September 15, 2011 - University Laboratory School

Transcription

The Education Laboratory Detailed Implementation Plan
Revised 2011
I. Overview
The Education Laboratory: A Hawai'i New Century Public Charter School (hereafter
referred to as University Laboratory School [ULS] was granted a charter on August 16, 2001. As a
charter school, ULS assumed independence from the University of Hawai‘i at Mānoa (UHM), but
maintains its connections with the educational research and development community through a
partnership with the UHM College of Education’s Curriculum Research & Development Group
(CRDG). ULS is a K–12 school with a 2011 enrollment of approximately 450 students. Students
are randomly selected from among applicants to represent the full range of students in the state in
ethnicity, socio-economic status, and perceived ability.
ULS is the only school in Hawai'i that assumes as part of its mission supporting educational
research and development and disseminating of educational materials and improvement strategies.
It has long served as the real-world laboratory for CRDG research, development, and
dissemination efforts. New ideas get their first trials and development into mature programs within
the rich, highly representative student body of the school.
The school itself serves as a model for school design with a number of unusual features, including
a comprehensive academic program taught to all students in common classes without segregation
or variation in the rigor of the courses, on the principle that the best and most highly valued should
be available to all. ULS students consistently earn awards and honors in competitions in the arts,
writing, speech, athletics, and other areas. The school has one of the highest rates of participation
in extracurricular activities among the state's schools. Over 95 percent of its graduates go on to
some form of post-secondary education.
A. Purpose, Vision, Mission, Beliefs, and General Goals
Purpose
University Laboratory School serves dual purposes. First, it is committed to developing and
delivering the best possible education to its enrolled students, with optimal participation by and
support to its teachers, other staff, and parents. Second, in addition to serving this school
community, it serves the educational research and development community as an inventing and
testing ground for the quality curriculum and instruction that all educators and community
members desire. Such service helps both the University Laboratory School and other schools in
reaching their goals of providing the best possible education for Hawai'i’s children.
Vision
University Laboratory School’s vision is that all students will graduate ready for college, work, and
responsible citizenship.
Mission Statement
The mission of the University Laboratory School is to provide the best possible education to its
students while supporting the creation, evaluation, and dissemination of quality educational
programs for all students and teachers, Kindergarten through Grade 12.
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Beliefs and General Goals
We believe the school's relationship with the research and development community makes our
vision and mission achievable. It helps us share the experiences and products of the school with
other schools, including other charter schools, other Hawai'i and U.S. schools, Department of
Defense dependent schools, and schools in other countries. The school engages curriculum
researchers, evaluators, and designers to participate in the work of the school—work involving
experimental and demonstration teaching and the trial of new curricula. The presence of these
individuals in the school adds to the school's accountability and helps insure that the finest of
educational programs and materials are used and used well. ULS also serves the College of
Education in its mission of preparing future teachers and other educators.
This design and testing activity is parallel to that used by research and development (R&D)
enterprises in industry and academia, including medicine, engineering, and agriculture. Each of
them has special arrangements for research and testing in specially designed and committed
laboratories. Only after initial testing is a product released for controlled early use by health,
engineering, or agricultural agencies. ULS supports R&D work by bringing qualified educators
and content scholars into contact with each other and with the theoretical and practical elements of
schooling. In bridging the theoretical and the practical, regular interaction with students is crucial.
ULS provides this crucial element by having the following features:
• The student group represents the whole spectrum of the state's school population, not just
the particular population of a school's neighborhood.
• Students and their parents must be willing to accept unusual and experimental programs,
programs that both challenge the norms of current education and change continually.
• Students must be close at hand to the teacher/researchers, preferably in the same or nearby
buildings. Teacher/researchers must be close to academic and pedagogical colleagues.
Students must be accessible to the teacher/researchers continually throughout their years of
schooling.
• School features such as the curriculum, length of school day, working hours, standards
for grading, and ways of grouping of students must be under the control of the
teacher/researchers.
• The teacher/researchers must learn through trial and practice how each new program fits
into the full set of programs in the school; hence the entire school is an invention and
evaluation site.
B. Parent and Community Involvement
Parents were given access to the detailed implementation plan for their comments and input. The
community representatives, including representatives from the academic and curriculum research
and development communities, were involved in developing drafts, in questioning and suggesting
concepts and language for the implementation plan.
C. For Existing Public Schools: Documentation of Approval
For existing public schools converting to charter school status, submit documentation that
approval of the detailed implementation plan was obtained by 60% of the school's existing
administrative, support, and teaching personnel, and parents. Explain the process used. [Section
302A–1 182(c)]
Not applicable.
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II. A Description of the Educational Framework
A. What is the charter school's educational program?
The University Laboratory School enrolls a cross-section of students who typify the Hawai'i school
system's population in ethnicity, family socio-economic status, and school achievement levels. All
students participate in the prescribed comprehensive education program currently in use at the
school. This program has been developed and validated over a number of years and is constantly
being reviewed and updated as a result of the educational research and development conducted in
the school. All students receive a comprehensive academic program, enrolling each year in
English, social studies, science, mathematics, art, music, physical education, and (in grades 10–12)
second language. All students are taught in common classes without segregation or variation in the
rigor of their courses, on the principle that the best should be available to all. The school program
will be more than just academics. Other facets of the school experience support and complement
academics and help create a welcoming, friendly, and hospitable place for students and their
families.
The school's educational program will address the whole context of a student's school
experience—the academic side of the school program, the personal/social side of the school
program, working with the family, and working with the community. The following elaborated
vision further describes the school's educational program.
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The school is a welcoming, friendly, and hospitable place for students and their families.
The school has a well-organized, systematic, and long-term curriculum that promotes
learning and that meets, or where possible exceeds, relevant state and national standards.
The school's curriculum emphasizes the ideals of liberal education, with immersion in
the natural and social sciences, in humanities, in the technologies, and in languages in
addition to English.
The school communicates to students and their families that school is a place to learn and
to participate in the program of the school, that learning is expected of all, and that every
effort will be made by the school staff to achieve this goal for every student.
The school does not discriminate: equal opportunity is provided to all students to
experience the school's program and achieve the school's educational objectives.
The school does not discriminate by tracking or differentiated programs for students; its
classes are heterogeneous. All students are considered worthy of the best curriculum that
can be developed, and extra means are taken where needed to achieve this goal.
The school's instructional methods emphasize direct experience, hands-on activity, and
higher-order intellectual processes; include experimentation and inquiry, simulations,
role-playing, and cooperative learning groups; and use constructivist approaches as well
as direct instruction where appropriate.
The school's program opens doors for post-high school opportunities; all students are
prepared for admission to higher education so they have choices for their futures.
The school's student body is composed of a representative sample of the population of the
State of Hawai'i in order to both insure that students have an optimal experience with other
individuals and groups in the state and that students serve as an appropriate population
sample for the purposes of curriculum research and development.
The school serves as a stimulating environment for low-cost explorations of promising
curriculum ideas.
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The school is an optimal setting for organized, large-scale curriculum development and
research.
The school is a demonstration site for working curriculum models of various kinds, open
to visitors from Hawai'i and elsewhere.
The school contributes to academic research and teacher training, both preservice and inservice, and is a place for curriculum dialogue, seminars, and conferences.
The school supports its teacher/researchers and other scholars from the UH College of
Education and elsewhere in the university as they create theories of knowledge,
instruction, curriculum design, teacher education, school change, and evaluation and as
they design, develop, and evaluate curricula based on these theories, first in the charter
school, later in cooperating schools.
The school cooperates in the publication of instructional materials, the development of
applicable teaching practices, and the presentation of in-service teacher education
programs for other schools.
B. How does this program connect with the school's vision and with the broad strategies to be
employed?
The school's vision statement was derived from the features of the school program outlined above.
Along with the following set of broad educational strategies, they provide the framework within
which curricular and programmatic decisions are made. These are continuing persistent issues
about which we struggle in education, and they form the basis for the research and development
agenda within the CRDG/ULS partnership.
A Set of Educational Strategies Based on Theory, Research, and Reflected Experience
The following research-based strategies provide the foundation upon which ULS curriculum and
instruction are based.
Strategies for the Academic Side of the School Program
An organized, sequential, long-term curriculum. An individual learns essential knowledge best
when it is presented in a consistent, logical, developmental pattern over a long period of time. Short,
modular bits of knowledge do not fit into patterns nor reinforce each other, hence are quickly
forgotten. This means that the knowledge development process for each individual (including the
skills, concepts, and processes that make up knowledge) must be consistent and developmental from
lesson to lesson, from unit to unit, from semester to semester, from teacher to teacher, and through
all years of schooling. For example, instruction in composition must include regular practice over
the years that the student is in school and beyond. Each lesson on writing must integrate the
knowledge and skill that has been taught earlier with the new, advanced, and more complex
features, so that review and re-integration of old with the new is continuous.
The ULS uses programs developed jointly with CRDG that are organized, sequential, and
articulated providing students multiple opportunities to develop the knowledge and skills
characteristic of the disciplines considered essential in a liberal arts curriculum.
A balanced curriculum among the major fields of knowledge, coupled with a rich and varied set of
instructional approaches. This strategy consists of two different but interrelated parts. Each
individual must be working throughout his or her educational career in a selected number of
essential fields of knowledge: the sciences, both natural and social; the humanities, art, music,
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literature, drama; and technology, the study of human processes and institutions. This study must be
augmented with sports, participation in organizations, and similar extracurricular activities to build a
balanced program. This is now the typical program for many of the upper socioeconomic classes in
our public schools; it is the hallmark of most independent schools; it should be the standard program
of all. The point of the balanced curriculum for all is stated well by John Goodlad: "We must rid
ourselves of the dangerous notion that individual differences such as interests, background, and rate
of learning call for significantly differentiated curricula."
On the subject of instruction, there is a place for telling, lecturing, drilling the class, and assigning
and monitoring seatwork and homework. However, the major amount of instructional activity
should consist of inquiring, questioning, probing, hypothesizing, critical thinking, and similar
kinds of intellectual endeavors. Students of all levels of age and "ability" must be continually
immersed in interesting and challenging tasks, problems, and well-written, significant pieces of
literature. It is best if each student is both a learner from and with others and a "teacher" to others.
It is best if students see more sophisticated practitioners, both teachers and more advanced
students, working at the task and exemplifying or modeling the integrated, humane aspects of all
intellectual and practical work. Therefore, heterogeneous classes are preferred to segregated,
homogeneous classes. A curriculum which continually reintegrates part to whole, earlier to later,
simpler to more complex, and theoretic with applied is most likely to relate to differences in rates
and styles of learning of students in our classrooms.
The ULS provides a prescribed curriculum for all students in the sciences, humanities, art, music,
literature, drama, and technology. Its programs include multiple teaching-learning strategies, but
are characterized most clearly as inquiry/problem-solving designed to prepare student with both
content knowledge and the intellectual capacities to think critically and apply their knowledge and
skills. All programs are performance-based, requiring students to demonstrate their mastery of the
subject. All classes are heterogeneously grouped for instruction.
Extra teaching, tutoring, and individual support and assistance. While most of our students are
able to learn in our customary format of classes of 25 to 35 students meeting four or five times per
week for45 minutes (40 minutes on Friday) , some of our students need additional supports. We
supplement our regular (and still important) pattern of classes with support and assistance—
individual and small-group tutoring, extra class sessions, summer programs, year-round activities,
and before-school and after-school opportunities to succeed in the curriculum. In this way ULS
students are not being excluded from the standard curriculum, nor assigned to a weak imitation of
it. They are not tracked into classes that segregate students from the rich educational environment
provided to others.
Grades and Grading. Grades are often, and unfortunately, seen as the objective of education
itself, as well as evidence of the esteem the teacher and school hold for the individual, hence a
source of the individual's own self-esteem. Research studies establish that grades are not
consistent from teacher to teacher and are often quite arbitrary. Further, they are rather poor
predictors of future educational success. They do not stand the test of rationality nor fairness
when they are used to determine permission to continue in a curriculum (advanced mathematics
or languages, for example), graduation from school, and permission to participate in
extracurricular activities.
Many grades are assigned on an inappropriate statistical model, the so-called "curve grading." If a
"C" is "average," as most present report cards say, then someone must be "below average" and be
assigned "D" or "F." This appears to assume that someone must fail. Another doubtful practice is
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the making up of the ultimate grade from a simple summary of all of the intermediate marks along
the way, rather than upon the ultimate level of knowledge achieved at the end of the course or
sequence of courses. The grades students receive often determine whether or not they are eligible
to play basketball, be a cheerleader, perform in a band concert.
ULS is constantly seeking and developing better, more accurate, and appropriate means of
recording academic progress and social behavior. The school’s grading system is geared to
emphasize positive effort and accomplishment, not comparison with other students (as in curve
grading). Teacher grades are regularly reviewed to be sure they are based on evidence and are fair.
Student performance is evaluated on multiple measures, including tests aligned with state and
national standards, but emphasizing assessment grounded in the classroom context focused on
disciplinary skills and content knowledge.
Continuous flow of information on progress. Much educational failure and distress can be
prevented by continuous, even daily, accumulation and reporting of information on student
participation and progress. Too often the first evidence of lack of progress available to
counselors, administrators, and parents is the quarter or semester mark, information given too
late to take steps to help the students stay in the program (through extra teaching, tutoring, and
individual help described above). Of course, this must be done without resorting to a narrow,
atomistic curriculum and overly simple instructional procedures such as worksheets.
At ULS, student progress is constantly reviewed. Teachers and administrators meet monthly to
review individual student progress across the school program. ULS regularly communicates with
students and parents on performance, recommendations for improvement, and support for students
to attain mastery.
Heterogeneous grouping. Research has shown that gains in both learning and socialization in the
school can be made by keeping students in heterogeneous groups and gearing the curriculum and
instruction to this reality. ULS has a common program for students, taught in heterogeneous
classes for students in grades kindergarten through 12.
Coordination of supplementary programs with the regular program. Most schools have a number
of supplementary programs funded by special federal or state appropriations intended to meet the
special needs of at-risk children and youth, including potential school failures and dropouts. Often
these programs are not related to the mainstream curriculum and tend to permanently separate
students from their peers. ULS strives to provide proper and imaginative, well-planned use of
these valuable resources to at-risk students better by supporting their studies in the regular school
settings.
Diagnostic and clinical services. Schools provide insufficient diagnostic and clinical services for
students who are having learning problems in schools. Such services now in existence are heavily
devoted to serving students with disabilities. This leaves a large number of students and their
teachers without the help of such services. ULS provides support services for all students.
Strategies for the Personal/Social Side of the School Program
Expectation of achievement and school success. It is common to say that the student, the teacher, the
student's peers, the school leadership, and the parents must hold an expectation of achievement and
success in school. When held by a student, the term "self-esteem" is sometimes used to describe this
view. This is especially critical for students in culturally different groups and for those perceived as
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average or below. Yet we sometimes give conscious and unintended signals to students and to the
important people who surround them that not much is expected or likely to be achieved. The types
of courses assigned, the tracks within common courses, counseling on future enrollments and
careers, the interpretation of test scores and school grades, and marks on tests and papers often give
a pessimistic and negative picture to students on their prospects for success in school. All of us,
child and adult alike, succeed best in situations of hope, optimism, and the expectation of positive
results. ULS faculty and staff seek out and use strategies that promote a belief in student
achievement.
Small, personalized working environments. Our increasing knowledge of successful work
environments highlights the dynamics of smallness that result in a sense of belonging, pride, and
participation in the group and its tasks. This knowledge is being applied to schools that, because of
their large size, have an extremely difficult time developing this sense of belonging to the school
life, school programs, and school objectives and policies. Exacerbating these differences are
students who move often and the practice of segregating students into differentiated curricula and
classes.
ULS maintains a small school atmosphere and culture. There are approximately 450 students in
grades K–12. Administrators and teachers strive to establish a sense of family in which all are
responsible for one another. ULS is a culture of inclusion of all students in the challenging school
program as well as clubs, sports teams, school and community service organizations, and other
forms that develop a sense of belonging and participation.
Informal as well as formal educational settings. In personalizing the school, we must build the
informal settings for teachers to interact with students that will complement the formal classroom
contacts. With the increased number of single parent families, and with more families with both
parents working, children spend less time with adults. Children and youth desire to interact with
friendly adults and benefit greatly from this interchange. At ULS, we believe in the value of
working with students in teams, clubs, field trips, youth and church groups, tutoring, and just plain
befriending them. When these informal relationships are established, classroom activity, counseling,
discipline, and other formal school contacts are much more successful.
Health information and services. It seems almost shameful to admit that many of Hawai‘i’s students
have undiagnosed and untreated health problems–problems that hinder their chances for a successful
education. But we do know that we have students with hearing problems, substance abuse problems,
and exceedingly poor nutrition. ULS faculty and staff continually seek ways of insuring that these
deficiencies are addressed.
Guidance instruction and counseling services. Guidance instruction and counseling services are
regular parts of our school programs. The school concerned with the success with all of its students
needs to seek means to strengthen these components of the program. This means dedicated assigned
staff, more time in the curriculum, better procedures, and the addition of social workers to the
school staff.
Transition into the school. Youngsters who change communities and schools are subject to many
pressures. The student commonly experiences broken connections with peers, clubs, and school and
the associated fear of developing new identities and connections. ULS provides articulation
activities for those who move from other schools at the normal times and those who enter at unusual
times, such as mid-year or at non-intake grades and need extra help to transition.
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Extracurricular activities. Students learn important things through many types of experience.
Regular classroom activities, of course, are an important staple in the offering of a school. But there
are other avenues for learning that are valuable in their own right and, most important, help set the
stage for more meaningful and deeper school learning. Schools have student activities such as
sports, drama, music, speech, school service, but most students do not participate in them. Often
these are the same students who are not succeeding well in their regular schoolwork. ULS provides
multiple opportunities and encourages participation in such activities, using both school and
community resources.
Strategies for Working with the Family
Positive, consistent messages to students from home and school. School success is greatly aided
when school and home give positive, consistent messages about school-related objectives,
schoolwork, and success. This goal means greater organization of the messages of the school and
better interaction with homes. Evaluation of schoolwork must be helpful, timely, and mostly
positive. It must show in understandable terms what is meant by success and what is needed to
achieve it.
ULS is constantly striving to provide positive and consistent messages to families through multiple
means, including increasing use of technology. We also work closely with our ULS Booster Club, a
parent-run organization that supports academic and extracurricular activities of the school through
participation and fundraising. Parents are welcome to join this organization and work closely with
ULS faculty and staff to help support a productive and safe ULS environment.
Strategies for Working with the Community
Coordination with agencies that serve students and families. Many public and private community
agencies and organizations work with students. Mostly, these services are not coordinated. To
strengthen the combined effort of school and other community programs, ULS coordinates with
these other agencies.
III. Curriculum and Instruction
The curriculum and instructional framework developed. [Section 302A – 1182(c)(4)]
A. Brief Overview of the School's Curriculum
The ULS philosophical framework is to involve students consistently throughout their school years
in the basic knowledge fields of social science, natural science, language, literature, mathematics,
technologies, art, music, and history. Students in the elementary division, Kindergarten through
Grade 5, take English, Math, Science, Social Studies, Performing Art, Visual Art, and Physical
Education each year. The curricula extends and develops through middle school, grades 6 through
8, and the high school, grades 9 through 12, by providing a rich academic environment, enhanced
by school electives (beginning in Grade 10), and extracurricular activities. Table 1 on the next page
shows an overview of the curriculum for grades 6–12. Note that the programs with an asterisk are
curricula created at the Curriculum Research & Development Group and the University Laboratory
School.
This rich curriculum emphasizes the ideals of a liberal education. The school prescribes for all
students an exceptionally strong program in the arts as well as continuous engagement in the
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academic disciplines. The school is unique for both its comprehensive curriculum and its
inclusion of all students in that liberal education program.
The students have access to ample computer and other technologies. Students also have access to
the University of Hawai'i libraries.
Students participate outside of school hours in Math league, hula and chant performances, art
festivals, science exhibitions, History Day, language and cultural activities, kimono arts, speech
and debate tournaments, performances as part of the band, orchestra, or choir, and other school
sponsored activities.
Where student interest is high, the school fields its own competitive athletic teams for both boys
and girls. From grade 7, the school offers boys' and girls' bowling, tennis, basketball, softball,
baseball, volleyball, and golf.
The school also participates in a sports program called PAC5. This program combines students
from different schools in team sports when a single school doesn't have enough students to field a
team. The following PAC5 teams are open to students from grade 7: cross-country, football, water
polo, gymnastics, kayaking, swimming, soccer, wrestling, canoe paddling, and track. The school's
own teams, combined with PAC5, total about 56 teams in 17 sports at the intermediate, junior
varsity, and varsity level.
Table 1. ULS Curriculum for Grades 6–12
*Curricula created at the CRDG/ULS
Grade 6
Grade 7
Dramatic
Comedic
English
Literature &
Literature &
Composition*
Composition*
Math
Grade 8
Personal
Narrative*
Grade 9
Speech and
Poetry*
Algebra: A
Process
Approach*
Geometry
Learning Project* Integrated Math,
I/II
FAST 1*
FAST 2*
FAST 3*
Marine
Science"
Physics &
Physiology"
Modern
History of
Hawaii*
Modern World
US. History
Ethics* and
History (China*, and
Comparative
Japan*, and
Government
Political and
Others) and
Economic
Geography
Systems
Three-year requirement of French. Hawaiian,
Spanish, or Japanese*
Languages
Physical
Education
Electives
Grade 12
British/
European
Literature &
Writing*
Reshaping
Mathematics II*
Foundational Approaches in Science Teaching
Pacific Studies* World
Early America
and
Geography and
and the U.S.
Introduction to
Early
Constitution
Anthropology
Civilizations
Art
Music
Labs
Grade 11
Literature of
the Americas
& Writing*
Reshaping
Mathematics I*
Science
Social
Studies
Grade 10
Asian/Pacific
Literature &
Writing*
Integrated Math,
III
Integrated Math
IV
Chemistry
Biology
Seven-year requirement, any of the following courses: Sculpture, Fiber Arts, Ceramics, or Drawing/Painting
Seven-year requirement of Band, Chorus, or Orchestra
Computer
Seminar-Holomua Career/ College Seminar
Literacy
Learning Lab
Learning Lab
P.E.
P.E.
P.E.
P.E./Health
Hula and Chant, Kimono Culture, Select Choir,
Speech, Yearbook,
Weightlifting
Drama, World Issues, Journalism, Project Pono
* Curricula created at the CRDG/ULS
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1) Are the curriculum and instructional strategies linked to the revised Hawai'i Content
and Performance Standards (HCPSIII)?
The curriculum and instructional strategies to be used at ULS are in alignment with applicable state
and national standards. The school is accountable for meeting those standards and participates fully
in the Department of Education assessment program.
The school standards have been guided over the last several years by the national standards
developed by the major national organizations in each academic area. For instance, all social
studies courses have been devised in alignment with the National Council for Social Studies
Standards and the National Standards for History; the mathematics courses are aligned with the
National Council of Teachers of Mathematics Standards. The school will continue to use both
national and state content and performance standards in the selection and development of
curriculum materials.
2) What other features of the school's educational program help explain the unique
educational offerings of the school?
The school's educational program is rich and innovative, consisting of a combination of mature,
proven instructional programs along with unusual and experimental programs that change
continually as the curriculum research and development process, with which the school is
associated, proceeds.
Quality of Programs. The quality of the CRDG-developed programs is evidenced by both
their wide use and the recognitions they have earned.
The typical CRDG-developed curriculum program used at the school consists of the following:
• a general theory of the knowledge base, including its conceptual and inquiry elements
(mathematics, science, linguistics, writing, history, or other)
• a theory of instruction that accounts for various learning styles and paces of learning
• a theory of teaching
• a set of student materials
• a teacher's manual
• support materials (maps, reference booklets, books, activities for students, aids to
evaluation, technology supports)
• a course for teacher training
• a system of publication, dissemination, and training designed to serve other schools
The school's involvement with CRDG in curriculum development activity has yielded a number
of educational programs, presently in use in the school and far beyond. Many of these see wide
use in this state and in several locations on the mainland United States and abroad. They include
programs in the following areas:
• literature of Asian and Pacific peoples
• history of modern Hawai'i
• history of China, Japan, and East Asia
• marine science for high schools
• composition and grammar
• language and literacy
• computer-related education
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science for elementary, middle, and high school grades
mathematics for elementary, middle, and high school grades
Japanese language and culture
ethics
Awards and Recognitions. CRDG/ULS developed programs are widely recognized as effective.
CRDG's philosophy and approach to curriculum development are consistently and increasingly
validated in formal studies and through comparison with state, regional, and national standards.
Major CRDG-developed programs currently used in the school–in the sciences, mathematics,
English, and social studies–have earned awards or recognitions from national professional
associations, the U.S. Department of Education, or both.
Work In Progress. In addition to the award-winning programs and other established programs in
use at the school, the school's curriculum includes a variety of programs in various stages of
design, development, and revision. Much of this work is supported by major federal grants. These
include
• history of East Asia since 1945
• K–12 mathematics
• K–12 science
• literature of Asia and the Pacific (Hawai'i, India, Japan, China, Philippines, and others)
• multi-media support to curriculum and instruction
• school success strategies for learners
• Native Hawaiian literature and culture
The Charter School and the Curriculum Research & Development Group Process
The success of the CRDG and ULS has been based on its attention to the standard R&D
processes of invention, initial evaluation, and dissemination.
The process of inventing a complete new program usually requires a 5 to 8-year period of trial and
experimentation. Inventing and perfecting a full sequence of courses can take up to 10 years. ULS
provides the dedicated environment for this very sensitive activity.
The process of initial evaluation takes place both at ULS and in a number of other schools. When
the new ideas and materials satisfy our aspirations for them and are believed to be of sufficient
quality to be used and evaluated by regular schools, we use our long-standing arrangements with
the public schools of our state to refine them and to validate their usefulness and their adherence to
contemporary standards.
Each newly invented program is subjected to experiences in schools that vary in student
composition, organization, and the wide range of particularities that exist in the "real world" of
schooling. This information is fed back to the teacher/researchers at CRDG/ULS so that they can
make needed revisions.
The process of dissemination continues as long as the curriculum is in use, up to 25 years or more
if we make suitable revisions. At the dissemination stage, the materials are published and
distributed to schools. Teacher/researchers design professional development programs and make
them available through various means, including courses, workshops, consultation, conferences,
and electronic networking. ULS serves as the primary site for sustaining and improving each
program through updating, conforming to new standards, and incorporating suitable technology.
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ULS also serves as a continuing demonstration and training site for teachers, curriculum
specialists, and administrators.
The Charter School and Other Researchers: Department of Education, College of
Education, the University at Large, and Others
In addition to their participation in the activities of the CRDG, the charter school staff also have
active working relationships with researchers and teacher/researchers from the Department of
Education, the College of Education, the University of Hawai'i at large, and from other
organizations dedicated to educational improvement.
The Department of Education, including the central staff and the schools, has active intellectual,
professional, and research interests and capabilities. It is our goal at the charter school to interact
with these educators and to build competence both in our charter school and in the cooperating
DOE units. At present, CRDG and ULS have formal working relationships with a number of
schools, including other public charter schools.
The University of Hawai'i faculty includes a number of researchers at work on educational
topics, including support to many curriculum projects. These interactions will be fostered to the
advantage of both this charter school, other charter schools, and to schools in general.
Professionals from outside Hawai'i have noted the quality of ULS and are envious of this special
place to conduct quality research and development work. Researchers writing for the
Encyclopedia of Educational Research say that the Laboratory School associated with the
University of Hawai‘i is one of a few such schools to have "national visibility and influence ...
[for its] commitment to research, experimentation, and development of new curriculum
materials."
Through its role in support of curriculum research and development and teacher training, ULS
makes a valuable contribution to the continual improvement of education for Hawai'i's children.
B. Instructional Strategies
The instructional methods used in the school emphasize direct experience and hands-on activity,
higher-order intellectual processes including problem-solving and inquiry, and constructivist
approaches along with direct teaching where appropriate. Strategies include cooperative learning,
simulations, and role-playing. The programs developed by CRDG/ULS are designed to integrate
these instructional strategies with the curriculum.
C. Addressing Students with Special Needs
The school philosophy is to keep all students in the prescribed comprehensive curriculum and in
heterogeneous classes. Students who need more time and assistance are given that time and
assistance. The school's grading system is geared to emphasize positive effort and
accomplishment, not comparison with other students (as in curve grading). Heterogeneous classes
give students with special needs continuous examples of successful work. Such non-segregated
classes produce for all students a positive learning environment where they work cooperatively
with each other. Competition with other students is minimized; support of each other becomes the
norm. Emphasis is placed on creating a community of learners. The school has confidence that
12
students will learn when they stay in this curriculum, and this confidence is communicated to
students and families.
Students identified with special needs are admitted and accommodated in accordance with the
Hawai'i state and federal laws. The education of special students is consistent with our mission.
Our primary goal is to accommodate these students in the regular education classroom; however,
some pull-out classes or other special accommodation may become necessary as the needs of the
student dictate. Special education services are provided by the Department of Education.
E. School Calendar and Hours of Operation
The school uses the University of Hawai'i calendar as a base. This schedule permits
interaction with university staff who will participate in the program of the school.
The hours of operation are: from 7:45 a.m. to 2:30 p.m. for grades K–5, from 7:45 a.m. to 3:15
p.m. for grades 6–12 on Monday-Thursday. On Friday, grades K–5 are dismissed at 2:00 p.m. and
grades 6–12 at 2:35 p.m. Sports and other school activities are scheduled after school and
occasionally on Saturdays.
IV. A Plan for Assessing Student Performance
A plan for a comprehensive assessment system that meets or exceeds the established state
educational content and performance standards as well as any other specific student outcomes to
be achieved, and making this plan accountable to the general public [Section 302A – 1182(c) (3)]
A. School Assessment Plan
The school has a multiple approach to the assessment of student performance.
First, the school participates in the Hawai‘i State Assessments to determine the extent to which
students have met the applicable state standards.
Second, the school uses widely accepted standardized assessment instruments as other measures
of academic outcomes, such as the College Boards and the Stanford Achievement Test batteries.
Third, the school uses teacher-designed and administered assessment tools, including portfolios,
homework assignments, quizzes, end-of-semester examinations, and student projects.
Fourth, teachers use the assessment aids built into the curriculum materials in use at the
school.
Fifth, the school uses other indicators of school success, such as school attendance data.
Teachers monitor students' attempts at fulfilling out-of-school assignments, active participation
in class, and enthusiasm for the tasks of the school as other indicators of student progress and
performance.
13
Sixth, teachers prepare periodic report cards and such additional reports to parents (also to
students and school administrators) as are necessary to give sufficient information on student
progress.
Seventh, the R&D staff that works in the school regularly conduct very careful assessments that
their work requires.
Eighth, feedback from students themselves and their families is regularly collected.
B. What assessment tools are used for measuring student progress toward HCPS?
The charter school fully participates in the state Department of Education's assessment program
to measure student progress toward proficiency on state standards. Where DOE assessment
programs are not available, the procedures outlined above in the school assessment plan are used.
C. What interventions are planned for students who do not meet standards?
Teacher teams composed of all of the teachers that serve a student meet at least monthly with
school leaders to review the progress of each student. When a student's progress is in question,
action is taken using a number of available measures—these may include sharing of information
between teachers on what is and is not working, counseling by teachers and school leaders,
assignment of additional classes in the field of difficulty, extra work with individual teachers, and
a search for personal problems such as vision, health, or family tension.
The curriculum and instruction programs of the school are also examined for their quality and
effectiveness. Where they are deficient, the developer (in the case of CRDG-developed curricula)
is asked to make changes in either the student materials, the teacher guides, or both. For other
curricula not developed by CRDG, teachers and our research staff make the indicated changes.
D. How will the school make its plan for assessing student performance accountable to the
general public?
The school makes regular use of parent/teacher meetings. The school governance policy invites
and relies on participation from parents and others. The school itself serves as a demonstration
site of working curriculum models, open to visitors from the community and elsewhere. These
provide venues of accountability to the general public.
In addition, the school's plan for accountability (see Section V) includes the dissemination of
results from the annual evaluation report and periodic summative evaluation of the school's
program via public meetings, information meetings for parents of potential students, and the
Internet.
14
V. A Plan for Accountability
A plan to hold the school, its faculty, and staff (collectively and individually) accountable in at
least an equivalent manner as are other public schools throughout the State. [Section 302A –
1182(c)(5)
A. School Plan for Collective and Individual Accountability
1) How does the school know if it is achieving its purpose, moving toward its vision, and
accomplishing its mission and goals?
The school has a clear vision of what the school should be in purpose, form, and intended outcome
and invests the necessary human and financial capital to make that happen.
A successful school has competence in an interrelated set of elements, all of which must be
satisfied individually and collectively. The elements include school climate, curriculum,
instruction, qualified personnel, governance, educational equipment and materials, facilities,
organization, policies, counseling, finance, school record keeping, school safety, parent
involvement, food service, custodial service, extracurricular activities, professional development,
and, most important, students' cognitive, social, emotional, physical, and moral development. To
assist in school self-monitoring and external auditing, the school maintains a written description of
the policies and methods for addressing each of these elements, as well as the school's goals.
All of the school's stakeholders have a role in the accountability program. Parents, students,
teachers, and staff are consulted about the issues that the program should address, and the
perceptions of these stakeholders about the strengths and weaknesses of the school will be
collected. Confidentiality of the collected opinions and perceptions is maintained.
The Local School Board has a primary role, including that of oversight of the school's evaluation
and accountability program and, because of the school's laboratory role, its conformance with
federal and state guidelines and regulations for research with human subjects. The board requires
oral and written information from the school staff. Members visit the school in operation. The
Board studies evidence of student achievement and other indices of school success, such as
attendance, course grades, disciplinary actions, perceptions of school climate, and student
portfolios. CRDG evaluators assist the Board in reviewing the program annually. The Local
School Board ensures adequate funds are available to the program of accountability.
School leaders are an essential part of the program. They have the day-by-day responsibility for
leading and managing the school program. The school administrator (principal) and staff are
selected for their abilities to be keen observers of the school elements, able users of information
about the school program noted above, and proactive leaders in doing what is necessary in light of
that information. With the participation of school staff and outside specialists, they develop and
recommend plans to the Local School Board. They will schedule the necessary staff development
activities and take such other measures as are necessary to keep the school at the desired level of
competence.
15
2) How does the school hold its personnel accountable?
Accountability starts at the top. The Local School Board is diligent in insisting that the all parts of
the school program are working well. Classes are visited regularly; curriculum plans are required
of each teacher; patterns of grading and other evidences of success are examined regularly.
Teachers who are in need of assistance or correction are given that assistance. Teachers, the school
administrator, and staff are evaluated yearly. Feedback from students and parents will be handled
discreetly and carefully considered. When corrective measures are not sufficient, school staff
members are replaced.
B. Plan for the Required Annual Program Audit
Program audits are conducted annually. Participants in the audit are from both within and outside
of the school. The school engages CRDG professional evaluators as outside auditors. The auditor
conducts annual and multi-year monitoring of program effectiveness and carries out the audit with
the assistance of the school staff. Multi-year reports are periodically conducted to identify trends.
The auditor uses multiple valid and reliable methods (e.g., questionnaires, interviews, available
data, etc.) to collect both quantitative and qualitative information about the school's operations and
the extent to which it has met its intended goals.
C. Plan for Dissemination of Audit Results
The program audit results are disseminated in a timely fashion to the Local School Board, the
school staff, the parents and students of the school, the Hawai'i Department of Education, Charter
School Administrative Office, the public, and to parents interested in enrolling their students in
the charter school. The public has access to this information at annual public meetings,
information meetings for parents of potential students, and through the Internet.
D. Plan for Addressing Weaknesses Revealed by Audit Results
The Local School Board ensures that audit findings are carefully scrutinized and applied. All
weaknesses (as well as strengths) are reported to the school community. The Local School Board
requires proper responses to address identified weaknesses and gives proper recognition to those
responsible for superior performance. Resources are allocated as needed for the improvements that
are recommended in the audit report.
16
VI. Governance Structure
A governance structure of the school. [Section 302A – 1182(c)(6)] Any public school or schools
may form a new century charter school by establishing a local school board as its governing body
composed of, at a minimum, one representative from each of the following participant groups: 1)
Principals, 2) Instructional staff members selected by the school instructional staff; 3) Support
staff selected by the support staff of the school; 4) Parents of students attending the school selected
by parents of the school; 5) Student body representatives selected by the students of the school, and
6) The community at-large. As an alternative to section 302A – 1182(b), any community, group of
teachers, or any program within an existing school may submit a letter of intent to the board for
the establishment of a new century charter school. [Section 302 –1182(b)(1–6); 302A – 1183(a)]
A. Governance Structure and Governing Documents
The governance of the University Laboratory School is centered in the Local School Board. The
board sets policies and selects the school administrator (principal), teachers, and other staff, either
directly or by delegation to the school administrator. The board is representative of the school
community, the parents, and the educational research community that it supports, thereby assuring
a smooth working relationship and adherence to the purposes of the school.
While the school works closely with the University of Hawai'i in promoting its educational
laboratory functions, it will follow its charter closely and maintain proper independence from the
university. The school contracts with the university for some of its administrative, fiscal, and
personnel services, thereby assuring the efficient use of resources and adherence to the essential
matters of institutional accountability. The school also conforms to applicable University
procedures and guidelines established by the Institutional Review Board and the Committee on
Human Subjects.
The Local School Board has established written by-laws that govern its procedures. By-laws are
regularly reviewed to ensure consistency with its educational mission and applicable regulatory
requirements.
The Board meets regularly and on-call by the board chair or the school administrator. The
Board sets its own meeting agenda.
The board secretary keeps minutes and ensures that they are publicly available.
17
The school’s administrative organization follows:
18
The partnership of ULS and CRGG is monitored by a Partnership Coordinating Council (PCC),
composed of five (5) appointed members, including two (2) from the University as designated by
the Dean of the UHM College of Education, and three (3) from the LSB, as designated by the LSB.
Among other things the PCC supports the vision of the school and assists ULS in remaining current
and relevant to the research and development needs of public education, supports and facilitates the
instruction provided in the school as well as the curriculum development and research agenda of the
UHM-COE and the school, recommends policies unique to the school (within parameters set by
policies of the LSB and the University), supports and facilitates regular strategic planning and
evaluation related to performance of the school, development of curriculum, and research efforts,
and appoints from time to time such advisors, committees, or task forces as may be needed to fulfill
the purposes and benefits of the membership.
B. If the charter school is established in partnership with any entity, identify the entity.
Describe the entity's governance and/or management relationship with the school.
This section does not apply.
C. Names and Contact Information of Members Local School Board
Members of current Local School Board are listed below along with contact information; they are
identified by the group they are representing.
The University Laboratory Local School Board (as of January 2011):
NAME
Michelle Au
Doug Doi
Lui Faleafine Jr
Gabriella Gualano
Keoni Jeremiah
Verlie Ann Malina
David Oride
Frank Pottenger
Greg Ravizza
Jennifer Seki
Jim Shon
Dwight Takeno
Tracy Teixeira
Bill Teter
Linda Venenciano
Myrtle Yamada
Karyn Yoshioka
E-MAIL ADDRESS
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
19
CONSTITUENCY
Student
Faculty
Community
Student
Principal
Community
Community
Community
Parent
Community
Community
Community
Support Staff
Faculty
Community
Community
Parent
THE EDUCATION LABORATORY
A Hawai'i New Century Public Charter School
(also known as "University Laboratory School")
LOCAL SCHOOL BOARD BY-LAWS
Adopted: December 5, 2001
Amended: September 29, 2005
Further Amended September 15, 2011
A. Purpose
1. The purpose of the Local School Board of The Education Laboratory, a Hawai'i New Century
Public Charter School, also known as "University Laboratory School" (herein, UNIVERSITY
LABORATORY SCHOOL), is to set policy and provide oversight for the UNIVERSITY
LABORATORY SCHOOL, in accordance with The Education Laboratory Detailed
Implementation Plan and Hawaii Revised Statutes (herein, HRS), §302A-1181-1189.
B. Definitions
1. A quorum vote requires two-thirds of the total voting membership of the Board. Among other
situations, a quorum vote is needed to remove Board members and to amend the By-Laws.
2. A majority vote is fifty percent plus one of the voting membership of the Board. A majority
vote is needed to establish policy, elect Board members to perform other regular business, and
for all other decisions not requiring a quorum vote under these By-Laws.
C. Membership
1. The Board shall consist of seventeen (17) members, with membership consisting of the
following individuals: the school administrator; two (2) instructional staff members; a support
staff member; two (2) parents; two (2) students; and nine (9) community members.
2. The University Laboratory School Alumni Association (ULSAA) shall nominate one person
and the director of the Curriculum Research & Development Group (CRDG) shall nominate no
more than two persons for the Board to consider appointing as community members.
3. Community members shall be appointed by majority vote of the Board; all other members of
the Board shall be elected by their respective statutory category groups based on procedures
determined by the Board.
4. The Board shall have the authority to increase the number of its members.
5. Board members may resign at any time upon written notice to the Board or its Chair.
6. Election Procedures. Each academic year, no later than September 15th, the Board shall
appoint a nomination committee that shall provide general oversight of the process for each
1
stakeholder election, determine if nominees are willing to serve, design the ballot for voting,
collect the ballots and determine the outcomes.
6a) The Committee shall adopt a schedule that allows for announcement of a vacancy, a
reasonable period of time to submit nominations, the opportunity for a candidate
meeting to allow for prospective board members to share their views and answer
questions, and a secret ballot distributed to the relevant stakeholder group.
6b) For the appointment of community members, the nomination committee shall also
adopt a similar process to receive names of interested individuals in serving on
the board. Board members whose terms are expiring may request that their names
be included in any prospective list of nominees. The nomination committee may
meet with or interview prospective community members, and make
recommendations regarding the kind of skills, knowledge, or experience that can
best serve the interests of the Board and the school. Following a reasonable time
to receive names, the committee shall create a ballot to include the names of
members whose terms are expiring but wish to be appointed again, and other
names of recommended community members. The nomination committee is not
obligated to put forth all names submitted, but shall exercise its judgment to put
forth those names deemed to best serve the interests of the Board.
6c) All voting shall be by secret ballot, and those with the most votes shall be selected for
the available seats.
6d) Elected and appointed community members shall take office on the first scheduled
meeting of the LSB in January of each year, or, in the case of an election or
selection of a vacancy in the middle of a two year term, at the next scheduled
board meeting.
7. Board Selection of Community Members.
7a) Each Board member shall have a number of votes equal to the number of
community seats to be filled. Members may cast one vote per candidate (no
cumulative voting is permitted).
7b) Candidates receiving more than 50% of the votes possible per candidate will
be considered selected.
7c) If no candidates receive the required number of votes, or if not all seats are filled in
the first ballot voting, the remaining top half of the slate of candidates will
become the slate for a second round of voting. Board members will have
a number of votes equal to the remaining number of seats to be filled.
7d) The process in 7c will be repeated until all vacant seats are filled by candidates
receiving more than 50% of the votes possible per candidate.
2
7e) Two Nomination Committee members will count results separately and compare
results, then report to the Board.
8. In the case of any vacancies on the Board, such as the failure of a constituency to select a
representative or a resignation, the remaining members, with a majority vote, shall fill the
vacancy with a person from the same membership category of the Board member who resigned
or until such time as the constituent group shall elect a replacement, whichever applies. The
foregoing procedure shall also be used to fill vacancies on the Board that result from the death or
long-term incapacitation of a Board member.
9. Board members may be removed from the Board only for misconduct or persistent lack of
meeting attendance upon a quorum vote of all Board members at the time of removal, and not the
number of members who are in attendance at the meeting at which the vote takes place.
9a) Acts of misconduct include, but are not limited to, persistent disruption of meetings,
misuse of the assets of the school, theft of school property, and actions taken
against the University Laboratory School that constitute a crime under State or
Federal law.
9b) Persistent lack of meeting attendance is at least three consecutive meetings.
10. The term of office of the Board members is two (2) years, except for the first year there will
be staggered terms for the Board members. Board members shall serve after their terms expire
until their replacement is selected.
D. Organization
1. The Board shall elect a chair and such other officers, as it shall deem appropriate. All officers
shall be Board members. These officers shall have such duties as established by the Board.
2. The Board may establish committees and determine their responsibilities, membership and
method of appointment. At least one Board member shall be a member of each of said
committees, with non-Board members being authorized to be members of said committees.
E. Meetings
1. The Board shall meet monthly or as often as deemed appropriate by the Board.
2. Special Board meetings may be called by the chair or by written notice signed by five (5) or
more members of the Board.
3. Unless waived or altered by these By-Laws or by a quorum vote of the Board, the then current
edition of Roberts Rules of Order shall serve as ultimate arbiter of procedural disputes or
questions.
3
4. In order to insure a quorum for a meeting, Board members may attend and vote at meetings
by conference call, Skype, faxing and/or other methods excluding voting by proxy.
F. Responsibilities
1. The Board shall comply with all charter school legal requirements.
2. The Board shall be responsible for approving and carrying out the UNIVERSITY
LABORATORY SCHOOL implementation plan approved by the Board of Education of the
State of Hawai'i.
3. The Board shall oversee the finances of the UNIVERSITY LABORATORY SCHOOL,
including expenditures of funds obtained under the Public Charter Schools program and other
funds that may be received by the UNIVERSITY LABORATORY SCHOOL.
4. The Board shall be empowered to conduct any and all business of the UNIVERSITY
LABORATORY SCHOOL, including approving or authorizing any contracts, leases,
partnerships or other agreements, and may delegate said authority to any officer of the
UNIVERSITY LABORATORY SCHOOL.
G. Revisions/Amendments
1. Revisions or amendments to these By-Laws may be made by a quorum vote of all Board
members, and not a majority of members at the meeting at which the vote takes place.
2. Any provisions of these By-Laws found to violate HRS, §302A-1 181-1189, other State or
Federal laws, or IRS regulations shall be null and void, but such findings shall not affect other
provisions.
H. Proxy Vote
1. No vote provided for hereunder may be made by proxy.
4
The Education Laboratory
A Hawai'i New Century Public Charter School
Checking Account Report
Local School Board
Statement of Cash Receipts, Disbursements and Total Cash Balance
for the period August 1, 2011 - August 31, 2011
Statement of Cash Receipts:
Cash Balance Forward
$549,141.63
Deposits
Student Allocation #1
$1,515,709.00
Total Cash On Hand
$2,064,850.63
*Disbursements
$107,401.92
$103,103.16
August 5, 2011 Payroll
August 20, 2011 Payroll
Payroll Expenses
Check #
245
247
248
249
250
251
252
254
255
256
257
258
259
262
Vendor
PAC-5 Athletics (2010-2011 Final Balance)
S. D. Gardner, Inc. (Elementary)
Shar Products Company (Performing Arts)
Toledo Physical Education Supply (Physical Ed)
Hawaii Charter Schools Network (Retreat Fee)
HSTA (Union Dues-July 2011)
HGEA (Union Dues-July 2011)
Vaiarii Mareva Anderson (PowerSchool Shuttle)
Oahu Publications, Inc. (Math Teacher Ad)
Ben Franklin Crafts (Visual Atrs)
Interstate Music Supply (Performing Arts)
Alert Alarm Hawaii (Main Office-June 2011)
Steve Weiss Music (Performing Arts)
The McGraw-Hill Company (Math)
*Items Purchased
$210,505.08
Amount
$5,708.61
$217.00
$908.31
$1,914.23
$150.00
$2,216.83
$535.54
$42.00
$340.31
$210.43
$1,548.24
$610.99
$530.85
$829.56
Non-Payroll Expenses
$15,762.90
Total Disbursements
$226,267.98
TOTAL CASH BALANCE
$1,838,582.65
University Laboratory School
SY 2010–2011 Budget Projection/Report
(As of June 30, 2011)
Sources of Revenue
FY 11 Student Allocation
Charter School Administrative Office Fee
Federal Stimulus Money (ARRA-Part A)
Furlough Restoration Initiative (ARRA-Part B)
Federal Stimulus Money (ARRA-Part B ERM)
Fringe Benefit Reimbursement
Federal DoD Impact Aid
Title IIa Support
CSAO Facilities Allocation
CSAO Reconciliation
SPED Supplies
Outside Funding Sources (Booster Club, Other Schools, etc)
Outside Funding Sources (UH Foundation)
Total
Revised
Budget
(April '11)
Projected
Budget
Expenditures
DOE Required Contracted Services
Charter School Administrative Office Fee
Salaries (including substitutes)
Service Fees (bank, payroll, etc)
Supplies (classroom, office)
Equipment (computer equipment, furniture, etc)
Professional Dev. (travel, fees, materials)
Utilities (phone, postage, etc)
Printing / copying
Repairs
Transportation (buses, vans, gas, etc)
Other
--Athletics
--Advertising, fingerprinting, software, misc.
--Facilities Use
$
1,084.00
$
$
$
$
$
$
$
$
$
$
$
2,648,436.00 $
5,000.00 $
50,000.00 $
25,000.00 $
10,000.00 $
30,000.00 $
40,000.00 $
5,000.00 $
10,000.00 $
1,084.00
47,731.00
2,648,436.00
4,500.00
50,000.00
25,000.00
10,000.00
30,000.00
40,000.00
5,000.00
10,000.00
$
$
$
80,000.00 $
25,000.00 $
100,000.00 $
80,000.00
25,000.00
100,000.00
Total $
3,029,520.00 $
$
$
$
$
$
$
$
$
$
$
$
$
$
$
(as of 6/30/11)
YTD
Expenditures
Nov '10 Mtg
Includes CSAO
Fee as an Expenditure
Category
Outstanding/
Pending
Expenses
1,082.40
$44,151
2,861,404.07
5,262.50
44,336.34
30,036.67
27,373.29
9,126.82
2,137.33
7,016.03
$
$
$
67,812.17
29,198.36
100,000.00
3,076,751.00 $ 3,228,936.98 $
Board Approved
Revenue
Projected
Actual Rec'd YTD
2,386,535
2,342,384.00
(47,731)
139,806
139,805.53
111,201
487,419.34
66,842
24,602.38
186,000
188,975.96
97,476
83,823.00
1,000
6,000.00
97,712
108,581.00
66,538.20
4,355
1,940.00
10,000
6,002.47
90,000
141,025.38
3,143,196
$3,597,097.26
-
Available
Balance
$
$
$
$
$
$
$
$
$
$
$
$
$
$
$
1.60
3,580.00
(212,968.07)
(762.50)
5,663.66
25,000.00
(20,036.67)
2,626.71
30,873.18
2,862.67
2,983.97
12,187.83
(4,198.36)
-
$
(152,185.98)
Notes
DOE Courier Service
1.85% of per student allocation/
includes HCSN payment
NATIONAL MERIT SCHOLARSHIP CORPORATION
1560 Sherman Avenue, Suite 200, Evanston, Illinois 60201-4897 (847) 866-5100
SEMIFINALISTS IN THE 2012
NATIONAL MERIT® SCHOLARSHIP PROGRAM
September 14, 2011 Announcement
Contact: Eileen Artemakis
Public Information
Phone: (847) 866-5100
E-mail: [email protected]
Website: www.nationalmerit.org
Note: This press release was distributed to news media on
September 14 with a list of Semifinalists to encourage public
recognition of these outstanding students. The release is made
available here to provide information about the National Merit
Scholarship Program, however the names of Semifinalists are
not posted on this website.
Caution: Using numbers of Semifinalists to compare high schools, educational systems, or states will
result in erroneous conclusions. The National Merit® Scholarship Program honors individual students
who show exceptional academic ability and potential for success in rigorous college studies. The program
does not measure the quality or effectiveness of education within a school, system, or state. For more
information about the competition, please visit NMSC’s website at www.nationalmerit.org.
Semifinalists Named in the 2012 National Merit® Scholarship Program
(Evanston, Illinois) Today officials of National Merit Scholarship Corporation (nmsc)
announced the names of approximately 16,000 Semifinalists in the 57th annual National Merit
Scholarship Program. These academically talented high school seniors have an opportunity to
continue in the competition for some 8,300 National Merit Scholarships worth more than $34
million that will be offered next spring. To be considered for a Merit Scholarship® award,
Semifinalists must fulfill several requirements to advance to the Finalist level of the competition.
About 90 percent of the Semifinalists are expected to attain Finalist standing, and more than half
of the Finalists will win a National Merit Scholarship, earning the Merit Scholar® title.
nmsc, a not-for-profit organization that operates without government assistance, was
established in 1955 specifically to conduct the annual National Merit Scholarship Program.
Scholarships are underwritten by nmsc with its own funds and by approximately 440 business
organizations and higher education institutions that share nmsc’s goals of honoring the nation’s
scholastic champions and encouraging the pursuit of academic excellence.
-more-
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Semifinalists in the 2012 National Merit Scholarship Program
Steps in the 2012 Competition
About 1.5 million juniors in some 22,000 high schools entered the 2012 National Merit
Scholarship Program by taking the 2010 Preliminary sat/National Merit Scholarship Qualifying
Test (psat/nmsqt®), which served as an initial screen of program entrants. The nationwide pool
of Semifinalists, which represents less than one percent of U.S. high school seniors, includes the
highest-scoring entrants in each state. The number of Semifinalists in a state is proportional to the
state’s percentage of the national total of graduating seniors.
To become a Finalist, a Semifinalist must have an outstanding academic record throughout
high school, be endorsed and recommended by the high school principal, and earn sat scores that
confirm the student’s earlier performance on the qualifying test. The Semifinalist and a high school official must submit a detailed scholarship application, which includes the student’s essay and
information about the Semifinalist’s participation and leadership in school and community activities.
From the approximately 16,000 Semifinalists, about 15,000 are expected to advance
to the Finalist level, and in February they will be notified of this designation. All National Merit
Scholarship winners will be selected from this Finalist group. Merit Scholar designees are selected
on the basis of their skills, accomplishments, and potential for success in rigorous college studies,
without regard to gender, race, ethnic origin, or religious preference.
National Merit Scholarships
Three types of National Merit Scholarships will be offered in the spring of 2012.
Every Finalist will compete for one of 2,500 National Merit $2500 Scholarships that will be
awarded on a state representational basis. About 1,000 corporate-sponsored Merit Scholarship
awards will be provided by approximately 240 corporations and business organizations for
Finalists who meet their specified criteria, such as children of the grantor’s employees or residents
of communities where sponsor plants or offices are located. In addition, about 200 colleges and
universities are expected to finance some 4,800 college-sponsored Merit Scholarship awards
for Finalists who will attend the sponsor institution.
National Merit Scholarship winners of 2012 will be announced in four nationwide news
releases beginning in April and concluding in July. These scholarship recipients will join more
than 283,000 other distinguished young people who have earned the Merit Scholar title.
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National Merit, Merit Scholarship, Merit Scholar, and the corporate logo
are federally registered service marks of National
Merit Scholarship Corporation. psat/nmsqt is a registered trademark of National Merit Scholarship Corporation and the College Board.
UNIVERSITY LABORATORY SCHOOL
AWARDS & RECOGNITION PROGRAM
2010 • 2011
July 2011
Dear Students and Parents,
The 2010–2011 University Laboratory School’s Awards and
Recognition Program Booklet is a compilation of the many
individual and collective accomplishments of the students
during the past school year.
As a school community, the University Laboratory School is
extremely proud of its students. While it is not always possible
to recognize every success, the University Laboratory School
has a long and distinguished history of celebrating success and
student achievements in national, state, and local recognitions.
With the many successes of our students, who have worked
diligently to achieve the success as scholars and leaders among
their peers in the areas of academics and extracurricular
activities, I congratulate our parents for their involvement and
encouragement; our teachers and coaches for their guidance and
expertise; as well as the administration for their support of all
our academic programs and student activities.
The Kūlia I Ka Nu‘u (Striving for the Highest) and the
Holomua (Moving Forward) Awards recognizes students in
each grade level, 6–12, for their academic achievements in each
of the school’s departments. In addition, we also acknowledge
our students with special awards; national, local and school
recognitions and scholarships; each school department’s
recognitions; and many contributions to our athletic program.
During the 2010–2011 school year, our students continually
challenged themselves to do their best, following the many
accomplishments of the class of 2011 and continuing a fine
tradition of doing well academically and participating in many
extracurricular activities.
To each of our award recipients we extend our sincere
congratulations and best wishes for continued success!
Sincerely,
A. Keoni Jeremiah
Principal
–
KULIA I KA NU‘U ACADEMIC AWARDS
Striving for the Highest
During the 2010–2011 school year, the recipients of this prestigious
award continuously demonstrated a commitment to excellence and
have consistently performed with outstanding proficiency and skill
in all components of the University Laboratory School’s Programs.
ENGLISH
SOCIAL STUDIES
SPANISH
FOREST ABBOTT-LUM, 12
CHRISTOPHER IIJIMA, 12
KIMIKO MATSUDA-LAWRENCE, 11
KASSANDRA SANCHEZ, 11
KERA WONG-MIYASATO, 10
RICHARD HUANG, 10
REINIER JUDE REALUBIT, 10
MICHELLE AU, 9
MICHELLE AU, 9
DANIELLE WOODS, 8
DANIELLE WOODS, 8
BAND
RYAN HOBUS, 7
SIVAN MYERS, 7
YIJIA LI, 12
MAHEALANI DANIELS, 6
JESSICA ORIDE, 11
MATHEMATICS
VISUAL ARTS
JUSTIN YAMAMOTO, 9
RYAN KIKUCHI, 12
BRIANNA WEAVER, 12
KENNEDY POLIGRATIS, 8
TIFFANY HO, 11
ALYSSA GARCIA, 11
CAYLEIGH SODERHOLM, 7
TIMOTHY NEVADA, 10
RICHARD HUANG, 10
FAITH SMITH, 6
MICHELLE AU, 9
OLENA PISHCHALENKO, 9
FRANCIS (FRANK) HOBUS, 8
CASSANDRA ASHLY TANCINCO, 8
CHOIR
EMILY WALKER, 7
KRISTINA RICOTE, 7
CARA OWADA, 12
KAUSIK KRISHNAKUMAR, 6
KRYSTAL SAKUDA, 6
NICHOLAS DOI, 11
SCIENCE
PHYSICAL EDUCATION
JARED KANOA, 9
REECE ALVARADO, 9
EMMA BIERWERT, 8
SAMEEN FATEMI, 11
DANIELLE WOODS, 8
KRISTINA RICOTE, 7
STEPHANIE YIP, 10
KRISTINA RICOTE, 7
KYLA ZIMMERMANN, 6
JUSTIN YAMAMOTO, 9
KYLA ZIMMERMANN, 6
SHAWN VASCONCELLES, 10
RANDY TAUYAN, 10
ORCHESTRA
DANIELLE WOODS, 8
BRAZZLYNN TOVIO-ASATO, 7
FRENCH
ALICE KIM, 12
TAYLA-NOHEA
AMAYEHI DEARMORE, 12
ALEXIS MUKAIDA, 11
VAUGHAN-DARVAL, 6
SAMEEN FATEMI, 11
RICHARD HUANG, 10
MELLISHA JOHNSTON, 10
ERIN KIM, 9
DRAMA
DAVID KANG, 8
SHAWNE HAMPTON, 10
JAPANESE
NICHOLAS LACADEN, 7
WILLIAM BLEECKER, 8
RYAN UEUNTEN, 12
SI JIA LI, 6
KAMUELA SOO, 8
JESSICA ORIDE, 11
STEPHANIE YIP, 10
1
HOLOMUA ACADEMIC AWARDS
Moving Forward
During the 2010–2011 school year, the recipients of this outstanding
award continuously demonstrated profound diligence, passion,
dedication, and perseverance and have consistently performed with
forthright determination, effort, and responsibility in all components
of the University Laboratory School’s programs.
ENGLISH
SOCIAL STUDIES
SPANISH
NICOLE ARAKI, 12
ALICE KIM, 12
CHANELLE MALDONADO, 12
SAMEEN FATEMI, 11
SAMEEN FATEMI, 11
NATALIE ANDREYKA, 11
ALLENA VESTAL, 10
JEREMY SILVA, 10
SEAN VINCENT BALAYAN, 9
ANGELINA CARLA ELIDO, 8
BAND
COURTNEY HIRAOKA, 7
KRISTINA RICOTE, 7
HI‘ILEI WHEELER-CASHMAN, 6
DAVIS ORIDE, 6
MAX ISHIHARA, 11
MATHEMATICS
VISUAL ARTS
SEAN-VINCENT BALAYAN, 9
CHAVEZ NAVARRO, 12
MIKA AKIMA, 12
TAYLOR GOO SUN, 8
JORDAN CHU, 11
ANDEW YIM, 11
RETA YOUKHANA, 7
BERNADETTE AGCAOILI, 10
JENSEN TSURUDA, 10
ELISA HAN, 6
REECE ALVARADO, 9
BROOKE KODAMA, 9
LEE (KU‘U) MEHEULA, 8
CHOIR
KAINALU KAMAI, 7
ELENA CHEN, 7
CHAVEZ NAVARRO, 12
SOPHIA PIRL, 6
KYRA YOUNG, 6
QUIRENA NATIVIDAD, 11
SCIENCE
PHYSICAL EDUCATION
REECE ALVARADO, 9
NICOLE ARAKI, 12
JOEY CAMACHO, 8
KATELYN LEE, 11
ZACHARY BELMONTE, 8
JEFFREY KIM, 7
BRITTANY TAKUSHI, 10
SATYA SOKEI-BHANOT, 7
MEGAN NAKAMURA, 6
REECE ALVARADO, 9
PENISIMANI LIKIO, 6
CARLEY KIDA, 10
ETHAN COHEN, 10
ORCHESTRA
CAYLIE SHIRAMIZU, 8
KRISTINA RICOTE, 7
FRENCH
SABINA VAN TILBURG, 12
ELIZABETH COLEMAN, 6
KATHERINE LUM, 12
GABRIELLA GUALANO, 11
NICOLINA PASCUA, 10
KIANALEI MACHIDA, 10
SEBASTIAN SIEVERT, 9
DRAMA
JOCELYN KI, 8
RICHARD HUANG, 10
JAPANESE
MIKAELA KAMINAKA, 7
NOAH TSURUDA, 8
NICOLE ARAKI, 12
NICHOLAS DOI, 11
MARISA HAMAKAWA, 10
2
SPECIAL AWARDS
A special thank you to the faculty, friends, and parents of alumni
who have contributed many of the following awards to University
Laboratory School students.
2010-2011
2010-2011
OUTSTANDING CITIZENSHIP AWARD
INSPIRATIONAL STUDENT AWARD
In Honor of Mr. Peter Estomago
Presented to a male student and a female
student in each grade who have been excellent
role models in words and actions.
RYAN KIKUCHI, 12
JOSEPH CHOY, 11
JESSICA ORIDE, 11
MARISSA HAMAKAWA, 10
TYMAN HAYASHI, 10
MICHELLE AU, 9
JARED KANOA, 9
ALEC WONG-MIYASATO, 8
The recipient of the Inspirational Student Award
is one who exemplifies and personifies the
characteristics of Mr. Peter Estomago. This
University Laboratory Student is inspiring, hard
working, is willing to go above and beyond the
call of duty, and is always willing and ready for
a challenge both in and out of the classroom.
A silent contributor; a kind person who gives
of him/her self to our school and community
without calling attention to self. An avid sports
enthusiast and participant who puts educational
responsibilities as a priority. Monetary award
courtesy of ULS Administration.
CASSANDRA TANCINCO, 8
EMILY WALKER, 7
RYAN UEUNTEN, 12
NICHOLAS KAMALEI GOSS, 6
TAYLA-NOHEA VAUGHAN-DARVAL, 6
–
KOKUA AWARD FOR COMMUNITY SERVICE
Presented to a senior student who has been
a responsible student and has contributed
to helping better our University Laboratory
School and island community in the spirit of
–kua and aloha. Monetary award courtesy of
ko
ULS Class of 2010.
JOSHUA PICANCO, 12
3
THE DR. LORETTA KRAUSE
THE TAN FAMILY LANGUAGE AWARDS
KE ALOHA PERPETUAL AWARD
In memory of Betsy Tan.
Sponsored by Felix Tan and Family.
The University Laboratory School teachers and
administration recognize a high school student
who exemplifies what a “true” Lab School
student is. One who: Perseveres and is a willing
participant in all areas of the Laboratory School
program; shows that he or she embraces the
values and the spirit of the Laboratory School
and the education he or she is receiving; has
integrity, self-discipline, patience; shows
and gives respect; displays sportsmanship;
problem-solves responsibly; shows tolerance;
is accepting of change and diversity; is honest,
fair, responsible, dependable, trustworthy,
cooperative and diligent; is accountable for his
or her actions and responsibilities; is a good
citizen and role model for peers; cares about
people, and is able to recognize opportunities
through challenges. Monetary award courtesy
of ULS Administration.
THE NISHIMOTO FAMILY
SOCIAL STUDIES AWARD
University Laboratory School Outstanding
Commitment and Excellence in Social Studies Award
This award recognizes a student who has
demonstrated sustained excellence in Social
Studies during his or her high school years,
grades 9-12. Monetary award courtesy of the
Nishimoto family.
Monetary award presented to each student
for outstanding work and interest in Japanese,
French, and Spanish.
YIJIA LI, 12 / JAPANESE
DUNCAN SZARMES, 12 / FRENCH
DANIEL ROBOTHAM, 12 / SPANISH
NATIONAL MERIT SCHOLARSHIP
PROGRAM COMMENDED SCHOLARS
Based on their PSAT scores, the following
students were recognized among two-thirds
(about 34,000) of the approximately 50,000
high scorers on the PSAT/NMSQT receive
Letters of Commendation in recognition of their
outstanding academic promise. Commended
Students are named on the basis of a nationally
applied Selection Index score that may vary
from year to year in their respective states.
Commended Students do not continue in the
competition for National Merit® Scholarships,
although some of these students do become
candidates for Special Scholarships sponsored
by corporations and businesses.
CODY KAGAWA, 12
YIJIA LI, 12
MEGAN MOMOHARA, 12
4
UNIVERSITY LABORATORY SCHOOL ALUMNI
‘OHANA AWARD FOR ACHIEVEMENT IN
ASSOCIATION LANNING LEE SERVICE AWARD
ACADEMICS AND COMMUNITY SPIRIT
The University Laboratory School Alumni
Association (ULSAA) recognizes a high
school student who has, in the current school
year: demonstrated a willingness to serve
and help others in both the Lab School and
the community at large; honors the Spirit of
the Jr. Bow ‘Ohana - a collective spirit that
optimistically looks forward to a lifetime of
good citizenship, selfless service to others, and
honor for the tradition that is University High
School; is the face and the living embodiment
of all the values that are most revered both by
Lab School graduates who have come before,
and by those who will join the ranks of ULSAA
as they graduate in the years to come; and is
a shining example of what it truly means to be
a member of University High School `Ohana.
Monetary award courtesy of ULSAA.
Presented to two 8th-graders, who have shown
the most improvement in grade point average
from grades 6–8 and have embodied the true
Jr. Bow `Ohana community spirit and citizenship
throughout that three year period. Monetary
award courtesy of Class of 1972.
NICOLE ARAKI, 12
TYLER IHA, 8
LEE (KU‘U) MEHEULA, 8
HUGH O’BRIAN YOUTH LEADERSHIP
SCHOOL AMBASSADORS
Founded in 1958, HOBY’s mission is to
inspire and develop our global community
of youth and volunteers to a life dedicated
to leadership, service and innovation. HOBY
programs are conducted annually throughout
the United States, serving local and
international high school students.
MATHEW GANIBI, 10
EXECUTIVE WOMEN’S INTERNATIONAL
Executive Women International (EWI) offers
the EWI Scholarship Program to help qualified
applicants achieve their academic goals.
Each chapter conducts its program and
develops its own criteria regarding deadlines,
limiting areas, schools, and agencies they
partner with. The student selected represents
their school and continues on to compete in
local chapter awards.
SAMEEN FATEMI 11
5
JARED KAWATANI, 10
SCHOLARSHIPS
–
UNIVERSITY OF HAWAI‘I AT MANOA
LONGS SCHOLARSHIP
REGENTS SCHOLARSHIP
Regents Scholarships is a prestigious award
of the University of Hawai‘i awarded to 20
outstanding freshmen who receive an SAT
combined score of at least 1950 on all three
sections of the test or ACT combined score
of at least 29, maintain at least a 3.5 GPA in
academic subjects in high school, and whose
extracurricular achievements are shown to be
remarkable. Regents Scholars receive a full
tuition waiver for four years of undergraduate
study. All scholars receive $4,000 a year and a
one-time travel grant of $2,000.
MEGAN MOMOHARA, 12
KAIMANA SCHOLARSHIP
High school seniors are eligible to apply for
HMSA Kaimana Scholarships. Each scholarship
is worth $2,000, with an additional $1,000
awarded to scholarship recipients with
exceptional qualities. Scholarship selection
is based on students’ individual athletic and
academic achievement, sportsmanship, and
community involvement, with special focus given
to students in lower-profile sports. Applicants
must maintain a cumulative grade point average
of at least 2.75, participate on one or more
league-recognized high school sports team, and
graduate at the end of their senior year.
Longs Drugs Stores has an established tradition
of commitment to the community. One of the
major challenges facing communities is the
demand for an educated workforce. A larger
number of jobs require education and technical
training beyond high school; also, the costs
associated with education are escalating at an
alarming rate. To help meet this challenge, Longs
Drug Stores offers the Longs Senior Scholarship
Program. One graduating senior is selected by
to Mo‘ili‘ili Store to provide a $1,000 scholarship
award to a student from the University
Laboratory School. Student selection is based
on interest in a business career, application, and
personal statement. Award is based on intent to
enroll in a 2-year to 4-year college or university,
provide evidence of involvement in school and/
or community, show academic promise and
demonstrate progressive improvement.
BRIANNA WEAVER, 12
COLORADO SCHOOL OF MINES
Colorado School of Mines recognizes the
accomplishments, service and contributions
of top students in Mathematics and Science.
Each year Colorado School of Mines awards one
student a medal of achievement in Math and
Science. Students that attend CSM will receive a
$1,000 scholarship.
KATHERINE LUM, 12
MEGAN MOMOHARA, 12
6
LANGUAGE ARTS
NATIONAL FORENSIC LEAGUE
HAWAI‘I SPEECH LEAGUE STATE
LETTERS ABOUT LITERATURE
FORENSIC CHAMPIONSHIPS
HONORABLE MENTION
CARA OWADA, 12
TRIPLE QUALIFIER
CHRISTIAN WRIGHT, 7
ALEXIS MUKAIDA, 11
CELINE CASAMINA, 12
DEGREE OF HONOR
DOUBLE QUALIFIER
MEGAN NAKAMURA, 6
KEREN FLORES, 12
JESSICA RIE ORIDE, 11
KYLENE HAYES, 10
QUALIFIERS
CARA OWADA, 12
SEMIFINALISTS
ANGELA LI, 10
SAMEEN FATEMI, 11
DYLAN MENDA, 10
MATHEW GANIBI, 10
SHELBY ARAKAWA, 9
JEREMY SILVA, 10
KYLENE HAYES, 10
COURTNEY CHOW, 9
ANGELA LI, 10
CATHERINE COLEMAN, 9
DYLAN MENDA, 10
BRYSON HO, 9
JEREMY SILVA, 10
TYLER KANOA, 9
DEGREE OF EXCELLENCE
HAWAI‘I LEVEL II
HAWAI‘I LEVEL I
MATTHEW GANIBI, 10
DEGREE OF DISTINCTION
CELINE CASAMINA, 12
ERIN KIM, 9
SAMEEN FATEMI, 11
JESSICA ORIDE, 11
EMMA BIERWERT, 8
DEGREE OF MERIT
BRENNA DELA ROSA, 8
BRONTE AMOY, 12
ANISA EVANS, 8
HEIDI CORTEZ, 10
DALTON GREENLAND, 8
NICOLINA PASCUA, 10
SARAH LAU, 8
MALIALANI PARPANA, 8
STAR POETS 2011 CONTEST
DANIELLE WOODS, 8
PATRICK NEVADA, 11
WENDY YAMADA, 8
MICAH AGCAOILI, 7
CASEY ASAOKA, 7
ENGLISH DEPARTMENT AWARD
RYAN HOBUS, 7
JAREN IWASA, 7
ISABELLA LESA, 7
BRYANNA LILO, 7
MY HAWAI‘I STORY PROJECT
HELEINA MERRITT, 7
ERIN TATSUNO, 7
JARIN MORIGUCHI, 7
SIVAN MYERS, 7
ELENA RAVIZZA, 7
EMILY WALKER, 7
7
SUPERIOR ACHIEVEMENT
SEMIFINALISTS (CONTINUED)
IN ENGLISH
CHLOE ISHIKAWA, 6
CELINE CASAMINA, 12
KELLI-ANN FUJII, 6
SI JIA LI, 6
SI JIA LI, 6
TARYN MAU, 6
YIJIA LI, 12
TARYN MAU, 6
COLE OXE, 6
CARA OWADA, 12
MEGAN NAKAMURA, 6
ARDEN PATOC, 6
ARDEN PATOC, 6
FAITH SMITH, 6
KYRA YOUNG, 6
KYRA YOUNG, 6
MICHELLE FAINBERG, 11
KYLA ZIMMERMANN, 6
KYLA ZIMMERMANN, 6
SAMEEN FATEMI, 11
TIFFANY HO, 11
CHRISTINA LAGUENS, 11
JESSICA ORIDE, 11
JANAE RASMUSSEN, 11
SKYLER CHUN-MING, 10
KYLENE HAYES, 10
RICHARD HUANG, 10
JENSEN TSURUDA, 10
JACQUELINE WADE, 10
STEPHANIE YIP, 10
MACY YUE, 10
STACEY AGUSTIN, 9
MICHELLE AU, 9
SUE DIANE MORAGA, 9
KIMBERLY STACEY, 9
DANIELLE WOODS, 8
WENDY YAMADA, 8
ELENA CHEN, 7
COURTNEY HIRAOKA, 7
RYAN HOBUS, 7
EMILY WALKER, 7
8
EXCELLENT ACHIEVEMENT IN ENGLISH
RYAN ALVARADO, 12
BREANN CAMPOS, 7
NICOLE ARAKI, 12
ISABELLA LESA, 7
DANIEL BABA, 12
BRYANNA LILO, 7
CODY KAGAWA, 12
HELEINA MERRITT, 7
KATHERINE LUM, 12
HILINA’I MEYER, 7
EUGENE MALVAR, 12
EMMA MIX, 7
KAINOA OCASEK, 12
SIVAN MYERS, 7
DANIEL ROBOTHAM, 12
KRISTINA RICOTE, 7
DUNCAN SZARMES, 12
RYAN UEUNTEN, 12
ZACHARY TREVORROW, 7
IAN AKAMINE, 11
CHRISTIAN WRIGHT, 7
ALYSSA GARCIA, 11
JI EUN YANG, 7
ALEXIS MUKAIDA, 11
RETA YOUKHANA, 7
PATRICK NEVADA, 11
TIFFANY-HEATHER ULEP, 11
REED ASSELBAYE, 6
NOAH WALTERS, 11
CRYSTAL WANG, 11
ELISA HAN, 6
CHLOE ISHIKAWA, 6
HEIDI CORTEZ, 10
JUSTIN MAR, 6
MARISA HAMAKAWA, 10
MAYA NEUPANE, 6
ESPIR JON INGASALO, 10
OSCAR NGUYEN, 6
CARLEY KIDA, 10
KRYSTAL SAKUDA, 6
RISA ANNE LAM, 10
KATSUMI SOTO, 6
COLIN LEE, 10
TIMOTHY NEVADA, 10
JELWYN AGBAYANI, 9
JARED KANOA, 9
UJJAYAN SIDDHARTH, 9
JUSTIN YAMAMOTO, 9
EMMA BIERWERT, 8
BAYLEE JACKSON, 8
9
MATHEMATICS
OUTSTANDING IMPROVEMENT
SUPERIOR ACHIEVEMENT IN
IN MATHEMATICS
MATHEMATICS
RYAN ALVARADO, 12
STACEY AGUSTIN, 9
DANIEL BABA, 12
MICHELLE AU, 9
MathCounts
SUE DIANE MORAGA, 9
TEAM MEMBER
RYAN KIKUCHI, 12
YIJIA LI, 12
CARA OWADA, 12
EMMA BIERWERT, 8
DANIEL ROBOTHAM, 12
DUNCAN SZARMES, 12
TATIANA GARZON, 8
RYAN UEUNTEN, 12
MATH LEAGUE
TEAM MEMBER
BAYLEE JACKSON, 8
CHRISTOPHER ANDREYKA, 10
IAN AKAMINE, 11
RYSE DAWSON, 10
CAYLIE SHIRAMIZU, 8
NICHOLAS DOI, 11
JOSEPH CHOY, 11
AUSTIN TANAKA, 8
NICHOLAS DOI, 11
SAMEEN FATEMI, 11
ALYSSA GARCIA, 11
DANIELLE WOODS, 8
TRIG STAR PARTICIPANT
TIFFANY HO, 11
RYSE DAWSON, 10
ALEXIS MUKAIDA, 11
NICHOLAS DOI, 11
PATRICK NEVADA, 11
JESSICA ORIDE, 11
THOMAS PARPANA, 11
MIKA‘ELE TAKEDA, 11
ETHAN COHEN, 10
CELINE COYLE, 10
RYSE DAWSON, 10
RICHARD HUANG, 10
CARLEY KIDA, 10
ANGELA LI, 10
TIMOTHY NEVADA, 10
ANDRIY PISHCHALENKO, 10
JENSEN TSURUDA, 10
MACY YUE, 10
10
PHYSICAL EDUCATION
EXCELLENT ACHIEVEMENT IN MATHEMATICS
SUPERIOR IN
PHYSICAL EDUCATION
KRISTIN ARAI, 12
JESELLE AMBER CORPUZ, 8
MICHELLE AU, 9
NICOLE ARAKI, 12
ANISA EVANS, 8
DANIEL CHUNG, 9
MATTHEW BARON, 12
DALTON GREENLAND, 8
PAIGE SALAVE‘A, 9
RAVEN KANESHIRO, 8
BROOKE LOVELESS, 12
DAVID KANG, 8
KATHERINE LUM, 12
JOCELYN KI, 8
EUGENE MALVAR, 12
ADITYA KUMAR, 8
MEGAN MOMOHARA, 12
SARAH LAU, 8
BRIANNA WEAVER, 12
PIPER WHALEN, 12
BRISTIE ROUF, 8
MILILANI TAKEDA, 8
EXCELLENCE IN
SUMMER CHERISSE CESNEROS, 11
WENDY YAMADA, 8
PHYSICAL EDUCATION
TYLER YOSHINAGA, 8
MIKA AKIMA, 12
MATTHEW GUERERO, 11
RYAN ALVARADO, 12
JANAE RASMUSSEN, 11
ANDREW CANENCIA, 12
CRYSTAL WANG, 11
MATTHEW CORTEZ, 6
EUGENE MALVAR, 12
ANDREW YIM, 11
KELLI-ANN FUJII, 6
CHAVEZ NAVARRO, 12
SI JIA LI, 6
COBEY YOUNG-BAILEY, 12
JUSTIN MAR, 6
HEIDI CORTEZ, 10
TARYN MAU, 6
MARISA HAMAKAWA, 10
MAYA NEUPANE, 6
SHAWNE HAMPTON, 10
ARDEN PATOC, 6
EMMA BIERWERT, 8
KYLENE HAYES, 10
KATSUMI SOTO, 6
BAYLEE JACKSON, 8
KYRA YOUNG, 6
DYLAN MENDA, 10
KYLA ZIMMERMANN, 6
BENJAMIN KELLER, 11
ELENA CHEN, 7
NICOLINA PASCUA, 10
RYAN HOBUS, 7
JAREN IWASA, 7
ANANYA RAFALOVICH, 7
ALLENA VESTAL, 10
JACQUELINE WADE, 10
BLAINE WATARU, 10
MAKOA PARESA, 6
STEPHANIE YIP, 10
DENVER TONG, 6
DANIEL CHUNG, 9
KAWAI CRISOSTOMO, 9
JARED KANOA, 9
ALYSSA REDOBLE, 9
JENNIFER SUGAWA, 9
BRYCE WITHY-BERRY, 9
11
PERFORMING ARTS
O‘AHU BAND DIRECTORS
EXCELLENCE IN CHOIR
ASSOCIATION
RYAN ALVARADO, 12
BREANN CAMPOS, 7
HIGH SCHOOL SELECT
NICOLE ARAKI, 12
KAYLA-NOHELANI DAMO, 7
SYMPHONIC BAND
CODY KAGAWA, 12
JEFFREY KIM, 7
EUGENE MALVAR, 12
HELEINA MERRITT, 7
CAMERON KAJIOKA, 11
ZAHIR SAIDY, 12
KRISTINA RICOTE, 7
KEN SEWELL, 7
JESSICA ORIDE, 11
JUSTIN YAMAMOTO, 9
EMILY WALKER, 7
TIFFANY HO, 11
ROBERT MIYASHIRO, 11
HIGH SCHOOL SELECT
JAELYN OKAMURA, 11
ELENA FRIEDMAN, 6
WIND ENSEMBLE
MEGAN NAKAMURA, 6
YIJIA LI, 12
MAYA NEUPANE, 6
MATTHEW GANIBI, 10
KYLA ZIMMERMANN, 6
HIGH SCHOOL SELECT
MEAGAN MAHIKO, 10
SOLO & ENSEMBLE
MACY YUE, 10
HAWAI‘I YOUTH SYMPHONY II
COMPETITION
YIJIA LI, 12
STACEY AGUSTIN, 9
CAMERON KAJIOKA, 11
REECE ALVARADO, 9
DYLAN MENDA, 10
DUSTIN CARRIER, 9
KAWAI CRISOSTOMO, 9
HAWAI‘I YOUTH CONCERT
DANIELLE IKEDA, 9
ORCHESTRA
HIGH SCHOOL SELECT
JARED KANOA, 9
JAZZ BAND
SUE DIANE MORAGA, 9
KIMBERLY STACEY, 9
CARLEY CHIEMI KIDA, 10
HENRY WILLIAMS, 9
MIDDLE SCHOOL SELECT
EMMA BIERWERT, 8
SOLO & ENSEMBLE
JOEY CAMACHO, 8
COMPETITION
CAYLIE SHIRAMIZU, 8
NOAH TSURUDA, 8
12
SCIENCE
PACIFIC SYMPOSIUM FOR
EXCELLENT ACHIEVEMENT
SCIENCE AND SUSTAINABILITY
IN SCIENCE
IN SCIENCE
DUNCAN SZARMES, 12
RYAN KIKUCHI, 12
SESSION AWARD
NOAH OYLER, 10
YIJIA LI, 12
JOSEPH CHOY, 11
DANIEL ROBOTHAM, 12
ULS SCIENCE OLYMPIAD
SAMEEN FATEMI, 11
TEAM MEMBER
TIFFANY HO, 11
JESSICA ORIDE, 11
ALYSSA GARCIA, 11
BRISTIE ROUF, 8
WENDY YAMADA, 8
ALEXIS MUKAIDA, 11
ZACHARY CADAVONA, 7
CRYSTAL WANG, 11
JAREN IWASA, 7
KYLENE HAYES, 10
STEPHANIE YIP, 10
ZACHARY BELL, 6
RICHARD HUANG, 10
ARDEN PATOC, 6
MICHELLE AU, 9
RAY SOYAMA, 6
JUSTIN YAMAMOTO, 9
ANGELA LI, 10
JENSEN TSURUDA, 10
HAWAI‘I STATE SCIENCE FAIR
SPONSORED BY
DANIELLE WOODS, 8
J.W. MORROW ENVIRONMENTAL
MANAGEMENT CONSULTANT
SUE DIANE MORAGA, 9
MICAH AGCAOILI, 7
KIMBERLY STACEY, 9
BREANN CAMPOS, 7
DANIEL ROBOTHAM, 12
ELENA CHEN, 7
EMMA BIERWERT, 8
COURTNEY HIRAOKA, 7
BRENNA DELA ROSA, 8
RYAN HOBUS, 7
TATIANA GARZON, 8
JARIN MORIGUCHI, 7
BAYLEE JACKSON, 8
SIVAN MYERS, 7
ADITYA KUMAR, 8
KRISTINA RICOTE, 7
CAYLIE SHIRAMIZU, 8
AUSTIN TANAKA, 8
EMILY WALKER, 7
RETA YOUKHANA, 7
CASEY ASAOKA, 7
GABRIELLE CONSTANTINO, 7
ISABELLA LESA, 7
BRYANNA LILO, 7
KELLI-ANN FUJII, 6
HELEINA MERRITT, 7
SI JIA LI, 6
HILINA‘I MEYER, 7
JUSTIN MAR, 6
EMMA MIX, 7
KRISTEN NEWBERRY, 7
KYRA YOUNG, 6
ELENA RAVIZZA, 7
KYLA ZIMMERMANN, 6
13
ACHIEVEMENT IN SCIENCE
DANIEL BABA, 12
KATHERINE LUM, 12
ANISA EVANS, 8
CHRISTIAN WRIGHT, 7
MEGAN MOMOHARA, 12
DALTON GREENLAND, 8
JI EUN YANG, 7
CARA OWADA, 12
DAVID KANG, 8
KARLEY ANN YOSHIOKA, 7
RYAN UEUNTEN, 12
ANTON ALLEN, 6
BRITISH DAWSON, 6
NICHOLAS DOI, 11
WENDY YAMADA, 8
ELENA FRIEDMAN, 6
RICHARD HIGA, 6
BRADLEY AGCAOILI, 7
CHLOE ISHIKAWA, 6
CAMERON KAJIOKA, 11
NANA CLEMONS, 7
KATELYN LEE, 11
NICHOLAS LACADEN, 7
TARYN MAU, 6
SHANDON LAGUA, 7
MAYA NEUPANE, 6
PATRICK NEVADA, 11
SAMUEL QUINN, 7
DAVIS ORIDE, 6
THOMAS PARPANA, 11
ARDEN PATOC, 6
JANAE RASMUSSEN, 11
ZACHARY BELL, 6
JULIE SAKAI, 6
KATSUMI SOTO, 6
GIANNE TERESA CONSTANTINO, 6
ETHAN COHEN, 10
MATTHEW CORTEZ, 6
CELINE COYLE, 10
NOAH GARCIA, 6
MARISA HAMAKAWA, 10
CARLEY KIDA, 10
ELISA HAN, 6
RISA ANNE LAM, 10
MAKOA PARESA, 6
COLIN LEE, 10
KRYSTAL SAKUDA, 6
DYLAN MENDA, 10
FAITH SMITH, 6
TIMOTHY NEVADA, 10
DENVER TONG, 6
NICOLINA PASCUA, 10
ALDRIN VILLAHERMOSA II, 6
TIFFANY WALTER, 6
ALLENA VESTAL, 10
JACQUELINE WADE, 10
BLAINE WATARU, 10
MACY YUE, 10
DANIEL CHUNG, 9
JARED KANOA, 9
ERIN KIM, 9
EMA MATSUMURA, 9
RICHARD OKIMOTO, 9
14
SECOND LANGUAGE
UNITED JAPANESE SOCIETY’S
34TH ANNUAL JAPANESE
LANGUAGE ACHIEVEMENT AND
SPEECH AWARD
EXCELLENT ACHIEVEMENT - JAPANESE
(CONTINUED)
EXCELLENT ACHIEVEMENT - FRENCH
(CONTINUED)
RYAN KIKUCHI, 12
JANAE RASMUSSEN, 11
CARA MICHIKO OWADA, 12
TIFFANY HO, 11
HEIDI CORTEZ, 10
CELINE COYLE, 10
THOMAS PARPANA, 11
SUPERIOR IN KIMONO CULTURE
MACY YUE, 10
MARISA HAMAKAWA, 10
ANNA PIRL, 10
JACQUELINE WADE, 10
RYAN UEUNTEN, 12
MAKENZIE CONCHING, 10
NICOLINA PASCUA, 10
JARED KAWATANI, 10
EXCELLENT IN
DYLAN MENDA, 10
KIMONO CULTURE
ROBYN MORITA, 10
TIMOTHY NEVADA, 10
(SPANISH)
TIFFANY HO, 11
RANDY TAUYAN, 10
JESSICA ORIDE, 11
JENSEN TSURUDA, 10
RYAN ALVARADO, 12
ALLENA VESTAL, 10
REBEKAH KAHO‘OHANOHANO, 12
(JAPANESE)
(FRENCH)
YIJIA LI, 12
SAMEEN FATEMI, 11
MATTHEW GUERERO, 11
CARA OWADA, 12
ALYSSA GARCIA, 11
JOSEPH CHOY, 11
COLIN LEE, 10
ASHLEY MURAYAMA, 11
MATTHEW LEE, 10
JESSICA ORIDE, 11
KYLENE HAYES, 10
(FRENCH)
(SPANISH)
RICHARD HUANG, 10
CARLEY KIDA, 10
CODY KAGAWA, 12
KRISTIN ARAI, 12
STEPHANIE YIP, 10
ALICE KIM, 12
KEREN FLORES, 12
MACY YUE, 10
DUNCAN SZARMES, 12
KA‘IULANI KAALEKAHI, 12
BRIANNA WEAVER, 12
KAINOA OCASEK, 12
IAN AKAMINE, 11
GUILHERME AIRES, 11
(JAPANESE)
ALEXIS MUKAIDA, 11
RISA ANNE LAM, 10
DANIEL BABA, 12
PATRICK NEVADA, 11
NOAH OYLER, 10
15
SOCIAL STUDIES
ULS 7TH GRADE U.S. STATES
AND CAPITALS BEE
ELENA CHEN, 7
SOCIAL STUDIES (CONTINUED)
SOCIAL STUDIES (CONTINUED)
HILINA‘I MEYER, 7
NOAH OYLER, 10
EMMA MIX, 7
JENSEN TSURUDA, 10
JARIN MORIGUCHI, 7
SIVAN MYERS, 7
KRISTEN NEWBERRY, 7
REECE ALVARADO, 9
IN SOCIAL STUDIES
KRISTINA RICOTE, 7
COURTNEY CHOW, 9
KAYLA CORTEZ, 9
KAWAI CRISOSTOMO, 9
DANIELLE IKEDA, 9
YIJIA LI, 12
EMILY WALKER, 7
JARED KANOA, 9
CHRISTIAN WRIGHT, 7
TYLER KANOA, 9
RETA YOUKHANA, 7
BROOKE KODAMA, 9
SAMEEN FATEMI, 11
RICHARD OKIMOTO, 9
ALYSSA GARCIA, 11
ALYSSA REDOBLE, 9
ALEXIS MUKAIDA, 11
DAVIS ORIDE, 6
RICHARD HUANG, 10
ARDEN PATOC, 6
STEPHANIE YIP, 10
CAYLIE SHIRAMIZU, 8
MACY YUE, 10
KYRA YOUNG, 6
CASEY ASAOKA, 7
JELWYN AGBAYANI, 9
STACEY AGUSTIN, 9
NANA CLEMONS, 7
IN SOCIAL STUDIES
ISABELLA LESA, 7
DANIEL CHUNG, 9
CELINE CASAMINA, 12
SAMUEL QUINN, 7
BRYSON HO, 9
CARA OWADA, 12
ELENA RAVIZZA, 7
EMA MATSUMURA, 9
DANIEL ROBOTHAM, 12
ERIN TATSUNO, 7
SUE DIANE MORAGA, 9
DUNCAN SZARMES, 12
JI EUN YANG, 7
RYAN UEUNTEN, 12
JOSEPH CHOY, 11
ELENA FRIEDMAN, 6
JESSICA ORIDE, 11
KELLI-ANN FUJII, 6
CHLOE ISHIKAWA, 6
KIMBERLY STACEY, 9
JUSTIN YAMAMOTO, 9
CELINE COYLE, 10
SI JIA LI, 6
KYLENE HAYES, 10
JUSTIN MAR, 6
MICAH AGCAOILI, 7
MAYA NEUPANE, 6
BREANN CAMPOS, 7
CARLEY KIDA, 10
FAITH SMITH, 6
ELENA CHEN, 7
COLIN LEE, 10
COURTNEY HIRAOKA, 7
MATTHEW LEE, 10
RYAN HOBUS, 7
DYLAN MENDA, 10
DANIELLE WOODS, 8
16
VISUAL ARTS
CONSISTENT EFFORT
THE SHIGE YAMADA GIFT
HAWAI‘I REGIONAL NATIONAL
IN SOCIAL STUDIES
FOR CRAFT AND ART
SCHOLASTIC ART EXHIBITION
EXCELLENCE
GOLD KEY AWARD
IAN AKAMINE, 11
CODY KAGAWA, 12
JANAE RASMUSSEN, 11
ANTHONY CANENCIA, 9
2011 BOARD OF EDUCATION
DUSTY CARRIER, 9
ART EXHIBITION
ASHLEE AI, 11
NOLAN O’CONNER, 11
ALANA REYES, 9
NANA CLEMONS, 7
COURTNEY ABELLERA, 10
RICHARD HUANG, 10
BRENNA DELA ROSA, 8
TIMOTHY NEVADA, 10
BAYLEE JACKSON, 8
2011 NATIONAL SCHOLASTIC
ANNA PIRL, 10
ART EXHIBITION
MACY YUE, 10
JAREN IWASA, 7
NATIONAL SILVER KEY AWARD
KAWAI CRISOSTOMO, 9
NICHOLAS LACADEN, 7
KA‘EOKULANI KEAWE, 9
BRADLEY AGCAOILI, 7
MIKA HASHIZUME, 7
BROOKE KODAMA, 9
ALYSSA REDOBLE, 9
ANTON ALLEN, 6
2011 YOUTH ART MONTH
ELISA HAN, 6
EXHIBITION
KRYSTAL SAKUDA, 6
RICHARD HIGA, 6
ALYSSA GARCIA, 11
SILVER KEY AWARD
CODY KAGAWA, 12
MILTON POLINTAN JR., 8
JANAE RASMUSSEN, I1
NICOLINA PASCUA, 10
NEOLANI TRIAS, 8
17
VISUAL ARTS SENIOR
ACHIEVEMENT
EXCELLENT ACHIEVEMENT - VISUAL ARTS
(CONTINUED)
NOLAN O’CONNER, 11
DANIEL BABA, 12
EUGENE MALVAR, 12
JESSICA ORIDE, 11
CERAMICS
MEGAN MOMOHARA, 12
THOMAS PARPANA, 11
KAINOA OCASEK, 12
JANAE RASMUSSEN, 11
CARA OWADA, 12
DRAWING & PAINTING
DANIEL ROBOTHAM, 12
CONNOR SLIKE, 11
MIKAYLA AMBER SAMIANO, 12
ALENA HO‘OKANO, 12
RYAN UEUNTEN, 12
NOAH WALTERS, 11
FIBER ARTS
CRYSTAL WANG, 11
BRIANNA WEAVER, 12
ANDREW YIM, 11
KA‘IULANI KA‘ALEKAHI, 12
PIPER WHALEN, 12
PRINTMAKING
JACOB YORO, 12
COURTNEY-LEIGH ALBIOS, 10
CODY T KAGAWA, 12
ASHLEE AI, 11
HEIDI CORTEZ, 10
IAN AKAMINE, 11
MATTHEW GANIBI, 10
MARISA HAMAKAWA, 10
STANTON ASAO, 11
TYMAN HAYASHI, 10
IN VISUAL ARTS
RICHARD HUANG, 10
JOSEPH CHOY 11
JORDAN CHU, 11
MIKA AKIMA, 12
CAMERON CONANT, 11
JARED KAWATANI, 10
RYAN ALVARADO, 12
NICHOLAS DOI, 11
REED KIKUTA, 10
BRONTE AMOY, 12
ISAAC KIM, 10
KRISTIN ARAI, 12
SAMEEN FATEMI, 11
COLIN LEE, 10
NICOLE ARAKI, 12
PETER FEE, 11
ANGELA LI, 10
DANIEL BABA, 12
ALYSSA GARCIA, 11
ANDREW CANENCIA, 12
MEAGAN MAHIKO, 10
CELINE CASAMINA, 12
MATTHEW GUERERO, 11
DYLAN MENDA, 10
MICHELLE HAN, 11
TIMOTHY NEVADA, 10
KEREN FLORES, 12
TIFFANY HO, 11
NICOLINA PASCUA, 10
ALDO GARCIA, 12
JOSHUA RAY JAVIER, 11
ANNA PIRL, 10
CAMERON KAJIOKA, 11
JEREMY SILVA, 10
CODY KAGAWA, 12
KATELYN LEE, 11
JENSEN TSURUDA, 10
CASSANDRA LESA, 11
JACQUELINE WADE, 10
HOLLI KAINA, 12
BLAINE WATARU, 10
TINA JEAN KANIAUPIO, 12
TIFFANY MARIE MEMEA, 11
STEPHANIE YIP, 10
RYAN KIKUCHI, 12
BRITNEY MURAMOTO, 11
MACY YUE, 10
ANGELA KIM, 12
YIJIA LI, 12
PATRICK NEVADA, 11
SCULPTURE
18
EXCELLENT ACHIEVEMENT - VISUAL ARTS
(CONTINUED)
JELWYN AGBAYANI, 9
MILILANI TAKEDA, 8
RICHARD HIGA, 6
STACEY AGUSTIN, 9
SI JIA LI, 6
REECE ALVARADO, 9
NEOLANI TRIAS, 8
PENISIMANI LIKIO, 6
SHUHEI AOKI, 9
DANIELLE WOODS, 8
JUSTIN MAR, 6
TARYN MAU, 6
SHELBY ARAKAWA, 9
MICHELLE AU, 9
ZACHARY CADAVONA, 7
MAYA NEUPANE, 6
ELENA CHEN, 7
DAVIS ORIDE, 6
ANTHONY CANENCIA, 9
NANA CLEMONS, 7
GREY PAGAN, 6
SOPHIA PIRL, 6
KAWAI CRISOSTOMO, 9
NATASHA CURRENCE, 7
JULIE SAKAI, 6
DANIELLE IKEDA, 9
MIKA HASHIZUME, 7
KRYSTAL SAKUDA, 6
KYLEE ANN KAMALANI, 9
COURTNEY HIRAOKA, 7
KATSUMI SOTO 6
JARED KANOA, 9
RYAN HOBUS, 7
AUSTIN TUISANO, 6
TYLER KANOA, 9
JAREN IWASA, 7
MIKAELA KAMINAKA, 7
ERIN KIM, 9
ISABELLA LESA, 7
BROOKE KODAMA, 9
BRYANNA LILO, 7
KYRA YOUNG, 6
KEHAULANI LIKIO, 9
HELEINA MERRITT, 7
KYLA ZIMMERMANN, 6
MICHAEL MAGNUSSEN, 9
EMMA MIX, 7
SUE DIANE MORAGA, 9
JARIN MORIGUCHI, 7
EMILY PADIA, 9
KRISTEN NEWBERRY, 7
TAYLOR PERALTA, 7
KIANA PO‘OMAIHEALANI, 9
SAMUEL QUINN, 7
ALYSSA REDOBLE 9
ALANA REYES 9
ELENA RAVIZZA, 7
PAIGE SALAVE‘A 9
KRISTINA RICOTE, 7
SEBASTIAN SIEVERT 9
KEN SEWELL 7
KIMBERLY STACEY, 9
ALICIA WARD, 9
JUSTIN YAMAMOTO, 9
ERIN TATSUNO, 7
EMILY WALKER, 7
EMMA BIERWERT, 8
CHRISTIAN WRIGHT, 7
JOEY CAMACHO, 8
STACIE CHUN, 8
RETA YOUKHANA, 7
ANTON ALLEN, 6
JASON IECHAD, 8
REED ASSELBAYE, 6
ADITYA KUMAR, 8
TAYLOR BELMONTE, 6
SARAH LAU, 8
GIANNE TERESA CONSTANTINO, 6
KODY ROBELLO, 8
ELENA FRIEDMAN, 6
BRISTIE ROUF, 8
KELLI-ANN FUJII, 6
CAYLIE SHIRAMIZU, 8
ELISA HAN, 6
19
ATHLETIC AWARDS
SCHOLAR-ATHLETE & UNITED STATES ARMY
SENIOR ATHLETE OF THE YEAR AWARD
RESERVE NATIONAL SCHOLAR ATHLETE AWARD
RYAN ALVARADO, 12
DANIEL ROBOTHAM, 12
FOOTBALL
SOCCER
BASKETBALL
MEGAN MOMOHARA, 12
BOWLING
CROSS COUNTRY
TENNIS
TRACK
ALICE KIM, 12
ISOBEL KANDELIN AWARD
GOLF
In memory of Isobel Kandlin. Presented to
a senior male and senior female athlete for
outstanding and inspirational sportsmanship.
TOM COSTAIN AWARD
DANIEL BABA, 12
BASEBALL
In memory of Tom Costain, former University
High School Girls Basketball Coach. Presented
to a female basketball student athlete for
inspirational sportsmanship.
RYAN UEUNTEN, 12
BASEBALL
BASKETBALL
CANOE PADDLING
SOFTBALL
INTERMEDIATE SCHOLAR ATHLETE
OF THE YEAR AWARD
HIGH SCHOOL ATHLETE OF THE YEAR AWARD
Presented to a male and female student athlete
for outstanding performance in their support and
recognition to the University Laboratory School.
REYN SUGAI, 12
CROSS COUNTRY
FOOTBALL
BASKETBALL
BASEBALL
VOLLEYBALL
QUYNNE EHARIS, 12
ANGELINA ELIDO, 8
VOLLEYBALL
CROSS COUNTRY
BASKETBALL
BASKETBALL
TRACK
20
BOYS BASKETBALL
INTERMEDIATE ATHLETE OF THE YEAR AWARD
HHSAA STATE TOURNAMENT THIRD PLACE
IAN AKAMINE
GUILHERME AIRES
RYAN ALVERADO
RAVEN KANESHIRO, 8
ANDREW CANENCIA
FOOTBALL
ANTHONY CANENCIA
BASKETBALL
JOSEPH CHOY
TRACK
CAMERON CONANT
PETER FEE
MARKAYISHA MASANI, 8
BENJAMIN KELLER
VOLLEYBALL
EUGENE MARVAR
BASKETBALL
KEVIN O'CONNOR
MAKENA SUAN-ROTHENBORG
WALTER W. KANDELIN AWARD
In memory of Walter Kandelin, former Athletic
Director University Laboratory School. Presented
to an intermediate male and female athlete for
outstanding and inspirational sportsmanship.
GIRLS BASKETBALL
HHSAA STATE TOURNAMENT SIXTH PLACE
ASHLEE AI
SUMMER CESNEROS
TYLER IHA, 8
SKYLAR CHUN-MING
CROSS COUNTRY
QUYNNE EHARIS
TENNIS
CHANELLE MALDONADO
GOLF
BERNADETTE MAUMALANGA
KIANALEI MACHIDA
TATIANA GARZON, 8
KIMIKO MATSUDA-LAWRENCE
VOLLEYBALL
TIFFANY MARIE MEMEA
BASKETBALL
QUIRENA NATIVIDAD
TRACK
JANAE RASMUSSEN
KASSANDRA SANCHEZ
TIFFANY ULEP
HAWAI‘I HIGH SCHOOL ATHLETIC ASSOCIATION
CRYSTAL WANG
(HHSAA) AWARDS
BASEBALL
CANOE PADDLING
HHSAA STATE TOURNAMENT SECOND PLACE
HHSAA GIRLS CANOE PADDLING CHAMPIONSHIP
SECOND PLACE
IAN AKAMINE
SHAWNE HAMPTON
DANIEL BABA
REYN SUGAI
ALENA HO‘OKANO
JOSEPH CHOY
RYAN UEUNTEN
NICOLE ARAKI
21
CROSS COUNTRY
QUYNNE EHARIS, 12
HHSAA STATE TOURNAMENT QUALIFIERS
GIRLS VARSITY VOLLEYBALL
HHSAA ALL-STATE DIVISION II ALL STAR
FOREST ABBOTT-LUM
GIRLS VARSITY BASKETBALL
HHSAA ALL-STATE DIVISON II ALL STAR
RISA LAM
ALICE KIM, 12
GIRLS VARSITY GOLF
SOFTBALL
HHSAA STATE TOURNAMENT – 5TH PLACE
HHSAA STATE CHAMPIONS
ANGELA KIM, 12
ALENA HO‘OKANO
GIRLS VARSITY JUDO
TIFFANY MARIE MEMEA
HHSAA STATE MEET – 4TH PLACE
QUIRENA NATIVIDAD
PAIGE SALAVEA
KATHERINE LUM, 12
GIRLS VARSITY JUDO
HHSAA STATE MEET – 3RD PLACE
TRACK & FIELD
HHSAA STATE TRACK MEET QUALIFIERS 4x400
MIKAYLA AMBER SAMIANO, 12
RELAY
HHSAA ALL-STATE DIVISION II ALL STAR
FOREST ABBOTT-LUM
CELINE COYLE
CASSANDRA LESA, 11
CHIVANNA HATCHIE
GIRLS VARSITY GOLF
RISA LAM
HHSAA STATE TOURNAMENT PARTICIPANT
CONNOR SLIKE, 11
GIRLS VOLLEYBALL
WRESTLING
HHSAA STATE TOURNAMENT SECOND PLACE
COURTNEY LEIGH ALBIOS
MARISA HAMAKAWA, 10
MAKENZIE CONCHING
PAC-FIVE WRESTLING
QUYNNE EHARIS
MICHELLE FAINBERG
KAYLENN FITZGERALD
TYMAN HAYASHI, 10
KA‘IULANI KA‘ALEKAHI
JV JUDO
REBEKAH KAHO‘OHANOHANO
HHSAA STATE MEET PARTICIPANT
KA‘ENA KAINA
JV WRESTLING
CHANELLE MALDONADO
KAINOA OCASEK
MIKAYLA SAMIANO
22
MATTHEW LEE, 10
BOYS BASKETBALL
BOYS JUDO
ILH DIVISION II CHAMPIONSHIPTHIRD PLACE
HHSAA STATE MEET PARTICIPANT
IAN AKAMINE
NICOLINA PASCUA, 10
GUILHERME AIRES
GIRLS JUDO
RYAN ALVERADO
HHSAA STATE MEET – 6TH PLACE
ANDREW CANENCIA
ANTHONY CANENCIA
PAIGE SALAVE‘A, 9
JOSEPH CHOY
GIRLS JV JUDO
CAMERON CONANT
PETER FEE
BENJAMIN KELLER
EUGENE MARVAR
OTHER NOTABLE AWARDS
KEVIN O'CONNOR
MAKENA SUAN-ROTHENBORG
PAC-FIVE GIRLS VARSITY SOFTBALL
NEW CITY NISSAN GOODWILL CLASSIC
GIRLS BASKETBALL
ILH DIVISION II CHAMPIONSHIP
SECOND PLACE
GIRLS VOLLEYBALL
OC 16 VOLLEYBALL INVITATIONAL
ASHLEE AI
SUMMER CESNEROS
KAINOA OCASEK, 12
SKYLAR CHUN-MING
GIRLS VOLLEYBALL
QUYNNE EHARIS
OC 16 IMPACT PLAYERS AWARD
CHANELLE MALDONADO
BERNADETTE MAUMALANGA
REYN SUGAI, 12
KIANALEI MACHIDA
FOOTBALL
HUB TEAM REPRESENTATIVE
TIFFANY MARIE MEMEA
QUIRENA NATIVIDAD
JANAE RASMUSSEN
INTERSCHOLASTIC LEAGUE OF HONOLULU
KASSANDRA SANCHEZ
(ILH) AWARDS
TIFFANY ULEP
CRYSTAL WANG
BASEBALL
ILH DIVISION II CHAMPIONS
SOFTBALL
IAN AKAMINE
ILH DIVISION II CHAMPIONS
DANIEL BABA
JOSEPH CHOY
ALENA HO‘OKANO
SHAWNE HAMPTON
TIFFANY MARIE MEMEA
REYN SUGAI
QUIRENA NATIVIDAD
RYAN UEUNTEN
PAIGE SALAVEA
23
GIRLS VOLLEYBALL
ILH CHAMPIONS
ILH ALL-STAR HONORABLE MENTION
COURTNEY LEIGH ALBIOS
MAKENZIE CONCHING
QUYNNE EHARIS
MICHELLE FAINBERG
ILH ALL-STAR DIVISION II HONORABLE MENTION
KAYLENN FITZGERALD
KA‘IULANI KA‘ALEKAHI
HOLLI KAINA, 12
REBEKAH KAHO‘OHANOHANO
KA‘ENA KAINA
ILH ALL-STAR DIVISION II HONORABLE MENTION
CHANELLE MALDONADO
KAINOA OCASEK
ALICE KIM, 12
MIKAYLA SAMIANO
GIRLS VARSITY GOLF
ILH PLAYER OF THE YEAR
ILH CHAMPION BRONZE MEDAL
VARSITY CROSS COUNTRY
ANGELA KIM, 12
ILH ALL-STAR SECOND TEAM
GIRLS VARSITY JUDO
ILH CHAMPION
RYAN ALVARADO, 12
BOYS VARSITY BASKETBALL
KATHERINE LUM, 12
GIRLS VARSITY JUDO
ILH CHAMPION
ANDREW CANENCIA, 12
ILH ALL-STAR FIRST TEAM
PAC-FIVE VARSITY
CANOE PADDLING
ILH VARSITY DIVISION II CHAMPIONSHIP
KAINOA OCASEK, 12
QUYNNE EHARIS, 12
ILH DIVISION II PLAYER OF THE YEAR
ILH DIVISION II PLAYER OF THE YEAR
DANIEL ROBOTHAM, 12
PAC-FIVE BOYS VARSITY SOCCER
ILH ALL-STAR DIVISION II FIRST TEAM
REYN SUGAI, 12
PAC-FIVE VARSITY FOOTBALL
ILH ALL-STAR DIVISION II FIRST TEAM
24
RYAN UEUNTEN, 12
PAIGE SALAVE‘A, 9
BASEBALL
ILH DIVISION II CHAMPION
GUILHERME AIRES, 11
BRYANNA LILO, 7
GIRLS JUDO
ILH GIRLS INTERMEDIATE CHAMPIONSHIP
CAMERON CONANT, 11
HILINA‘I MEYER, 7
BOYS VARSITY VOLLEYBALL
GIRLS JUDO
ILH GIRLS INTERMEDIATE CHAMPIONSHIP
ILH ALL-STAR DIVISION II SECOND TEAM
PETER FEE, 11
BOYS VARSITY VOLLEYBALL
BENJAMIN KELLER, 11
PAC-FIVE VARSITY FOOTBALL
ILH DIVISION II CHAMPION
TYMAN HAYASHI, 10
BOYS JUDO
ILH BRONZE MEDAL
25
THREE SPORT ATHLETES
BENJAMIN KELLER, 11
DUSTIN CARRIER, 9
TYLER IHA, 8
VARSITY FOOTBALL
KAYAKING
INTER CROSS COUNTRY
VARSITY BASKETBALL
JV CANOE PADDLING
INTER TENNIS
VARSITY VOLLEYBALL
VARSITY VOLLEYBALL
INTER GOLF
RAVEN KANESHIRO, 8
VARSITY CROSS COUNTRY
VARSITY BOWLING
INTER FOOTBALL
VARSITY BASKETBALL
JV SOCCER
INTER BASKETBALL
VARSITY TENNIS
JV VOLLEYBALL
INTER TRACK
THOMAS PARPANA, 11
HENRY WILLIAMS, 9
JV TENNIS
JV TENNIS
INTER VOLLEYBALL
VARSITY TENNIS
JV GOLF
INTER BASKETBALL
VARSITY GOLF
JV VOLLEYBALL
INTER TRACK
MARISA HAMAKAWA, 10
JV VOLLEYBALL
INTER VOLLEYBALL
INTER VOLLEYBALL
JV WRESTLING
INTER BASKETBALL
INTER BASKETBALL
JV JUDO
INTER TRACK
INTER SOFTBALL
CHIVANNA-LEI HATCHIE, 10
JV VOLLEYBALL
INTER CROSS COUNTRY
VARSITY SOCCER
INTER BASKETBALL
VARSITY TRACK
INTER TRACK
TYMAN HAYASHI, 10
TATIANA GARZON, 8
VARSITY FOOTBALL
INTER VOLLEYBALL
VARSITY WRESTLING
INTER BASKETBALL
JV JUDO
INTER TRACK
NICOLINA PASCUA, 10
DALTON GREENLAND, 8
PAC-FIVE VARSITY CHEERLEADING
INTER CROSS COUNTRY
VARSITY CHEERLEADING
INTER TENNIS
JV JUDO
INTER GOLF
REECE ALVARADO, 9
INT FOOTBALL
INTER CROSS COUNTRY
JV BASKETBALL
INTER BASKETBALL
TRACK
INTER VOLLEYBALL
26
NINTH GRADE VARSITY
VARSITY ATHLETICS
ANTHONY CANENCIA
AIR RIFLERY
BOWLING (CONTINUED)
BASKETBALL
MEGAN MOMOHARA, 12
DUSTIN CARRIER
BASEBALL
KATELYN LEE, 11
VOLLEYBALL
DANIEL BABA, 12
REYN SUGAI, 12
CARLEY KIDA, 10
DANIELLE IKEDA
RYAN UEUNTEN, 12
CHEERLEADING
IAN AKAMINE, 11
JACOB YORO, 12
JOSEPH CHOY, 11
CANOE PADDLING
KA‘EOKULANI KEAWE
BASKETBALL
NICOLE ARAKI, 12
RYAN ALVARADO, 12
PAIGE SALAVE‘A
ANDREW CANENCIA, 12
SOFTBALL
QUYNNE EHARIS, 12
BOWLING
CHEERLEADING
JENNIFER SUGAWA
EUGENE MALVAR, 12
CHEERLEADING
BRITNEY MURAMOTO, 11
BENJAMIN KELLER, 11
ASHLEY MURAYAMA, 11
ASHLEE AI, 11
JAELYN OKAMURA, 11
GUILHERME AIRES, 11
JESSICA ORIDE, 11
IAN AKAMINE, 11
SALLY TAPPE, 11
JOSEPH CHOY, 11
CAMERON, CONANT, 11
NICOLINA PASCUA, 10
PETER FEE, 11
MACY YUE, 10
CROSS COUNTRY
RYAN KIKUCHI, 12
KEVIN NALU O’CONNOR, 11
JANAE RASMUSSEN, 11
CELINE COYLE, 10
K. MAKENA SUAN ROTHENBORG, 11
RISA ANNE LAM, 10
CRYSTAL WANG, 11
FOOTBALL
BERNADETTE MAUMALANGA, 11
RYAN ALVARADO, 12
CHAVEZ NAVARRO, 12
REYN SUGAI, 12
ANTHONY CANENCIA, 9
BENJAMIN KELLER, 11
27
BOWLING
TYMAN HAYASHI, 10
MICAH (KULE‘A) DEROUIN, 12
ISAAC KEALOHA, 10
YIJIA LI, 12
NOAH OYLER, 10
JUNIOR VARSITY ATHLETICS
GOLF
VOLLEYBALL
BASEBALL
ALICE KIM, 12
QUYNNE EHARIS, 12
CASSANDRA LESA, 11
KAYLENN FITZGERALD, 12
MICAH KAHUMOKU, 9
THOMAS PARPANA, 11
BASKETBALL
JUDO
HOLLI KAINA, 12
TIFFANY HO, 11
CODY KAGAWA, 12
ANGELA KIM, 12
KAINOA OCASEK, 12
KATHERINE LUM, 12
JOSHUA PICANCO, 12
MATTHEW LEE, 10
MAX ISHIHARA, 11
MEAGAN MAHIKO, 10
ROBERT MIYASHIRO, 11
BENJAMIN KELLER, 11
CHRISTOPHER MEYER, 10
TYMAN HAYASHI, 10
COURTNEY-LEIGH ALBIOS, 10
REECE ALVARADO, 9
KAYAKING
CAMERON CONANT, 11
MICHELLE AU, 9
CARA OWADA, 12
PETER FEE, 11
SAILING
K. MAKENA SUAN ROTHENBORG, 11
BROOKE KODAMA, 9
NOAH WALTERS, 11
KEVIN NALU O’CONNOR, 11
ERIC LEUNG, 9
SAMANTHA FATA, 10
RYSE DAWSON, 10
SUE DIANE MORAGA, 9
MARC OSHIRO, 9
SOCCER
JENSEN TSURUDA, 10
ALYSSA REDOBLE, 9
BROOKE LOVELESS, 12
DUSTIN CARRIER, 9
AUSTIN SILVA, 9
KATELYN LEE, 11
WATER POLO
BOWLING
RYSE DAWSON, 10 / MANAGER
JANAE RASMUSSEN, 11
TIFFANY CABREROS, 10
ANNA PIRL, 10
NOAH OYLER, 10
HEIDI CORTEZ, 10
DANIEL ROBOTHAM, 12
ANGELA LI, 10
WRESTLING
ALEXA YOKOOJI, 10
TYMAN HAYASHI, 10
TENNIS
CANOE PADDLING
MEGAN MOMOHARA, 12
RANDY TAUYAN, 10
PAIGE SALAVE‘A, 9
ALYSSA GARCIA, 11
DUSTIN CARRIER, 9
DANIEL CHUNG, 9
TRACK & FIELD
PATRICK NEVADA, 11
XAVIER CLAYBAUGH, 9
THOMAS PARPANA, 11
SOFTBALL
CELINE COYLE, 10
RISA ANNE LAM, 10
CHEERLEADING
ALICIA WARD, 9
HANNAH FEE, 8
28
GOLF
SWIMMING
VOLLEYBALL (CONTINUED)
ANDREW YIM, 11
NICHOLAS DOI, 11
KAYLA CORTEZ, 9
TIFFANY HO, 11
ANNA PIRL, 10
KAWAI CRISOSTOMO, 9
JARED KAWATANI, 10
ELLIOTT KHLOPIN, 9
TENNIS
BROOKE KODAMA, 9
ANDREW KURANO, 9
STANTON ASAO, 11
ERIC LEUNG, 9
HENRY WILLIAMS, 9
CAMERON KAJIOKA, 11
EMA MATSUMURA, 9
PATRICK NEVADA, 11
SUE DIANE MORAGA, 9
THOMAS PARPANA, 11
LAYLIE MOSES, 9
JUDO
ANDREW YIM, 11
EMILY PADIA, 9
MARISA HAMAKAWA, 10
JARED KAWATANI, 10
TYMAN HAYASHI, 10
SHUHEI AOKI, 9
ALANA REYES, 9
MATTHEW LEE, 10
HENRY WILLIAMS, 9
KIMBERLY STACEY, 9
NICOLINA PASCUA, 10
JUSTIN YAMAMOTO, 9
RACHEL TRIFONOVITCH, 9
HENRY WILLIAMS, 9
GABRIEL MEYER, 9
RICHARD OKIMOTO, 9
VOLLEYBALL
WATER POLO
KAYAKING
BERNADETTE MAUMALANGA, 11
JANAE RASMUSSEN, 11
CHRISTOPHER MEYER, 10
ANNA PIRL, 10
RANDY TAUYAN, 10
TIFFANY CABREROS, 10
DUSTIN CARRIER, 9
ETHAN COHEN, 10
BRIAN DENTON, 10
WRESTLING
SAILING
MATTHEW GANIBI, 10
GABRIEL MEYER, 9
MARISA HAMAKAWA, 10
JATHAN PETERSON, 11
ALICIA WARD, 9
CONNOR SLIKE, 11
RICHARD HUANG, 10
MARISA HAMAKAWA, 10
SOCCER
ETHAN COHEN, 10
ISAAC KEALOHA, 10
BRIAN DENTON, 10
REED, KIKUTA, 10
ANGELA LI, 10
JENSEN TSURUDA, 10
MEAGAN MAHIKO, 10
STACEY AGUSTIN, 9
TIMOTHY NEVADA, 10
MARCUS AU, 9
KAYLA CORTEZ, 9
PARKER ROLLMAN, 10
JENSEN TSURUDA, 10
ANDIE MILLER, 9
RICHARD OKIMOTO, 9
JAMES WHALEN, 10
BASEBALL
PAIGE SALAVE‘A, 9
MACY YUE, 10
JOSHUA AKAMINE, 9
KIMBERLY STACEY, 9
JELWYN AGBAYANI, 9
SHAUN MAHIKO, 8
SHELBY ARAKAWA, 9
CASEY WOND, 8
COURTNEY CHOW, 9
JEFFREY KIM, 7
SHANDON LAGUA, 7
29
INTERMEDIATE ATHLETICS
BASKETBALL
CROSS COUNTRY
SOFTBALL
JOSHUA AKAMINE, 9
NEOLANI TRIAS, 8
JARED KANOA, 9
MALIE ADAMS, 7
KAWAI CRISOSTOMO, 9
DALTON GREENLAND, 8
ANISA EVANS, 8
TYLER IHA, 8
SWIMMING
TATIANA GARZON, 8
SAMUEL CHEN, 7
ELENA CHEN, 7
TAYLOR PERALTA, 7
MICAH KAHUMOKU, 9
TYLER KANOA, 9
FOOTBALL
ELLIOTT KHLOPIN, 9
REECE ALVARADO, 9
ALEC VIERRA, 9
TENNIS
BRANDON CALIWAG, 8
ANTHONY CANENCIA, 9
ERIN KIM, 9
JOSHUA CANTORNA-PASCUA, 8
JARED KANOA, 9
DALTON GREENLAND, 8
BRENNA DELA ROSA, 8
TYLER KANOA, 9
TYLER IHA, 8
AUSTIN SILVA, 9
KODY ROBELLO, 8
MAKAI GRAHAM, 8
RAVEN KANESHIRO, 8
BRIAN KIM, 7
QUINTON MATSUO-CHUN, 7
JI EUN YANG, 7
KRISTEN NEWBERRY, 7
BAYLEE JACKSON, 8
RAVEN KANESHIRO, 8
GOLF
KRISTINA RICOTE, 7
JOCELYN KI, 8
DALTON GREENLAND, 8
ADITYA KUMAR, 8
TYLER IHA, 8
SHAUN MAHIKO, 8
AUSTIN TANAKA, 8
TRACK & FIELD
EMMA BIERWERT, 8
ISABELLA LESA, 7
RAVEN KANESHIRO, 8
CAYLIE SHIRAMIZU, 8
TYLER YOSHINAGA, 8
JUDO
MICAH AGCAOILI, 7
BRYANNA LILO, 7
TATIANA GARZON, 8
ANSON CANENCIA, 7
HILINA‘I MEYER, 7
KRISTINA RICOTE, 7
RYAN HOBUS, 7
SOCCER
VOLLEYBALL
JEFFREY KIM, 7
COURTNEY CHOW, 9
BRYSON HO, 9
NICHOLAS LACADEN, 7
EMMA BIERWERT, 8
WILLIAM BLEECKER, 8
LACHLAN MACLEOD, 7
AUSTIN TANAKA, 8
JOEY CAMACHO, 8
KEALA QUINLAN, 7
NOAH TSURUDA, 8
STACIE CHUN, 8
KEN SEWELL, 7
BRADLEY AGCAOILI, 7
JAREN IWASA, 7
ANISA EVANS, 8
SIVAI MERTYRIS, 7
TATIANA GARZON, 8
CHEERLEADING
HILINA‘I MEYER, 7
TAYLOR GOO SUN, 8
NATASHA CURRENCE, 7
JARIN MORIGUCHI, 7
MAKAI GRAHAM, 8
KAYLA-NOHELANI DAMO, 7
KAPENA FITZGERALD, 7
30
VOLLEYBALL (CONTINUED)
BAYLEE JACKSON, 8
DAVID KANG, 8
KODY ROBELLO, 8
CAYLIE SHIRAMIZU, 8
NOAH TSURUDA, 8
DANIELLE WOODS, 8
TYLER YOSHINAGA, 8
BREANN CAMPOS, 7
JAREN IWASA, 7
NICHOLAS LACADEN, 7
BRYANNA LILO, 7
HELEINA MERRITT, 7
KRISTEN NEWBERRY, 7
ERIN TATSUNO, 7
TYLER TOLUAO, 7
EMILY WALKER, 7
RETA YOUKHANA, 7
WATER POLO
CASEY ASAOKA, 7
HELEINA MERRITT, 7
EMMA MIX, 7
TAYLOR PERALTA, 7
SAMUEL QUINN, 7
JI EUN YANG, 7
31
OUR SENIORS HAVE BEEN ACCEPTED TO THE FOLLOWING HIGHER EDUCATION INSTITUTIONS
ACADEMY OF ART UNIVERSITY
OREGON STATE UNIVERSITY
ADAM’S STATE COLLEGE
PACIFIC LUTHERAN UNIVERSITY
ARIZONA STATE UNIVERSITY
PACIFIC UNIVERSITY OF OREGON
ART INSTITUTE OF CALIFORNIA: HOLLYWOOD
PORTLAND STATE UNIVERSITY
ART INSTITUTE OF CALIFORNIA: SAN DIEGO
PURDUE UNIVERSITY
BELOIT COLLEGE
ROSE-HULMAN INSTITUTE OF TECHNOLOGY
BENNINGTON COLLEGE
SADDLEBACK COMMUNITY COLLEGE
BROWN UNIVERSITY
SAINT JOSEPH’S COLLEGE
CALIFORNIA BAPTIST UNIVERSITY
SEATTLE UNIVERSITY
CALIFORNIA INSTITUTE OF ARTS
ST. JOHN’S UNIVERSITY
CALIFORNIA LUTHERAN UNIVERSITY
THE EVERGREEN STATE COLLEGE
CHAMINADE UNIVERSITY OF HONOLULU
UNIVERSITY OF BRITISH COLUMBIA
CLARK UNIVERSITY
UNIVERSITY OF CALIFORNIA IRVINE
COLORADO SCHOOL OF MINES
UNIVERSITY OF CALIFORNIA RIVERSIDE
COLORADO STATE UNIVERSITY
UNIVERSITY OF COLORADO BOULDER
CONCORDIA IN IRVINE
UNIVERSITY OF COLORADO DENVER
CORBAN UNIVERSITY
CORNELL COLLEGE
UNIVERSITY OF HAWAI‘I AT HILO
–
UNIVERSITY OF HAWAI‘I AT MANOA
CREIGHTON UNIVERSITY
UNIVERSITY OF MASSACHUSETTS AMHERST
CULVER-STOCKTON COLLEGE
UNIVERSITY OF MASSACHUSETTS BOSTON
DENVER UNIVERSITY
UNIVERSITY OF MINNESOTA
DEPAUW UNIVERSITY
UNIVERSITY OF NEVADA AT LAS VEGAS
EASTERN MICHIGAN UNIVERSITY
UNIVERSITY OF NEVADA RENO
EASTERN WASHINGTON UNIVERSITY
UNIVERSITY OF NORTHERN COLORADO
FORT SCOTT COMMUNITY COLLEGE
UNIVERSITY OF OREGON
GEORGE FOX UNIVERSITY
UNIVERSITY OF PORTLAND
GONZAGA UNIVERSITY
UNIVERSITY OF PUGET SOUND
HAMPSHIRE COLLEGE
UNIVERSITY OF SAN FRANCISCO
HARTWICK UNIVERSITY
UNIVERSITY OF SOUTHERN CALIFORNIA
HAWAI‘I PACIFIC UNIVERSITY
UNIVERSITY OF THE PACIFIC
HOFSTRA UNIVERSITY
UNIVERSITY OF WASHINGTON
HONOLULU COMMUNITY COLLEGE
WASHINGTON STATE UNIVERSITY
ILLINOIS WESLEYAN UNIVERSITY
WASHINGTON UNIVERSITY IN ST. LOUIS
KALAMAZOO COLLEGE
WESTERN NEW MEXICO UNIVERSITY
KAPI‘OLANI COMMUNITY COLLEGE
WESTERN WASHINGTON UNIVERSITY
LAWRENCE UNIVERSITY
WESTMONT UNIVERSITY
LOYOLA UNIVERSITY OF MARYLAND
WHITMAN COLLEGE
MARQUETTE UNIVERSITY
WHITTIER COLLEGE
MT. SAN ANTONIO COLLEGE
WILLAMETTE COLLEGE
NORTHERN ARIZONA UNIVERSITY
WILLAMETTE UNIVERSITY
NORTHERN COLORADO
OCCIDENTAL COLLEGE
OREGON INSTITUTE OF TECHNOLOGY
32
2010-2011 ULS Athletic Participation
Grade
7
8
9
10
11
12
Total
Student Body
Male
Female
26
28
27
26
29
27
28
28
25
29
21
29
156
167
Participants
Male
Female
19
22
21
17
27
26
23
23
20
23
16
19
126
130
Total student body grades 7-12
Total athletic participation grades 7-12
Total students grade 7-12 that did not play ILH sports
Intermediate Athletics
One sport athletes
Two sport athletes
Three sport athletes
Total Pac-Five Athletes
Combined Schools Athletes
132
132
98
24
144
1
403 Athletes participating in program
36% of UHS athletic program is Pac-5 participation
Total
Did not particpate
particpation
in ILH sports
Male & Female
Male & Female
41
14
38
14
53
5
46
9
43
11
35
15
256
68
323
256
68
79% of student body
33% of total program

September 15, 2011 - University Laboratory School

Transcription

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