School
Description
Henry Perrine Baldwin
High School is in the center of the major commercial, industrial,
and municipal communities of the Island of Maui. Its curriculum
offers a wide range of courses, including Advance Placement courses.
Baldwin High School has an excellent reputation in the community
for its students' success in academics, athletics, and extra-curricular
activities. Henry Perrine Baldwin High School was accredited in
2001 by the Western Association of Schools & Colleges for
a period of six years. Henry Perrine Baldwin High School is operating
under School/Community-Based Management.
Vision
Henry Perrine Baldwin
High School will provide a caring and dynamic learning environment
where all will strive to achieve their fullest potential.
Mission
The mission of Henry
Perrine Baldwin High School is to provide all members of the school
community with a variety of opportunities to acquire the knowledge,
academic and social skills to become responsible and productive
citizens.
Beliefs
Student learning
is our chief priority and is, therefore, the primary focus of
all decisions impacting the work of Henry Perrine Baldwin High
School.
Therefore,
we believe...
The school community
must commit to continuous improvements that advance the school's
mission of enabling students to become confident, self-directed,
lifelong learners.
Each student is
a valued individual with unique physical, emotional, intellectual
and social needs.
A student's self-esteem
is enhanced by positive relationships and mutual respect among
and between students and staff.
Curricula and instructional
practices should incorporate a variety of activities that support
the different ways students learn.
Students learn best
to make appropriate decisions and to apply their learning in meaningful
contexts when they are actively engaged in a supportive and challenging
environment.
Expected
Schoolwide Learner Outcomes
Students of Henry
Perrine Baldwin High School will be:
1. Effective communicators
2. Critical thinkers
and problem-solvers
3. Quality producers
4. Collaborative
workers
5. Self-directed
and responsible learners
Significant
Findings
Enrollment decreased
from 1983 to 1700. Redistricting has moved a number of students
to another nearby high school. Percent of students enrolled for
the entire year has improved. Average daily absences have increased.
Percentage of students receiving free or reduced lunch has increased
5%. Percent of special education and limited English speaking
students has increased 3% and 2%, respectively. About 100 students
apply for geographic exceptions because of special programs such
as JROTC, Performing Arts Learning Center, URSA Grade 9 Program,
Speech and Debate.
Areas of Strength:
The school offers a wide range of courses to address varied needs
of students. Baldwin has made a concerted effort to implement
Standards based education as evidence by the alignment of department
curricula with the HCPS II and development of lessons to help
students achieve standards. The school community takes great pride
in their school. Exiting students have rated the school high for
quality of education and services received at the school.
Areas of Growth:
Collection and analysis of appropriate and current data; delineation
of leadership roles and decision-making responsibilities; development
and implementation of a written, taught and assessed standards
based curriculum; involvement of all stakeholders in achieving
school's mission, learner outcomes and schoolwide action plan.
Focus on helping all students achieve the school learner outcomes
and HCPS II, beginning with students who are deficient in basic
skills.
