addressing equity: sub group identification...2020/09/17 · mauli ola. 3.4 establish schoolwide...

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Approved by HKKK CAS Date

School: Ke Kula ʻo ʻEhunuikaimalino

Address: 81-1041 Konawaena School Road

Kealakekua, HI 96750

Phone: (808) 313-3131

Website: ehunui.org

Ke Kula ʻo ʻEhunuikaimalino’s Academic Plan, - Version #1 May 15, 2020

Ke Kula ʻo ʻEhunuikaimalino’s Academic Plan, Page 3 - Version #1 May 15, 2020

Where are we now? Prioritize school’s needs as identified in one or more of the following needs assessments: ● Comprehensive Needs

Assessment (Title I Schools)

● WASC Self Study ▪ WASC Category B:

Standards Based Student Learning: Curriculum, instruction

▪ WASC Category C: Standards Based Student Learning: Instruction

▪ WASC Category D: Standards Based Student Learning: Assessment and Accountability

● International Baccalaureate (IB) Authorization

● Other

From CNA Pg. 28 & 29: 1. CNA Need #1, 4, 5, 12, 13,14, 17 and WASC Need #3 and #5

Professional development and support is needed for new and existing kumu to provide rigorous, engaging, student-centered lessons in all content areas that align with kaiapuni standards and our school’s vision and mission. Time and resources are needed for kumu to refine existing curriculum maps that include assessment tools (i.e. rubrics, formative assessments etc.) and PBL (Project/Problem & Place-Based Learning) that will be used to track student growth.

2. Need #2, 3, 8 & 14 from CNA and WASC Need #3 and #5

A refined school design is needed to increase student empowerment, address the facility shortage and high student attrition rate at the secondary grade levels. Space is needed that is conducive for students to develop 21st Century Skills through collaborative group work in becoming productive citizens in both English and Hawaiian.

3. Need #6, 7, 10, 11, 13, 17 from CNA and WASC Need #1 #2 and #4

A formal data collection system and RTI program is needed to analyze student achievement, identify areas of need and provide support for all sub groups in all areas (ie: literacy, math, Hawaiian language acquisition, and/or behavioral support etc.).


Addressing Equity: Sub Group Identification

In order to address equity, list the targeted sub group(s) and their identified needs. **Specific enabling activities listed in the academic plan should address identified sub group(s) and their needs. Sub Group Identified Need(s) Enabling Activiti(es) Hawaiian Language Learners (HLL)

Based off of CNA 2018-19 data, 42% of students are not proficient in Hawaiian oral language (they scored below an Intermediate High level on the Hawaiian oral assessment based on ACTFL). Non proficient families are in need of more support.

2.1 Develop and implement an RTI program to support all students including struggling students (RTI & MTSS) and Hawaiian Language Learners (HLL).

Hawaiian and Part Hawaiian students

There is a need to increase cultural awareness and practice that align without vision and mission (as well HĀ and Nā Honua Mauli Ola for our school community.)

3.1 Provide continuous opportunities for students to learn and demonstrate cultural knowledge and skills. 3.2 Develop data measure and reporting document on HĀ and Nā Honua Mauli Ola.


CNA Challenge pg. 15

3.3 Provide continuous professional development to develop kumu’s understanding of HĀ, Nā Honua Mauli Ola. 3.4 Establish schoolwide agreements for implementation of HĀ and Nā Honua Mauli Ola. 3.5 Establish and maintain community connections with cultural practitioners.

Secondary students A refined school design is needed to increase student empowerment, address the facility shortage and high student attrition rate at the secondary grade levels

5.9 Create a plan to retain students based on attrition data, graduation data and student feedback.


ORGANIZE: Identify your Accountable Leads.

Name and Title of Accountable Lead Enabling activities this lead is responsible for:

1. Principal Kaiapuni standards, mo�oha�awina and curriculum alignment; Project-Based

Learning, proficient kumu and staff; professional development for staff;

streamline kaiaa�o time; kaiapuni networking/ILT; EES, communication with

makua and community, school redesign

2. Vice Principal Project-Based Learning; PTT and PPT support; parent classes, EES,

communication with makua and community, school redesign

3. Counselor College and career and RTI

4. SSC/Article VI SFT/RTI; support transition and testing grade levels

5. Aupuni Haumāna Lead Kumu Student voice and leadership

6. Kaiaa�o Kualua (PLC team grades 6-12) Streamlined use of kaiaa�o time; Hawaiian culture and RTI

7. Kaiaa�o Ha�aha�a (PLC team grades M-5) Streamlined use of kaiaa�o time; Hawaiian culture and RTI

8. ILT (Po�okumu, 2 non-classroom teachers,

curriculum coordinator, 2 classroom teachers)

Mo�oha�awina development, Professional Development, school redesign, kaiapuni collaboration

9. Curriculum Coordinator Kaiaa�o planning, Academic Data Collection,


Goal 1: Student Success: All students will be empowered and engaged in learning to demonstrate academic and social-emotional

growth in order to achieve life-success (college, career, community).

Outcome: By the end of SY 20-21 Rationale: ● Students will:

○ Think critically, problem solve, collaborate and communicate in various ways

○ Communicate their learning outcomes and wonderings (i.e. PBL, Lā �Ehunui, Pāhana Puka, cultural showcasing).

○ Be included throughout the school redesign process

● Students will be provided with: ○ An RTI program to support all students

including struggling students (RTI & MTSS) and Hawaiian Language Learners (HLL)

○ Utilization of math screeners in M-12. ○ Targeted support based on results of

universal screener. ○ Continuous opportunities are provided for

students to learn and demonstrate cultural knowledge and skills

○ A system of support exists for college and career tracks that may include internernships with plan to grow internships and career programing

○ Continuous opportunities are provided for students to develop leadership skills in school and community settings

○ Targeted leadership training is provided to

The establishment of the Office of Hawaiian Education (OHE) in 2015 resulted in the creation of an assessment, the Kaiapuni Assessment of Educational Outcomes (KĀ�EO). The purpose of this federally approved assessment is to develop a more valid measure for assessing immersion students by placing culture and language at the center of the assessment program. This new assessment went live for grades 3-4 in the Spring of 2017 and went online for grades 5-8 in Spring 2019. In addition to the new assessments, OHE rolled out Nā Ana A�o or standards relevant to kaiapuni students in 2015. �Ehunuikaimalino is committed to the task of re-aligning the curriculum through curriculum maps (mo�oha�awina) to the kaiapuni standards and using data from these assessments to drive curricular discussions and instruction. There are limited measures for data collection in the elementary section, other than kumu created formative and summative assessments. Existing �ōlelo Hawai�i assessments are currently paper-based and implementation of these assessments is time consuming but provides accurate data that will support math and literacy improvement. Kumu in the lower grade levels are challenged in providing adequate and reliable interventions to struggling students. Currently, there is a school push to align school assessments to be delivered with fidelity in order to accurately track student improvement. There is also a challenge in providing struggling students with consistent appropriate interventions without an RTI program or kumu. We are continuing


students ○ Ongoing feedback is provided to students on

their achievement to set goals for improvement

○ Opportunities are provided for students to be actively engaged in pursuing career and college activities

○ Students have access to a device (1:1 student:device) and utilize various forms of technology to communicate with kumu as an effective communicator.

○ Classrooms/Instruction will provide Students with:Learning targets and success criteria are used in each classroom

○ A unified, consistent and scaffolded math instruction using the translated EnVision math program with fidelity in the ha�aha�a.

○ Students are assessed with school-developed Hawaiian language assessments to generate data for student achievement.

○ Students are exposed to leveled oral language opportunities (wā �ōlelo waha) to strengthen their oral language skills and proficiency.

○ Literacy is supported in all content areas and grade levels.

to recruit trained professionals who are proficient in the Hawaiian language to be able to provide such interventions. As a kaiapuni school, the vision and mission includes educating students in the Kona area through the Hawaiian language and culture. Along with strengthening the Hawaiian language, there is a commitment to continually seek improvement in providing culturally relevant educational activities and settings through the Project-Based Learning model. The instructional PBL model at �Ehunuikaimalino includes place and problem-based education. kumu and staff at �Ehunuikaimalino have collectively noticed that the student voice and the student leadership component need strengthening. There is a desire to empower the students by teaching them how to advocate for themselves in an effective way because they are ultimately the next generation of leaders.

Goal 2: Staff Success: Schools will have a high-performing culture where employees have the training, support and professional

development to contribute effectively to student success.


Outcome: By the end of SY 20-21 Rationale: ● Kumu will develop:

○ A PBL focused checklist developed and utilized (scaffolded for grade level) to measure and increase effectiveness of unit design. Include in the checklist essential components of the Gold Standard PBL model (PBL Works)

○ Schoolwide agreements established for implementation of HĀ and Nā Honua Mauli Ola.

○ Developed and designed �ōlelo waha lessons. ○ School-based Hawaiian language assessments to uphold

inter-rater reliability

● Professional development will be provided to kumu on: ○ the RtI process and differentiation strategies. ○ Continuous professional development to develop kumu’s

understanding of HĀ, Nā Honua Mauli Ola. ○ Professional development provided for mo�oha�awina

design based on kumu needs. ○ Professional development provided which addresses

practices to elicit student voice, *increase rigor and use of innovative practices for building leadership skills.

○ Professional development for kumu to serve as mentors (Mentoring and Induction).

○ Professional development provided on any math related program implementation (in house or outsourced).

○ Proficient speakers supported in necessary professional development.

○ Substitute kumu course provided to proficient Hawaiian speakers who do not have necessary substitute credentials.

○ Staff trained by credentialed consultants. ○ Internal language learning professional development

Kaiapuni schools have experienced a personnel shortage, mirroring the statewide personnel shortage. It is difficult to find licensed proficient kumu who are willing to relocate to Kona. Therefore, �Ehunuikaimalino has been capacity building from within the past few years by supporting proficient speakers in becoming credentialed. OHE has established a new kumu permit allowing proficient speakers to teach while providing the support they need to earn their credentials. The work of kumu at �Ehunuikaimalino is twice that of monolingual schools because of the element of either creating their own curriculum or translating existing curriculum at all levels. At the secondary level, kumu are delivering instruction to all grade levels 7-12. Based on this situation, it is imperative to provide a PTT or PPT in as many classrooms as possible, with a priority given to Hawaiian Language Arts (HLA), English Language Arts, and Math. It is imperative that all kumu and support staff are provided with training to develop professionally so that the students are able to receive the best instruction and support possible. Focus points for SYs 2019-2020 and 2020-2021 are the mo�oha�awina and PBL. kumu are provided articulation time (referred to as kaiaa�o or PLC time) during the school day (once a week) in addition to their prep time. Support staff and contracted outside providers deliver enrichment classes (Papa Ho�onui�ike), most of which are culturally based, to allow kumu this kaiaa�o time. There has been frustration observed in kumu with the efficient use of this time and


opportunities provided for staff to support our vision and mission.

● Data measures and reporting documents on HĀ and Nā Honua Mauli Ola.

● Kumu will be provided time to work on: ○ mo�oha�awina is provided either during the workday or

through stipend during non-working hours. ○ Convene weekly in kaiaa�o to fulfill kaiaa�o agreements

and goals. ○ Time provided for kumu for cross-curricular PBL

planning. ○ Technology provided to kumu to effectively

communicate with parents and students; an increased awareness and participation in preparing students for a 21st century world.

● Support for kumu will be provided : ○ to streamline the process of data collection and analysis

to help guide kaiaa�o meetings for more efficient use of kaiaa�o time.

○ to support provided for kumu for cross-curricular PBL planning.

○ to serve as mentors. ○ for any math program support and/or implementation. ○ PTT/PPT/PPEs in classrooms to assist kumu

a desire to help �Ehunuikaimalino kumu work smarter and not harder to alleviate the frustration. The WASC self study allowed for �Ehunui administration, faculty and staff to self reflect and as such, two of the five recommendations revolve around monitoring how effective the kaiaa�o time is and its impact on student achievement.

Goal 3: Successful Systems of Support: Schools will be empowered to develop innovative systems that strive for equity and promote

sustainable and continuous growth (financial, human, and community resources).

Outcome: By the end of SY 20-21 Rationale:


● A system for PBL will be created: ○ Kaiaa�o time provided to collaborate and plan for

PBL to ensure multi content area integration. ○ Support for PBL travel and community sharing

events. ● An effective Professional Learning Community Structure

will guide collaboration and planning: ○ Vertical alignment of curriculum, data and academic

policies through mo�oha�awina. ○ An ongoing reflection process that examines the

effectiveness of each mo�oha�awina. ○ Collaboration with other kaiapuni schools, including

but not limited to school and classroom observations at other schools, hosting other kaiapuni schools for �Ehunui walk throughs and feedback, and networking via video teleconferencing.

○ Accountability maintained to fulfill goals of kaiaa�o based on the �Ehunui kaiaa�o definition.

○ Aligned math curriculum with grade level agreements.

● A system to empower Early College & Secondary Education ○ Maintained Early College and Running Start

programs. ○ Various options of school designs including a track

system with various certification programs. ○ Various college certification tracks identified.\

● An RTI system will be created to address the needs of students: ○ A clear process to identify students needing additional

Kaiapuni schools are sprinkled throughout the islands and are logistically challenged in finding time to articulate and work collaboratively with one another. There is great value in working together for a common goal, and �Ehunuikaimalino continues to pursue relationships with other kaiapuni schools. �Ehunuikaimalino and other kaiapuni schools have used the framework of ILT to come together, focusing on classroom observations, collecting data based on the schools’ goals, Powerful Instructional Practice (PIP), and networking with one another via virtual environments. �Ehunuikaimalino will continue this collaboration under the title of Pilina Kaiapuni (Kaiapuni Relationships). �Ehunuikaimalino students in the 11th and 12th grade are currently required to enroll in the Early College courses, at no cost to the family. This supports both the college and career going students. �Ehunuikaimalino started a program in 2019 under the CTE program called Ho�āla Kilo (awakening the observer) to support those headed on a career path with a culturally relevant, STEM-based curriculum. The program is centered on navigation, with other supporting foci, including sustainable living, mālama �āina (caring for the land), and plane table mapping, to name a few. The premise of all learning related to Ho�āla Kilo is to highlight the ancient wisdom of the Hawaiians and encourage our students to embrace it and apply it to current situations and circumstances. This �ike is also highlighted by the Ho�onui�ike classes on Tuesdays. Only a handful of families that have children at �Ehunuikaimalino speak Hawaiian at home. Research shows that students excel if


support. ○ Universal screener including instructional prompts. ○ A proficient RTI kumu.

● A system for Technology Sustainability will be developed: ○ Tech Plan, maintaining the one-to-one campus

wide goal. ○ Online classes with mentor kumu and technology. ○ Various methods of communication (website,

calendar, planners, etc.) updated frequently. ● A system to transition incoming students will be created:

○ Ho�opaepae �Ohana program provided in the summer for incoming papa mālaa�o and new students and parents in all grade levels either during the summer or as needed.

● A system for incorporating `ohana and community will support the vision and mission of the school: ○ Kaiapuni related instruction provided to parents,

school and broader community members A plan to retain students based on attrition data, graduation data and student feedback.

○ Community connections established with cultural practitioners.

○ Student planners consistently utilized for two-way communication.

○ Substitute kumu course provided to proficient Hawaiian speakers.

the target language (Hawaiian, in �Ehunuikaimalino’s case) is supported outside of the learning environment. kumu who are able to commit are compensated to teach classes in the afternoon and evening in order for the parents, guardians, and community to have access to learning Hawaiian at no cost. Other practices such as ku�i kalo (pounding kalo to produce pa�i�ai or poi), gardening, and the historic background of our language, school and surrounding area have been offered. The subject matter is dependent on the expertise of the current staff. It is imperative for today's youth to be equipped with 21st century skills, including using various platforms of software, devices and keyboarding skills. Students are tested online and offered interventions that are differentiated to meet their diverse academic needs. �Ehunuikaimalino is moving toward becoming a one to one school and has a desire to continue to work with the district IT to maintain its Technology Plan and maintain the equipment. The investment of technology at �Ehunuikaimalino is viewed as not only one to prepare the students for the future, but also a means to streamline and improve two-way communication between students, kumu, and �ohana.


#1: PBL Funding Source(s)

How will you measure this enabling

activity? Desired Outcome Promise Enabling Activity Lead(s)

Project-Based Learning (PBL) is rigorous and schoolwide. Students are critically thinking, problem solving, collaborating and communicating in various ways.

Hawai`i

X

1.1 Provide PBL units of study for all students to critically think, problem solve, collaborate and communicate in various ways.

Kaiaa�o ha�aha�a Kaiaa�o kualua

WSF X

To be determined once PD waiver days are approved Mo�oha�awina review focusing on PBL (Title I $9,000 bus; $7,500 W.Wong contract)

Equity

X Title I

X

School Design

X Title II

Empowerment

X IDEA

Innovation

X Other

Hawai`i

X

1.2 Provide PBL professional development and time for unit planning and collaboration. 1.3 Develop and utilize a PBL pāhana checklist (scaffolded for grade level) to measure and increase effectiveness of unit design. Include in the checklist essential components of the Gold Standard PBL model (PBL Works).

Principal Kaiaa�o ha�aha�a Kaiaa�o kualua

WSF X

PBL discussion in kaiaa�o - Collect information about how many kumu implemented PBL using the checklist (kumu will self reflect based on criteria and Acplan team will collect that data) School PD calendar (Link PD calendar here) Kaiaa�o agenda (Link here) (Title I $9,000 bus; $7,500 W.Wong contract)

Equity

X Title I X

School Design

X Title II

Empowerment

X IDEA

Innovation

X Other

S tS t


Hawai`i X

1.4 A system for PBL will be created:

○ Utilize kaiaa�o time to collaborate with and plan for PBL to ensure multi content area integration.

○ Support for PBL travel and community sharing events.

Principal Vice principal Curriculum Coordinator Kaiaa�o ha�aha�a Kaiaa�o kualua

WSF X

Kaiaa�o agenda and minutes Mo�oha�awina Huaka�i paperwork School calendar (Title I $9,000 bus; $7,500 W.Wong contract)

Equity X

Title I X

School Design X

Title II

CNA Crosswalk Page 15, 18, 20 FRF Line #17 WASC Critical Area for Follow up #1, 2, 4, 5 Title 1 Addendum Crosswalk SW #1 6 ii & #6 IV

Empowerment X

IDEA

Innovation X

Other

#2: RTI / MTSS Funding Source(s)



Student data is systematically collected and analyzed to identify needs for intervention. Effective interventions are defined and

Hawai`i

X

2.1 Students will be supported with an RTI program and necessary supports that support all students including struggling students (RTI & MTSS) and Hawaiian Language Learners (HLL).

SSC Counselor Kaiaa�o ha�aha�a (RTI level 1 and 2) Kaiaa�o kualua (RTI level 1 and 2)

WSF X

RTI program (for level 2 & 3) RTI enrollment forms Pre and post RTI data (Title I Online licenses $22,600; Technology $9,197)

Equity X

Title I X

School Design X

Title II

Empowerment X

IDEA

S yS t


delivered for struggling students.

Innovation X

Other

Hawai`i X

2.2 Develop and utilize a clear process to identify students needing additional support. 2.3 Provide professional development on the RTI process. 2.4 Provide professional development on differentiation strategies. 2.5 Recruit, hire and train RTI kumu.

SSC Principal Curriculum coordinator

WSF RTI referral documents Kumu academic data Hālāwai kaiaa�o agenda and notes School PD calendar

Equity X

Title I

School Design X

Title II

Empowerment X

IDEA

Innovation X

Other

Hawai’1 X

2.6 An MTSS system will be created to address the needs of students:

○ A clear process to identify students needing additional support.

○ Universal screener including instructional prompts.

○ A proficient RTI kumu.

Principal WSF X

Financial plan Kumu roster (Title I Online licenses $22,600)

Equity X

Title I X

School Design X

Title II

CNA Crosswalk Page 7, 13, 18, 27 FRF Line #16 WASC Critical Area for Follow up # Title 1 Addendum Crosswalk SW # 1

Empowerment X

IDEA

Innovation X

Other

S tS y


#3: Hawaiian Culture Funding Source(s)

How will you measure this

enabling activity? Desired Outcome Promise Enabling Activity Lead(s)

Cultural knowledge and practice is embedded within the curriculum (e.g., navigation, native plant propagation, lawa�ia, etc.) utilizing but not limited to HĀ and Nā Honua Mauli Ola (e.g. Makawalu and Moenahā). (1.5)

Hawaiì

X

3.1 Provide continuous opportunities for students to learn and demonstrate cultural knowledge and skills.

Kaiaa�o ha�aha�a Kaiaa�o kualua Principal Vice principal

WSF Calendar of events Mo�oha�awina Classroom observations Student feedback

Equity

X Title I

School Design

X Title II

Empowerment

X IDEA

Innovation

X Other

Hawaiì

X

3.2 Develop data measure and reporting document on HĀ and Nā Honua Mauli Ola. 3.3 Provide continuous professional development to develop kumu’s understanding of HĀ, Nā Honua Mauli Ola. 3.4 Establish schoolwide agreements for implementation of HĀ and Nā Honua Mauli Ola.

Kaiaa�o ha�aha�a Kaia�o kualua Principal Vice principal

WSF Data measure Reporting document School PD calendar Kaiaa�o calendar kumu feedback (Title I Stipends $10,079; Subs $8,744; M.Duarte contract $24,000)

Equity

X Title I

School Design

X Title II

Empowerment X

IDEA

Innovation

X Other

Hawaiì X

3.5.(also seen as 5.9) A system for Principal Vice Principal

WSF School calendar of events

S tS t

S y


Equity X

incorporating `ohana and community will support the vision and mission of the school:

○ Kaiapuni related instruction provided to parents, school and broader community members to support our vision and mission.

○ A plan to retain students based on attrition data, graduation data and student feedback.

○ Establish and maintain community connections with cultural practitioners.

Title I Volunteer sign-ins Papa Ho�onui�ike schedule List of cultural practitioner kumu and volunteers

School Design X

Title II

CNA Crosswalk, pg 7, 9, 15, 20 FRF Line #17 WASC Critical Area for Follow up # Title 1 Addendum Crosswalk SW #1

Empowerment IDEA

Innovation X

Other

#4: Moʻohaʻawina Funding Source(s)



The mo�oha�awina for each grade level is standards

Hawai`i X

4.1 Provide and use learning targets and success criteria in all classrooms and across all content areas.


WSF ILT process - PIP observations, student interviews, guided visits, walkthroughs (Kumu clarity)

Equity X

Title I

S t


and culturally based. Mo�oha�awina are digitally accessible for collaboration. They also incorporate Kaiapuni/CCSS standard(s), content, projects (PBL), resources and assessment tools for data collection

School Design X

Title II

Empowerment X

IDEA

Innovation X

Other

Hawai`i X

4.2 Provide time to work on mo�oha�awina (design, development, revision, refinement, supplementation) either during the workday or through stipend during non-working hours. 4.3 Provide professional development for mo�oha�awina design based on kumu needs (Curriculum mapping, Learning targets, Success criteria, Power standards, PBL, Moenahā, Assessment, Universal design for learning, tech integration).

Principal ILT

WSF Mo�oha�awina improvement -Utilize revision history in Google Docs kumu reflection Accounting of sub and stipend days used School PD calendar (Title I Stipends $10,079; Subs $8,744; M.Duarte contract $24,000)

Equity X

Title I

School Design X

Title II

Empowerment X

IDEA

Innovation X

Other

Hawai`i X

4.4 Utilize effective Professional Learning Community Structures to guide collaboration and planning:

● Use mo�oha�awina to ensure vertical alignment of


WSF Mo�oha�awina Kaiaa�o agenda and minutes log Staff meeting agenda ILT - PIP observations, student

Equity X

Title I

School Design X

Title II

S tS y


CNA Crosswalk pg 17, 20 FRF Line #14 WASC Critical Area for Follow up Title 1 Addendum Crosswalk SW #1, 3

Empowerment X

curriculum, data and academic policies

● Initiate an ongoing reflection process that examines the effectiveness of each mo�oha�awina.

IDEA interviews, guided visits, walkthroughs, PD (kumu clarity.

Innovation X

Other

#5 Student Voice Funding Source(s)



Students exercise strong voice and leadership skills.

Hawaii X

5.5 Provide continuous opportunities for students to develop leadership skills in school and community settings. 5.6 Provide targeted leadership training for students. 5.7 Include students throughout the school redesign process.

Kaiaa�o ha�aha�a Kaiaa�o kualua ILT Aupuni Haumāna Lead Kumu

WSF Active aupuni haumāna. Calendar of school events Leadership training docs Panorama (Formerly Tripod) Hale participation Meeting notes and photos (Mahina’s folder)

Equity X

Title I

School Design X

Title II

Empowerment X

IDEA

Innovation X

Other

Hawai`i X

5.8 Provide professional development which addresses practices to elicit student voice, increase rigor and use of

Principal ILT

WSF School PD calendar

(Title I Stipends $10,079; Subs $8,744; M.Duarte contract Equity

X Title I

S tS t


School Design X

innovative practices for building leadership skills.

Title II $24,000)

Empowerment X

IDEA

Innovation X

Other

Hawai`i X

5.9 (also seen as 3.5) A system for incorporating `ohana and community will support the vision and mission of the school:

○ Kaiapuni related instruction provided to parents, school and broader community members to support our vision and mission.

○ A plan to retain students based on attrition data, graduation data and student feedback.

○ Community connections established with cultural practitioners.

○ Provide time for staff to explore different school

Po�okumu ILT Kaiaa�o kualua

WSF Comparison of Student population retention data Panorama survey Creation and documented use of the plan. Survey - Results from short survey given to students who leave �Ehunui

Equity X

Title I

School Design X

Title II

CNA Crosswalk pg 15 FRF Line #17 WASC Critical Area for Follow up # Title 1 Addendum Crosswalk SW #

Empowerment X

IDEA

Innovation X

Other

S y


designs including a track system with various certification programs.

#6: Kaiaaʻo Time Funding Source(s)



2.4 Efficient and streamlined use of embedded kaiaa�o time. �Ehunui PLC definition here

Hawai`i X

6.1 Provide students enrichment activities with support staff and community members, including cultural practitioners, to allow the kumu time to articulate during the school day.

6.2 Provide ongoing feedback to students on their achievement to set goals for improvement.

Principal Vice Principal Kaiaa�o ha�aha�a Kaiaa�o kualua

WSF X

Student participation in Papa Ho�onui�ike

Completion of Mo�oha�awina in Google Drive �Ehunui Academic database Student feedback - (panorama)

Equity X

Title I

School Design X

Title II

Empowerment X

IDEA

Innovation X

Other

Hawai`i X

6.3 Convene weekly in kaiaa�o to fulfill kaiaa�o agreements and goals (here).

Kaiaa�o ha�aha�a Kaiaa�o kualua Curriculum coordinator Principal

WSF x

Amount of cross- curricular structured planning time. Quantity of minutes assigned and

Equity X

Title I

S tS t


School Design X

6.4 Provide support for kumu to streamline the process of data collection and analysis to help guide kaiaa�o meetings for more efficient use of kaiaa�o time. 6.5 Provide time and support for kumu for cross-curricular PBL planning.

Vice Principal Title II used for data collection and analysis in kaiaa�o time. Kaiaa�o agenda and minutes

(Title I Stipends $10,079; Subs $8,744)

Empowerment X

IDEA

Innovation X

Other

Hawai`i X

6.6 An effective Professional Learning Community Structure will guide collaboration and planning:

● Maintain accountability to fulfill goals of kaiaa�o based on the �Ehunui kaiaa�o definition.

● Provide opportunities to collaborate with other kaiapuni schools, including but not limited to school and classroom observations at other schools, hosting other kaiapuni schools for �Ehunui walk throughs and feedback, and networking via video teleconferencing.

Kaiaa�o ha�aha�a Kaiaa�o kualua Curriculum coordinator Principal ILT

WSF x

Kaiaa�o agenda Hālāwai agenda Travel Information from FRF (Title I Travel $1,300)

Equity X

Title I x

School Design X

Title II

CNA Crosswalk:pg 13, 18 FRF Line #15, 18 WASC Critical Area for Follow up #1 & 2 Title 1 Addendum Crosswalk SW #

Empowerment X

IDEA

Innovation X

Other

#7: Post Secondary

S y


Desired Outcome Promise Enabling Activity Lead(s) Funding Source(s)

How will you measure this enabling activity?

3.2 A variety of options for students to engage in college and career opportunities

Hawaiì X

7.1 Students will be Provided opportunities to be actively engaged in pursuing career and college activities. 7.2 Students will be offered college and career tracks that may include internships with plans to grow internships and career programming.

Principal SSC Counselor

WSF X

Percentage of haumāna in early college programs. Amount of students who graduate with the HLS certificate. Amount of internernships and/or career mentoring opportunities haumāna engage in.

Equity X

Title I

School Design X

Title II

Empowerment X

IDEA

Innovation X

Other X

Hawaiì X

7.3 Provide support and professional development for kumu to serve as mentors.

Principal WSF X

Completion of mentor training

(Title I Stipends $10,079; Subs $8,744) Equity

X Title I

School Design X

Title II

Empowerment X

IDEA

Innovation X

Other

Hawaiì X

7.4 A system to empower Early Principal Vice Principal

WSF X

Hālāwai schedule

S tS t

S y


Equity x X

College & Secondary Education: ● Create system of

support for college and career tracks that may include internships with a plan to grow internships and career programing.

● Create and promote various college certification tracks.

● Maintain and support the EC and Running Start programs.

● Support online classes with mentor kumu and technology.

SSC Counselor

Title I Creation of plan to include student voice.

School Design X

Title II

CNA Crosswalk - pg 11, 18 FRF Line # n/a WASC Critical Area for Follow up # Title 1 Addendum Crosswalk SW #5

Empowerment X

IDEA

Innovation X

Other X

#8: Math Achievement Funding Source(s)



Increased student achievement in math

Hawai`i X

8.1 Provide unified, consistent and scaffolded math instruction using the translated EnVision math program with fidelity in the ha�aha�a.

Kaiaa�o ha�aha�a Kaiaa�o kualua Curriculum Coordinator

WSF X

Active use of universal screeners Tracking system for student growth

Equity X

Title I

S t


School Design X

8.2 Implement math screeners in M-12. (Acadience, Star and Moby Max). 8.3 Provide targeted support based on results of universal screener.

Title II Data from curriculum-based assessments and universal screeners. Progress monitoring data (Title I Online licenses $22,600; Technology $9,197)

Empowerment IDEA

Innovation Other

Hawai`i X

8.4 Train kumu on Acadience universal screener. 8.5 Provide support to kumu to digitize/translate and prepare EnVision Math material. 8.6 Secure access to all materials for EnVision for Ha’aha’a. 8.7 Continue professional development on EnVision implementation (in house or outsourced). 8.8 Support teachers in translating and utilizing universal screener. 8.9 Support elementary teachers in improvement of existing math curriculum (Envision).

ILT Curriculum Coordinator Principal

WSF X

All Ha�aha�a kumu are supplied with digital EnVision math material and support. Completion of EnVision training (Title I Stipends $10,079; Subs $8,744;)

Equity X

Title I

School Design X

Title II

Empowerment X

IDEA

Innovation X

Other

Hawai`i X

8.10 Create grade level agreements in Principal Curriculum

WSF X

Implementation of universal

S tS y


Equity X

ha�aha�a for math curriculum implementation. Use district math framework as a reference.

coordinator

Title XI

screener

School Design X

Title II

CNA Crosswalk pg 27 FRF Line # WASC Critical Area for Follow up # Title 1 Addendum Crosswalk SW #1

Empowerment X

IDEA

Innovation X

Other

#9: Two way communication Funding Source(s)



Effective 21st century, two-way communication with students, parents and community.

Hawai`i X

9.1 Provide opportunities for students to communicate their learning outcomes and wonderings (i.e. PBL, Lā �Ehunui, Pāhana Puka, cultural showcasing) in preparing students for a 21st century world. 9.2 Provide access to a device (3.5 1:1 student:device) and utilize various forms of technology to communicate with kumu to become an effective communicator.

Principal Vice Principal Kaiaa�o kualua Kaiaa�o ha�aha�a

WSF X

Data (website use, emails sent & received) Participation at school events Use of planners (Title I Student Planners $5,000; Technology $9,197)

Equity X

Title I X

School Design X

Title II

Empowerment X

IDEA

Innovation X

Other

S t


Hawai`i X

9.3 Kumu will utilize the student planners consistently for two-way communication with students and parents. 9.4 Kumu will be provided the necessary technology to effectively communicate with parents and students to increase awareness and participation in preparing students for a 21st century world.

Principal Vice Principal Kaiaa�o kualua Kaiaa�o ha�aha�a

WSF X

Data (website use, emails sent & received) Use of planners Technology Plan Quantity of devices actively used

(Title I Student Planners $5,000; Technology $9,197)

Equity X

Title I X

School Design X

Title II

Empowerment X

IDEA

Innovation X

Other

Hawai`i X

Utilize a system for Technology Sustainability: 9.5 Establish and maintain a school website, calendar, and other methods (student planners, School Messenger etc.) to be updated frequently to provide accurate information to parents and community with the ability for feedback. 9.6 Admin, District IT and Tech Coordinator will continue to develop the school’s Tech Plan, maintaining the one-to-one campus wide goal.

Principal Vice Principal

WSF X

Data (website use, emails sent & received) Participation at school events

(Title I Student planners $5,000; Website fees $3,600; PFE supplies $2,000)

Equity X

Title I X

School Design X

Title II

CNA Crosswalk pg 18, 28 FRF Line #21, 19 WASC Critical Area for Follow up # Title 1 Addendum Crosswalk SW #2, 7

Empowerment X

IDEA

Innovation X

Other

S tS y


#10: Literacy Funding Source(s)



Increase language capacity and proficiency, including reading, writing and oral language literacy.

Hawai`i X

10.1 Assess students with school-developed Hawaiian language assessments to generate data for student achievement. 10.2 Expose students to leveled oral language opportunities (wā �ōlelo waha) to strengthen their oral language skills and proficiency. 10.3 Provide literacy support in all content areas and grade levels.


WSF X

Quantity of oral language opportunities provided �Ehunui Academic Database spreadsheet Data and feedback from the assessment process. Bell schedule Increased literacy materials (Title I Online licenses $22,600; Technology $9,197)

Equity X

Title I X

School Design X

Title II

Empowerment X

IDEA

Innovation X

Other

Hawai`i X

10.4 Train staff to deliver school-based Hawaiian language assessments to uphold inter-rater reliability. 10.5 Design and develop �ōlelo waha lessons. 10.6 Recruit, hire and train proficient speakers.

Curriculum coordinator Kaiaa�o ha�aha�a Kaiaa�o kualua Principal

WSF X

Amount of trainings offered for school-based language assessment Creation of �ōlelo waha lessons (leveled language lessons)

Equity X

Title I X

School Design X

Title II

Empowerment X

IDEA

S tS t


Innovation X

10.7 Provide a substitute kumu course for proficient Hawaiian speakers. 10.8 Provide consultants (with appropriate credentials) to train staff. 10.9 Provide PTT/PPT/PPEs in classrooms to assist kumu in classroom management and instructional support.

Other

Hawai`i X

10.10 Provide Ho�opaepae �Ohana program in the summer for incoming papa mālaa�o and new students and parents in all grade levels either during the summer or as needed. 10.11 Provide kaiapuni related instruction to parents, school and broader community members to support our vision and mission. 10.12 Provide on-going internal language learning PD opportunities for staff to support our vision and mission.

Principal Vice principal

WSF X

Implementation of Ho�opaepae �Ohana Program Makua survey from Program Participation in provided opportunities for kaiapuni related instruction

Equity X

Title I X

School Design X

Title II

CNA Crosswalk pg 27 FRF Line #16 WASC Critical Area for Follow up # Title 1 Addendum Crosswalk SW # 1, 7

Empowerment X

IDEA

Innovation X

Other

S y

addressing equity: sub group identification...2020/09/17 · mauli ola. 3.4 establish schoolwide...

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