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Hāna School

2011-2012 Overview: Hāna High & Elementary School

School Vision: Ka ike a ke kulanakauhale apau he hei na ke keiki. (The knowledge of the whole village is absorbed by the child.)

School Mission: Vocational and Academic Education will provide the opportunities for students to gain knowledge, skills, and values which will prepare them to succeed in all facets of life.

Hana High and Elementary School is a K–12 school located on the eastern side of Maui. This geographically isolated rural school serves the needs of 353 students who live in a series of communities that stretch from Keanae to Kaupo in what is known as the Hana District. Separated by a two-hour drive from the more populated side of Maui, there are many limits to the social, educational, and economic opportunities available to Hana’s students. However, they excel in their knowledge and interest in environmental, cultural, and community-related activities. The student body is comprised of a majority of Hawaiian or part Hawaiian (83.3%), with the second largest ethnic group beingCaucasian (8.1%).There are no English as a Second Language Learners at Hana School.  However many students speak a pidgin dialect at home and in the community which presents a challenge when students are required to use Standard English at school.  Of the 353 students there are 49 (14.5%) special education studentswith individualized education programs (IEPs).  The student population data is based on the December 1, 2009 figures.

Because of its geographic isolation, the school, as well as the community, is restricted in many of the needed supports and programs required to ensure equitable educational opportunities. However, the school and the complex staff have made great strides in addressing these needs.  The administrative team, which was hired in July of 2004, has begun its seventh year at Hana High and Elementary.  HSA scores have increased inversely in proportion to the amount of Weighted-Student Formula monies that have been allocated to the school.  The 2010 School Quality Survey indicates that teachers and students gave a higher percentage of positive responses than the state average in almost all dimensions of school quality.  However, the highest degree of dissatisfaction from all role groups in found in the Coordinated Team Work Dimension.  All role groups reported that there were not enough resources available to the school to sustain its educational programs.

Parents are very involved with the school.  Local non-profit agencies are totally integrated into the school and are providing services to the students and staff.  These services include the provision of a certified substance counselor provided by Ohana Makamae, a Friday Art and Culture program provided by Hana Arts, a health living program by Hui No Ke Ola Pono and a building construction program provided by Ma Ka Hana Ka `Ike that provides facilities for the school and learning opportunities for students.  Community members are supportive of students and many individuals and groups contribute toward student scholarships for post-secondary education. The high school graduation ceremony is honored and celebrated by the entire community, a community which is proud of the school and students.

A Western Association of Schools and Colleges (WASC) accreditation team visited Hana School in March 2006.  As a result of the accreditation visit, Hana High and Elementary School was awarded a 3-year accreditation.  The WASC accreditation team returned in April of 2009 and awarded a 3-year accreditation extension.  Hana School will be up for accreditation in the Spring of 2012.

Hana High and Elementary School did not make Adequate Yearly Progress (AYP) on the Spring 2010 Hawaii State Assessment (HSA). There were 13 NCLB performance targets.  Hana High and Elementary School met 11 of the 13 targets of the 2010 HSA.  This was up from meeting 9 targets in 2009 school year and up from 8 targets in the 2008 school year.  Parents are notified by mail, before the opening of school, of the Hana School's AYP status.  Parents are notified of all NCLB notification requirements before the deadlines to submit the notifications.

The advent of the Weighted-Student Formula component of Act 51, the Highly-Qualified teacher component of the No Child Left Behind Law and the special education allocation formula has brought forth many challenges to the Hana Complex.  The dire economic situation during 2009-2010 school year brought forth mandated cuts in the Hawaii Department of Education (HIDOE).  The economic situation was devastating to Hana High and Elementary School.  For the 2011-12 school year, additional cuts to the Weighted-Student formula monies amounted to $276,000 even though Hana School is projected to have 19 more students.  Schools with small student populations are hit particularly hard due to a combination of economy of scale issues and the need to provide the required services. There are simply not enough students to generate the required funding (per-pupil) to provide for a full comprehensive school program.  As noted above, the highest rate of dissatisfaction in all role groups is in regard to lack of resources.  Some mandated secondary positions are funded on a per-pupil basis and therefore create a burden because there are only 155 students projected in grades 6-12.  An example of this would be the Athletic Director position.  The Athletic Director is a position that high schools are required to purchase but the per-pupil allocation generated by 89 high school students pays a very small percentage of the total cost of the Athletic Director's salary.  The remaining funding must be carved out of other parts of the budget.  The cost of an Athletic Director in a school of 1100 high school students is fully funded with the per-pupil allocation.  Each time a program is put into the weighted-formula, on a per pupil basis, schools with small student populations do not generate the funding necessary for the funding of the program.

As required by the No Child Left Behind Law, all core subject classes are to be taught by highly-qualified teachers. The core subjects that require highly-qualified teachers are:  English Language Arts, Economics, Geography, Civics, History, Elementary, Mathematics, Science, Art, Foreign Languages and Special Education.  To be highly qualified a teacher must have a bachelor’s degree, full state licensure and demonstrate content competency in one of four ways.  Parents are notified by September 15th of each year if their child's class is not taught by a highly qualified teacher.  While it is much easier to provide highly qualified teachers in the elementary school and the middle school, the small number of students at Hana High School (89) presents great challenges to provide highly-qualified teachers to teach the all the courses that are required for graduation and entrance to colleges and universities. The recognized student-to-teacher ratio is 26.15:1 in grades 3-12 for regular education students.  With the DOE recommended allocation formula, we would allocate just two (2) teachers, from the Weighted-Student Formula budget, to support the 53 middle school regular education students.   We would allocate just three (3) teachers for our 68 regular education students in the high school.  The DOE allocation formulas determine that we would allocate 5 teachers to cover the regular education requirements of seven (7) secondary grade levels. Two general education teachers (Article VI) are provided outside of the weighted-student formula budget to compensate for the special education students who are in general education inclusion settings.  During the 2006-07 school year Hana High and Elementary was allocated four (4) Article VI general education teachers.  In 2007-08 the number dropped to three (3) Article VI teachers.  In 2008-09 the number dropped to two (2) Article VI general education teachers.  In 2010-11 Hana School again qualified for three (3) Article VI teachers but was only allocated two (2) Article VI teachers due to budget cuts.  Hana School participates in the Maui District, Canoe-Complex Area Mentoring Program for teachers along with the Kahua Project mentoring program which is funded by Kamehameha Schools.

Special Education continues to be the greatest challenge at the Hana Complex.  Hana Complex failed the special education internal review in 2004-2005 and the special education external reviews in 2005-2006 and 2006-2007.  Hana Complex did pass the external review for the 2007-2008 school year. Hana Complex will have a Special Education Review during the 2010-2011 school year.  Special education students are doing very poorly educationally with no special education students meeting proficiency on the HSA in math and reading.  There is general disagreement between the Hana administration and teaching staff, and the state special education office regarding whether the number of special education positions that are allocated to the Hana Complex is sufficient. The Hana Complex is concerned that there is not enough special education teachers to cover needs of our special education students across fourteen (14) grade levels and three (3) schools.  While the special education position allocation disagreement continues, the Maui District Special Education office should be commended for providing special education teacher training and general support to the administration and special education teachers at Hana School.  With regards to behavior, special education students are referred for behavioral issues at a far greater percentage than the general education students.  A few special education students generate a high percentage of all of the referrals submitted by teachers.  Historically our high profile behavioral issues are exclusive to our special education students.  In the past, the lack of consistent on-site personnel to fill the two Behavioral Health Specialist positions was an overriding concern.  There had been eleven (11) Behavioral Health Specialists assigned to the Hana Complex in the last 4 ½ years).  This problem was eliminated due to the assignment of a Behavioral Health Specialist to Hana School five days per week during the 2010-2011 school year. An emerging problem is the turnover in speech therapists.  During the first semester of the 2009-2010 school year, Hana School was assigned four (4) different speech therapists.  A new Speech Therapist was assigned to start the 2010-2011 school year.

The Hana Complex will be its sixth year of a five day work week in which there is a four-day academic week.  The fifth day is being used for tutoring, meetings and staff development.  During the 2009-10 school year, due to HSTA contract changes, Hana School was required to apply for a Waiver/Exception Request to continue with the five day/four-day academic week that had been in place for five (5) years. The implementation of Appendix VI (Redistribution of Work Time) in the Hawaii State Teachers contract allowed work time to be redistributed within a 5-day, 35 hour work if 75% of the teachers agreed to this arrangement.  In the current contract ratified in October of 2009, Article VI was deleted but the Redistribution of Work Time language was added to Appendix III (Exceptions to the Agreement) with a few minor changes. The redistribution of work time allowed for additional minutes be added to the four academic days (Monday – Thursday) to meet the weekly instructional time requirements.  This agreement allows the teachers to conduct Structured-Teacher Planning Time, Professional Learning Communities and school-level meetings each Friday.  Our Friday schedule also allows for additional student tutoring time and time for community agencies to provide cultural and art activities.  Hana School was granted their Waiver/Exception Request to continue with the schedule, for the 2010-2011 school year, that we have had for five (5) years.  Hana School has again submitted a waiver and exception request to the BOE to continue with our current schedule.  The recently passed Act 167, which increases the amount of time students are in school, would not have an adverse effect on our school schedule.

Students are being provided two hours of additional tutoring a week on Fridays at no cost to the school due to the flexible work time schedule..  An emphasis is being placed on targeted student interventions to aid the students in meeting the Hawaii State Assessment quarterly benchmarks.  Hana High and Elementary has partnered with several community groups who provide activities outside the parameters of the regular school day, week and year.

The Academic and Financial plan that follows continues on the pathway to address the new statewide strategic plan and the need to strengthen a standards-based instructional system. The overall vision of Hana School is to meet the needs of all students in an educational environment that is founded on research, the need to increase the rigor and relevance with strong standards-based instruction, and student accountability for learning in an environment of positive relationships. The emphasis in research-based instructional strategies to increase the rigor and relevance while nurturing positive relationships will result in increasing the number and percentage of K-12 Hana students who are successful in the Hana community. The Educational Testing Service (ETS) contract ends on June 30, 2011.  The 2011-2012 Title I school-level funding will be retained at the state to pay for contracted services for the 2011-2012 school year.