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Wailuku Elementary SchoolSELF-STUDY REPORT

355 South High StreetWailuku, Hawaii 96793

Maui District

April 18-21, 2016

Hawaii DOE/ACS WASC Focus on Learning Accreditation Manual,2013 Edition

Wailuku Elementary School HIDOE/ACS WASC Self-Study Report

TABLE OF CONTENTS

Preface xx

Chapter I: Student/Community Profile xx

Chapter II: Progress Report xx

Chapter III: Student/Community Profile — Overall Summary from Analysis of Profile Data and Progress xx

Chapter IV: Self-Study Findings xx

A: Organization: Vision and Purpose, Governance, Leadership and Staff, and Resources xx

B: Standards-based Student Learning: Curriculum xx

C: Standards-based Student Learning: Instruction xx

D: Standards-based Student Learning: Assessment and Accountability xx

E: School Culture and Support for Student Personal and Academic Growth xx

Prioritized Areas of Growth Needs from Categories A through E xx

Chapter V: Schoolwide Action Plan xx

Appendices xx

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PrefaceExplain the school self-study process used to accomplish the expectations of the self-study. By addressing the expectations of the self-study, the school will have addressed:

● Inclusiveness: The involvement and collaboration of all school/community stakeholders to support student achievement.

● Purposefulness: The clarification of the school’s vision/mission and General Learner Outcomes.

● Student-Focused: The analysis of data about students and student achievement.● Evaluation: The evaluation of the entire school program and its impact on student learning

based on General Learner Outcomes, academic standards, and the HIDOE/WASC criteria.● Accountability: The implementation and monitoring of the Academic and Financial Plan that

supports high-quality learning.● Leadership: The facilitation by school leadership of the HIDOE/WASC accreditation school

improvement process that advocates, nurtures, and sustains the vision and the culture of learning.

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Chapter I: Student/Community ProfileA. Prepare a Student/Community Profile. Include data and findings for the following:· Demographic data, including the refined schoolwide learner outcomes· Disaggregated and interpreted student outcome data· Perception data summaries, if any.

Community – Background and History

General population characteristics

Wailuku Elementary School, established in 1904, is the home of the Wildcats. Our school has a legacy of educational excellence for over a century, and has built upon years of tradition to prepare our students for the future. We are located on a main thoroughfare, at the edge of the commercial center, business and government offices. The school is surrounded by established neighborhoods and new housing developments. The town of Wailuku is the county seat of Maui’s government, with State and Federal offices nearby. Wailuku town includes wooden storefronts around Market Street, many of which are family businesses in continuous operation for generations. Historical sites are located near and on the school campus. Growth in the Wailuku area prompted the opening of another elementary school nearby in July 2013. Redistricted school boundaries took effect school year 2013-2014. Student enrollment then dropped from over 1000 students, down to 705. By Fall of 2014, our enrollment had reached 726. Wailuku Elementary is part of the Baldwin Complex, which serves 3,823 students in five schools: three elementary (K-5), one intermediate (6-8) and one high school (9-12).

Family and community trends/education levels

According to the 2010 Census, 15,313 residents live in the Wailuku area. There are over 5,300 families. The average family size is 2.91.

Demographic data for Wailuku (2010 US Census)

Population 2010 15,313

Persons under 18 years 23.5%

high school graduate 89.2%

bachelor’s degree or higher 22.6%

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language other than English spoken at Home 17.3%

persons per household, 2009-2013 2.91

median household income, 2009-2013 $69,797

source:http://quickfacts.census.gov/qfd/states/15/1577450.html

State/federal program mandates

The Hawaii Department of Education has mandated that all elementary schools adopt the McGraw-Hill Wonders Reading Program for English Language Arts instruction and the Stepping Stones for math instruction. The Wonders Reading Program was adopted at the beginning of school year 2014-2015. The Stepping Stones curriculum has been adapted school year 2015-2016. Our state has also created a 6 priority strategy model for our school to adhere to. One of the strategies, Comprehensive Student Support System/Response to Intervention, requires our school to have a system that supports student’s behavior and academic needs. We have developed a system that identifies and provides support to students in the area of attendance, behavior, and reading. Our reading support program gives specific tiered instruction. This program screens students and delivers instruction during a daily sacred block in each grade level to target student’s specific needs. We have 4 full time teachers and 5 part time teachers that are dedicated Response to Intervention Teachers.

Parent/community organizations

Our school has an active Parent Teachers Student Association (PTSA). We have a Parent Community Network Communicator that works closely with the PTSA. This position directly impacts students by laying the foundation for our future community leaders, helping our students succeed, so that they may give back to our community. The PTSA has fundraisers that directly impact our school. The PCNC also organizes volunteers to help at our school. These volunteers not only spend their time assisting with office support, but also classroom support.

All of our activities are open to the entire school, with the exception of our 5th Grade Ohana Celebration. The PTSA holds an annual movie night that is always a huge success. There is an average of approximately 300 in attendance. The PTSA rents a high-definition projector and plays family friendly movies such as "Despicable Me 2" and “Big Hero 6,” on the May Day field, with free popcorn being served for the families. In October, Pumpkin Patch is a fun yearly event which involves families carving pumpkins together in the cafeteria. After a wonderful parade of costumes, the jack-o-lanterns are lit up on the stage as the lights are turned down for a wonderful display! In December, the annual Santa's Workshop has about 300 people attending each year.

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Wailuku Elementary School HIDOE/ACS WASC Self-Study ReportSome school and community clubs and organizations, who use our school cafeteria, host a craft table for the families to enjoy. This year we had Cub Scouts Pack 68, Kama`aina Kids, WES student council, and PTSA provide crafts for the families to do while they waited for Santa to arrive. Picture taking with Santa and his elf is always the highlight of the night. Students and families can also enjoy cookie decorating. The Book Fair runs for 10 days in the school library and anyone can shop from 8:00 am-3:00 pm. In addition, we are holding two family events, one on Feb 4th, the Book Fair Parent Night and the other on Feb 7th, Story-time with Wally Amos in the cafeteria, with free pizza being served before the big event. After Wally Amos, families can also visit the library for the Book Fair. Furthermore, Magician Brenton Keith will return to perform in the cafeteria since he was a huge success last year. The biggest annual event of the year is May Day which features performances from every grade level at Wailuku Elementary School.

Since this is the first year that Stepping Stones is being implemented Wailuku Elementary and our PTSA put together an Origo/Stepping stones Math night. At this math night parents were invited to come and learn more about Stepping Stones and their math strategies. Two Origo math presenters were on hand to conduct a presentation and answer questions from parents.

Our school participates on The Food Bank program called “Backpack Buddies.” At the end of each week, in anticipation of the weekend, “needy” students receive a backpack filled with food that will feed them over the weekend.

Community foundation programs

WHAT ARE THE FOUNDATION PROGRAM? BEVERLY WILL KNOW.

School/business partnerships

WHAT ARE THE FOUNDATION PROGRAM? BEVERLY WILL KNOW.

WASC accreditation history for school

Wailuku Elementary School is in its first year of accreditation. The State of Hawaii requires elementary schools be accredited. “ In 2012, the Hawaii State Board of Education approved the Hawaii Department of Education’s five-year plan to accredit all public elementary schools that have not previously been accredited. These elementary schools are being phased into accreditation over a five year period so that by Spring 2019 all 159 schools will be accredited (http://www.acswasc.org/schools/public-hawaii/).”

School core values, beliefs, vision and mission, & GLO’s

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School Mission

The mission of Wailuku Elementary School’s faculty and staff is to work together with students, parents and community to provide a safe and caring environment for students to become lifelong learners and responsible members of society.

Vision Statement

● W = Wailuku, where children come first● E = Encouraging everyone’s education● S = Safe, successful school

General Learner Outcomes (GLOs)

Self-directed Learner (The ability to be responsible for one's own learning)

Community Contributor (The understanding that it is essential for human beings to work together)

Complex Thinker (The ability to demonstrate critical thinking and problem solving)

Quality Producer (The ability to recognize and produce quality performance and quality products)

Effective Communicator (The ability to communicate effectively)

Effective and Ethical User of Technology (The ability to use a variety of technologies effectively and ethically)

School Program DataThere are several pertinent specialized programs at Wailuku Elementary School.

In Kindergarten we have the Kindergarten Summer Program. The goal of this program is to help students with no preschool experience be more prepared for the transition to Kindergarten. Free preschool was offered to 29 students registered by June, and 69% of them attended.

Summer Pre K

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School Year #/no preK # offered by the time summer session started

# attended % attended

2013-2014 59 30 28 93%

2014-2015 40 19 15 79%

2015-2016 42 29 20 69%

Kindergarten Kamp is a one day program that involves teachers, students, parents, and staff to meet and engage in student activities that acclimate the student to the school’s environment. To also help with this transition, our school has a program during the month of April that invites the preschools in our community to visit our campus. We begin the school year with a time for the Kindergarten student and parent to meet one-to-one with their teacher. During this time, assessments are administered and the student and parent have an opportunity to become acquainted with the class and their teacher. Another program housed at our school is MEO Headstart. This program provides preschool to students that come from families that are economically challenged, high-risk, or special needs. We also have a Special Education Preschool Program. This program services preschool aged students in our community that require an Individualized Education Program.

Our school also provides a program for English Language Learners. Wailuku Elementary School has a New Comer Program that supports the transition of English Language Learners to our school. This program along with our English Language Learner Program emphasizes language acquisition to students whose first language is other than English.

English Language Learner Services

school year # of students needing services

# of students receiving services

% of students receiving services

2013-2014 136 136 100%

2014-2015 136 136 100%

2015-2016 133 133 100%

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Aimee Nakama, 12/15/15,

enter data on Kinder Kamp


enter data on headstart program


Status of School in terms of student performance

Title 1Wailuku Elementary School is a Title 1 school according to Federal guidelines of having at least 40% of children from low income families that make up enrollment. At the beginning of the 2015-2016 school year, 67.61% of our enrollment consist of children from low income families. These students receive free or reduced breakfast and lunch. Students that receive free lunch also receive free bus transportation beyond a mile of school within our district boundaries. Some of these students may qualify to attend the afterschool program on our campus at no cost. Free tutoring is also offered to these students before and/or after school.

History of Adequate Yearly Progress status and Outside providers that are currently working with WESDuring NCLB we spent two years in restructuring, and one year in “Good Standing, Pending”. Since being in restructuring, we have had a private provider-Edison Learning, (now Catapult Learning) working with us. This service has decreased in intensity beginning in 2012-13. According to Strive Hi data we are now in “Continuous Improvement”.

Federally Imposed requirements for improvementCurrently our school is not under any state or federally imposed requirements for improvement.

Enrollment

Grade Level/GenderIn Fall of 2015 our enrollment count was 720 students. Our gender counts are balanced, 49.93% of our students are females and 50.07% are males.

Student Enrollment by grade level/gender

Fall 2013 Fall 2014 Fall 2015

Grade Boys Girls Total Boys Girls Total Boys Girls Total

Pre- Kindergarten 11 6 17

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Kindergarten 61 62 123

First Grade 47 48 95

Second Grade 52 73 125

Third Grade 60 61 121

Fourth Grade 64 43 107

Fifth Grade 71 62 133

total enrollment

EthnicityDuring 2013-2014 school year, our boundaries were redrawn to include a Hawaiian Home community. As a result our Native Hawaiian population has dramatically increased over the past 2 school years. There were 178 Native Hawaiian students during the 2013-2014 school year and during the 2014-2015 school year the count rose to 237 students.

School year 2015-2016

Ethnicity Percentage of students

American Indian/Alaska National 0.55%

Black 1.66%

Chinese 0.83%

Filipino 18.31%

Guamanian/Chamorro 0.55%

Hispanic 3.88%

Indo-Chinese 1.39%

Japanese 9.43%

Korean 1.11%

Micronesian 11.10%

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Native Hawaiian 31.35%

Other Asian 1.11%

Other Pacific Islander 1.66%

Portuguese 4.02%

multiple 0.55%

Predominate primary languages other than EnglishOur student body continues to be diverse, serving a majority of lower income neighborhoods. During the Fall of 2015-2016 133 students were ELL (14% of our students), the majority of these are Limited proficient. Fourteen different languages are spoken by our students and families including; Marshallese, Tagalog, Chuukese, Ilocano, Pohnpeian, Spanish, Tongan, Tagalog, Kosraean, Korean, Kosraean, Vietnamese, Japanese, Cantonese. Approximately 11% of our students require Special Education services. We have 24 homeless students (3% of our population).

2015-2016 Language most often used by student

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Free & Reduced Lunch, Title 1 and other programs

2013-2014 2014-2015 2015-2016

Low Socioeconomic Status(free/reduced lunch)

68% 68.6% 68.3%

Students with Disabilities 8.7% 9.4% 10.97%

English Language Learners 18% 19% 18.4%

Title 1

More than two thirds of our families qualify for free/reduced meals and the number has been increasing for several years.

ELL: English Language Learners

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Special Education

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The percentage of special needs children has been increasing.

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Attendance Overall School Percentage Yearly Attendance

2012-2013 2013-2014 2014-2015

94.3% 95.3% 94.8%

The attendance in each grade level is determined by chronic absenteeism, students that are absent for more than 5% of the current school days. In Spring of 2015, 96.21% of Kindergarteners, 94.80% of First Graders, 95.44% of Second Graders, 95.49% of Third Graders, 96.06% of Fourth Graders, 95.98% of Fifth Graders attend school regularly.

Chronic Absenteeism Attendance data indicates that our chronic absenteeism during school year 2014-2015 (15 or more days absent/year) was 9%.

Strive HI Chronic Absenteeism

2012-2013 2013-2014 2014-2015

Percent of Students 21% 8% 9%

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When we revised our attendance procedures, chronic absenteeism dropped and has remained at or close to state goals.

Tardiness rate

Mobility/transient rateThe last five years of mobility data indicate that over 100 children enter the school over the course of the year, and this year’s enrollment confirms that continuing trend. So far, during the 2015-2016 school year, there have been 104 enrollment changes. There have been 60 students transferred in and 44 students who transferred out.

Enrollment Mobility

school year total enrollment

# of new students after the first day of school

% of new students after the first day of school

# of students who transferred out of our school

% of students who transferred out of our school

2010-2011 290 162 17.6% 110 11.9%

2011-2012 926 127 13.7% 153 16.5%

2012-2013 1002 113 11.3% 109 10.9%

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Info on tardiness rate


2013-2014 758 93 12.3% 167 22%

2014-2015

2015-2016 721 76 10.5% 55 7.6%

Discipline During the school year 2014-2015, Wailuku Elementary School has had 2 suspensions and no expulsions. So far during school year 2015-2016 the incident count of Class B is 1 student, Class C are 9 students and Class D are 18 students.

According to the data, majority of the incidences occur during lunch recess.

What Time Do Incidences Occur?

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

Before school 14 15 9 10 10

Morning recess 10 18 9 17 5 14 6 9 2 2

Lunch recess 34 51 31 29 16

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After school 10 10 5 4 1

Student participation in Co-Curricular Activities and extracurricular activities

Our school encourages student participation in co-curricular activities and extracurricular activities. There are 24 student council members including the student council officers and class representatives. Students in grades 4 and 5 have the opportunity to participate as a library monitor that holds 20 rotating slots a week. Grade 5 students have the opportunity to participate as an office monitor, 2 per day, these slots rotate through the grade level. Students at our school compete to participate in Math Matters, 8 students are chosen to represent our school as a Math Matters team in competition. Our school also offers Robotics, Science Olympiads, and Lego Club, approximately 27 students attend these clubs that compete in the area of Science.

Description of Safety Conditions, Cleanliness, and adequacy of School Facilities

Wailuku Elementary School has a School Safety Committee that meets quarterly to review, discuss, report, and to work on issues or concerns in regards to the overall school safety and well-being. At the beginning of every school year, all staff members are provided with safety procedures and information. All staff members, including substitute workers are required to review safety videos which include information on FERPA, Bloodborne Pathogens, PASSing with School Fire Extinguishers, and Workplace Violence Training. Wailuku Elementary School also conducts monthly fire drills. By the end of the first quarter of each school year, disaster drills (lockdown, shelter-in- place, school off site evacuation, earthquake). After every disaster drill, including fire drills, a debriefing is held, along with feedback from staff, to discuss the outcome of each drill and to determine which areas need to be worked on. During school off site evacuations, Wailuku Elementary School works in conjunction with Iao School as our off site location is Wells Park and vice versa. In order to ensure that there is communication within the school, especially in regards to emergencies, walkie talkies have been provided to are utilized by administration, counselors, office staff, SSC office, Curriculum Coordinator’s office, and majority of Educational Assistants on our campus. Educational assistants also utilize safety vests so that they are easily identified. In regards to school facilities, it is important to note that from the 2011 school year, school facilities inspection data are no longer available at the state level. Schools are still required to complete annual assessments of the facilities. Wailuku Elementary School does annual inspections of its facilities. NEED TO ADD MORE INFORMATION IN

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ARE THERE OTHERS?table for participation by grade level

Wailuku Elementary School HIDOE/ACS WASC Self-Study Report 31) Pwrpt - 2015 Phase III Training.pdf

DO YOU HAVE CLIMATE WALK DATA TO INCLUDE? THIS SEEMS LIGHT.

School Staff

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Highly Qualified Teachers

Currently there is only one teacher instructing outside of their credentialed area. During the year there have been personnel changes. Last school year the Self-Contained Special Education Teacher resigned at the end of first quarter. Currently there is a beginning teacher that is working towards her certification in Special Education that has been placed in that position. Also last year, a Pre-Kindergarten Special Education Teacher resigned at the end of first semester, and a new Pre-Kindergarten Special Education position was created, that is currently filled by a beginning special education teacher. In September 2015, a fourth grade teacher resigned and that position is has been filled by a teacher in probationary one status. The special education teacher that takes care of grades 1 and 2 retired at the end of October 2015 and her position has been filled by a beginning special education teacher. In December 2015, a third grade teacher resigned and her position has been filled by a highly qualified teacher. Also in December 2015, our SSC (student services coordinator) retired and until the end of the year the position will be filled by our counselor.

Number of National Board Certified teachers, teachers with advanced degreesWailuku Elementary School supports teachers’ desire to go through the process of becoming a Nationally Certified Teacher. We have three teachers that are National Board Certified: One grade 3 teacher and two grade 4 teachers.

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Staff development and Professional DevelopmentStaff development on our campus has been focused around the shift in the standards and state mandated programs (Wonders and Stepping Stones). There are also opportunities for teachers to participate in professional development with outside organizations. There are seven teachers that are taking workshops on Integrating the Arts for Higher Order Thinking through the Maui Arts and Cultural Center. The State of Hawaii has also sponsored courses that teachers participate in; these include S.T.E.M. workshops, and English Language Learner workshops. Our Kindergarten, First grade, RTI teachers and curriculum coordinators also participated in the Beginning Foundational Reading Skills course. A great number of our teachers and staff are also participating in additional professional development that are offered by the State’s Professional Development Experiences that Educate and Empower (PDE3), and other various organizations.

Professional development during school year 2014-2015 and 2015-2016 that Wailuku Elementary Staff took part in.2014-2015

● Building Foundational Reading Skills (BFRS)● Curriculum Coordinator Meeting● EES-Core Professionalism● Smarter Balance● Stepping Stones training● Wonders Training● Catapult PD-Data Teams with Sandy Deysson

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Wailuku Elementary School HIDOE/ACS WASC Self-Study Report2015-2016

● Being a Writer (Pilot Group)● i-Ready Training● Baldwin Complex i-Ready Leadership Training● Title I Training● WASC training● Curriculum Coordinator Meeting● New Teacher District Training● Induction and Mentoring: Mentor trainings and forums● Beginning teacher Support Seminars● small group math with Sadie Estrella● GLAD ELL strategies● Wonders for ELL teachers● WonderWorks Training for SPED teachers● Catapult PD● Building Foundational Reading Skills

Additional professional development that groups or individual staff members are involved in● Maui Academy of Performing Arts (MAPA) PD with Margherita Pappas● Creative Writing PD with Paul Wood (Maui Arts and Cultural Center/UH Maui)● Creative writing PD with Marnie Masuda and Kristin Carlisle● Island Energy Inquire● Creating Performance Task Assessments● Positive Behavior management

School Financial SupportThe majority of the school’s fiscal resources are based on a Weighted Student Formula (WSF), which is designed by a Committee on Weights and approved by the Hawaii State Board of Education.Wailuku Elementary qualifies for Title I funds based on the school’s free and reduce student population. This additional funding has allowed the school more flexibility in providing textbooks, part time teachers, technology and professional development activities for students and faculty.Another integral part of our school funding for teacher classroom supplies and school functions is the Parent Teacher Student Association (PTSA). Throughout the years the PTSA has consistently conducted yearly fundraising events that assist in sponsoring classrooms and providing much needed supplies for our students and school programs.

Student Performance Data

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Strive HI Performance systemAccording to the Hawaii Public Schools Strive Hi Performance Report, Wailuku Elementary School received a combine score of 220 points out of 400 points. For school year 2013-2014 our school was identified as Continuous Improvement and again in school year 2014-2015. According to STRIVE HI data, our school’s current gap is 48%. The state mean is 30%.

Wailuku Elementary Strive HI School Performance Report historySchool Year 2014-2015:Continuous ImprovementSchool year 2013-2014: Continuous ImprovementSchool year 2012-2013:???

● Beginning SY 2012-13, a school’s proficiency rate is based on the school’s Full School Year (FSY) enrollment.

● Beginning SY 2014-15, the Hawaii Common Core Standards English Language Arts/Literacy

and Mathematics assessments replaced the Hawaii Content and Performance Standards III

Reading and Mathematics assessments.

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2014-2015 Strive HI school performance report

Reading

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A new difficult test based on Common Core Standards was given last year. Both school and state scores dropped.

Math

A new difficult test based on Common Core Standards was given last year. Both school and state scores dropped

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Science

4th graders exceeded state performance in the past and were only slightly below the state last year

Given the transition to the SBAC Assessment, no comparison of proficiency rates could be made to calculate the Two Year Gap Reduction Rate.

“The Smarter Balanced Assessments (SBA) in mathematics and English Language Arts/Literacy (ELA) are aligned to the Hawaii Common Core Standards, and designed to measure whether

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Wailuku Elementary School HIDOE/ACS WASC Self-Study Reportstudents are "on track" for readiness in college and/or career. SBA replaced the Hawaii State Assessment (HSA) in math and reading. These are mandatory assessments given to students in grades 3-8 and 11.”-(http://www.hawaiipublicschools.org/TeachingAndLearning/Testing/StateAssessment/Pages/home.aspx)

2014-2015 SBA Test Results:

ELA/Literacy

Grade Number of Students tested Percent at Level 3 or Above

Grade 3 104 30%

Grade 4 123 41%

Grade 5 99 54%

Mathematics

Grade Number of students tested Percent at Level 3 or Above

Grade 3 104 27%

Grade 4 121 36%

Grade 5 100 37%

2015 Strive HI:Student Group Performance Report Wailuku Elementary

English language arts Math Science retention

target

participation

95%

meeting standardNo AMO

participation

95%

meeting standardNo AMO

participation

95%

proficiency

39%

objective<=2%

% Met % Met % Met % Met % Met % Met % Met

all students 100% yes 42% n/a 100% yes 34% n/a 99% yes 41% yes 1% yes

disadvantaged 100% yes 35% n/a 100% yes 29% n/a 99% yes 33% no

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disabled(SPED) n/a n/a n/a n/a n/a n/a

ELL n/a n/a n/a n/a n/a na/

Asian/pacific Islander

100% yes 43% n/a 100% yes 35% n/a 100% yes 35% no

Black n/a n/a n/a n/a n/a n/a

Hispanic 98% yes 25% n/a 98% yes 18% n/a n/a n/a

Native American n/a n/a n/a n/a n/a n/a

White n/a n/a n/a n/a n/a n/a

Asian 100% yes 61% n/a 100% yes 47% n/a 100% yes 50% yes

Pacific Islander 100% yes 12% n/a 100% yes 5% n/a n/a n/a

Native Hawaiian 100% yes 32% n/a 100% yes 28% n/a 100% yes n/a

Hawaii Department of Education requires elementary schools to use a four tiered standards based grading scale: Exceeds Proficiency, Meets Proficiency, Developing Proficiency, and Well Below Proficiency.

School-wide assessmentsThis school year is the first year Wailuku Elementary is implementing the i-Ready Diagnostic and Instruction program. i-Ready is being used as a universal screener and for progress monitoring of student’s reading and math skills. It is also being used during RTI time for differentiated instruction. Students in grades 1-5, took the initial diagnostic test in August and kindergarten took the test in September. Students in grades 1-5 will take the i-Ready diagnostic test again in December for the middle of the year data point and in May for the end of the year data point. The results of the test have been used as a data point to help create RTI groups.

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Wailuku Elementary School HIDOE/ACS WASC Self-Study Report2015-2016 I-Ready Results

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Common Grade Level Assessmentso Grade K - Kindergarten Assessment, Stepping Stones Module Check-upso Grade 1 - Wonders’ Weekly Assessment and Unit Assessment; Stepping Stones

Module Pre-Assessment and Check-upso Grade 2 - Wonders’ Selection Tests and Stepping Stones Module Check-upso Grade 3 - Wonders’ Weekly assessments per Unit (Weeks 2,4), Selection Tests

(Weeks 1,3,5), and Unit test. Stepping Stones Module Check-upso Grade 4 - Wonders’ Selection Tests, two weekly assessments per unit. Stepping

Stones Module Check-upso Grade 5 - Wonders’ modified Weekly Assessments. Stepping Stones Module

Check-ups.

Grades:number of students with MP and DP (3 years)

General Learner OutcomesGeneral Learner OutcomesGLO 1: Self-Directed Learner

Students are improving from quarter 1 to quarter 2 each year. Students are performing “Usually” as a Self-Directed Learner. This school year, there are more students performing “Usually” and “Consistently” as a self-directed learner then “Sometimes” and “Rarely”.

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Below is a graph of the school-wide grades for 2015-2016 quarter 1 GLO #1: Self-Directed Learner

GLO 2: Community Contributor

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Wailuku Elementary School HIDOE/ACS WASC Self-Study ReportStudents are improving from quarter 1 to quarter 2 each year. Students are performing “Usually” as a Community Contributor. This school year, there are more students performing “Usually” and “Consistently” as a Community Contributor then “Sometimes” and “Rarely”.

Below is a graph of the school-wide grades for 2015-2016 quarter 1 GLO #2:Community Contributor

Promotions/Retentions

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The majority of students that repeat the same grade level were Junior Ks promoted to Kindergarten. Starting school year 2014-2015, the state of Hawaii changed the age that children can enter kindergarten. Students must be at least 5 on July 31 to enter kindergarten the same year. In previous years, children could start kindergarten if they turned 5 by December 31.(http://www.hawaiinewsnow.com/story/23713312/hawaii-kids-prepare-for-kindergarten-age-change)

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( source: https://adc.hidoe.us/#/graduation-retention)

The percentage of students who attended preschool has increased slightly. About two-thirds of our students have attended preschool.

Title III Annual Measurable Achievement Objectives (AMAOs)

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Wailuku Elementary School HIDOE/ACS WASC Self-Study Reportinput 2014-2015 and WIDAThe English Language Learners at our school are measured by Title III Annual Measurable Achievement Objectives (AMAO). AMAO1 is the number of students who made 0.5 overall ELP gain. Each student is expected to make a 0.5 proficiency level gain annually.

AMAO 1

SY 2012-2013 SY 2013-2014 SY 2014-2015 SY 2015-2016

63% 65% 67% 69%

AMAO2 is the number of students who met English Language Proficiency Exit Criteria (Conjunctive Minimum of Overall 4.8 and Literacy 4.2)

AMAO 2

SY 2012-2013 SY 2013-2014 SY 2014-2015 SY 2015-2016

17% 17.5% 18% 18.5%

AMAO3 is calculated by the percentage of active ELLs who took and passed the Hawaii State Assessment in math or reading, these percentages do not include AYP filters or N-sizes.

AMAO 3

SY 2010-2011 SY 2011-2012 SY 2012-2013 SY 2013-2014

Reading Math Reading Math Reading Math Reading Math

12.50% 25.00% 6.67% 6.67% 5.88% 0.00% 0.00% 6.25%

School Perception Data

The School Quality Survey is a Department of Education-administered survey given in the Spring to teachers, students (4th and 5th graders) and parents. The results of the survey give a snapshot of how parents, teachers and students view and feel about Wailuku Elementary School. Each group had a set of statements in the following categories: Safety, Well-Being, Satisfaction and Involvement/Engagement. Students, parents and teachers had the option to mark the statement as “completely agree,” “strongly agree,” “agree,” “neutral,” “disagree,” “strongly disagree,” and “completely disagree.”

School Quality Survey Spring 2015: Survey Size and return rate

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Group # distributed # returned return rate (%)

Students 237 218 91.9%

Parents 237 54 22.7%

Teachers 53 53 100%

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Wailuku Elementary School HIDOE/ACS WASC Self-Study ReportAccording to our survey the following are the top 5 responses from students, parents and teachers (they answered either “completely agree, strongly agree, or agree).

Students top 5:1. 99.5%-My teacher wants me to learn a lot. 2. 95.7%-My teacher gives me help when I need it 3. 93.5%-My teacher teaches me new things in school4. 91.7%-My teacher really listens when I talk5. 89.3%-There are clear rules to ensure students’ safety at school

Parents top 5:1. 98%-Teachers are available to discuss my child’s work and behavior2. 94.3%- My child has friends in school who care about my child3. 94.3%-My child is well-rested for school4. 92.6%-My child’s teachers provide help on classwork when my child needs it5. 92.6%-The school staff makes me feel welcome at the school

Teachers top 5:1. 96.2%-I have colleagues at school who care about me2. 92.4%-I feel safe at school3. 84.9%-The established safety policies at school make me feel safe4. 81.1%-I feel safe from harassment, intimidation and threats at school5. 79.1%-I enjoy working at my school.

According to our survey the following are the bottom 2 responses from students, parents and teachers.

Students bottom 21. 53.2%- I feel safe from the mean kids at school.2. 69.2%- Students at my school who do not behave are disciplined.

Parents bottom 21. 68.5%-I am satisfied with the quality of resources the DOE provides to teachers and

students for learning.2. 72.2% Threats, intimidation, harassment, or hazing are rare in this school.

Teachers bottom 21. 17.3%- I am satisfied with the quality of resources the DOE provides to teachers and

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Wailuku Elementary School HIDOE/ACS WASC Self-Study Reportstudents for learning.

2. 43.4%-I am satisfied with the professional development opportunities the DOE provides for me.

Source: SQS 2014-2015. See appendix for full SQS report

Tripod2014-2015 summary of results for tripod survey. Survey was taken in Fall 2014. Students in grades 3, 4 and 5 took the tripod survey.

7C SummaryWailuku Elementary SchoolLevel: Elementary

responses: 274

7C Score 75%

Care“Your success and well-being really matter to me in a serious way.”

89%

Challenge“I insist upon rigor-understanding, not just memorization-and your best effort.”

80%

Control“Our class is orderly, on taks and respectful, with learning as our first priority

49%

Clarify“I have multiple good explanations; when you are confused I will help you understand.”

86%

Captivate“I make lessons intellectually relevant and stimulation because they are important.”

76%

Confer“You must talk with me to help me understand your ideas and support

67%

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your learning.”

Consolidate“I summarize lessons and check for understanding to make learning coherent

78%

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Chapter II: Progress ReportSummarize progress on each section of the current Academic and Financial Plan that incorporated all schoolwide critical areas for follow-up from the last full self-study and all intervening visits.

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Chapter III: Student/Community Profile — Overall Summary from Analysis of Profile Data and Progress

Provide an overall summary from the analysis of the profile data● Based on past progress and current data, explain the implications of the data with respect

to student performance● Select two to three learning needs based on the data, noting the correlated General Learner

Outcomes● List important questions that have been raised by the analysis of the student performance,

demographic, and perception data to be used by Home and Focus Groups in their study.

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Chapter IV: Self-Study FindingsFor each criterion, respond to the indicators and related prompts for each criterion and note the supporting evidence. Refer to the areas to analyze and examine in determining the degree to which the criterion is being met.For each category, provide the following: (1) the identification of strengths and (2) the identification of prioritized growth areas.

➔ Note: The five criteria categories are:

A. Organization: Vision, Mission, General Learner Outcomes, Governance, Leadership and Staff, and ResourcesB. Standards-based Student Learning: CurriculumC. Standards-based Student Learning: InstructionD. Standards-based Student Learning: Assessment and AccountabilityE. School Culture and Support for Student Personal and Academic Growth

Category A: Organization: Vision, Mission, General Learner Outcomes, Governance, Leadership and Staff, and ResourcesA1. Vision and Mission CriterionThe school has a clearly stated vision and mission (purpose) based on student needs, current educational research, and the belief that all students can achieve at high academic levels. Guided by the State Strategic Plan and supported by tri-level leadership (state, complex area, school), the school’s purpose is defined further by academic standards, General Learner Outcomes (GLOs), and the school’s Academic and Financial Plan.Vision, Mission, General Learner Outcomes, Profile, Academic and Financial PlanA1.1. Indicator: The school has established a clear, coherent vision and mission of what students should know and be able to do; the school’s Academic and Financial Plan is based upon high-quality standards and is congruent with research, practices, the student/community profile data, and a belief that all students can learn.A1.1. Prompt: Evaluate the degree to which the development of the school’s vision, mission, and Academic and Financial Plan has been impacted by pertinent student/community profile data, identified global competencies, and current educational research.Findings Supporting Evidence

Development/Refinement of Vision, Mission, General Learner Outcomes, and Academic and Financial PlanA1.2. Indicator: The processes to ensure involvement of representatives from the entire school community in the development/refinement of the vision, mission, General Learner Outcomes, and Academic and Financial Plan are effective.A1.2. Prompt: Evaluate the effectiveness of the processes that ensure involvement.

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Wailuku Elementary School HIDOE/ACS WASC Self-Study ReportFindings Supporting Evidence

Understanding of Vision, Mission, General Learner Outcomes, and Academic and Financial PlanA1.3. Indicator: Students, parents, and other members of the school community demonstrate understanding of and commitment to the school’s vision, mission, General Learner Outcomes, and the Academic and Financial Plan.A1.3. Prompt: Evaluate the degree to which the school ensures that students, parents, and other members of the school’s community understand and are committed to the school’s vision, mission, General Learner Outcomes, and the Academic and Financial Plan.Findings Supporting Evidence

Regular Review and RevisionA1.4. Indicator: The school is implementing an effective process for regular review/revision of the school vision, mission, General Learner Outcomes, and the Academic and Financial Plan based on student needs and global trends.A1.4. Prompt: Evaluate the effectiveness of the process for regular review/revision of the school vision, mission, General Learner Outcomes, and the Academic and Financial Plan. Findings Supporting Evidence

Conclusions: A1. Vision and Mission CriterionComment on the degree to which this criterion is being addressed.Findings Supporting Evidence

Comment on the degree to which this criterion impacts the school’s ability to address one or more student learning needs identified through the continuous school improvement process.Findings Supporting Evidence

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A2. Governance Criterion

The school’s program and operations are in alignment with the a) the Hawaii Board of Education’s policies and b) the Hawaii Department of Education rules, regulations, and procedures. The Board of Education delegates implementation and monitoring of these policies to the Hawaii Department of Education. Tri-level leadership (state, complex area, school) provides oversight and support for the successful implementation of the school’s Academic and Financial Plan.

Understanding the Role of the Governing Authority (BOE, DOE State and Complex Area)

A2.1. Indicator: The school community understands the governing authority's role, including how stakeholders can be involved.

A2.1. Prompt: To what degree does the school community understand the governing authority’s role, including how stakeholders can participate in the school's governance?Findings Supporting Evidence

Relationship Between Governing Authority and SchoolA2.2. Indicator: The school’s stakeholders understand the relationship between the governing authority’s decisions, expectations, and initiatives that guide the work of the school.A2.2. Prompt: Provide examples of how stakeholders understand the relationship between the governing authority’s decisions, expectations, and initiatives that guide the work of the school.Findings Supporting Evidence

Faculty, Staff, and Governing AuthorityA2.3. Indicator: There is clear understanding about the relationship between the governing authority and the responsibilities of the faculty and staff.A2.3. Prompt: To what degree is there clear understanding about the relationship between the governing Board and the responsibilities of the faculty and staff?Findings Supporting Evidence

Conclusions: A2. GovernanceComment on the degree to which this criterion is being addressed.Findings Supporting Evidence


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A3. Leadership and Staff Criterion

Based on student achievement data, the school leadership and staff make decisions and initiate activities that focus on all students achieving the General Learner Outcomes and academic standards. The school leadership and staff annually monitor and refine the Academic and Financial Plan based on the analysis of data to ensure alignment with student needs.Broad-Based and Collaborative Planning ProcessA3.1. Indicator: The school’s planning process is broad-based, collaborative, and has the commitment of the stakeholders, including the staff, students, and parents.A3.1. Prompt: Comment on the effectiveness of the school planning process to ensure that it is broad-based, collaborative, and fosters the commitment of the stakeholders, including the staff, students, and parents.Findings Supporting Evidence

Correlation between Student Learning and the Academic and Financial PlanA3.2. Indicator: The analysis of student achievement data guides the school’s Academic and Financial Plan.A3.2. Prompt: How do staff ensure that the analysis of student achievement data, General Learner Outcomes, and academic standards are incorporated into the Academic and Financial Plan and impact the development, implementation, and monitoring of the plan?Findings Supporting Evidence

Correlation Between All Resources and the Academic and Financial PlanA3.3. Indicator: There is correlation between the allocation of time/fiscal/personnel/material resources and the implementation, monitoring, and accomplishment of the Academic and Financial Plan.A3.3. Prompt: Evaluate the degree to which the allocation of all resources supports the implementation, monitoring, and accomplishment of the Academic and Financial Plan.Findings Supporting Evidence

School Community CouncilA3.4. Indicator: The School Community Council (SCC) reviews and monitors the Academic and Financial Plan, and provides opportunities for stakeholder input and feedback.A3.4. Prompt: To what extent does the SCC review and monitor the Academic and Financial Plan and provide opportunities for stakeholder input and feedback?Findings Supporting Evidence

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Conclusions: A3. Leadership and Staff CriterionComment on the degree to which this criterion is being addressed.Findings Supporting Evidence


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A4. Leadership and Staff Criterion

A qualified staff facilitates the achievement of the General Learner Outcomes, academic standards, and the successful implementation of the Academic and Financial Plan through a system of preparation, induction, and ongoing professional development.

Employment Policies and PracticesA4.1. Indicator: The school has clear employment policies and practices related to DOE qualification requirements of staff.A4.1.Prompt: Evaluate the clarity of employment policies and practices related to DOE qualification/statutory requirements.Findings Supporting Evidence

Qualifications of StaffA4.2. Indicator: The school implements state personnel policies and procedures to ensure that staff are qualified based on background, training, and preparation.A4.2. Prompt: Evaluate the procedures to ensure all staff members in all programs are qualified for their responsibilities within any type of instruction to ensure quality student learning and teaching.Findings Supporting Evidence

Maximum Use of Staff ExpertiseA4.3. Indicator: The school has a process to assign staff members and provide appropriate orientation for all assignments so that the expertise of the staff members is maximized in order to promote quality student learning and teaching.A4.3. Prompt: Evaluate the process to assign staff members and provide an appropriate orientation process to ensure all staff are qualified and prepared for their responsibilities in order to promote quality student learning and teaching.Findings Supporting Evidence

Defining and Understanding Policies and ProceduresA4.4. Indicator: The school has clear written policies and procedures that define responsibilities and expectations, operational practices, and decision-making processes for administrators and faculty.A4.4. Prompt: Evaluate the written policies and procedures that define responsibilities, operational practices, decision-making processes for administrators and faculty. Determine the degree of clarity and understanding of these by administration and faculty.Findings Supporting Evidence

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Wailuku Elementary School HIDOE/ACS WASC Self-Study ReportInternal Communication and PlanningA4.5. Indicator: The school has effective structures for internal communication, planning, and resolving differences.A4.5. Prompt: How effective are the existing structures for internal communication, planning, and resolving differences?Findings Supporting Evidence

Staff Actions/Accountability to Support LearningA4.6. Indicator: The school evaluates the effectiveness of the processes and procedures for involving staff in shared responsibility, actions, and accountability to support student learning throughout all programs. This includes an evaluation of the collegial strategies used to implement innovations and encourage improvement, such as shadowing, coaching, observation, mentoring, group presentations.A4.6. Prompt: How effective are the processes and procedures for involving staff in shared responsibility, actions, and accountability to support student learning throughout all programs? Provide representative examples and data regarding impact on student learning.Findings Supporting Evidence

Evaluation of Existing ProcessesA4.7. Indicator: The school leadership regularly reviews the existing processes to determine the degree to which actions of the leadership and staff focus on quality teaching and student learning.A4.7. Prompt: To what extent does the school leadership regularly review the existing processes to determine the degree to which actions of the leadership and staff focus on quality teaching and student learning?Findings Supporting Evidence



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Wailuku Elementary School HIDOE/ACS WASC Self-Study ReportA5. Leadership and Staff CriterionLeadership and staff are involved in ongoing research and professional development that focuses on identified student and teacher learning needs.

Support of Professional DevelopmentA5.1. Indicator: The school effectively supports professional development/learning with time, personnel, material, and fiscal resources to facilitate all students achieving the General Learner Outcomes and academic standards.A5.1. Prompt: How effective is the support of professional development/learning? Provide evidence and examples.Findings Supporting Evidence

Supervision and EvaluationA5.2. Indicator: The school implements effective supervision and evaluation procedures in order to promote professional growth of staff.A5.2. Prompt: How effective are the school’s supervision and evaluation procedures?Findings Supporting Evidence

Measurable Effect of Professional DevelopmentA5.3. Indicator: There are effective operating processes that determine the measurable effect of professional development, coaching, and mentoring on student performance.A5.3. Prompt: Comment on the effectiveness of the processes in determining the measurable effect of professional development, coaching, and mentoring on student performance. Provide evidence how professional development/learning has had a positive impact on student learning.Findings Supporting Evidence



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A6. Resources Criterion

The human, material, physical, and financial resources are sufficient and utilized effectively and appropriately in accordance with the legal intent of the program(s) to support students in accomplishing the General Learner Outcomes and academic standards.

Allocation DecisionsA6.1. Indicator: Decisions about resource allocations are aligned with the school’s vision, mission, General Learner Outcomes, the academic standards, and Academic and Financial Plan. The school leadership and staff are involved in the resource allocation decisions.A6.1. Prompt: To what extent are resources allocated to meet the school’s vision, mission, General Learner Outcomes, the academic standards, and Academic and Financial Plan. Additionally, comment on the extent to which leadership and staff are involved in the resource allocation decisions. What impact has the process for the allocation of resources made on student learning?Findings Supporting Evidence

PracticesA6.2. Indicator: Processes and procedures are in place for developing an annual budget, conducting internal and external audits, and utilizing sound quality business and accounting practices, including protection against mishandling of institutional funds.A6.2. Prompt: Evaluate the effectiveness of the processes and procedures for developing an annual budget, conducting audits, and utilizing sound quality business and accounting practices, including protections against mishandling of institutional funds.Findings Supporting Evidence

Facilities Conducive to LearningA6.3. Indicator: The school’s facilities are adequate to support high-quality learning.A6.3. Prompt: To what extent do the facilities support high quality learning?Findings Supporting Evidence

Safe, Functional, Well-Maintained FacilitiesA6.4. Indicator: The school’s facilities are safe, functional, and well-maintained.A6.4. Prompt: To what extent are the facilities safe, functional, and well-maintained?Findings Supporting Evidence

Instructional Materials and EquipmentA6.5. Indicator: The policies and procedures for acquiring and maintaining adequate instructional

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Wailuku Elementary School HIDOE/ACS WASC Self-Study Reportmaterials and equipment, such as textbooks, other printed materials, audio-visual, support technology, manipulatives, and laboratory materials are effective.A6.5. Prompt: Evaluate the effectiveness of the policies procedures for acquiring and maintaining adequate instructional materials and equipment, such as technology tools and software, the support systems for technology, software, textbooks, other printed materials, manipulatives, and laboratory materials.Findings Supporting Evidence

Qualified PersonnelA6.6. Indicator: Resources are available to hire, retain, and provide professional development for a qualified staff for all programs.A6.6. Prompt: Determine if resources are available to hire, retain, and provide professional development for a qualified staff.Findings Supporting Evidence

Long-Range Planning and Coordination of Resources

A6.7. Indicator: Long-range planning ensures availability and coordination of appropriate resources that support students’ achievement of the General Learner Outcomes, academic standards, and the priorities identified in the Academic and Financial Plan.

A6.7. Prompt: Evaluate the effectives of long-range planning and coordination of resources.

Conclusions: A6. Resources CriterionComment on the degree to which this criterion is being addressed.Findings Supporting Evidence


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WASC Category A. Organization: Strengths and Growth Needs

Review all the findings and supporting evidence regarding the extent to which each criterion is being addressed. Then determine and prioritize the strengths and areas of growth for the overall category.

Category A: Organization: Areas of Strength

Category A: Organization: Areas of Growth

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Category B: Standards-based Student Learning: CurriculumB1. Curriculum Criterion

All students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the General Learner Outcomes, academic standards, and priorities identified in the Academic and Financial Plan.

Current Educational Research and ThinkingB1.1. Indicator: The school provides examples that document the effective use of current educational research related to the curricular areas in order to maintain a viable, meaningful instructional program for students.B1.1. Prompt: Comment on the effective use of current educational research related to the curricular areas to maintain a viable, meaningful instructional program for students. Examine the effectiveness of how the school staff stay current and relevant and revise the curriculum as needed.Findings Supporting Evidence

IN ADDITION TO THE CORE CURRICULUM WHICH IS CCSS ALIGNED AND RESEARCH BASED, THE SCHOOL STAFF USES THE FOLLOWING RESEARCH BASED PRACTICES:

THE SCHOOL STAYS CURRENT WITH CURRENT RESEARCH BASED PRACTICES THROUGH THE FOLLOWING:

Wailuku Elementary School implements the following research-based programs:

● Stepping Stones (State Mandate): New Program● Wonders (State Mandate): All components

State Mandated Programs

100% Professional development are offered to all faculty● I-Ready● Stepping Stones● Wonders

PDE3

Professional Development offered to all faculty members in areas of:

● language arts● math● leadership● arts● ELL● formative/summative assessments

Google notes(Being a Writer Program)PDE3

● Being a Writer (Pilot Group)

● Baldwin Complex i-Ready-Leadership

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Training● Title 1 Training● WASC training● Curriculum Coordinator

Meeting● All New Teacher District

Training● Induction and Mentor:

mentor trainings and forums

● Beginning teacher support seminars

● Small group math w/ Sadie Estrella

● GLAD ELL strategies● Wonders for ELL

teachers● WonderWorks trainings

for SPED teachers● Catapult PD● Building Foundational

Reading Skills●

Additional professional development that groups or individual staff members are involved in:

● Maui Academy of Performing Arts (MAPA) PD with Margherita Pappas

● Creative Writing PD with Paul Wood (Maui Arts and Cultural Center/UH Maui)

● Creative writing PD with Marnie Masuda and Kristin Carlisle

● Island Energy Inquire● Creating Performance

Task Assessments● Positive Behavior

management

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21 hours job embedded professional development: SY 2014/2015

WASCMAPA

School wide PLC’s provide time for grade level articulation/creation of pacing based off CCSS, and Data Teams provide time for research based analysis of student performance data.

Minutes from PLCs/Data TeamData Team Template Form

Implications

To a large extent Researched-based programs are effective to meaningful instruction when examined and implemented by teachers. Teachers follow mandated standards and make sure the programs are aligned to the standards. Although research based programs are mandated, supplemental resources are often used in combination in order to ensure common core standards are met.

It is unclear as to what extent the researched-based programs are effective to meaningful instruction when examined and implemented by teachers. We need to have a system in place to evaluate the effectiveness of the mandated state programs in order to adapt and stay current with the best practices for our students and staff. Teachers follow mandated standards and make sure the programs are aligned to the standards. Although research based programs are mandated, supplemental resources are often used in combination in order to ensure common core standards are met.

Academic Standards for Each AreaB1.2. Indicator: The school has defined academic standards for each subject area, course, and/or program.B1.2. Prompt: Evaluate to what extent there are defined academic standards for each subject area, course, and/or program. What process is used to ensure that the academic standards and General Learner Outcomes are implemented consistently within and across grade levels or departments to ensure that the same high expectations are for all students?Findings Supporting Evidence

Congruence

B1.3. Indicator: There is congruence between the actual concepts and skills taught, the academic standards, and the General Learner Outcomes.B1.3. Prompt: Evaluate the extent to which there is congruence between the actual concepts and skills taught, the academic standards, and the General Learner Outcomes.

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Student Work — Engagement in LearningB1.4. Indicator: The examination of student work samples and the observation of student engagement demonstrate the implementation of a standards-based curriculum and the General Learner Outcomes.B1.4. Prompt: Evaluate to what extent the examination of student work samples and observed student engagement demonstrate the implementation of a standards-based curriculum and the General Learner Outcomes.Findings Supporting Evidence

Accessibility of All Students to CurriculumB1.5. Indicator: A rigorous, relevant, and coherent curriculum is accessible to all students through all courses/programs offered. The school examines the demographics and needs of students throughout the class offerings. The school’s instructional practices and activities facilitate access and success for all students.B1.5. Prompt: Evaluate students’ access to a rigorous, relevant, and coherent curriculum across all programs. To what extent do the instructional practices of teachers and other activities facilitate access and success for all students?Findings Supporting Evidence

Integration Among Disciplines B1.6. Indicator: There is integration among disciplines at the school.B1.6. Prompt: Evaluate to what extent is there is curriculum integration among disciplines.Findings Supporting Evidence

Curricular Development, Evaluation, and RevisionsB1.7. Indicator: The school assesses its curriculum review and evaluation processes for each program area, including graduation requirements, credits, homework, and grading policies, to ensure student learning needs are met through a challenging, coherent, and relevant curriculum. The assessment includes the degree to which there is involvement of key stakeholders.B1.7. Prompt: Comment on the effectiveness of the school’s curriculum review and evaluation processes to ensure student learning needs are being met. Include comments regarding the extent to which there is involvement of key stakeholders.Findings Supporting Evidence

Policies — Rigorous, Relevant, Coherent Curriculum

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Wailuku Elementary School HIDOE/ACS WASC Self-Study ReportB1.8. Indicator: The school assesses the rigor, relevancy, and coherency of the curriculum after examination of policies regarding course completion, credits, homework, and grading policies.B1.8. Prompt: Determine the extent to which key stakeholders are involved in the selection and evaluation of the curriculum to ensure it aligns with the school’s vision, mission, and General Learner Outcomes.Findings Supporting Evidence

Articulation and Follow-up StudiesB1.9. Indicator: The school articulates regularly with feeder schools and local colleges and universities. The school uses follow-up studies of graduates and others to learn about the effectiveness of the curricular program. B1.9. Prompt: Share examples of articulation with feeder schools and local colleges and universities, including comments on the regularity and effectiveness of these efforts. What has been learned from the follow-up studies of graduates and others regarding the effectiveness of the curricular program?Findings Supporting Evidence

Conclusions: B1. Curriculum CriterionComment on the degree to which this criterion is being addressed.Findings Supporting Evidence


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Wailuku Elementary School HIDOE/ACS WASC Self-Study ReportB2. Curriculum CriterionAll students have equal access to the school’s entire program and assistance with a personal learning plan to prepare them for the pursuit of their academic, personal, and school-to-career goals.

Variety of Programs — Full Range of ChoicesB2.1. Indicator: All students are able to make appropriate choices and pursue a full range of college/career and/or other educational options. The school provides for career awareness, exploration, and preparation for postsecondary education, and pre-technical training for all students.B2.1 Prompt: How effective are the processes to allow all students to make appropriate choices and pursue a full range of college/career and/or other educational options? Discuss how the school ensures effective opportunities for career awareness, exploration, and preparation for postsecondary education, and pre-technical training for all students.Findings Supporting Evidence

Student-Parent-Staff CollaborationB2.2. Indicator: Parents, students, and staff collaborate in developing and monitoring a student’s personal learning plan, college/career, and/or other educational options.B2.2. Prompt: Evaluate to what extent parents, students, and staff collaborate in developing and monitoring a student’s personal learning plan, college/career and/or other educational options.Findings Supporting Evidence

Monitoring/Changing Student PlansB2.3. Indicator: The school implements processes for monitoring and making appropriate changes in students’ personal learning plans (e.g., classes and programs) and regularly evaluates them.B2.3. Prompt: Evaluate the effectiveness of how the ways the school ensures that processes are utilized for monitoring and making appropriate changes in students' personal learning plans (e.g., classes and programs).Findings Supporting Evidence

TransitionsIndicator: The school implements strategies and programs to facilitate transition to the student’s next educational level or post-high school options, and regularly evaluates the effectiveness of the strategies and programs.Prompt: Evaluate the effectiveness of the strategies and programs to facilitate transition to the student’s next educational level or post-high school options and regularly evaluates the effectiveness of the strategies and programs.

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Conclusions: B2. Curriculum Criterion

Comment on the degree to which this criterion is being addressed.Findings Supporting Evidence


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Wailuku Elementary School HIDOE/ACS WASC Self-Study ReportB3. Curriculum Criterion

Upon completion of elementary, middle, or high school program, students have met the standards with proficiency for that grade span or all the requirements of graduation.

Real World Applications — CurriculumB3.1. Indicator: All students have access to real world applications of their educational interests in relationship to a rigorous, standards-based curriculum.B3.1. Prompt: Evaluate the opportunities that all students have to access real world applications of their educational interests in relationship to a rigorous, standards-based curriculum.Findings Supporting Evidence

Meeting Graduation Requirements (or end of grade span requirements)B3.2. Indicator: The school implements academic support programs to ensure students are meeting all requirements.B3.2. Prompt: Comment on the effectiveness of the academic support programs to ensure students are meeting all requirements.Findings Supporting Evidence

Conclusions: B3. Curriculum CriterionComment on the degree to which this criterion is being addressed.Findings Supporting Evidence

Comment on the degree to which this criterion impacts the school’s ability to address one or more student learning needs identified through the continuous school improvement process.

Findings Supporting Evidence

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WASC Category B. Standards-based Student Learning: Curriculum: Strengths and Growth Needs


Category B: Standards-based-Student Learning: Curriculum: Areas of Strength

Category B: Standards-based-Student Learning: Curriculum: Areas of Growth

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Category C: Standards-based Student Learning: InstructionC1. Instruction Criterion

To achieve the academic standards and the General Learner Outcomes, all students are involved in challenging learning experiences.

Results of Student Observations and Examining WorkC1.1. Indicator: Classroom observations and the examination of student work provide information about the degree to which all students are challenged and achieving the academic standards and the General Learner Outcomes. Using this information, the school evaluates the degree of involvement in learning by students with diverse backgrounds and abilities, and modifies approaches based on findings.C1.1. Prompt: Comment on the degree to which all students are involved in challenging learning experiences to achieve the academic standards and the General Learner Outcomes. Include how the observation of students and examination of student work has informed this understanding.Findings Supporting Evidence

Differentiation of InstructionC1.2. Indicator: The school’s instructional staff members differentiate instruction and evaluate the impact on student learning.C1.2. Prompt: How effectively do instructional staff members differentiate instruction? Evaluate the impact of differentiated instruction on student learning.Findings Supporting Evidence

Student Understanding of Performance LevelsC1.3. Indicator: The students know beforehand the standards/expected performance levels for each area of study.C1.3. Prompt: Examine and evaluate the extent to which students know the standards/expected performance levels for each area of study.Findings Supporting Evidence

Students’ PerceptionsC1.4. Indicator: The school learns about the students’ perceptions of their learning experiences.C1.4. Prompt: Evaluate the effectiveness of learning experiences as perceived by students.Findings Supporting Evidence

Conclusions: C1. Instruction Criterion

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Comment on the degree to which this criterion is being addressed.Findings Supporting Evidence


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C2. Instruction Criterion

All teachers use a variety of strategies and resources, including technology and experiences beyond the textbook and the classroom that actively engage students, emphasize higher order thinking skills, and help them succeed at high levels.

Current KnowledgeC2.1. Indicator: Teachers are current in the instructional content taught and research-based instructional methodology, including the integrated use of multimedia and technology.C2.1. Prompt: Evaluate the extent to which teachers are current in the instructional content and effectively use multimedia and other technology in the delivery of the curriculum.Findings Supporting Evidence

Teachers as Facilitators of LearningC2.2. Indicator: Teachers facilitate learning for all students.C2.2. Prompt: Evaluate and comment on the extent to which teachers facilitate learning for all students. Provide examples.Findings Supporting Evidence

Variety of Strategies C2.3. Indicator: Teachers use a variety of strategies to support students’ access and application of knowledge acquired and communicate understanding.C2.3. Prompt: Evaluate and comment on the extent to which teachers use a variety of strategies to support students’ access and application of knowledge acquired and communicate understanding.Findings Supporting Evidence

C2.4. Indicator: Teachers assist students with tools and opportunities to research, discover, and create knowledge.C2.4. Prompt: Evaluate and comment on the extent to which teachers assist students with tools and opportunities to research, discover, and create knowledge.Findings Supporting Evidence

C2.5. Indicator: Teachers involve students in opportunities that demonstrate thinking, reasoning, and problem solving in group and individual activities, projects, discussions, and inquiries.C2.5. Prompt: Evaluate and comment on the extent to which teachers involve students in opportunities that demonstrate thinking, reasoning, and problem solving in group and individual activities, projects, discussions, and inquiries.Findings Supporting Evidence

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C2.6. Indicator: Student work demonstrates the integration and utilization of technology to achieve the academic standards and the General Learner Outcomes.C2.6. Prompt: Evaluate the extent to which student work demonstrates the integration and utilization of technology to achieve the academic standards and the General Learner Outcomes.Findings Supporting Evidence

C2.7. Indicator: Student work demonstrates the use of materials and resources beyond the textbook, including library/multimedia/online resources and services that connect students to the real world.C2.7. Prompt: Evaluate the extent to which student work demonstrates the use of materials and resources beyond the textbook, including library/multimedia/online resources and services that connect students to the real world.Findings Supporting Evidence

Real World ExperiencesC2.8. Indicator: Opportunities for shadowing, apprenticeship, community projects, and other real world experiences and applications are available to all students.C2.8. Prompt: Evaluate the degree to which opportunities for shadowing, apprenticeship, community projects, and other real world experiences and applications are available to all students.Findings Supporting Evidence

Conclusions: C2. Instruction CriterionComment on the degree to which this criterion is being addressed.Findings Supporting Evidence


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WASC Category C. Standards-based Student Learning: Instruction: Strengths and Growth Needs


Category C. Standards-based Student Learning: Instruction: Areas of Strength

Category C. Standards-based Student Learning: Instruction: Areas of Growth

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Category D: Standards-based Student Learning: Assessment and Accountability

D1. Assessment and Accountability Criterion

The school leadership and instructional staff use professionally acceptable assessment processes to collect, disaggregate, analyze, and report student performance data to stakeholders of the school community.

Professionally Acceptable Assessment ProcessD1.1. Indicator: The school leadership and instructional staff use effective assessment processes to collect, disaggregate, analyze, and report student performance data to all stakeholders.D1.1. Prompt: Evaluate the effectiveness of the assessment processes.Findings Supporting Evidence

Basis for Determination of Performance LevelsD1.2. Indicator: The school leadership and instructional staff determine the basis for students’ grades, growth, and performance levels.D1.2. Prompt: Evaluate the impact and effectiveness of the basis for which students’ grades, growth, and performance levels are determined. Findings Supporting Evidence

Conclusions: D1. Assessment and Accountability CriterionComment on the degree to which this criterion is being addressed.Findings Supporting Evidence


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Teachers employ a variety of appropriate assessment strategies to evaluate student learning. Students and teachers use these findings to modify the learning/teaching process and support the educational progress of every student.

Appropriate Assessment Strategies

D2.1. Indicator: Teachers use appropriate assessment strategies to measure student progress toward acquiring a body of knowledge or skills such as essays, portfolios, individual or group projects, tests, etc.D2.1. Prompt: Evaluate the appropriateness of assessment strategies used by teachers to measure student progress toward acquiring a body of knowledge or skills.Findings Supporting Evidence

Demonstration of Student Achievement

D2.2. Indicator: A range of student work samples and other assessments demonstrate student achievement of the academic standards and the General Learner Outcomes.D2.2. Prompt: Evaluate how student work and other assessments demonstrate student achievement of the academic standards and the General Learner Outcomes.Findings Supporting Evidence

Curriculum-Embedded Assessments

D2.3. Indicator: The school regularly examines standards-based curriculum-embedded assessments in English language arts and mathematics, including performance assessments of students whose first or home language is not English, and uses that information to differentiate the teaching/learning process.D2.3. Prompt: How effective are the standards-based curriculum-embedded assessments in English language arts and mathematics and across other curricular areas as students apply their knowledge?Findings Supporting Evidence

Student Feedback

D2.4. Indicator: Student feedback is an important part of assessing student progress over time based on the academic standards and the General Learner Outcomes.

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Wailuku Elementary School HIDOE/ACS WASC Self-Study ReportD2.4. Prompt: How effective is student feedback in assessing student progress over time based on the academic standards and the General Learner Outcomes.


Differentiating the Teaching/Learning Process

D2.5. Indicator: Assessment data is collected, analyzed, and used to make decisions and changes in the curricular and instructional approaches.D2.5. Prompt: Evaluate the effectiveness of how assessment data is collected, analyzed, and used to make decisions and changes in the curricular and instructional approaches.Findings Supporting Evidence

Monitoring of Student Growth

D2.6. Indicator: The school has an effective system to monitor all students’ progress toward meeting the academic standards and General Learner Outcomes.D2.6. Prompt: Evaluate the effectiveness of the system used to monitor the progress of all students toward meeting the academic standards and General Learner Outcomes.Findings Supporting Evidence

Conclusions: D2. Assessment and Accountability Criterion

Comment on the degree to which this criterion is being addressed.



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The school, with the support of the complex area and school community, has an assessment and monitoring system to determine student progress toward achievement of the academic standards and the General Learner Outcomes.

Assessment and Monitoring ProcessD3.1. Indicator: Key stakeholders are involved in the assessment and monitoring process of student progress.D3.1. Prompt: Evaluate the impact of stakeholder involvement in assessing and monitoring student progress.Findings Supporting Evidence

Reporting Student Progress

D3.2. Indicator: There are effective processes to keep parents and other stakeholders informed about student progress toward achieving the academic standards and the General Learner Outcomes.D3.2. Prompt: Evaluate the effectiveness of the processes that inform parents and other stakeholders about student achievement of the academic standards and the General Learner Outcomes.Findings Supporting Evidence

Conclusions: D3. Assessment and Accountability CriterionComment on the degree to which this criterion is being addressed.Findings Supporting Evidence


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The assessment of student achievement in relation to the academic standards and the General Learner Outcomes guides the school’s program, regular evaluation and improvement, and the allocation and usage of resources.

Modifications Based on Assessment Results

D4.1. Indicator: The school uses assessment results to modify the school program, professional development activities, and resource allocations demonstrating a results-driven continuous process.

D4.1. Prompt: Comment on the overall effectiveness of how assessment results have prompted modifications in the school program, professional development activities, and/or resource allocations, demonstrating a results-driven continuous process.


Conclusions: D4. Assessment and Accountability Criterion

Comment on the degree to which this criterion is being addressed.




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WASC Category D. Standards-based Student Learning: Assessment and Accountability: Strengths and Growth Needs


Category D. Standards-based Student Learning: Assessment and Accountability: Areas of Strength

Category D. Standards-based Student Learning: Assessment and Accountability: Areas of Growth

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Category E: School Culture and Support for Student Personal and Academic Growth

E1. School Culture Criterion

The school leadership employs a wide range of strategies to encourage parental and community involvement, especially with the teaching/learning process.

Parent EngagementE1.1. Indicator: The school implements strategies and processes for the regular engagement of parents and community stakeholders, including but not limited to participation in the School Community Council. Parents and community stakeholders are active partners in the teaching/learning process for all students.E1.1. Prompt: Evaluate the strategies and processes for the regular engagement of parents and the community, including being active partners in the teaching/learning process.


Community ResourcesE1.2. Indicator: The school uses community resources to support students, such as professional services, business partnerships, and speakers.E1.2. Prompt: Evaluate the effectiveness of the school’s use of community resources to support students, such as professional services, business partnerships, and speakers?


Parent/Community and Student AchievementE1.3. Indicator: The school ensures that the parents and school community understand student achievement of the academic standards and General Learner Outcomes through the curricular/co-curricular program.E1.3. Prompt: Determine the adequacy and effectiveness of the school’s strategies to ensure that parents and school community understand student achievement of the academic standards and General Learner Outcomes through the curricular/co-curricular program.Findings Supporting Evidence

Conclusions: E1. Parent and Community Involvement CriterionComment on the degree to which this criterion is being addressed.Findings Supporting Evidence

Comment on the degree to which this criterion impacts the school’s ability to address one or more

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Wailuku Elementary School HIDOE/ACS WASC Self-Study Reportstudent learning needs identified through the continuous school improvement process.Findings Supporting Evidence

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Wailuku Elementary School HIDOE/ACS WASC Self-Study ReportE2. School Culture CriterionThe school is a) a safe, clean, and orderly place that nurtures learning and b) has a culture that is characterized by trust, professionalism, high expectations for all students, and maintains focus on continuous school improvement.

Safe, Clean, and Orderly EnvironmentE2.1. Indicator: The school has existing policies, regulations and uses its resources to ensure a safe, clean, and orderly place that nurtures learning, including internet safety.E2.1. Prompt: Comment on the effectiveness of a) the existing policies and use of resources to ensure a safe, clean, and orderly place that nurtures learning, b) all aspects of the school with respect to safety regulations including effective operating procedures for internet safety, and c) initiatives and responses to address bullying and harassment.Findings Supporting Evidence

Expectations for BehaviorE2.2. Indicator: The school maintains clear expectations for behavior that support learning, growth, and development.E2.2. Prompt: Evaluate the school’s efforts to ensure that there are clear expectations for behavior that support learning, growth, and development.Findings Supporting Evidence

High Expectations for StudentsE2.3. Indicator: The school has high expectations for students in an environment that honors individual differences and is conducive to learning.E2.3. Prompt: Evaluate the school’s work to ensure high expectations for students in an environment that honors individual differences and is conducive to learning.Findings Supporting Evidence

Culture of Trust, Respect, and ProfessionalismE2.4. Indicator: The school has a culture of trust, respect, and professionalism among all members of the school community.E2.4. Prompt: To what degree is a culture of trust, respect, and professionalism demonstrated by all members of the school community?Findings Supporting Evidence

Conclusions: E2. School Culture CriterionComment on the degree to which this criterion is being addressed.Findings Supporting Evidence

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E3. Student Support Criteria

All students receive appropriate support along with an personal learning plan (as appropriate to the needs of the child) to help ensure academic success.

Adequate Personalized SupportE3.1. Indicator: The school ensures that every student receives appropriate support services in such areas as academic assistance, health, career, and personal counseling. E3.1. Prompt: Evaluate the availability and the adequacy of services to support students in such areas as academic assistance, health, career, and personal counseling.Findings Supporting Evidence

Direct ConnectionsE3.2. Indicator: The school demonstrates direct links between student learning needs and the allocation of resources to student support services, such as counseling/advisory services, psychological and health services, or referral services.E3.2. Prompt: Evaluate the direct links between student learning needs and the allocation of resources to student support services, such as counseling/advisory services, psychological and health services, or referral services, including supports and services for students who are at-risk.Findings Supporting Evidence

Strategies Used for Student Growth/DevelopmentE3.3. Indicator: Strategies are used by the school leadership and staff to develop personalized approaches to learning and alternative instructional options which allow access to and progress in the rigorous standards-based curriculum. Examples of strategies include: level of teacher involvement with all students, a curriculum that promotes inclusion, processes for regular review of student and schoolwide profiles, and processes and procedures for intervention.E3.3. Prompt: Evaluate the effectiveness of the types of strategies used by the school leadership and staff to develop personalized approaches to learning and alternative instructional options which allow access to and progress in the rigorous standards-based curriculum.Findings Supporting Evidence

Conclusions: E3. Student Support CriterionComment on the degree to which this criterion is being addressed.Findings Supporting Evidence


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E4. Student Support CriterionStudents have access to a system of personalized supports, activities, and opportunities at the school and within the community.

Support Services and LearningE4.1. Indicator: The school leadership and staff ensure that the support services and related activities have a direct relationship to student involvement in learning within and outside the classroom including ELL, special education, and other alternative learning programs.E4.1. Prompt: Evaluate the extent to which the school leadership and staff ensure that the support services and related activities have a direct relationship to student involvement in learning within and outside the classroom.Findings Supporting Evidence

Equal Access to Curriculum and SupportE4.2. Indicator: All students have access to a challenging, relevant, and coherent curriculum. Schools regularly examine the demographics and distribution of students throughout the class offerings (e.g., master class schedule and class enrollments) and the types of alternative schedules available (e.g., summer, class periods beyond the traditional school day).E4.2. Prompt: To what extent do all students have accessibility to a challenging, relevant, and coherent curriculum? (Examine the demographics and distribution of students throughout the class offerings and the types of alternative schedules available.)Findings Supporting Evidence

Co-Curricular ActivitiesE4.3. Indicator: School leadership and staff link curricular and co-curricular activities to the academic standards and General Learner Outcomes.E4.3. Prompt: Evaluate the effectiveness of the relationship between curricular and co-curricular activities for all students and the academic standards and General Learner Outcomes.Findings Supporting Evidence

Student Involvement in Curricular/Co-Curricular ActivitiesE4.4. Indicator: The school has an effective process for regularly evaluating the level of student involvement in curricular/co-curricular activities and student use of support services.E4.4. Prompt: Evaluate the effectiveness of the school process for regularly evaluating the level of student involvement in curricular/co-curricular activities and student use of support services.Findings Supporting Evidence

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Student PerceptionsE4.5. Indicator: The school is aware of the student view of support services through such approaches as interviewing and dialoguing with student representatives of the school population.E4.5. Prompt: Comment on the student view about the effectiveness of support services after interviewing and dialoguing with student representatives of the school population. (Ensure that students represent the broad and diverse array of the school population.)Findings Supporting Evidence

Conclusions: E4. Student Support CriterionComment on the degree to which this criterion is being addressed.Findings Supporting Evidence


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WASC Category E. School Culture and Support for Student Personal and Academic Growth: Strengths and Growth Needs


Category E. School Culture and Support for Student Personal and Academic Growth: Areas of Strength

Category E. School Culture and Support for Student Personal and Academic Growth: Areas of Growth

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Prioritized Areas of Growth Needs from Categories A through E

Prioritize the growth areas from the five categories.

●●●●●●●●

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Chapter V: Academic and Financial PlanA. Revise the Academic and Financial Plan.B. State any additional specific strategies to be used by staff within each subject area/program to

support sections of the Academic and Financial Plan.C. Describe the school’s follow-up process, ensuring an ongoing improvement process.

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Wailuku Elementary School HIDOE/ACS WASC Self-Study ReportAppendices:

A. School Trend ReportB. School Status and Improvement ReportC. School Quality SurveyD. Master ScheduleE. Graduation RequirementsF. Results of student surveys/interviewsG. Results of parent/community surveys/interviewsH. Current Academic and Financial PlanI. Any other pertinent additional data (or have on exhibit during the visit)J. Glossary of terms unique to the school.

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D. Schedules

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RTI Schedule/Assignments SY15-16

8:00-8:30 Second Grade RTI8:35-9:05 Kindergarten RTI9:10-9:50 Third Grade RTI9:55-10:15 Project Recess10:20-10:50 First Grade RTI11:05-11:45 Service 2nd Layer of tier 2 for grade 4 and 5

Lindsay, PTT, PTT4th and 5th ELA small group instructionLunch for Linda and Lynette

11:50-12:30 Lunch for Lindsay, PTT, PTTService 2nd Layer of tier 2 for grades K, 1, 2

12:30-1:10 Fourth Grade RTI1:15-2:00 Fifth Grade RTI

PTT- Service 2nd Layer of tier 2 for grade 3

8:00-8:30 Second Grade RTI RTI ELL SPED-8:35-9:05 Kindergarten RTI ELL SPED- J. Rule

9:10-9:50 Third Grade RTI ELL SPED- J. Jackson9:55-10:15 Project Recess10:20-10:50 First Grade RTI ELL SPED- G. Anderson11:05-11:45 RTI 2nd Layer Gr 4,

5Alexander, Van Gilluwe

ELL SPED-

11:50-12:30 RTI 2nd Layer Grade K, 1, 2 available

L Kimura, SuginoHiga/Ideue,

12:30-1:10 Fourth Grade RTI ELL SPED- J. Gose1:15-2:00 Fifth Grade RTI ELL SPED- M. Duffy

*No RTI on Rotation Days- Grades 3/4/5 meet with Project Teachers during existing RTI time.

Rotation Day Schedules.

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Wailuku Elementary SchoolRotation Day Schedule

September 3, 17; October 1, 29; November 12; December 3;January 14, 28; February 11, 25; March 10; April 7, 28; May 5, 12, 19

Thursdays- Kindergarten

Kinder Hawaiian Studies MUSIC CREATIVE MOVEMENT/

Visual Arts

LIBRARY COMPUTER

8:35- 9:05 RTI

9:00-9:30 Holokai O’Sullivan Fullmer Keizer Soriano

9:30 –9:50 RECESS

10:00-10:30 Saito Holokai O’Sullivan Fullmer Keizer

10:30–11:00LUNCH

11:00 –11:30

11:30– 12:00 Soriano Saito Holokai O’Sullivan Fullmer

12:00– 12:30 Keizer Soriano Saito Holokai O’Sullivan

12:30 – 1:00 Fullmer Keizer Soriano Saito Holokai

1:00-1:30 O’Sullivan Fullmer Keizer Soriano Saito

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Wailuku Elementary School HIDOE/ACS WASC Self-Study ReportWailuku Elementary SchoolRotation Day Schedule 2015-2016Grade 1Tuesdays- 1st GradeDates:August 25; September 15, 29; October 27; November 10, 24; December 1, 15; January 26, February 9, 23; March 8; April 5, 26; May 3, 17

Rotation Schedule with Gardening

Teacher 1: Ziegler Teacher 2: Delos Santos Teacher 3: Barona

Teacher 4: Kimura Teacher 5: Farias

1ST GRADE Hawaiian Studies

MUSIC CREATIVE MOVEMENT/Visual Arts

LIBRARY COMPUTERS Gardening

8:30 – 9:00 Ziegler Farias Kimura Barona Delos Santos9:00 – 9:30 Delos

SantosZiegler Farias Kimura Barona

9:30 – 9:50 RECESS

9:50 - 10:20 Open

10:20– 10:50 RTI

11:00 –11:30 LUNCH

11:45–12:15 Barona Delos Santos

Ziegler Farias Kimura

12:15–12:45 Kimura Barona Delos Santos Ziegler Farias

12:45– 1:15 Farias Kimura Barona Delos Santos

Ziegler

1:15-1:45 Farias Kimura Barona Delos Santos Ziegler

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