School Information on Hawaii School Guide

August 2, 2009 by admin 

Hawaii School Guide offers detailed information on each school in the State. Our main goal is to help parents and students in the decision making process of choosing a school. From the school’s basic information to test scores, the Hawaii School Guide has gathered every bit of information and made it easy for parents and students to; find, compare and contact schools they are interested in.

Below is a set of the information which parents and students can basically get online. To see how Hawaii School guide has organized this, please visit Mokapu Elementary School.

 

Mokapu Elementary School Description

Mokapu Elementary is located on Kaneohe Marine Corps Base Hawaii (KMCBH), on the Windward side of the island of Oahu, Hawaii. The students of our Marine and Navy families typically live on base for their two to three year tour of duty in the islands. Mokapu School’s parents, either fathers and/or mothers who are in the Marine Corps or Navy, may be deployed away from Hawaii and their families for six months or more. The school’s large support staff includes three counselors, and a transition center to assist students. As the home school, Mokapu Elementary serves military families and the base offers an Exceptional Families Military Program (EFMP), with attached specialized medical facilities (i.e. Tripler Hospital) for students with special medical needs.

Mokapu is the largest elementary school on the Windward side, having an official enrollment of 802 in classes from Kindergarten to Grade 6. There are (7) kindergarten, (5) first and second grade classes, (4) third and fourth grade classes, and (3) fifth and sixth grade classrooms

1. School Information

  • General Infrormation
    Address 1193 Mokapu Road
    City Kailua
    Island Oahu
    Zip 96734
    Grade From K
    Grade To Gr. 6
    Contact Person Annette Ostrem
    Phone No. 808 254-7964
    Fax No. 808 254-7969
    Website http://mokapu.k12.hi.us
    No. of Teachers 59
    No. of Students 802
    District Name Windward
    Complex Area Name Kailua-Kalaheo
    Complex Name Kalaheo
    School Code 322
    School Name Short Mokapu El
    Military Impacted Yes
    Military Housing Area  

 

2. Statistics

  • Summary of Progress – Mokapu Elementary School’s Summary of Progress Report shows how teaching, learning and assessments are being based and aligned to Hawaii State Standards and Benchmarks. It summarizes progress made in accomplishing school improvement goals.
    • 2007-2008

    Mokapu is proud to have exceeded the NCLB requirements for Adequate Yearly Progress (AYP) and remains in “Good Standing-Unconditional” status over three years. The school administration provides leadership and support necessary to engage the staff in meeting the challenges of Mokapu’s Academic Plan, including maintaining students strong reading proficiency and improving math proficiency by 11%.

    To improve student achievement through standards-based education we provide professional development, time, and resources, for teachers and support staff to analyze data to modify instruction to meet student needs. Student focused efforts in math also included: a Math Resource Teacher/Coach, math tutors providing small group and individualized math instruction during and after school, and instruction in test-taking strategies grades 2-6.

    Reading instruction and assessment services are provided by a Reading Resource Teacher/Coach. At the end of the 2007-08 school year data shows that 92% of grade 1 students are proficient in reading and language skills. Supplementary reading services in grade 3-6 contributed to 67% of all students in these grades scoring proficient and above on the Hawaii State Assessment.

    To provide comprehensive support for all students, we address the social, emotional and physical environments that enhance student safety and well-being and nurture our children into becoming caring, contributing, and ethical citizens. Student focused efforts in the area of comprehensive support for all students resulted in: an increase in the number of all students scoring “Usually” and “Consistently” on the General Learner Outcomes (our behavior ratings), an increase of 11% in the number of students receiving Comprehensive Student Support Services (CSSS) assuring services are timely, 94% of all nonproficient students receive services for reading and math (grades 3-6), a 40% improvement in student safety related to the implementation of a Peaceful Playground curriculum & activities and the implementation of a seamless, consistent school wide discipline program, 95.9% parent participation in Parent-Teacher conferences, and expansion of Co-Teaching or Collaborative classrooms in K to 4th grades, continue student community service learning projects: the Canned Food Drive at Thanksgiving for the Armed Service YMCA, Christmas gift making for the deployed Kaneohe servicemen and women, Jump Rope for Heart donations to the American Heart Association, Hawaii Food Bank Drive to feed the hungry, and Junior Police Officers (JPO) volunteers from grades 5 and 6 providing enhanced safety both before and after school.

    We improved the quality of student performance and school and system quality by focusing our efforts on: Obtaining an outside consultant to conduct a comprehensive school wide assessment with emphasis on math, reorganization of our school wide committee and decision making structures, implementing “nonnegotiable” instructional standards, Professional Development with emphasis on student engagement, academic vocabulary, rigor and relevance, improving the quality of our quarterly formative assessment tools, updating our school-wide communication system, continuing to address student needs for enrichment, technology, and remedial programs, increasing the percent of highly qualified teachers.

    • 2006-2007

    Mokapu Elementary is on the move to become one of the best schools in the Windward District. Mokapu is proud to have met Adequate Yearly Progress (AYP) under the NCLB requirement and is in good standing. The new principal is providing the leadership necessary to engage and connect the highly qualified teaching and support staff to meet the challenges and coordinate efforts to focus on our areas of need as reflected in the Academic Plan.

    To improve student achievement through standards-based education, we provide professional development and time for teachers and support staff to review and refine their standards-based curriculum, looking at pacing and benchmark maps and students’ instructional needs in core content areas, especially in math. Student focused efforts in math include:
    • A Math Resource Teacher provides instruction to students on math constructed response.
    • Math tutors providing individualized attention to understanding during class.
    • A Math Computer Lab providing on-line remedial and enrichment opportunities.
    • An After School Math Lab allowing students to strengthen their skills and knowledge using math strategies.

    Beginning reading instructional and assessment services are provided by a Reading Resource Teacher. End of the 2006-07 school year data shows that 88% of grade 1 students have average to excellent understanding and use of major reading and language skills. Of the students tested in second grade 54% earned a rating of advanced and/or proficient in Reading Constructed Response.

    To provide comprehensive support for all students, we address the social, emotional and physical environments that enhance student safety and well-being and nurture our children into becoming caring, contributing, and ethical practitioners of a democratic society.
    Student focused efforts in comprehensive support include:
    • Weekly staff meetings were initiated during the fourth quarter to allow staff the opportunity to collaborate on non-proficient students and monitor its effectiveness and revise as needed. A Plan of Action for each non-proficient student was then developed focusing on a combination of academic and behavioral interventions. Collected data is used in a variety of school improvement activities. Parental involvement supports the monitoring of their child’s Plan of Action.
    • Positive behavioral expectations of respect, responsibility and safety support the General Learner Outcomes (GLOs) which are embraced and taught school wide. In sixth grade 80 % of students received higher ratings of “consistently, or usually” as a reflection of their positive behavior, attitudes and efforts.
    • There was an increase in the number of students participating in community service learning projects. The projects were: Canned Food Drive at Thanksgiving for Armed Service YMCA with 80% of students contributing, White Paper Recycling Challenge earned 100% of students grades K through 6 with involvement of the businesses on base, Jump Rope for Heart had 100$ of students donating $ 200 to American Heart Association, Hawaii Food Bank Drive had over 500 pounds of food donated to help feed the hungry, Junior Police Officers (JPO) volunteers from grades 5 and 6 provide enhanced safety both before and after school.
    • Kids Voting Program included 58% of students in grades 3 to 6. Voting for state and county candidates increased student awareness in our electoral process.

    We strive to assure the quality of student performance, school quality and system quality by focusing efforts to improve performance and quality on:
    • Routine Professional Development
    • Monthly Committees review data and improve academic and social supports for students.
    • Continuing to increase the percent highly qualified teachers
    • Continuing to address student needs in enrichment/accelerated, technology and remedial programs.
    • Increase the percentage of staff and parents that report their satisfaction with the school.

    • 2005-2006

    INCLUSIVENESS: The Mokapu SID process involves all stakeholders, with students being indirectly represented by the Student Activities/Student Council Coordinator.

    PURPOSEFULNESS: SLO/GLOs are clearly described and represented visually within each classroom. With the implementation of the standards-based report card this year, the GLOs are embraced by the entire school community.

    STUDENT-FOCUSED EFFORTS: The student focused efforts of SIAP were directed primarily at improving math achievement, while maintaining positive behavior and student supports for transitioning students. Upper elementary classrooms were provided math tutors, and After School Math tutorials were maintained. Additionally, in the lower grades, beginning reading instructional and assessment services were provided. Student discipline procedures were expanded to include a detention program.

    ACTION ORIENTATION: Professional development targets included standards-based math unit planning and assessment, implementation of our new reading/language arts program, maintaining our CSSS system of support for students, and curricular mapping of the HCPSIII Math and Language Arts standards.

    ACCOUNTABILITY: Monitoring of the school-wide plan is conducted by focus groups and grade level chair persons, the SID Coordinator, and Administration. Student safety is monitored through quarterly reports from the health room. Student proficiency in reading, writing, and math were formatively assessed school-wide this past fall. In the upper grades, Math was again assessed in the Winter. Upper elementary teachers monitor math constructed response weekly. The CSSS cadre monitors through monthly peer reviews and meetings.

    SID LEADERSHIP/SUPPORT: Inclusive monthly Leadership meetings are held to engage in problem solving and to participate in decision making. Leadership is assumed at different levels, and is not limited to Administration or Grade Level Chairs. Leaders are provided with the authority and responsibility to lead, and are often directed. Leaders sometimes independently coordinate efforts. Changes in school administrators have been a challenge to the school’s coordinated efforts.

    • 2004-2005

    Inclusiveness: Mokapu’s SID process included all stakeholders, and was enhanced by the creation of a school-wide learning compact, and General Learner Outcomes (GLO) student self-assessments.

    Purposefulness: The school focused on learning the six GLOs and standards/assessment. Studentfriendly GLO “I Can” statements were adopted, the GLOs were posted in the school and classrooms, and GLO evidence folders were initiated.

    Student-focused Efforts: The SID focused on student achievement, maintaining positive behavior while developing values to support attainment of the learner outcomes, and strengthening our student support system. Students set personal learning goals.

    Action Orientation: Professional development targeted reading and math response, standards-based math instruction, and writing across the curriculum. Teachers aligned the math textbook to standards, and used classroom data to plan instruction in targeted math strands, reading and math response.

    Accountability: Planning and implementation involved all stakeholders. The SID coordinator and committee chairpersons did monitoring of action plans. Schoolwide monitoring of achievement in reading, math, and writing three times a year, was conducted.

    SID Leadership/Support: Leadership was not limited to key teachers or administrators. Leaders were given resources, empowered to lead, and worked with others in decision making.

    • 2003-2004

    Inclusiveness: Mokapu’s SID process included all stakeholders, and was enhanced by the creation of a school-wide learning compact, and General Learner Outcomes (GLO) student self-assessments.

    Purposefulness: The school focused on learning the six GLOs and standards/assessment. Studentfriendly GLO “I Can” statements were adopted, the GLOs were posted in the school and classrooms, and GLO evidence folders were initiated.

    Student-focused Efforts: The SID focused on student achievement, maintaining positive behavior while developing values to support attainment of the learner outcomes, and strengthening our student support system. Students set personal learning goals.

    Action Orient ation: Professional development targeted reading and math response, standards-based math instruction, and writing across the curriculum. Teachers aligned the math textbook to standards, and used classroom data to plan instruction in targeted math strands, reading and math response.

    Accountability: Planning and implementation involved all stakeholders. The SID coordinator and committee chairpersons did monitoring of action plans. Schoolwide monitoring of achievement in reading, math, and writing three times a year, was conducted.

    SID Leadership/Support: Leadership was not limited to key teachers or administrators. Leaders were given resources, empowered to lead, and worked with others in decision making.

    • 2002-2003

    Mokapu Elementary School’s vision is to develop a community of life-long learners and responsible citizens. Our mission is: First, to provide a safe and collaborative environment, where students develop positive self-concepts, empathy, respect and problem-solving/risk taking skills. Second, to inspire students to produce quality performances and products incorporating technology and the arts, which empowers them to contribute positively within our changing global society.

    Our vision and mission are based on our belief system which states: First, that all people can learn. Second, a positive school environment enhances self-esteem, risk-taking and achievement. Third, successful learning is the result of collaboration among all members of the community. Fourth, clear goals and high expectations for student achievement guide curriculum development and instructional strategies. Finally, technology plays an important role in each child’s future.

    • 2001-2002

    Mokapu Elementary School’s vision is to develop a community of life-long learners and responsible citizens. Our mission is: First, to provide a safe and collaborative environment, where students develop positive self-concepts, empathy, respect and problem-solving/risk taking skills. Second, to inspire students to produce quality performances and products incorporating technology and the arts, which empowers them to contribute positively within our changing global society.

    Our vision and mission are based on our belief system which states: First, that all people can learn. Second, a positive school environment enhances self-esteem, risk-taking and achievement. Third, successful learning is the result of collaboration among all members of the community. Fourth, clear goals and high expectations for student achievement guide curriculum development and instructional strategies. Finally, technology plays an important role in each child’s future.

    • 2000-2001

    Mokapu Elementary School’s vision is to develop a community of life-long learners and responsible citizens. Our mission is: First, to provide a safe and collaborative environment, where students develop positive self-concepts, empathy, respect and problem-solving/risk taking skills. Second, to inspire students to produce quality performances and products incorporating technology and the arts, which empowers them to contribute positively within our changing global society.

    Our vision and mission are based on our belief system which states: First, that all people can learn. Second, a positive school environment enhances self-esteem, risk-taking and achievement. Third, successful learning is the result of collaboration among all members of the community. Fourth, clear goals and high expectations for student achievement guide curriculum development and instructional strategies. Finally, technology plays an important role in each child’s future.

 

  • Student Profile – Mokapu Elementary School’s Student Profile describes the school’s Fall Enrollment, Number and Percent of students enrolled for the entire school year, Number and Percent of students receiving free or reduced-cost lunch, Number and Percent of students in Special Education programs, Number and Percent of students with Limited English Proficiency and Percent of Kindergarteners who attended Preschool.

 

    • 2007-2008
    Fall Enrollment 750
    No. of Students Enrolled for the Entire School Year 542
    No. of Students Receiving Free or Reduced-Cost Lunch 271
    No. of Students in Special Education Programs 70
    No. of Students with Limited English Proficiency 32
    • 2006-2007
    Fall Enrollment 805
    No. of Students Enrolled for the Entire School Year 588
    No. of Students Receiving Free or Reduced-Cost Lunch 304
    No. of Students in Special Education Programs 80
    No. of Students with Limited English Proficiency 21
    • 2005-2006
    Fall Enrollment 759
    No. of Students Enrolled for the Entire School Year 574
    No. of Students Receiving Free or Reduced-Cost Lunch 310
    No. of Students in Special Education Programs 73
    No. of Students with Limited English Proficiency 15
    • 2004-2005
    Fall Enrollment 781
    No. of Students Enrolled for the Entire School Year 580
    No. of Students Receiving Free or Reduced-Cost Lunch 350
    No. of Students in Special Education Programs 84
    No. of Students with Limited English Proficiency 12
    • 2003-2004
    Fall Enrollment 822
    No. of Students Enrolled for the Entire School Year 515
    No. of Students Receiving Free or Reduced-Cost Lunch 337
    No. of Students in Special Education Programs 68
    No. of Students with Limited English Proficiency 17
    • 2002-2003
    Fall Enrollment 833
    No. of Students Enrolled for the Entire School Year 683
    No. of Students Receiving Free or Reduced-Cost Lunch 578
    No. of Students in Special Education Programs 84
    No. of Students with Limited English Proficiency 39
    • 2001-2002
    Fall Enrollment 798
    No. of Students Enrolled for the Entire School Year 663
    No. of Students Receiving Free or Reduced-Cost Lunch 313
    No. of Students in Special Education Programs 74
    No. of Students with Limited English Proficiency 24
    • 2000-2001
    Fall Enrollment 920
    No. of Students Enrolled for the Entire School Year 717
    No. of Students Receiving Free or Reduced-Cost Lunch 357
    No. of Students in Special Education Programs 60
    No. of Students with Limited English Proficiency 22
    • 1999-2000
    Fall Enrollment 970
    No. of Students Enrolled for the Entire School Year 698
    No. of Students Receiving Free or Reduced-Cost Lunch 265
    No. of Students in Special Education Programs 67
    No. of Students with Limited English Proficiency 17
    • 1998-1999
    Fall Enrollment 885
    No. of Students Enrolled for the Entire School Year 761
    No. of Students Receiving Free or Reduced-Cost Lunch 428
    No. of Students in Special Education Programs 54
    No. of Students with Limited English Proficiency 36
  • Ethnicity Statistics – Mokapu Elementary School’s Ethnicity report focuses on giving the number and percent of students enrolled by race. It describes the population of the 13 common races as well as other foreign races usually enrolled in a school.
    • 2007-2008
    Ethnic Race Number
    Native American 9
    Black 79
    Chinese 3
    Filipino 14
    Hawaiian 3
    Part-Hawaiian 7
    Japanese 9
    Korean  
    Portuguese 1
    Hispanic 104
    Samoan 4
    White 417
    Indo-Chinese 2
    Other 146
    • 2006-2007
    Ethnic Race Number
    Native American 6
    Black 90
    Chinese 5
    Filipino 20
    Hawaiian 1
    Part-Hawaiian 8
    Japanese 6
    Korean 2
    Portuguese 2
    Hispanic 99
    Samoan 5
    White 443
    Indo-Chinese 2
    Other 128
    • 2005-2006
    Ethnic Race Number
    Native American 8
    Black 112
    Chinese 4
    Filipino 18
    Hawaiian 1
    Part-Hawaiian 9
    Japanese 7
    Korean 1
    Portuguese 2
    Hispanic 107
    Samoan 4
    White 407
    Indo-Chinese 3
    Other 101
    • 2004-2005
    Ethnic Race Number
    Native American 5
    Black 106
    Chinese 2
    Filipino 19
    Hawaiian  
    Part-Hawaiian 10
    Japanese 7
    Korean 3
    Portuguese 1
    Hispanic 97
    Samoan 1
    White 399
    Indo-Chinese  
    Other 107
    • 2003-2004
    Ethnic Race Number
    Native American 7
    Black 113
    Chinese 1
    Filipino 37
    Hawaiian 1
    Part-Hawaiian 11
    Japanese 11
    Korean 1
    Portuguese 1
    Hispanic 77
    Samoan 2
    White 406
    Indo-Chinese  
    Other 133
    • 2002-2003
    Ethnic Race Number
    Native American 4
    Black 101
    Chinese 1
    Filipino 34
    Hawaiian  
    Part-Hawaiian 9
    Japanese 5
    Korean  
    Portuguese  
    Hispanic 58
    Samoan 3
    White 408
    Indo-Chinese 3
    Other 174
    • 2001-2002
    Ethnic Race Number
    Native American 5
    Black 109
    Chinese  
    Filipino 41
    Hawaiian 2
    Part-Hawaiian 6
    Japanese 6
    Korean 1
    Portuguese  
    Hispanic 42
    Samoan 4
    White 380
    Indo-Chinese  
    Other 181
    • 2000-2001
    Ethnic Race Number
    Native American 5
    Black 113
    Chinese  
    Filipino 40
    Hawaiian 2
    Part-Hawaiian 6
    Japanese 6
    Korean 2
    Portuguese 1
    Hispanic 40
    Samoan 3
    White 424
    Indo-Chinese  
    Other 219
    • Ethnicity by Race
    • Native American

    Mokapu Elementary School had 9 Native American students in Hawaii school year 2007-2008
    Mokapu Elementary School had 6 Native American students in Hawaii school year 2006-2007
    Mokapu Elementary School had 8 Native American students in Hawaii school year 2005-2006
    Mokapu Elementary School had 5 Native American students in Hawaii school year 2004-2005
    Mokapu Elementary School had 7 Native American students in Hawaii school year 2003-2004
    Mokapu Elementary School had 4 Native American students in Hawaii school year 2002-2003
    Mokapu Elementary School had 5 Native American students in Hawaii school year 2001-2002
    Mokapu Elementary School had 5 Native American students in Hawaii school year 2000-2001

    • Black

    Mokapu Elementary School had 79 Black students in Hawaii school year 2007-2008
    Mokapu Elementary School had 90 Black students in Hawaii school year 2006-2007
    Mokapu Elementary School had 112 Black students in Hawaii school year 2005-2006
    Mokapu Elementary School had 106 Black students in Hawaii school year 2004-2005
    Mokapu Elementary School had 113 Black students in Hawaii school year 2003-2004
    Mokapu Elementary School had 101 Black students in Hawaii school year 2002-2003
    Mokapu Elementary School had 109 Black students in Hawaii school year 2001-2002
    Mokapu Elementary School had 113 Black students in Hawaii school year 2000-2001

    • Chinese

    Mokapu Elementary School had 3 Chinese students in Hawaii school year 2007-2008
    Mokapu Elementary School had 5 Chinese students in Hawaii school year 2006-2007
    Mokapu Elementary School had 4 Chinese students in Hawaii school year 2005-2006
    Mokapu Elementary School had 2 Chinese students in Hawaii school year 2004-2005
    Mokapu Elementary School had 1 Chinese students in Hawaii school year 2003-2004
    Mokapu Elementary School had 1 Chinese students in Hawaii school year 2002-2003
    Mokapu Elementary School had 0 Chinese students in Hawaii school year 2001-2002
    Mokapu Elementary School had 0 Chinese students in Hawaii school year 2000-2001

    • Filipino

    Mokapu Elementary School had 14 Filipino students in Hawaii school year 2007-2008
    Mokapu Elementary School had 20 Filipino students in Hawaii school year 2006-2007
    Mokapu Elementary School had 18 Filipino students in Hawaii school year 2005-2006
    Mokapu Elementary School had 19 Filipino students in Hawaii school year 2004-2005
    Mokapu Elementary School had 37 Filipino students in Hawaii school year 2003-2004
    Mokapu Elementary School had 34 Filipino students in Hawaii school year 2002-2003
    Mokapu Elementary School had 41 Filipino students in Hawaii school year 2001-2002
    Mokapu Elementary School had 40 Filipino students in Hawaii school year 2000-2001

    • Hawaiian

    Mokapu Elementary School had 3 Hawaiian students in Hawaii school year 2007-2008
    Mokapu Elementary School had 1 Hawaiian students in Hawaii school year 2006-2007
    Mokapu Elementary School had 1 Hawaiian students in Hawaii school year 2005-2006
    Mokapu Elementary School had 0 Hawaiian students in Hawaii school year 2004-2005
    Mokapu Elementary School had 1 Hawaiian students in Hawaii school year 2003-2004
    Mokapu Elementary School had 0 Hawaiian students in Hawaii school year 2002-2003
    Mokapu Elementary School had 2 Hawaiian students in Hawaii school year 2001-2002
    Mokapu Elementary School had 2 Hawaiian students in Hawaii school year 2000-2001

    • Part Hawaiian

    Mokapu Elementary School had 7 Part-Hawaiian students in Hawaii school year 2007-2008
    Mokapu Elementary School had 8 Part-Hawaiian students in Hawaii school year 2006-2007
    Mokapu Elementary School had 9 Part-Hawaiian students in Hawaii school year 2005-2006
    Mokapu Elementary School had 10 Part-Hawaiian students in Hawaii school year 2004-2005
    Mokapu Elementary School had 11 Part-Hawaiian students in Hawaii school year 2003-2004
    Mokapu Elementary School had 9 Part-Hawaiian students in Hawaii school year 2002-2003
    Mokapu Elementary School had 6 Part-Hawaiian students in Hawaii school year 2001-2002
    Mokapu Elementary School had 6 Part-Hawaiian students in Hawaii school year 2000-2001

    • Japanese

    Mokapu Elementary School had 9 Japanese students in Hawaii school year 2007-2008
    Mokapu Elementary School had 6 Japanese students in Hawaii school year 2006-2007
    Mokapu Elementary School had 7 Japanese students in Hawaii school year 2005-2006
    Mokapu Elementary School had 7 Japanese students in Hawaii school year 2004-2005
    Mokapu Elementary School had 11 Japanese students in Hawaii school year 2003-2004
    Mokapu Elementary School had 5 Japanese students in Hawaii school year 2002-2003
    Mokapu Elementary School had 6 Japanese students in Hawaii school year 2001-2002
    Mokapu Elementary School had 6 Japanese students in Hawaii school year 2000-2001

    • Korean

    Mokapu Elementary School had 0 Korean students in Hawaii school year 2007-2008
    Mokapu Elementary School had 2 Korean students in Hawaii school year 2006-2007
    Mokapu Elementary School had 1 Korean students in Hawaii school year 2005-2006
    Mokapu Elementary School had 3 Korean students in Hawaii school year 2004-2005
    Mokapu Elementary School had 1 Korean students in Hawaii school year 2003-2004
    Mokapu Elementary School had 0 Korean students in Hawaii school year 2002-2003
    Mokapu Elementary School had 1 Korean students in Hawaii school year 2001-2002
    Mokapu Elementary School had 2 Korean students in Hawaii school year 2000-2001

    • Portuguese

    Mokapu Elementary School had 1 Portuguese students in Hawaii school year 2007-2008
    Mokapu Elementary School had 2 Portuguese students in Hawaii school year 2006-2007
    Mokapu Elementary School had 2 Portuguese students in Hawaii school year 2005-2006
    Mokapu Elementary School had 1 Portuguese students in Hawaii school year 2004-2005
    Mokapu Elementary School had 1 Portuguese students in Hawaii school year 2003-2004
    Mokapu Elementary School had 0 Portuguese students in Hawaii school year 2002-2003
    Mokapu Elementary School had 0 Portuguese students in Hawaii school year 2001-2002
    Mokapu Elementary School had 1 Portuguese students in Hawaii school year 2000-2001

    • Hispanic

    Mokapu Elementary School had 104 Hispanic students in Hawaii school year 2007-2008
    Mokapu Elementary School had 99 Hispanic students in Hawaii school year 2006-2007
    Mokapu Elementary School had 107 Hispanic students in Hawaii school year 2005-2006
    Mokapu Elementary School had 97 Hispanic students in Hawaii school year 2004-2005
    Mokapu Elementary School had 77 Hispanic students in Hawaii school year 2003-2004
    Mokapu Elementary School had 58 Hispanic students in Hawaii school year 2002-2003
    Mokapu Elementary School had 42 Hispanic students in Hawaii school year 2001-2002
    Mokapu Elementary School had 40 Hispanic students in Hawaii school year 2000-2001

    • Samoan

    Mokapu Elementary School had 4 Samoan students in Hawaii school year 2007-2008
    Mokapu Elementary School had 5 Samoan students in Hawaii school year 2006-2007
    Mokapu Elementary School had 4 Samoan students in Hawaii school year 2005-2006
    Mokapu Elementary School had 1 Samoan students in Hawaii school year 2004-2005
    Mokapu Elementary School had 2 Samoan students in Hawaii school year 2003-2004
    Mokapu Elementary School had 3 Samoan students in Hawaii school year 2002-2003
    Mokapu Elementary School had 4 Samoan students in Hawaii school year 2001-2002
    Mokapu Elementary School had 3 Samoan students in Hawaii school year 2000-2001

    • White

    Mokapu Elementary School had 417 White students in Hawaii school year 2007-2008
    Mokapu Elementary School had 443 White students in Hawaii school year 2006-2007
    Mokapu Elementary School had 407 White students in Hawaii school year 2005-2006
    Mokapu Elementary School had 399 White students in Hawaii school year 2004-2005
    Mokapu Elementary School had 406 White students in Hawaii school year 2003-2004
    Mokapu Elementary School had 408 White students in Hawaii school year 2002-2003
    Mokapu Elementary School had 380 White students in Hawaii school year 2001-2002
    Mokapu Elementary School had 424 White students in Hawaii school year 2000-2001

    • Indo-Chinese

    Mokapu Elementary School had 2 Indo-Chinese students in Hawaii school year 2007-2008
    Mokapu Elementary School had 2 Indo-Chinese students in Hawaii school year 2006-2007
    Mokapu Elementary School had 3 Indo-Chinese students in Hawaii school year 2005-2006
    Mokapu Elementary School had 0 Indo-Chinese students in Hawaii school year 2004-2005
    Mokapu Elementary School had 0 Indo-Chinese students in Hawaii school year 2003-2004
    Mokapu Elementary School had 3 Indo-Chinese students in Hawaii school year 2002-2003
    Mokapu Elementary School had 0 Indo-Chinese students in Hawaii school year 2001-2002
    Mokapu Elementary School had 0 Indo-Chinese students in Hawaii school year 2000-2001

    • Other

    Mokapu Elementary School had 146 Other students in Hawaii school year 2007-2008
    Mokapu Elementary School had 128 Other students in Hawaii school year 2006-2007
    Mokapu Elementary School had 101 Other students in Hawaii school year 2005-2006
    Mokapu Elementary School had 107 Other students in Hawaii school year 2004-2005
    Mokapu Elementary School had 133 Other students in Hawaii school year 2003-2004
    Mokapu Elementary School had 174 Other students in Hawaii school year 2002-2003
    Mokapu Elementary School had 181 Other students in Hawaii school year 2001-2002
    Mokapu Elementary School had 219 Other students in Hawaii school year 2000-2001

  • Enrollment Statistics – Mokapu Elementary School’s Enrollment Statistics shows the no. of students enrolled in each year. Animated graph is used to easily determine how enrollment fluctuates every year.
    School Year
    Total Enrollment
    2001-2002
    724
    2003-2004
    754
    2004-2005
    697
    2005-2006
    686
    2006-2007
    725
    2007-2008
    680

 

  • Facilities -Mokapu Elementary School’s facility report shows total number and shortage of classrooms if any. It also shows comprehensive condition of the facilities like building exterior, building interior, grounds, sanitation etc. through its Inspection rating.

School Facilities are considered inadequate if below 70%; marginal if between 70% and 99%; and in excess of state standard if above 100%. School population is placed into size categories and is used in formulas to determine State standards for space.

  • School Facilities
    • 2007-2008
    Available Classrooms 48
    No. of Classrooms Short  
    • 2006-2007
    Available Classrooms 50
    No. of Classrooms Short  
    • 2005-2006
    Available Classrooms 46
    No. of Classrooms Short 3
    • 2004-2005
    Available Classrooms 50
    No. of Classrooms Short 3
    • 2003-2004
    Available Classrooms  
    No. of Classrooms Short  
    • 2002-2003
    Available Classrooms 50
    No. of Classrooms Short 3
    • 2001-2002
    Available Classrooms 48
    No. of Classrooms Short 1
    • 2000-2001
    Available Classrooms 48
    No. of Classrooms Short  
  • School Inspection Rating
    • 2007-2008
    Score
    1
    2
    3
    Grounds
    3
    Building Exterior
    3
    Building Interior
    3
    Equipment/Furnishing
    2
    Health/Safety
    3
    Sanitation
    3
    Total
    17
    • 2006-2007
    Score
    1
    2
    3
    Grounds
    3
    Building Exterior
    2
    Building Interior
    2
    Equipment/Furnishing
    2
    Health/Safety
    2
    Sanitation
    3
    Total
    14
    • 2005-2006
    Score
    1
    2
    3
    Grounds
    3
    Building Exterior
    2
    Building Interior
    2
    Equipment/Furnishing
    3
    Health/Safety
    2
    Sanitation
    2
    Total
    14
    • 2004-2005
    Score
    1
    2
    3
    Grounds
    3
    Building Exterior
    2
    Building Interior
    2
    Equipment/Furnishing
    3
    Health/Safety
    2
    Sanitation
    2
    Total
    14
    • 2003-2004
    Score
    1
    2
    3
    Grounds
    2
    Building Exterior
    2
    Building Interior
    2
    Equipment/Furnishing
    3
    Health/Safety
    2
    Sanitation
    3
    Total
    14
    • 2002-2003
    Score
    1
    2
    3
    Grounds
    3
    Building Exterior
    2
    Building Interior
    2
    Equipment/Furnishing
    2
    Health/Safety
    2
    Sanitation
    2
    Total
    13
    • 2001-2002
    Score
    1
    2
    3
    Grounds
    2
    Building Exterior
    2
    Building Interior
    2
    Equipment/Furnishing
    2
    Health/Safety
    2
    Sanitation
    2
    Total
    12
    • 2000-2001
    Score
    1
    2
    3
    Grounds
    3
    Building Exterior
    2
    Building Interior
    3
    Equipment/Furnishing
    3
    Health/Safety
    3
    Sanitation
    3
    Total
    17

    *For each Category: 1 = Unacceptable; 2 = Satisfactory; 3 = Very Good

  • Adequacy of School’s Space Compared with State Standards
    • 2007-2008
    Classrooms
    106%
    Cafeteria/Auditorium
    109%
    Library
    100%
    Administration
    72%
    • 2006-2007
    Classrooms
    117%
    Cafeteria/Auditorium
    101%
    Library
    91%
    Administration
    72%
    • 2005-2006
    Classrooms
    117%
    Cafeteria/Auditorium
    109%
    Library
    91%
    Administration
    72%
    • 2004-2005
    Classrooms
    114%
    Cafeteria/Auditorium
    104%
    Library
    91%
    Administration
    72%
    • 2003-2004
    Classrooms
    0%
    Cafeteria/Auditorium
    0%
    Library
    0%
    Administration
    0%
    • 2002-2003
    Classrooms
    94%
    Cafeteria/Auditorium
    99%
    Library
    91%
    Administration
    72%
    • 2001-2002
    Classrooms
    116%
    Cafeteria/Auditorium
    101%
    Library
    91%
    Administration
    72%
    • 2000-2001
    Classrooms
    98%
    Cafeteria/Auditorium
    88%
    Library
    91%
    Administration
    72%
  • Attendance & Absences – Mokapu Elementary School’s Attendance & Absences shows the average daily attendance and average daily absences compared to the State Standard.
  • 2007-2008
  • School
    State Standard
    Ave. Daily Attendance: % (higher is better)
    96.20%
    95%
    Ave. Daily Absences: in days (lower is better)
    6.9
    9

    2006-2007

    School
    State Standard
    Ave. Daily Attendance: % (higher is better)
    96.00%
    95%
    Ave. Daily Absences: in days (lower is better)
    7.2
    9
  • 2005-2006
  • School
    State Standard
    Ave. Daily Attendance: % (higher is better)
    95.90%
    95%
    Ave. Daily Absences: in days (lower is better)
    7.4
    9
  • 2004-2005
  • School
    State Standard
    Ave. Daily Attendance: % (higher is better)
    96.20%
    95%
    Ave. Daily Absences: in days (lower is better)
    6.9
    9
  • 2003-2004
  • School
    State Standard
    Ave. Daily Attendance: % (higher is better)
    96.60%
    95%
    Ave. Daily Absences: in days (lower is better)
    6.0
    9
  • 2002-2003
  • School
    State Standard
    Ave. Daily Attendance: % (higher is better)
    95.90%
    95%
    Ave. Daily Absences: in days (lower is better)
    7.0
    9
  • 2001-2002
  • School
    State Standard
    Ave. Daily Attendance: % (higher is better)
    95.70%
    95%
    Ave. Daily Absences: in days (lower is better)
    7.7
    9
  • 2000-2001
  • School
    State Standard
    Ave. Daily Attendance: % (higher is better)
    96.10%
    95%
    Ave. Daily Absences: in days (lower is better)
    6.5
    9
  • 1999-2000
  • School
    State Standard
    Ave. Daily Attendance: % (higher is better)
    95.80%
    95%
    Ave. Daily Absences: in days (lower is better)
    7.7
    9
  • 1998-1999
  • School
    State Standard
    Ave. Daily Attendance: % (higher is better)
    96.50%
    95%
    Ave. Daily Absences: in days (lower is better)
    6.4
    9
  • School Retention – Mokapu Elementary School’s Retention is also included in this report where it shows the percent(%) of students retained in every school year.
    • 2007-2008
    Total No. of Students
    589
    Percent Retained (%)
    1%
    • 2006-2007
    Total No. of Students
    624
    Percent Retained (%)
    1%
    • 2005-2006
    Total No. of Students
    605
    Percent Retained (%)
    0%
    • 2004-2005
    Total No. of Students
    632
    Percent Retained (%)
    1%
    • 2003-2004
    Total No. of Students
    670
    Percent Retained (%)
    1%
    • 2002-2003
    Total No. of Students
    676
    Percent Retained (%)
    1%
    • 2001-2002
    Total No. of Students
    434
    Percent Retained (%)
    3%
  • Suspensions – Mokapu Elementary School’s Suspension report shows the number of students being suspended. Offenses are categorized into "Class" depending on the nature of violation committed. Class – D, for light violation and Class – A for grave offense.
  • 2007-2008
Non-Suspended
745
Suspended
5
*These 5 students were responsible for these 13 suspensions
Class A
4
Class B
7
Class C
0
Class D
2
  • 2006-2007
Non-Suspended
775
Suspended
30
*These 30 students were responsible for these 59 suspensions
Class A
14
Class B
44
Class C
1
Class D
0
  • 2005-2006
Non-Suspended
744
Suspended
15
*These 15 students were responsible for these 19 suspensions
Class A
6
Class B
11
Class C
2
Class D
0
  • 2004-2005
Non-Suspended
774
Suspended
7
*These 7 students were responsible for these 9 suspensions
Class A
3
Class B
6
Class C
0
Class D
0
  • 2003-2004
Non-Suspended
810
Suspended
12
*These 12 students were responsible for these 12 suspensions
Class A
0
Class B
12
Class C
0
Class D
0
  • 2002-2003
Non-Suspended
821
Suspended
12
*These 12 students were responsible for these 13 suspensions
Class A
0
Class B
13
Class C
0
Class D
0
  • 2001-2002
Non-Suspended
793
Suspended
5
*These 5 students were responsible for these 5 suspensions
Class A
1
Class B
3
Class C
0
Class D
1
  • 2000-2001
Non-Suspended
902
Suspended
18
*These 18 students were responsible for these 25 suspensions
Class A
4
Class B
21
Class C
0
Class D
0
  • Certified Staff – Mokapu Elementary School’s Certified Staff report includes Teaching Staff, Professional Teacher Credentials, Students per Teaching Staff and Administrative and Student Services Staff. It gives details on teacher headcount, teacher in regular and special instruction, no. of teachers serving the school for more than 5 years, no. of fully licensed teachers, librarians and counsellors.
  • 2007-2008
Teaching Staff
Total Full Time Equivalent (FTE) 61.0
Regular Instruction, FTE 43.0
Special Instruction, FTE 17.0
Supplemental Instruction, FTE 1.0
Teacher Headcount 61.0
Teachers with 5 or more years at this school 22.0
Teachers with advanced degrees 19.0
Professional Teacher Credentials
Fully Licensed 50.0
Provisional Credentials 9.0
Emergency Credentials 3.3
Students per Teaching Staff
Regular Instruction 15.5
Special Instruction 4.1
Administrative and Student Services Staff
Administration, FTE*  
Librarians, FTE 1.0
Counsellors, FTE 3.0
  • 2006-2007
Teaching Staff
Total Full Time Equivalent (FTE) 57.0
Regular Instruction, FTE 41.0
Special Instruction, FTE 15.0
Supplemental Instruction, FTE 1.0
Teacher Headcount 58.0
Teachers with 5 or more years at this school 26.0
Teachers with advanced degrees 17.0
Professional Teacher Credentials
Fully Licensed 47.0
Provisional Credentials 10.0
Emergency Credentials 1.0
Students per Teaching Staff
Regular Instruction 17.6
Special Instruction 5.6
Administrative and Student Services Staff
Administration, FTE*  
Librarians, FTE 1.0
Counsellors, FTE 3.0
  • 2005-2006
Teaching Staff
Total Full Time Equivalent (FTE) 53.0
Regular Instruction, FTE 30.0
Special Instruction, FTE 12.0
Supplemental Instruction, FTE 11.0
Teacher Headcount 54.0
Teachers with 5 or more years at this school 26.0
Teachers with advanced degrees 16.0
Professional Teacher Credentials
Fully Licensed 45.0
Provisional Credentials 9.0
Emergency Credentials 0.0
Students per Teaching Staff
Regular Instruction 16.7
Special Instruction 6.1
Administrative and Student Services Staff
Administration, FTE*  
Librarians, FTE 1.0
Counsellors, FTE 2.0
  • 2004-2005
Teaching Staff
Total Full Time Equivalent (FTE) 55.0
Regular Instruction, FTE 29.0
Special Instruction, FTE 14.0
Supplemental Instruction, FTE 12.0
Teacher Headcount 57.0
Teachers with 5 or more years at this school 24.0
Teachers with advanced degrees 14.0
Professional Teacher Credentials
Fully Licensed 47.0
Provisional Credentials 8.0
Emergency Credentials 2.0
Students per Teaching Staff
Regular Instruction 17.0
Special Instruction 6.0
Administrative and Student Services Staff
Administration, FTE*  
Librarians, FTE 1.0
Counsellors, FTE 3.0
  • 2003-2004
Teaching Staff
Total Full Time Equivalent (FTE) 53.0
Regular Instruction, FTE 39.0
Special Instruction, FTE 10.0
Supplemental Instruction, FTE 4.0
Teacher Headcount 54.0
Teachers with 5 or more years at this school 23.0
Teachers with advanced degrees 13.0
Professional Teacher Credentials
Fully Licensed 47.0
Provisional Credentials 7.0
Emergency Credentials 0.0
Students per Teaching Staff
Regular Instruction 17.5
Special Instruction 6.8
Administrative and Student Services Staff
Administration, FTE*  
Librarians, FTE 1.0
Counsellors, FTE 2.0
  • 2002-2003
Teaching Staff
Total Full Time Equivalent (FTE) 49.0
Regular Instruction, FTE 32.0
Special Instruction, FTE 9.0
Supplemental Instruction, FTE 8.0
Teacher Headcount 50.0
Teachers with 5 or more years at this school 22.0
Teachers with advanced degrees 12.0
Professional Teacher Credentials
Fully Licensed 45.0
Provisional Credentials 5.0
Emergency Credentials 0.0
Students per Teaching Staff
Regular Instruction 19.3
Special Instruction 7.0
Administrative and Student Services Staff
Administration, FTE*  
Librarians, FTE 1.0
Counsellors, FTE 2.0
  • 2001-2002
Teaching Staff
Total Full Time Equivalent (FTE) 48.0
Regular Instruction, FTE 35.0
Special Instruction, FTE 9.0
Supplemental Instruction, FTE 4.0
Teacher Headcount 49.0
Teachers with 5 or more years at this school 28.0
Teachers with advanced degrees 11.0
Professional Teacher Credentials
Fully Licensed 0.0
Provisional Credentials 0.0
Emergency Credentials 0.0
Students per Teaching Staff
Regular Instruction 18.6
Special Instruction 8.2
Administrative and Student Services Staff
Administration, FTE*  
Librarians, FTE 1.0
Counsellors, FTE 2.0
  • 2000-2001
Teaching Staff
Total Full Time Equivalent (FTE) 51.0
Regular Instruction, FTE 37.0
Special Instruction, FTE 10.0
Supplemental Instruction, FTE 4.0
Teacher Headcount 51.0
Teachers with 5 or more years at this school 35.0
Teachers with advanced degrees 11.0
Professional Teacher Credentials
Fully Licensed 0.0
Provisional Credentials 0.0
Emergency Credentials 0.0
Students per Teaching Staff
Regular Instruction 21.0
Special Instruction 6.0
Administrative and Student Services Staff
Administration, FTE*  
Librarians, FTE 1.0
Counsellors, FTE 2.0
  • Test Scores – Mokapu Elementary School’s Test scores covers Hawaii Content and Performance Standards (HCPS) and SAT9/TerraNova. Scores are given based on the grade level and the no. of students tested in a given year.
  • Hawaii Content and Performance Standards (HCPS)
Reading (%)
Math (%)
Type
Year
Grade
School
State
School
State
HCPS
2008
6
76
57
56
42
HCPS
2008
5
66
57
48
44
HCPS
2008
4
70
61
42
49
HCPS
2008
3
61
62
51
53
HCPS
2007
6
68
55
42
39
HCPS
2007
5
69
60
34
40
HCPS
2007
4
69
54
60
48
HCPS
2007
3
62
62
30
49
HCPS
2006
6
70
48
39
28
HCPS
2006
5
37
44
9
24
HCPS
2006
4
73
58
39
33
HCPS
2006
3
51
50
18
30
HCPS
2005
5
61
56
19
25
HCPS
2005
3
61
52
16
28
  • TerraNova and Stanford Achievement Test 9 (SAT9)
Reading ( % )
Mathematics ( % )
Type
Year
Grade
School
State
School
State
TerraNova
2008
6
90
77
87
73
TerraNova
2008
5
88
79
87
78
TerraNova
2008
4
83
77
86
76
TerraNova
2008
3
82
73
74
74
TerraNova
2007
6
92
78
82
73
TerraNova
2007
5
87
78
85
77
TerraNova
2007
4
86
77
88
77
TerraNova
2007
3
79
74
73
75
SAT9
2006
6
94
80
99
84
SAT9
2006
5
90
77
84
82
SAT9
2006
4
88
75
93
85
SAT9
2006
3
87
82
86
87
SAT9
2005
6
96
80
95
83
SAT9
2005
5
89
78
86
83
SAT9
2005
4
84
74
91
84
SAT9
2005
3
95
82
94
87

 

3. Downloads

  • Hawaii State School Readiness Assessment
    (HSSRA)

    The school, complex areas, and State reports provide information on kindergarten children’s readiness to succeed in school and on the schools’ readiness to support their learning.

    The assessment instruments were developed by the School Readiness Task Force, in partnership with the Department of Education, Kamehameha Schools and Good Beginnings Alliance.

    School results, especially those of Title I schools, will be useful for school improvement plans and for school transition plans for entering kindergartners.

    The results of the assessment are published in reports for the state, complexes, and schools. Reports include the following:

    • Summary of Schools’ Early Education Profile Offers background information on elementary schools and the school’s early childhood policies and practices.
    • Summary of Kindergarten Class Profile Shows the proportion of entering kindergarten children who consistently display key characteristics and skills considered important to successful early learning experiences.
    • Benchmark Shows how many kindergarten classes consistently display key skills and characteristics and how many schools have well established early childhood policies and procedures.

    HSSRA Downloads

    School Year
    2008-2009
    2007-2008
    2006-2007

 

  • No Child Left Behind (NCLB)

    The No Child Left Behind Act (NCLB) of 2001 is a federal law requiring elementary and secondary schools to demonstrate proficiency and progress according to accountability standards set by the state and approved by the U.S. Department of Education.

    The law requires states to implement an accountability system and report on performance measures related to Adequate Yearly Progress (AYP) in math and reading, participation and proficiency, graduation/retention rates, as well as other educational indicators, such as teacher qualification.

    To meet reporting requirements set forth by the law, the DOE publishes comprehensive reports annually, reflecting performance at both the state and individual school level.

    NCLB Downloads

    School Year
    2007-2008
    2006-2007
    2005-2006
    2004-2005
    2003-2004
    2002-2003
    2001-2002

  • School Quality Survey (SQS)

    The School Quality Survey (SQS) is a DOE-administered survey that asks teachers, students, and parents for their opinions of school quality. Schools may find survey results useful when developing self-reports for accreditation and standards implementation.

    The SQS includes five forms: teacher, parent, and elementary, middle/intermediate, and high school students. Each of these five forms contains approximately 45 items.

    The SQS is administered to all DOE schools that request surveys.

    SQS Downloads

    School Year
    2008
    2007
    2005
    2003
    2001

  • School Status and Improvement Report (SSIR)

    One of several major accountability reports produced annually by the DOE, the School Status & Improvement Report (SSIR) addresses standard-based education reporting requirements in 302A-1004, Hawaii Revised Statutes.

    The DOE prepares an individual SSIR for each school. Each school report contains a description of the school and its setting, a summary of school improvement progress, available resources, and vital signs on school performance.

    All individual school reports contain the following:

    • School Setting – Describes the student population and the school community.
    • School Improvement – Summarizes progress made in accomplishing school improvement goals.
    • School Resources – Includes teacher credentials, staffing levels as well as the adequacy of school facilities.
    • Vital Signs – Includes School Quality Survey (SQS) results, student conduct, test results, dropouts, and graduation/retention rates.

    SSIR Downloads

    School Year
    2007-2008
    2006-2007
    2005-2006
    2004-2005
    2003-2004
    2002-2003
    2001-2002
    2000-2001

  • Trend Report: Educational and Fiscal Accountability
    (TREFA)

    The Trend Report: Educational and Fiscal Accountability provides three years of trend data on school, complex, and State performance at selected benchmark grade levels with performance indicators in areas relating to student achievement, safety and well being, and civic responsibility.

    These reports are designed to present trend data information to the public in a concise two-page format for each complex and school.

    TREFA Downloads

    School Year
    2007-2008
    2006-2007
    2005-2006
    2004-2005
    2003-2004

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