that communication is the life's blood of a learning 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 provided for teachers at the
beginning of the school year. Teachers, with district assistance,
analyze the data to derive information on student performance and areas
of strengths and weaknesses. These results are then distributed to
families at the school's annual parent-teacher conferences. The test
scores are discussed to provide parents with information on their
child's progress as it relates to grade level proficiency. Translators
are used extensively during these conferences to ensure parents
understand the way HSA test data drives the school's instructional
program. Summary reports, translated when necessary, further assist
parents in analysis and include strategies to support student learning
at home. Faculty and grade level meetings, coffee hours with parents,
evening community workshops, conferences, bulletins, website postings,
surveys, and fliers are used to present, analyze, and explain data and
its implications for improvement. Periodic progress reports to all our
publics are frequently provided.

**4. Sharing Successes :** Having evolved ourselves as a "Mindful
School" for the past 18 years, we have become a model for other schools
seeking to develop in similar ways. The "Art Costa" model is practiced
throughout the world. Requests to open our school to showcase our
curricula, assessment tools, teaching strategies, and special programs
are received frequently. Visitors from Australia, Japan, Singapore,
Scotland, the mainland U.S. and other schools in Hawaii are a common
sight on our campus. We welcome the opportunities to share, reflect and
refine our practice that each visitation provides. In addition, we
collaborate with representatives from the university and community
colleges regularly. Waikiki School serves as a practicum site for the
University's Masters in Education in Teaching program. Through this UH
partnership, the effective practices we employ are modeled for those new
to the profession. Additionally, Waikiki has partnered for professional
development with complex schools on a regular basis. The school has led
complex professional development days, and has presented at principal's
academies and other statewide educational conferences. We have been
asked to write chapters in educational journals and in educational
texts. Our "mindful" school has been featured in instructional videos,
has served as the subject of various scholarly dissertations and theses,
and has been involved in action research to develop best practice. A
video celebrating our mindful school has been recently completed.

To share our successful practices is a commitment we have made to the
profession and we have formalized it by including it in our academic
plan as a targeted action for school improvement. Waikiki will continue
to increase its outreach to the greater community and will continue to
provide a multi-faceted approach to networking and sharing. It is our
hope that we will not only be able to assist other schools in developing
cultures of success and excellence, but through this process, ensure our
own continued development as well.

**PART V -- CURRICULUM AND INSTRUCTION**

# 1. Curriculum: The student at Waikiki Elementary School is equipped to become a life-long learner through the acquisition of the skills and "Habits of Mind" necessary to navigate the complex

global experience of the 21^st^ century. Permeating all curricular areas
are the frameworks from the Hawaii Content and Performance Standards and
the State's General Learner Outcomes. Essential concepts promoting
critical and creative thinking are integrated throughout. Children are
encouraged to question, to work collaboratively, to make connections.
Through instruction that promotes both cultural and philosophical
diversity, students are immersed in a context that provides them with
multi-faceted problem-solving opportunities and a unique global
perspective.

***[Language Arts]{.underline}*** Students at Waikiki School build
skills in the three strands of the State's Language Arts Standards:
reading, writing, and oral communication. Language Arts instruction is
integrated throughout subject areas and literacy is viewed as the
foundation for all learning. Primary grades focus on skill building and
instilling a general excitement for books and learning. A schoolwide
Readers' and Writers' Workshop model that encourages student guided
selection of literary text and emphasizes responsive writing, fosters
growth in critical thinking and comprehension strategies. Unit
instruction, projects, and theatrical presentations synthesize learning,
and are shared schoolwide as celebrated accomplishments.

***[Math]{.underline}*** The schoolwide adoption of a new research based
Math text ensures student progress by spiraling the acquisition of
skills throughout the grade levels; this series covers all clusters of
the state standards and builds toward ever more sophisticated
understandings and mastery. A focus on concept attainment and real-world
application drives instruction; students apply critical thinking to
compute and solve problems and to analyze solutions. Parent links
encourage home application of new knowledge and assist parents in
helping their children with homework. Math instruction is lively and
hands-on, and frequently integrated with science, social studies and
art.

***[Social Studies]{.underline}*** Waikiki students apply thinking
skills to project-based learning, which reflects interdisciplinary
inquiry between subjects including History, Political Science, Cultural
Anthropology, Geography and Economics. Social Studies incorporates
Character Training through the Habits of Mind along with Language Arts
content standards. Current events, social issues, school culture and
technology drive student inquiry and interest as they internalize
learning and begin to discover their place in society.

***[Science]{.underline}*** Waikiki students engage in project-based
learning, using standards-based science kits and experimentation to
enhance hands-on learning and promote student inquiry. Teachers cover
all areas of the Science Standards and provide hands-on experience of
concepts. Parent links and 'Science Nights' provide real-world
application of scientific concepts. In addition, students use scientific
methods across subject areas as a structure to organize and promote
higher level thinking.

***[Physical Education]{.underline}*** Instruction in dance, yoga, and
wellness concepts along with standards-based Physical Education skills
promote Waikiki students' movement abilities, physical competency and
physical well being. An emphasis on individual progress and good
sportsmanship prepares students to develop a positive self-image, a
willingness to work together, and a life-long commitment to the pursuit
of wellness and health.

***[World Language]{.underline}*** Waikiki students increase their
cultural and historical awareness through the study of the Hawaiian and
Japanese Languages. Stories, games, chants, songs and art enrich
activity based language instruction, which integrates World Language,
Science, and Social Studies content standards.

***[Fine Arts]{.underline}*** Art is integrated into every subject area
at Waikiki School, including technology. Students have access to drama,
poetry, music, dance, drawing, painting, mask making, ceramics,
videography and video editing, Artist-in-the-Schools residencies,
performance excursions and afterschool enrichment, as well as assemblies
and performances, keep the students immersed in the arts as a vital part
of their learning.

***[Ethics]{.underline}*** Dr**.** Art Costa's Habits of Mind training
is taught in grades K-6 and integrated into every subject area to help
students develop positive character traits, good work ethics and skills
in meta-cognition. A common language of *'Mindfulness'* permeates every
aspect of the school, and is a central focus and framework for the
students' educational experience. 'Philosophy for Children' is taught
across grade levels, and students are trained in communicating ideas,
forming opinions, and listening to each other with empathy.

***[Educational Technology]{.underline}*** The school is committed to
offering an education to the student that

reflects the technological needs of the 21^st^ Century. Students K-6
learn computer skills, to

navigate the internet, and build word processing abilities by completing
projects and reports in the computer lab. Class projects, student
produced videos, closed circuit broadcasts, incorporate technology into
our standards-based curriculum at every opportunity.

**2a. Reading Curriculum:** Waikiki understands the urgent importance of
teaching reading skills to both English and non-English speaking
students. Reading strategies are an integrated part of all learning and
thus, in essence, reading is taught all day. Teachers in the lower
grades focus on developing the students' interest in books, phonemic
awareness, phonics, vocabulary and decoding skills. In third grade the
focus shifts from 'learning to read' to 'reading to learn' and students
learn strategies to construct meaning from text. A schoolwide
application of a unified literary model sets a foundation for systematic
acquisition of reading skills, and is centered in student interest, a
variety of levels, and choice of literature. Students are taught
strategies to increase understanding of main idea, cause and effect,
prediction and inference. Visual structures and graphic organizers are
utilized to enable students to organize and link ideas, and divergent
thinking is encouraged. Lessons include all learning modalities. Ongoing
self assessment by the students coupled with clear learning objectives
develop self direction and the ability to self-monitor. Teachers share
student work and collaborate regularly to develop performance
indicators, expectations and rubrics. Teachers read aloud to students
daily, and believe that nothing encourages life-long learning better
than an authentic interest and appreciation for books. A computerized
Accelerated Reading Program, housed in the school's library, tests
students and lists appropriate, leveled reading texts to guide student
selection of material. Workshops teach parents how to reinforce learning
and cultivate the joys of reading at home.

Waikiki School offers the struggling reader many options for assistance.
Periodic formative reading assessments target students requiring extra
help, and highlight specific areas for remediation. Title I funds
provide individualized tutoring before, during and afterschool; a
Reading Improvement Program provides intensive intervention during
school, and lunchtime and recess "groups" further support struggling
students. 'Whatever it takes' is a common Waikiki School theme and it is
nowhere more evident than in the many services developed to address
deficits in student literacy.

**3. Additional Curriculum Area: Life Skills/Ethical Decision Making
/Habits of Mind:** Waikiki School students are taught to be thinkers. As
education shifts from its existing industrial model, problem-solving
skills and cognitive processes become necessary skills for the student
that must possess the ability to search continuously for creative
solutions. Our school recognizes society's need for informed, skilled
and compassionate citizens who value truth and interdependence, and who
have respect for themselves and their global community. These values are
systematically taught K-6 as an intrinsic part of the Habits of Mind
training that is infused in every subject area and throughout the school
day.

The Habits of Mind train the student to relax their certainties,
entertain each other's points of view, and act with willingness to abide
by and support the group's decisions. Students learn how to listen and
reflect, and to develop the capacity to examine their own thoughts while
they engage in them. Students learn how to generate thoughtful
approaches and peaceful solutions. They learn about the value of human
diversity, the effect their actions have in the world around them, and
most importantly, they experience the process of participating in a
learning community permeated with common purpose and direction yet
receptive and responsive to their contributions. Awards, assemblies,
prizes and recognition support this learning and provide opportunities
for all students to be recognized for their "mindful"
achievements---valued as highly as their academic accomplishments.

**4. Instructional Methods:** Although individuality is celebrated at
Waikiki School, uniformity of instructional methods provides a common
experience for all students, and a solid continuum of learning.
Research-based strategies are used across curricular areas to
accommodate the learning styles of all students. Methods are constantly
monitored for efficacy, and teachers articulate regularly about what is
working and what is not.

Teachers are clear in their learning objectives, and use descriptors of
quality work to provide guidelines for work products. Students are
involved in the assessment process, participating in both setting and
applying the criteria to evaluate work samples. Student work, at all
levels of proficiency, is posted throughout the school to provide clear
examples and provide exemplars for improvement.

Direct instruction, guided practice, modeling, visualization techniques,
inquiry-based learning,

self-questioning, and cooperative learning are some of the key
instructional strategies used by Waikiki

teachers. Divergent and inferential thinking, problem-solving and
reflection, and the inherent inter-

dependence of learning is valued and practiced. Integration between the
disciplines is key. Language arts

is taught through science, math through technology, writing through
social studies. Unit teaching, projects

and summative performances and presentations support student interest,
and validate student effort and

self-esteem within the learning community.

At Waikiki School concept attainment and character development (Habits
of Mind) drive instruction. Relevant standards-based content, a positive
learning environment, encouragement to take risks, clear expectations
and uniform assessments provide students with a well balanced and joyful
learning experience and promote life-long learning.

**5. Professional Development:** One of Waikiki School's unique
strengths is its closely knit faculty. A common language and climate of
respect facilitate daily articulation between teachers. Professional
development days are spent strengthening a shared vision of education
and practice. Waikiki School believes success in the classroom begins
with the teacher, and research shows that teacher effectiveness is
directly enhanced by meaningful professional development.

The school views collegial reflection and dialogue as the most valuable
of vehicles for professional development. The mindful school culture
provides the context for professional inquiry and the quest for
continued growth provides the impetus for continued refinement and
change. Cognitive coaching, visiting each other's classrooms to learn
and to coach, provides a vehicle for self-motivated improvement.
Professional conversation, exploring refinement of practice, is part of
ongoing daily dialogue, often stimulated by the university professors
whose students frequent our campus.

Nationally recognized trainers, most consistently Dr. Art Costa and Mrs.
Nancy Skerritt, work with faculty in areas of reading, writing,
curriculum alignment and concept attainment; our teachers visit other
schools to view effective instructional models. Waikiki teachers serve
on curriculum committees, attend workshops in standards-based education,
and report back to the faculty. Research journals are reviewed
periodically to identify strategies to improve practice.

Waikiki School is a learning community committed to continual growth,
both individually and collectively. The steady increase in academic
achievement can be attributed to a collective understanding of who our
students are, what they need, and how we can best meet these needs.
Professional development is used at Waikiki School to provide
information, data, and implementation of cutting edge practices that
reflect and address the complex and accelerating demands of education in
the 21^st^ century.

**PART VII - ASSESSMENT RESULTS**

**FORMAT FOR STATE CRITERION-REFERENCED TESTS**

Subject\_\_\_[Mathematics]{.underline}\_\_\_\_\_\_\_\_
Grade\_\_\_[3]{.underline}\_\_ Test\_\_[Hawaii State
Assessment\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/Publication Year\_[HCPS II edition]{.underline}\_\_
Publisher\_\_[Harcourt Assessment,
Inc.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

  ----------------------------------------------------- ----------- ----------- ----------- ----------- -----------
                                                        2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month - April                                                                                 

  **SCHOOL SCORES\***                                                                                   

  \% Level 3 plus Level 4                               57          52          53          28          

  \% Level 4                                            11          5           18          4           

  Number of students tested                             46          59          40          49          

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

  Number of students alternatively assessed             0           0           0           0           

  Percent of students alternatively assessed            0           0           0           0           

                                                                                                        

  SUBGROUP SCORES                                                                                       

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

  \% Level 3 plus Level 4                               52          39          37          21          

  \% Level 4                                            17          6           6           5           

  Number of students tested                             23          18          16          19          

  2.\_[A/P                                                                                              
  Islander]{.underline}\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                             

  \% Level 3 plus Level 4                               53          56          56          28          

  \% Level 4                                            6           6           17          4           

  Number of students tested                             36          48          36          45          

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

The Hawaii State Alternate Assessment (HSAA) is a standards-based
comprehensive rating scale assessment utilizing teachers' judgments
about classroom-generated evidence that reveals the educational progress
of students with significant cognitive disabilities based on alternate
achievement standards.

**FORMAT FOR STATE CRITERION-REFERENCED TESTS**

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

Edition/Publication Year\_\_[HCPS II edition]{.underline}\_
Publisher\_\_\_[Harcourt Assessment,
Inc.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

  ----------------------------------------------------- ----------- ----------- ----------- ----------- -----------
                                                        2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month - April                                                                                 

  **SCHOOL SCORES\***                                                                                   

  \% Level 3 plus Level 4                               59          81          58          44          

  \% Level 4                                            6           5           3           2           

  Number of students tested                             47          59          40          50          

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

  Number of students alternatively assessed             0           0           0           0           

  Percent of students alternatively assessed            0           0           0           0           

                                                                                                        

  SUBGROUP SCORES                                                                                       

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

  \% Level 3 plus Level 4                               48          73          44          26          

  \% Level 4                                            9           6           0           0           

  Number of students tested                             23          18          16          19          

  2.\_[A/P                                                                                              
  Islander]{.underline}\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                             

  \% Level 3 plus Level 4                               59          83          56          40          

  \% Level 4                                            6           6           3           2           

  Number of students tested                             36          48          36          45          

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

The Hawaii State Alternate Assessment (HSAA) is a standards-based
comprehensive rating scale assessment utilizing teachers' judgments
about classroom-generated evidence that reveals the educational progress
of students with significant cognitive disabilities based on alternate
achievement standards.

**FORMAT FOR STATE CRITERION-REFERENCED TESTS**

Subject\_[Mathematics\_\_\_\_\_\_\_\_\_]{.underline}
Grade\_\_[5]{.underline}\_\_\_\_ Test\_\_[Hawaii State
Assessment\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/Publication Year\_[HCPS II edition]{.underline}\_\_
Publisher[\_\_Harcourt Assessment,
Inc.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

  --------------------------------------------------- ----------- ----------- ----------- ----------- -----------
                                                      2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month -April                                                                                

  **SCHOOL SCORES\***                                                                                 

  \% Level 3 plus Level 4                             37          50          28          27          

  \% Level 4                                          2           5           2           2           

  Number of students tested                           43          42          62          44          

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

  Number of students alternatively assessed           0           0           0           0           

  Percent of students alternatively assessed          0           0           0           0           

                                                                                                      

  SUBGROUP SCORES                                                                                     

  1.\_\_[\_Disadvantaged]{.underline}\_\_\_\_\_\_\_                                                   
  (specify subgroup)                                                                                  

  \% Level 3 plus Level 4                             38          47          37          17          

  \% Level 4                                          0           7           0           0           

  Number of students tested                           16          15          19          12          

  2[.\_\_\_A/P                                                                                        
  Islander\_\_\_\_\_\_\_(]{.underline}specify                                                         
  subgroup)                                                                                           

  \% Level 3 plus Level 4                             33          52          25          32          

  \% Level 4                                          0           3           2           3           

  Number of students tested                           36          37          52          35          

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

The Hawaii State Alternate Assessment (HSAA) is a standards-based
comprehensive rating scale assessment utilizing teachers' judgments
about classroom-generated evidence that reveals the educational progress
of students with significant cognitive disabilities based on alternate
achievement standards.

**FORMAT FOR STATE CRITERION-REFERENCED TESTS**

Subject\_\_\_[Reading]{.underline}\_\_\_\_\_\_
Grade\_\_[5]{.underline}\_\_\_\_ Test[\_\_\_\_\_\_\_Hawaii State
Assessment]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_[HCPS II_edition\_]{.underline}
Publisher\_\_[Harcourt Assessment,
Inc.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

  --------------------------------------------------- ----------- ----------- ----------- ----------- -----------
                                                      2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month - April                                                                               

  **SCHOOL SCORES\***                                                                                 

  \% Level 3 plus Level 4                             55          69          58          40          

  \% Level 4                                          2           5           0           0           

  Number of students tested                           43          42          62          45          

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

  Number of students alternatively assessed           0           0           0           0           

  Percent of students alternatively assessed          0           0           0           0           

                                                                                                      

  SUBGROUP SCORES                                                                                     

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

  \% Level 3 plus Level 4                             50          80          74          25          

  \% Level 4                                          0           13          0           0           

  Number of students tested                           16          15          19          12          

  2[.\_\_\_A/P                                                                                        
  Islander]{.underline}\_\_\_\_\_\_\_\_(specify                                                       
  subgroup)                                                                                           

  \% Level 3 plus Level 4                             53          73          58          43          

  \% Level 4                                          3           3           0           0           

  Number of students tested                           36          37          52          35          

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

The Hawaii State Alternate Assessment (HSAA) is a standards-based
comprehensive rating scale assessment utilizing teachers' judgments
about classroom-generated evidence that reveals the educational progress
of students with significant cognitive disabilities based on alternate
achievement standards.