KALIHI ELEMENTARY! SELF/STUDY REPORT · 2018-04-12 · HIDOE/ACSWASCFOL2013EditedEdition...

HIDOE/ACS*WASC*FOL*2013*Edited*Edition*

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KALIHI!ELEMENTARY!SELF/STUDY!REPORT!

2471!Kula!Kolea!!Honolulu,!Hawaii!!96819!

Farrington,!Kaiser,!Kalani!District!

April!9,!2018!

Hawaii!DOE/WASC!Focus!on!Learning!Accreditation!Manual,!!

2013!Edition!(Edited!SY!2015/2016)!

Kalihi!Elementary!School!HIDOE/ACS!WASC!Self/Study!Report*

1* CONTENTS**

CONTENTS!

Introductory!Video*:*click*link*

Preface! 188*

Chapter!I:!!Student/Community!Profile! 5*

Chapter!II:!!Progress!Report! 31*

Chapter!III:!!Student!/Community!Profile!—!Overall!Summary!from!Analysis!of!Profile!Data!and!Progress! 33*

Chapter!IV:!!Self/Study!Findings! 35*

Category!A.!Organization:!Vision,!Mission,!General!Learner!Outcomes,!Governance,!Leadership!and!Staff,!And!Resources! 35*Category!B:!Standards/based!Student!Learning:!Curriculum! 70*Category!C:!Standards/based!Student!Learning:!Instruction! 96*Category!D:!Standards/based!Student!Learning:!Assessment!and!Accountability! 115*Category!E:!School!Culture!and!Support!for!Student!Personal!and!Academic!Growth! 131*

Chapter!V:!!Academic!Plan! 164*

Appendices!*A.* KES!Webliography Interactive*file*available*at*https://tinyurl.com/y924gqhd*B.* School!Trend!Report*C.* School!Status!and!Improvement!Report*D.* School!Quality!Survey*E.* Current!Academic!Plan!*

***Resources!available!on!site!

F.* Results!of!student!surveys/interviews!*G.* Results!of!parent/community!surveys/interviews*H.* Glossary!of!terms!unique!to!the!school.!! *

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2* CONTENTS**

Preface!

Explain!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/ACS! WASC!criteria.*

●* Accountability:! The! implementation! and!monitoring! of! the! Academic! Plan! that! supports!high/quality!learning.*

●* Leadership:!The! facilitation!by!school! leadership!of! the!HIDOE/ACS!WASC!accreditation!school! improvement! process! that! advocates,! nurtures,! and! sustains! the! vision! and! the!culture!of!learning.*

*In*SY*2015:16,*Kalihi*Elementary*begin*the*process*known*as*Focus*on*Learning*(FOL)*under*the*Accrediting*Commission*for*Schools,*Western*Association*of*Schools*and*College*(ACS*WASC).**The*school*incorporated*the*self:study*process*to*systematically*assess*and*improve*instructional*program*and*support*services.**It*has*greatly*impacted*our*school*in*providing*a*means*to*look*closely*at*programs*and*to*facilitate*the*school*improvement*process.****Inclusiveness:!The!involvement!and!collaboration!of!all!school/community!stakeholders!to!support!student!achievement.!The*self:study*process*involved*collaborative*efforts*from*the*Kalihi*Elementary*community*as*all*stakeholders*were*invited*to*participate*and*contribute*in*a*variety*of*ways.**The*school*leadership*team*is*a*group*of*administrators,*instructional*support*teachers,*the*counselor,*and*classroom*teachers.**Faculty*and*staff*participated*in*Home*and*Focus*Groups.**Classified*staff,*parents,*and*community*members*were*included*in*various*school*meetings*to*shared*information*and*gather*feedback.**The*School*Community*Council*(SCC)*along*with*representatives*from*community*and*parent*role*groups*were*informed*about*progress*and*invited*to*provide*input*to*the*self:study*process.**Purposefulness:!The!clarification!of!the!school’s!vision/mission!and!General!Learner!Outcomes.!As*we*embarked*on*this*process,*it*became*apparent*that*there*was*a*need*to*revisit*Kalihi*Elementary*School’s*Vision*and*Mission*and*the*General*Learner*Outcomes*(GLOs).**In*Fall*2016,*the*school*community*began*the*process*of*reviewing*our*vision*and*mission*statements*to*ensure*consensus*on*our*core*values,*beliefs,*vision*and*mission.**The*review*process*was*structured*to*ensure*that*all*role*groups*were*included.**Alignment*of*the*Vision*and*Mission*to*GLOs*and*academic*standards*was*used*as*a*blueprint*to*ensure*that*all*improvement*efforts*are*student:focused*and*based*on*the*needs*of*our*students.****


3* CONTENTS**

Student/Focused:!The!analysis!of!data!about!students!and!student!achievement!The*FOL*revived*practices*at*Kalihi*Elementary*regarding*the*collection*and*analysis*of*student*achievement*data,*this*is*an*area*of*ongoing*growth*in*building*a*commitment*to*collectively*address*targeted*student*needs*across*grade*levels*and*support*programs.**We*continue*to*work*towards*increased*alignment*in*the*effort*to*increase*student*achievement*and*monitoring*our*effectiveness.**Evaluation:!The!evaluation!of!the!entire!school!program!and!its!impact!on!student!learning!based!on!General!Learner!Outcomes,!academic!standards,!and!the!HIDOE/ACS!WASC!criteria.!Through*the*process*of*systematically*collecting*and*analyzing*data,*the*school*is*evaluating*all*of*our*systems*and*procedures*as*well*as*our*school*culture.**The*school*develops*Academic*and*Financial*Plans*to*document*our*blueprint*of*evidence:based,*student:centered*improvement*efforts*based*on*performance*data*that*manifests*the*School’s*Vision*and*Mission*Statements*toward*the*fulfillment*of*GLOs*and*rigorous*academic*standards.**As*a*result*of*the*ACS*WASC*Focus*on*Learning*process,*Kalihi*has*a*deeper*understanding*of*where*we*are*and*what*is*needed*to*align*instruction,*curriculum,*and*assessment*to*better*support*students’*levels*of*growth*and*achievement.**Accountability:!The!implementation!and!monitoring!of!the!Academic!Plan!that!supports!high/quality!learning.!Kalihi*Elementary*School’s*Academic*Review*Team*(ART)*actively*monitors*the*implementation*and*impact*of*the*Academic*Plan.**Results*of*the*ART*process*are*systematically*shared*with*all*stakeholders*through*faculty*and*staff*meetings,*the*Leadership*Team*meeting*structures,*and*the*School*Community*Council.**The*process*includes*the*evaluation*of*the*school**programs*which*impact*student*achievement.**Leadership:!The!facilitation!by!school!leadership!of!the!HIDOE/ACS!WASC!accreditation!school!improvement!process!that!advocates,!nurtures,!and!sustains!the!vision!and!the!culture!of!learning.*School*leadership*facilitates*and*maintains*open*communication*through*a*highly*collaborative*culture.**The*school*communication*process,*strong*working*relationships,*and*common*focus*as*defined*by*the*newly*adopted*Vision*and*Mission*Statements*strengthens*the*capacity*to*make*decisions*and*sustain*actions*that*focus*on*improvement.** *


4* CONTENTS**

Focus!on!Learning!Organizational!Structures!*

Administrators:*William*Grindell*(Principal)*Jorie*Patalinghog*(Vice*Principal)**

Category!A:!!Organization!

SY*2016:17* M.*Aweau,*K.*Dyke,*W.*Grindell,*K.*Grondin,*L.*Higashi,*R.*Lau,*J.*Patalinghog,*E.Sato,*N.*Tanita,*D.*Yoshimasu,*R.*Young*

SY*2017:18* M.*Aweau,*A.*Dang,*K.*Dyke,*W.*Grindell,*K.*Grondin,*P.*Kesi:Tiumalu,*L.*Higashi,*H.*Maahs,*J.*Patalinghog,*N.*Tanita,*M.*Okimoto,*R.*Young*

*Category!B:!!Standards!Based!Student!Learning:!!Curriculum!

SY*2016:17* K.*Ballard,*T.*Conterelli,*D.*Guy,*K.*Grondin,*R.Lau,*N.*Tanita,*L.*Vea,*R.Young,*EAs*

SY*2017:18* K.*Ballard*,*T.*Conterelli,*K.*Grondin,*H.*Maahs,*N.*Tanita,*L.*Vea,*R.Young,*EAs*

*Category!C:!Standards!Based!Student!Learning:!!Instruction!

SY*2016:17* M.*Bonnetty,*A.*Dang,*C.*Grande,*L.*Higashi,*K.*Ontai,*S.*Tavitian,*L.*Wong*

SY*2017:18* A.*Dang*,*C.*Grande,*L.*Higashi,*R.*Lee,*M.*Takemoto,**L.*Wong*

*Category!D:!Standards!Based!Student!Learning:!!Assessment!and!Accountability!

SY*2016:17* M.*Aweau,*S.*Jenny,*E.*Sato,*D.*Yoshimasu*

SY*2017:18* M.*Aweau,*S.*Jenny,*D.*Kawazoe:Kon,*D.*Yoshimasu**

*Category!E:!!School!Culture!and!Support!for!Personal!and!Academic!Growth!

SY*2016:17* K.*Dyke,*P.*Kesi:Tiumalu,*V.*Knoepfel,*C.*Reeh,*M.*Okimoto,*Custodians,*Cafe’*

SY*2017:18* K.*Dyke,*P.*Kesi:Tiumalu,*V.*Knoepfel*,*C.*Reeh,*M.*Okimoto*

**Focus*Group*Lead*Facilitator**


5* CONTENTS**

Chapter!I:!!Student/Community!Profile!

Prepare!a!student/community!profile.!!Include!data!and!findings!for!the!following:!●* Demographic!data,!including!the!refined!General!Learner!Outcomes*●* Disaggregated!and!interpreted!student!outcome!data*●* Perception!data!summaries,!if!any.*

*INTRODUCTION!1.! Background!●* Kalihi*Elementary*School*is*nestled*on*the*green*slopes*of*upper*Kalihi*Valley.**Established*in*1954,*our*school*educates*children*in*grades*pre:kindergarten*through*five*from*the*upper*Kalihi*Valley*area*and*the*Kalihi*Valley*Homes*public*housing*project.**We*are*one*of*nine*public*elementary*schools*in*the*Farrington*High*School*Complex.**Students*feed*directly*into*Dole*Middle*School.*

●* Our*population*is*described*as*lower:middle*to*low*income*with*86%*of*our*families*qualifying*for*public*assistance*and*eligible*for*free*or*reduced*meals.**Ethnically,*the*school’s*largest*populations*are*Micronesian,*Part:Hawaiian,*and*Filipino.*

●* Kalihi*Elementary*Schools’*Academic*and*Financial*Plan*is*reviewed*annually*by*the*Kalihi*Elementary*School*Community*Council*and*presented*to*parents*and*community.*

●* Parent*education*and*parent*involvement*is*an*area*we*continue*to*incorporate*throughout*the*school*year*with*activities*such*as*our*annual*Winter*Fest*and*May*Fest*Programs,*Fall/Winter*Combo*(activities*that*students*and*parents*participate*in*together),*Quarterly*RAMs*assemblies,*Parent*Workshops,*Parent/Community*Coffee*Hours,*Open*House,*and*Parent:Teacher*conferences.*

●* The*school*is*identified*as*a*Continuous*Improvement*School.**During*SY*2015:16,*the*school*began*a*two:year*collaboration*with*International*Center*for*Leadership*in*Education*(ICLE)*to*help*guide*our*school*community,*to*build*teaching*practices*to*improve*student*achievement*and*to*address*the*needs*of*our*student*population,*and*to*design*a*Response*to*Intervention*for*academics.**The*partnership*with*ICLE*continued*during*SY*2016:17*for*the*latter*two*efforts.**The*goal*is*to*raise*student*achievement*by*setting*high*expectations*and*providing*challenging,*standards:based*instruction*for*all*students.**We*believe*all*students*can*learn.*

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6* CONTENTS**

●* This*self:study*process*marks*the*initial*application*for*ACS*WASC*Accreditation*for*Kalihi*Elementary*School.**We*began*the*process*with*an*initial*visit*in*the*Spring*2016.***

2.!!!Vision,!Mission,!and!General!Learner!Outcomes:*****

Vision!Strengthen*Our*Community:*

Develop*productive*citizens,*equipped*with*the**skills*needed*to*thrive*in*an*ever:changing*world.***

**Mission!

Through*intentional*actions,**we*empower*individuals*to*make**

good*decisions,*solve*problems,*and*show*respect.**In*Fall*2016,*the*school*community*began*the*process*of*reviewing*the*school*vision*and*mission*statements*ensuring*school*community*consensus*on*our*core*values,*beliefs,*vision*and*mission.**The*review*process*was*structured*to*ensure*that*all*role*groups*were*included.***

Review*began*with*the*opening*of*the*school*year*where*the*administrator*shared*his*personal*goals*and*vision*for*the*school.**Teachers*shared*individual*core*beliefs*to*build*common*understanding*and*build*consensus.**As*a*group*we*developed*group*understanding*for*development*of*school*vision*and*mission*statements*and*created*draft*vision*and*mission*statements.**Several*draft*vision*and*mission*statements*were*collaboratively*developed*and*the*faculty*was*polled*to*determine*the*levels*of*consensus.****

Using*the*feedback*from*staff,*parents,*and*community*groups,*an*ad*hoc*committee*convened*to*produce*a*finalize*wording*for*the*vision*and*mission*statements.**The*school*community*reach*consensus*on*the*statements*listed*above*in*March*2017.*

Kalihi!Elementary!/!General!Learning!Outcomes:!

1.* Self:directed*Learner:**The*ability*to*be*responsible*for*one’s*own*learning*2.* Community*Contributor:**The*understanding*that*it*is*essential*for*human*

beings*to*work*together*3.* Complex*Thinker:**The*ability*to*demonstrate*critical*thinking*and*problem*

solving*4.* Quality*Producer:**The*ability*to*recognize*and*produce*quality*performance*

and*quality*products*5.* Effective*Communicator:**The*ability*to*communicate*effectively*6.* Effective*and*Ethical*User*of*Technology:**The*ability*to*use*a*variety*of*

technologies*effectively*and*ethically*Kalihi*Elementary’s*General*Learner*Outcomes*(GLOs)*align*with*the*State*of*Hawaii*statements.**Students*are*assessed*on*a*quarterly*basis*using*the*State*


7* CONTENTS**

GLO*Elementary*School*Rubrics.**Student*friendly*rubrics*are*used*to*support*student*understanding*of*GLO*targets.**

GLO*targets*are*introduced*over*the*course*of*the*school*year,*increasing*the*number*of*targeted*GLOs*from*two*in*quarter*one*to*five*in*quarter*four.**

To*be*eligible*for*Quarterly*Rams*:*students*will*meet*ALL*of*the*

following*requirements*Quarter!1! Quarter!2! Quarter!3! Quarter!4!

GLO!Rating!of!“Usually”!or!“Consistently”!

GLO!1!GLO!2! GLO!5! GLO!4! GLO!3!

GLO!Rating!of!“Usually”! N/A* GLO!1!!GLO!2!

GLO!1!!GLO!2!GLO!5!

GLO!1!!GLO!2!GLO!4!GLO!5!

*The*school*is*in*the*process*of*developing*student*friendly*GLO*indicators*to*ensure*inter:rater*reliability*in*selection*of*students*eligible*for*Quarterly*Rams*Awards.*

Three!Personal!Standards!1.* Make*Good*Decisions*2.* Solve*Problems*3.* Show*Respect*

*

Students*behavioral*expectations*are*also*guided*by*Project*GLAD’s*Three%Personal%Standards.**Place:based*behavioral*expectations*are*posted*throughout*the*campus*so*that*student*know*how*to*apply*any*and*all*of*the*target*personal*standards.**Students*can*earn*RamBucks*for*displaying*any*of*these*standards.**The*RamBucks*Store*is*open*weekly*to*redeem*RamBucks.*

DEMOGRAPHIC!DATA!1.! Students!a.! General!Student!population!characteristics!(ethnic,!social,!economic)!!

LDS*:*School*Report*

Student!Ethnicity! SY!2014/15* SY!2015/16! SY!2016/17!

Filipino* 36.4%* 32.3%* 28.6%*

Native*Hawaiian* 9.6%* 13.6%* 9.2%*

Micronesian*(Marshallese,*Pohnpeian,*Chuukese)*

36.1%* 37.0%* 42.7%*

*


8* CONTENTS**

●* The*percent*of*students*in*the*Filipino*ethnic*group*decreased*from*36.4%*in*SY*2014:15*to*28.6%*in*SY*2016.17.*

●* The*percent*of*students*in*the*Micronesian*ethnic*group*increased*from*36.1%*SY*2014:15*to*42.7%*in*SY*2016:17.**

●* The*percent*of*students*in*the*Native*Hawaiian*ethnic*group*experienced*an*increase*to*13.6%*in*SY*2015:16,*but*decreased*to*9.2%*in*SY*2016:17.*

●* Student*demographic*data*reported*above*does*not*include*student*ethnic*groups*with*less*than*five*percent*representation,*therefore*the*population*percentages*do*not*add*up*to*one*hundred*percent.*

*b.! Enrollment!Data!LDS*Plan*:*Enrollment*/*SSIR*!

* SY!2014/15! SY!2015/16! SY!2016/17!

Year*End*Student*Enrollment** 291* 300* 249*

Gender* **Female:****46.7%***Male:********53.3%*

***Female:****45.7%****Male:********54.3%**

***Female:****44.1%****Male:********55.8%*

Number!and!Percent!of!students!enrolled!for!the!entire!school!year!!SSIR*

251*85.3%*

234*89.3%*

221*90.9%*

Percent!of!students!receiving!free!or!reduced!lunch!SSIR*

86.3%* 85.8%* 83.1%*

Percent!of!students!in!Special!Education!programs!*

11.3%* 12.3%* 12.5%*

Percent!of!students!with!limited!English!proficiency*

41.2%* 39.3%* 51.0%*

Retention**SSIR* 1%* 0%* 0%*

*●* Gender*distribution*remains*fairly*consistent*for*the*past*three*years*with*more*male*

than*female*students.*●* While*the*number*of*students*enrolled*for*the*entire*school*year*decreased,*the*percent*

of*students*enrolled*for*the*entire*school*year*increased*from*85.3%*in*SY*2014:15*to*90.9%*in*SY*2016:17.*

●* The*percent*of*students*receiving*free*or*reduced*lunch*decreased*slightly*from*86.3%*in*SY*2014:15*to*83.1%*in*SY*2016:17.***

●* The*percent*of*students*enrolled*in*Special*Education*programs*increased*from*11.3%*SY*2014:15*to*12.5%*in*SY*2016:17.*

●* The*percent*of*students*with*limited*English*proficiency*increase*from*41.8%*in*SY*2014:15*to*51.0%*in*SY*2016:17.**The*percentage*dipped*in*SY*2015:16.*

●* Retention*rates*remained*under*1%*for*SY*2014:15*and*at*0%*for*SY*2015:16*and*SY*2016:17.***

**


9* CONTENTS**

c.! Predominant!primary!languages!other!than!English!Chuukese*(response*rate*of*23%)**is*the*most*predominant*language*spoken*at*home,*other*than*English.***

!d.! Attendance!/!Chronic!Absenteeism!

* State!Standard!

SY!!2014/15!

SY!2015/16!

SY!2016/17!

Average!Daily!Attendance!LDS*Plan*:*Attendance* 95.0%* 92.8%* 93.3%* 91.3%*

Average!Daily!Absences!(Lower*is*better)*SSIR*

9* 12.8* 12.3* 15.6*

Chronic!Absenteeism!(students*who*miss*15*or*more*days*of*the*school*year)*STRIVE*Hi*School*Performance*Report*

9%* 21%* 17%* 29%*

*●* Daily*average*attendance*increased*from*92.8%*in*SY*2014:15*to*93.1%*in*SY*2015:16*

and*decreased*to*91.33%*in*SY*2016:17.*●* The*school*average*attendance*rate*remains*below*state*standards.***●* The*rate*of*Chronic*Absenteeism*decreased*from*21%*in*SY*2014:15*to*17%*in*SY*

2015:16.***However,*the*rate*of*Chronic*Absenteeism*increased*to*29%*in*SY*2016:17.*●* SY*2016:17*attendance*rates*were*negatively*impacted*by*a*conjunctivitis*outbreak.**

During*the*first*quarter*over*50*students*were*students*were*absent*and/or*sent*home*due*to*contagious*symptoms.**The*school*worked*with*the*Department*of*Health*to*address*the*outbreak.*

●* The*counselor*position*was*full:time*in*SY*2014:15*and*SY*2015:16*and*reduced*to*half:time*during*SY*2016:17.***Given*half:time*hours,*counselor*duties*were*prioritized*and*home*visits*were*greatly*reduced*in*SY*2016:17.*

●* The*rate*of*Average*Daily*Absences*remained*stable*for*SY*2014:15*and*SY*2015:16*and*increased*to*15.6*in*SY*2016:17.*

* !


10* CONTENTS**

e.! Discipline!(Referrals,!Suspensions,!Expulsion!Rates)**eCSSS!

Suspension!Data!!School!Enrollment!

SY!!2014/15!

!300!

SY!!2015/16!

!269!

SY!!2016/17!

!251*

Students*with*0*incidents*228**

75%*

228**

85%*

197**

73%*

Suspended*23**8%*

11**4%*

13**5%*

Incidents*(Total*Number)* 161* 74* 169*

Number*of*Students*contributing*to*incidents*

*Percent*of*student*

enrollment*with*at*least*one*office*referral*

72**

24%*

41**

15%*

67**

27%*

Repeat*Offenders*38**

13%*

21**8%*

39**

16%*

*●* School*enrollment*has*decreased*from*300*in*SY*2014:15*to*251*in*SY*2016:17.*●* The*percent*of*students*with*no*incidents*increased*in*SY*2015:16*but*decreased*to*

73%*in*SY*2016:17*●* The*percent*of*the*student*body*population*who*were*suspended*decreased*from*8%*in*

SY*2014:15*to*4%*in*SY*2015:16,*but*increased*to*5%*in*SY*2016:17.*●* The*total*number*of*on:campus*incidents*decreased*from*161*in*SY*2014:15*to*74*in*SY*

2015:16,*but*increased*to*169*in*SY*2016:17.***●* School*administration*changed*in*the*middle*of*SY*2015:16.**The*current*principal*

served*as*acting*principal*from*January*2016*and*became*the*permanent*principal*in*October*2016.**A*Vice*Principal*was*added*to*the*staff*at*the*beginning*of*SY*2016:17.*

●* The*percent*of*students*contributing*to*behavioral*incidents*decreased*from*24%*in*SY*2014:15*to*15%*in*SY*2015:16*and*increased*to*27%*in*SY*2016:17.*

●* The*percent*of*repeat*offenders*decreased*from*13%*in*SY*2014:15*to*8%*in*SY*2015:16*and*increased*to*16%*in*SY*2016:17.*

* !


11* CONTENTS**

Brief!Externalizing!and!Internalizing!Screener!for!Youth!(BEISY)!!

BEISY!Rating!Categories!(Ratings*for*Regular*Education*Students*ONLY)*

SY!2016/17!(December!2016)!

SY!2017/18!(October!2017)!

Total*Students*Rated* 210* 199*

Total*number*/*percent*of*students*identified*at:risk*for*EXTERNALIZING!Behaviors!

32*15%*

30*15%*

Total*number*/*percent*of*students*identified*at:risk*for*INTERNALIZING!Behaviors!

19*9%*

15*8%*

Total*number*/*percent*of*students*at:risk*for*BOTH!Externalizing!and!Internalizing!Behaviors!

10*5%*

8*4%*

!●* The*percent*of*regular*education*students*in*the*BEISY*category*“At:risk*for*

Externalizing*Behaviors”*maintained*the*same*levels*from*SY*2016:17*and*SY*2017:18.***●* The*rate*of*students*demonstrating*“At:risk*for*Internalizing*Behaviors”*and*for*“At:risk*

for*Both*Externalizing*and*Internalizing*Behaviors”*decreased*by*1*percentage*point*from*SY*2016:17*and*SY*2017:18.*

!

BEISY!Rating!Categories!

!(Ratings*for*Regular*

Education*Students*ONLY)*

Longitudinal!Data!

Externalizing!Categories!

Internalizing!Categories!

Externalizing!and!Internalizing!Categories!

Students*no*longer*enrolled*at*KES*

Comparing*Fall*2016*to*Fall*2017*9* 4* 1*

Returning!students*Identified**

SY*2016:17*ONLY*9* 7* 6*

Returning!students!Identified*

*SY*2017:18*ONLY*10* 7* 4*

New!Students*identified*in*SY*2017:18*

[i.e.,*enrolled*after*12:2016]*6* 2* 2*

Returning!students!*Identified*BOTH*

SY*2016:17*&*2017:18*14* 5* 2*

!!


12* CONTENTS**

!!!At/Risk!for!Externalizing!Behaviors!●* Twenty*eight*of*the*32*students*rated*as*at:risk*for*Externalizing*Behaviors*in*December*

2016*were*also*screened*in*the*October*2017*BEISY*Survey.*●* Thirty:two*percent*(9*of*the*28*returning*students)*rated*at:risk*for*Externalizing*

Behaviors*in*the*December*2016*BEISY*were*not*rated*as*at:risk*in*the*October*2017.*●* Fifty*percent*(14*of*the*28*returning*students)*identified*as*at:risk*for*Externalizing*

Behaviors*in*October*2017,*were*also*identified*as*at:risk*in*December*2016.*●* Thirty:three*percent*(10*of*the*30*returning*students)*identified*as*at:risk*for*

Externalizing*Behaviors*in*October*2017*were*not*identified*in*the*previous*school*year.*!!!!At/Risk!for!Internalizing!Behaviors!

●* Fifteen*of*the*19*students*rated*as*at:risk*for*Internalizing*Behaviors*in*the*December*2016*survey*were*also*screened*in*the*October*2017*survey.*

●* Forty:six*percent*(7*of*the*15*returning*students)*identified*as*at:risk*for*Internalizing*Behaviors*in*December*2016*were*not*rated*as*at:risk*in*the*October*2017*screening.*

●* Thirty:three*percent*(5*of*the*15*returning*students)*identified*as*at:risk*for*Internalizing*Behaviors*in*October*2017*were*also*identified*as*at:risk*in*December*2016.*

●* Forty:six*percent*(7*of*the*15)*of*students*identified*as*at:risk*for*Internalizing*Behaviors*in*October*2017*are*returning*students*who*were*not*identified*in*the*previous*school*year.*

*!!!At/Risk!for!Both!Externalizing!and!Internalizing!Behaviors!

●* Seven*of*the*8*students*rated*as*at:risk*for*Both*Externalizing*and*Internalizing*Behaviors*in*the*December*2016*survey*were*also*screened*during*the*October*2017*survey.*

●* Eighty:five*percent*(6*of*the*7*returning*students)*identified*as*at:risk*for*both*Externalizing*and*Internalizing*Behaviors*in*December*2016*were*not*rated*as*at:risk*in*the*October*2017*screening.*

●* Fifty:seven*percent*(4*of*the*7*returning*students)*identified*as*at:risk*for*both*Externalizing*and*Internalizing*Behaviors*in*October*2017*are*returning*students*who*were*not*identified*in*the*previous*school*year.***

●* Twenty:eight*percent*(2*of*the*7*students)*identified*as*at:risk*for*both*Externalizing*and*Internalizing*Behaviors**in*October*2017*were*also*identified*as*at:risk*in*December*2016.*

!2.! Staff!a.! Number!of!certificated!staff!and!classified!staff,!include!the!number!of!qualified!personnel!for!counseling!and!other!student!support!services!(SSIR)!

Certificated!Staff! SY!!2014/15!

SY!2015/16!

SY!!2016/17!

Full!Time!Equivalent*(FTE)* 22* 21* 23*

Regular!Education*(FTE)* 17*77.3%*

16*76.1%*

17*73.9%*

Special!Instruction*(FTE)* 4*18.2%*

4*19.0%*

5*21.7%*


13* CONTENTS**

Supplemental!Instruction*(FTE)* 1*4.5%*

1*4.7%*

1*4.3%*

Administration!(Principals,*Vice:Principals,**

Student*Services*Coordinators)*1.0* 1.5* 2.5*

Librarians! 0* 0* 0*

Counselors*(FTE)* 1* 1* 0.5*

*●* The*number*of*regular*education*staff*member*remained*relatively*consistent.*●* The*number*of*special*education*teachers*increased*from*4*to*5*teachers*in*SY*2016:

17.*●* The*school*added*a*vice*principal*in*SY*2016:17.*●* The*school*does*not*have*a*librarian*(library*services*are*provided*by*a*library*clerk).*●* The*school*counselor*was*a*part:time*position*in*SY*2016:17.**It*was*transitioned*back*

to*a*full*time*position*in*SY*2017:18.**b.! Percent!of!teachers!who!have!met!the!Highly!Qualified!Teachers’!requirements!(SSIR)!

Professional!Teacher!Credentials!

SY!!2014/15!

SY!!2015/16!

SY!!2016/17!

Fully!licensed! 22*100%*

21*100%*

21*96%*

Emergency!Hires! 0*0%*

0*0%*

1*5%*

*●* The*school*consistently*maintains*a*staff*of*at*least*95%*highly*qualified*teachers.*●* In*SY*2016:17*the*school*hired*an*emergency*hire*position*during*the*second*semester.**

This*teacher*did*not*meet*‘highly*qualified’*criteria.**●* One:hundred*percent*of*the*teachers*are*highly*qualified*in*SY*2017:18.*

*** *


14* CONTENTS**

c.! Number!of!teachers!advanced!degrees!/!EL!credits!

! SY!!2014/15!

SY!!2015/16!

SY!!2016/17!

Teachers!with!Advanced!Degrees!

SSIR*

10*45%*

11*52%*

12*52%*

Staff!EL!Credits!School*Survey*

*

EL!Credits!Number/!Percent!of!Teachers!

12!or!more! 10*45%*

6/11! 5*23%*

Under!6! 7*32%*

*

*

EL!Credits!

Number/!Percent!of!

Teachers!

12!or!more!

9*41%*

6/11! 5*23%*

Under!6! 8*36%*

*

*

EL!Credits!

Number/!Percent!of!

Teachers!

12!or!more!

8*36%*

6/11! 3*14%*

Under!6! 11*50%*

*

!●* The*percent*of*teachers*with*advanced*degrees*increased*from*SY*2014:15*to*SY*2015:

16*and*was*relatively*stable*in*SY*2016:17.*●* The*percent*of*teachers*with*EL*credits*in*the*“12*or*more”*and*“6:11”*categories*

decreased*from*SY*2014:15*to*SY*2016:17.****●* The*percent*of*teacher*with*“Under*6”*EL*credits*increased*from*SY*2014:15*to*SY*

2016:17.*!d.! Stability!of!administration!and!staff!

! SY!!2014/15!

SY!!2015/16!

SY!!2016/17!

Average!Years!Experience!!

SSIR*11.7* 12.7* 11.9*

5+!Years!at!this!school!SSIR!

14*64%*

13*62%*

12*52%*

Principal!appointment!to!Kalihi!Elementary!

School*Records!

D.*Pila,*Principal*(2009:2015)*

Fall*Semester*D.*Pila,*principal*

(2009:2015)**

Spring*Semester*W*.Grindell,*TA*Principal*

W.*Grindell,*Principal*

(9:2016*:*current)*


15* CONTENTS**

*●* The*average*years*of*experience*increased*from*SY*2014:15*to*SY*2015:16.**●* The*percent*of*teachers*with*five*or*more*years*at*this*school*decreased*from*SY*2014:

15*to*SY*2016:17.***●* The*current*principal*served*as*the*acting*principal*during*Spring*2016.**He*was*

permanently*assigned*in*Fall*2016.**

3.! Parents!/!Family!/!Community!a.! Family!and!community!characteristics!and!trends!●* 2010*Census,*the*median*household*income*of*the*school’s*community*is*3%*lower*

than*the*State*median.***●* Our*population*is*described*as*lower:middle*to*low*income*with*86%*of*our*families*qualifying*for*public*assistance*and*eligible*for*free*or*reduced*meals.***

●* Ethnically,*the*school’s*largest*populations*are*Micronesian,*Part:Hawaiian,*and*Samoan.*

●* Forty:five*to*fifty*percent*of*our*population*are*English*Language*Learners.*!b.! Parent!and!community!educational!levels!●* Twenty:four*percent*(24%)*of*the*school’s*community*has*not*completed*a*high*

school*diploma.*●* The*school’s*community*has*more*than*half*the*percent*of*college*graduates*than*the*

State*average*(SSIR*2015:16).**COMMUNITY!c.! Parent!/!community!organizations!●* Kindergarten*parent*coffee*hours*provide*parents*with*educational*opportunities.*

●* PACT:*Sunday’s*Project*:*an*eleven*week*parenting*course*held*on*campus*●* Kristi*Yamaguchi:*Always*Dream*Foundation*:*a*partnership*with*the*Always*Dream*Foundation*and*Kalihi*Elementary*supporting*early*literacy*skills*for*our*kindergarten*students*and*their*families.*

*d.! Community!foundation!programs!/!School!and/or!Business!Partnerships!●* The*school*has*partnerships*with*○* Metropolitan*Rotary*○* Hickam*:*Pearl*Harbor*Rotary*○* Reading*is*Fundamental,*Honolulu*○* Metro*Church*○* Shoes*that*Fit*○* Hawaii*Police*Department*

■* Shop*with*a*Cop*■* RAP*■* DARE*Program*■* Schoolwide*evacuation*support*

○* Art*Bento*Foundation*○* Kokua*Kalihi*Valley*○* Ft.*Shafter*Spousal*Hui*


16* CONTENTS**

○* Keiki*O*Ka*Aina*○* Lions*Club,*Moanalua*○* Assistance*League*of*Honolulu*○* Hawaii*Art*Alliance*○* Ballet*Hawaii*○* Hawaii*Youth*Opera*Chorus*○* Junior*Achievement**

*STUDENT!PERFORMANCE!DATA:!1.! Strive/HI!Index!*

SBA!/!HSA!Science!/!OVERALL!SCHOOL!PROFICIENCY!DATA**Strive*HI*Performance*Report*(Published*Fall*2017)*

* Language*Arts!Proficiency*

Mathematics*Proficiency*

Science!!Proficiency*

SY!2014/15* 20%* 17%* 35%*

SY!2015/16* 19%* 18%* 19%*

SY!2016/17! 21%* 20%* 34%*

*●* Smarter*Balanced*Assessment*:*Language*Arts*proficiency*rates*decreased*in*SY*2015:

16,*but*overall*increased*to*21%*in*SY*2016:17.**Rates*remain*below*State*proficiency*targets.*

●* Smarter*Balanced*Assessment*:*Mathematics*proficiency*rates*increased*from*17%*in*SY*2014:15*to*20%*in*SY*2016:17.**Rates*remain*below*State*proficiency*targets.***

●* HSA*Science*proficiency*rates*dropped*from*35%*in*SY*2014:15*to*19%*in*SY*2015:16.**The*scores*increased*to*35%*in*SY*2016:17.*

●* Fourth*grade*science*was*taught*by*a*full:time*science*teacher*in*SY*2014:15*and*SY*2016:17.***

*SBA!/!LANGUAGE!ARTS!AND!MATH!GROWTH!DATA!!

Strive*HI*Performance*Report*(Published*Fall*2017)*

* English!Language!Arts* Mathematics*

SY!2014/15* 50%ile* 46%ile*

SY!2015/16* 40%ile* 50%ile*

SY!2016/17! 42%ile* 53%ile*

*●* Smarter*Balanced*Assessment*:*English*Language*Arts*growth*decreased*from*the*

50%ile*range*in*SY*2014:15*to*the*40%ile*range*in*SY*2015:16.**It*increased*to*the*42%ile*range*in*SY*2016:17.*

●* Smarter*Balanced*Assessment*:*Mathematics*growth*data*shows*an*increase*from*46%ile*range*in*SY*2014:15*to*the*53%ile*range*in*SY*2016:17.*

*


17* CONTENTS**

2.! Student!Achievement!!a.! Smarter!Balanced!Assessment!/!Hawaii!State!Assessment!/!Science!!

Trend*Report*Hawaii!

Statewide!Assessment!Program!

ELA:!!Reading!/!Language!Arts!

Percent!Meeting!Standard!by!!Grade!Level!

Mathematics!Percent!Meeting!Standard!by!!

Grade!Level*

Science!Percent!Proficient!

School!Year!

Grade!3!

Grade!4!

Grade!5!

School! Grade!3!

Grade!4!

Grade!5!

School! Grade!4!

SY!2014/15* 20%* 14%* 25%* 20%* 12%* 12%* 28%* 17%* 32%*

SY!2015/16* 15%* 17%* 22%* 19%* 23%* 23%* 9%* 18%* 16%*

SY!!2016/17! 23%* 21%* 21%* 21%* 19%* 19%* 21%* 20%* 35%*

****English/Language*Arts*

●* The*percent*of*third*grade*students*meeting*Reading*/*Language*Arts*proficiency*standards*experienced*a*decrease*to*15%*in*SY*2015:16*and*increased*to*23%*for*SY*2016:17.*

●* The*percent*of*fourth*grade*students*meeting*Reading*/*Language*Arts*proficiency*standards*increased*from*14%*in*SY*2014:15*to*21%*in*SY*2016:17.*

●* The*percent*of*fifth*grade*students*meeting*Reading*/*Language*Arts*proficiency*decreased*from*25%*in*SY*2014:15*to*21%*in*SY*2016:17.*

●* The*School*Reading*/*Language*Arts*proficiency*rates*remained*fairly*constant*from*SY*2014:15*to*SY*2016:17*with*a*slight*decrease*in*SY*2015:16.*

●* In*SY*2014:15*and*SY*2015:16*the*percent*of*grade*5*students*meeting*Reading*/*Language*Arts*proficiency*was*higher*than*the*percent*of*grade*3*and*grade*4*students.*

●* In*SY*2016:17,*third*grade*students*had*the*highest*percent*of*students*meeting*proficiency*in*Reading*/*Language*Arts.*

****Mathematics:*

●* The*percent*of*third*grade*students*meeting*Mathematics*proficiency*standards*increased*from*12%*in*SY*2014:15*to*23%*in*SY*2015:16.**The*percent*of*third*grade*students*meeting*standards*decreased*to*19%*for*SY*2016:17.*

●* The*percent*of*fourth*grade*students*meeting*Mathematics*proficiency*standards*increased*from*12%*in*SY*2014:15*to*23%*in*SY*2015:16.**The*rate*decreased*to*19%*in*SY*2016:17.***

●* The*percent*of*fifth*grade*students*meeting*Mathematics*proficiency*decreased*from*28%*in*SY*2014:15*to*9%*in*SY*2015:16*and*increased*to*21%*in*SY*2016:17.*

●* The*Mathematics*school*proficiency*rates*increased**from*17%*SY*2014:15*to*20%*in*SY*2016:17.*

●* In*SY*2014:15*the*percent*of*fifth*grade*students*meeting*mathematics*proficiency*was*more*than*twice*as*high*as*rates*in*grades*three*and*four.*

●* The*SY*2015:16*percent*of*fifth*grade*students*meeting*proficiency*was*substantially*lower*than*the*other*two*grades.*


18* CONTENTS**

****Science:*

●* HSA*Science*proficiency*rates*dropped*from*32%*in*SY*2014:15*to*16%*in*SY*2015:16.**The*scores*increased*to*35%*in*SY*2016:17.*

●* Fourth*grade*science*was*taught*by*a*full:time*teacher*in*SY*2014:15*and*SY*2016:17.****b.! Schoolwide!and/or!grade!level!assessments!!

STAR!Data!/!Grades!2/5!Reading!(Renaissance*Learning)*

Reading* Below!25th%ile* 25th/*49th%ile*

50th/*74th%ile*

75th%ile!!&!Above*

SY*15/16! 16/17! 17/18! 15/16! 16/17! 17/18! 15/16! 16/17! 17/18! 15/16! 16/17! 17/18!

Gr.!2* 59%* 48%* 35%* 22%* 28%* 38%* 15%* 17%* 16%* 5%* 7%* 11%*

Gr.!3* 78%* 58%* 56%* 8%* 21%* 26%* 3%* 14%* 11%* 11%* 7%* 7%*

Gr.!4* 68%* 63%* 63%* 19%* 24%* 13%* 6%* 7%* 13%* 6%* 5%* 11%*

Gr.!5* NA* 73%* 68%* NA* 12%* 18%* NA* 9%* 9%* NA* 6%* 6%*STAR!DATA:!*taken*from*Quarter*1*Summary*Report,*including*both*the*Baseline*and*the*End*of*Quarter*Scores.**

****Reviewing*Quarter*1*Data:*

●* The*percentage*of*students*scoring*in*the*“Below*the*25th%ile”*range*for*STAR*Reading*decreased*from*SY*2015:16*to*SY*2017:18*for*grades*two,*three,*and*four.**Data*was*not*available*for*fifth*graders*in*SY*2015:16.*

●* The*percentage*of*students*in*grades*two*and*three*increased*in*the*“25th:49th%ile*range”*for*STAR*reading*between*SY*2015:16*and*SY*2017:18.*

●* The*percentage*of*students*in*grade*four*in*the*“25th:49th%ile*range”*for*STAR*Reading*increased*from*SY*2015:16*to*SY*2016:17*and*decreased*in*SY*2017:18.**

●* The*percentage*of*fifth*grade*students**in*the*“25th:49th%ile*range”*for*STAR*Reading**increased*from*SY*2016:17*to*SY*2017:18.*

*●* The*percent*of*students*from*grade*2*in*the*“50th*to*74th%ile”*for*STAR*Reading*

increased*from*15%*in*SY*2015:16*to*17%*in*SY*2016:17*and*decreased*to*16%*in*SY*2017:18*for*STAR*Reading.*

●* The*percent*of*students*from*grade*3*in*the*“50th*to*74th%ile”*for*STAR*Reading*increased*from*3%*in*SY*2015:16*to*14%*in*SY*2016:17*and*decreased*to*11%*in*SY*2017:18.*

●* The*percent*of*students*in*grade*4*in*the*“50th*to*74th%ile”*for*STAR*Reading*increased*from*6%*to*13%*over*the*three*year*range.*

●* The*percent*of*students*in*grade*5*in*the*“50th*to*74th%ile*range”*and*“75th%ile*and*Above”*range*for*STAR*Reading*remained*constant*for*SY*2016:17*and*SY*2017:18.*


19* CONTENTS**

*●* The*percent*of*students*in*grade*2*in*the*“75th%ile*and*Above”*range*increased*from*SY*

2015:16*to*SY*2017:18.*●* The*percent*of*students*in*grade*3*“75th%ile*and*Above”*decreased*from*11%*in*SY*

2015:16*to*7%*in*both*SY*2016:17*and*SY*2017:18.*●* The*percent*of*students*in*grade*4*in*the*“75th%ile*and*Above”*range*decreased*from*

6%*in*SY*2015:16*to*5%*in*SY*2016:17*for*STAR*Reading,*but*increased*to*11%*in*SY*2017:18.*

STAR!Data!/!Grades!2/5!Mathematics!!(Renaissance*Learning)*

Math* Below!25th%ile* 25th/*49th%ile*

50th/*74t%ile*

75th%ile!!&!Above*

SY* 15/16* 16/17* 17/18! 15/16* 16/17* 17/18! 15/16* 16/17* 17/18! 15/16* 16/17* 17/18!

Gr.!2* 27%* 61%* 35%* 51%* 24%* 22%* 12%* 15%* 32%* 10%* 0%* 11%*

Gr.!3* 36%* 21%* 46%* 36%* 40%* 25%* 12%* 21%* 14%* 15%* 19%* 14%*

Gr.!4* 42%* 49%* 26%* 23%* 27%* 30%* 26%* 17%* 22%* 10%* 7%* 22%*

Gr.!5* NA* 41%* 56%* NA* 28%* 18%* NA* 24%* 12%* NA* 7%* 15%*

STAR!DATA:!*taken*from*Quarter*1*Summary*Report,*including*both*the*Baseline*and*the*End*of*Quarter*Scores.*****Reviewing*Quarter*1*Data:*

●* The*percentage*of*students*in*grade*two*increased*from*27%*in*SY*2015:16*to*61%*in*SY*2016:17*but*decreased*to*35%*in*SY*2017:18*in*the*“Below*25th%ile”*range*in*STAR*Mathematics.*

●* The*percentage*of*students*in*grade*three*decreased*from*36%*in*SY*2015:16*to*21%*in*SY*2016:17*but*increased*to*46%*in*SY*2017:18*in*the*“Below*25th%ile”*range*in*STAR*Mathematics.*

●* The*percentage*of*students*in*grade*four*increased*from*42%*in*SY*2015:16*to*49%*in*SY*2016:17*but*decreased*to*26%*in*SY*2017:18*in*the*“Below*25th%ile”*range*in*STAR*Mathematics.*

●* The*percentage*of*students*in*grade*five*increased*from*41%*in*SY*2016:17*to*56%*in*SY*2017:18*in*the*“Below*25th%ile”*range*in*STAR*Mathematics.**Data*is*not*available*in*SY*2015:16.*

*●* The*percentage*of*students*in*grade*two*decreased*from*51%*in*SY*2015:16*to*22%*in*

SY*2017:18*in*the*“25th*:*49th%ile”*range*in*STAR*Mathematics.*●* The*percentage*of*students*in*grade*three*decreased*from*36%*in*SY*2015:16*to*25%*in*

SY*2017:18*with*an*increase*to*40%*in*SY*2016:17*in*the*“25th*:*49th%ile”*range*in*STAR*Mathematics.*


20* CONTENTS**

●* The*percentage*of*students*in*grade*four*increased*from*23%*in*SY*2015:16*to*30%*in*SY*2017:18*in*the*“25th*:*49th%ile”*range*in*STAR*Mathematics.*

●* The*percentage*of*students*in*grade*five*decreased*from*28%*in*SY*2016:17*to*18%*in*SY*2017:18*in*the*“25th*:*49th%ile”*range*in*STAR*Mathematics.**Data*is*not*available*in*SY*2015:16.**

*●* The*percentage*of*students*in*grade*two*increased*from*12%*SY*2015:16*to*32%*SY*

2017:18*in*the*“50th*:*74th%ile*range”*in*STAR*Mathematics.*●* The*percentage*of*students*in*grade*three*increased*from*12%*in*SY*2015:16*to*21%*in*

SY*2016:17*and*decreased*to*14%*in*SY*2017:18*in*the*“50th*:*74th%ile*range”*in*STAR*Mathematics.*

●* The*percentage*of*students*in*grade*four*decreased*from*26%*in*SY*2015:16*to*17%*in*SY*2016:17*and*increased*to*22%*in*SY*2017:18*in*the*“50th*:*74th%ile*range”*in*STAR*Mathematics.*

●* The*percentage*of*students*in*grade*five*decreased*from*24%*in*SY*2016:17*to*12%*in*SY*2017:18*in*the*“50th*:*74th%ile*range”*in*STAR*Mathematics.*

*●* The*percentage*of*students*in*grade*2*decreased*from*10%*in*SY*2015:16*to*zero*

percent*in*SY*2016:17.**The*percentage*returned*to*11%*SY*2017:18*in*the*“75th%*and*Above”*range*in*STAR*Mathematics.*

●* The*percentage*of*students*in*grade*three*increased*from*15%*in*SY*2015:16*to*19%*in*SY*2016:17*and*decreased*to*14%*in*SY*2017:18*in*the*“75th%ile*and*above*range”*in*STAR*Mathematics.*

●* The*percentage*of*students*in*grade*four*decreased*from*10%*in*SY*2015:16*to*7%*in*SY*2016:17*and*increased*to*22%*in*SY*2017:18*in*the*“75th%ile*and*above*range”*in*STAR*Mathematics.*

●* The*percentage*of*students*in*grade*five*increased*from*7%*in*SY*2016:17*to*15%*in*SY*2017:18*in*the*“75th%ile*and*above*range”*in*STAR*Mathematics.*

*STAR!Data!/!Early!Literacy!/!Grades!K!/!1!(Quarter*1*Data)*(Renaissance*Learning)*

EL* Early!Emergent* Late!Emergent* Transitional* Probable*

SY* 15/16* 16/17* 17/18! 15/16* 16/17* 17/18! 15/16* 16/17* 17/18! 15/16* 16/17* 17/18!

Gr.*K* 66%* 71%* 43%* 31%* 29%* 40%* 3%* 0%* 11%* 0%* 0%* 6%*

Gr.*1* 42%* 49%* 3%* 23%* 27%* 54%* 26%* 17%* 26%* 10%* 7%* 17%*

STAR!DATA:!*taken*from*Quarter*1*Summary*Report,*including*both*the*Baseline*and*the*End*of*Quarter*Scores.******Reviewing*Quarter*1*Data:*


21* CONTENTS**

●* The*percentage*of*Kinder*students*in*the*‘Early*Emergent’*range*increased*from*66%*in*SY*2015:16*to*71%*in*SY*2016:17*but*decreased*to*43%*in*SY*2017:18*in*STAR*Early*Literacy.*

●* The*percentage*of*students*grade*one*students*in*the*‘Early*Emergent’*range*increased*from*42%*in*SY*2015:16*to*49%*in*SY*2016:17*but*decreased*to*3%*in*SY*2017:18*in*STAR*Early*Literacy.*

*●* The*percentage*of*Kinder*students*in*the*‘Late*Emergent’*range*decreased*from*SY*

2015:16*to*29%*in*SY*2016:17*and*decreased*to*40%*in*SY*2017:18.*●* The*percentage*of*grade*one*students*in*the*the*“Late*Emergent”*range*increased*from*

23%*in*SY*2015:16*to*54%*in*SY*2017:18*in*STAR*Early*Literacy.**●* The*percentage*of*Kinder*students*in*the*“Transitional”*range*decreased*from*3%*in*SY*

2015:16*to*zero*percent*in*SY*2016:17*and*increased*to*11%*in*SY*2017:18*in*STAR*Early*Literacy.***

●* The*percentage*of*grade*one*students*in*the*“Transitional”*range*decreased*from*26%*in*SY*2015:16*to*17%*in*SY*2016:17*and*returned*to*26%*in*SY*2017:18*in*STAR*Early*Literacy.*

*●* The*percentage*of*Kinder*students*in*the*“Probable”*range*remained*at*zero*percent*in*

SY*2015:16*and*SY*2016:17*and*increased*to*6%*in*SY*2017:18*in*STAR*Early*Literacy.*

●* The*percentage*of*students*in*grade*one*in*the*“Probable”*range*decreased*from*10%*in*SY*2015:16*to*7%*in*SY*2016:17*and*increased*to*17%*in*SY*2017:18*in*STAR*Early*Literacy.*

!ELL!AMAO!

Attachment*B*:*AMAO*

* SY!SY!2014/15*

SY!SY!2015/16*

AMAO!1!(Improvement)* 54%* 79%*

AMAO!2!(Exiting)* 9%* 15.8%*

AMAO!3!SBA!ELA* 3%* 2.4%*

AMAO!3!SBA!Math* 0%* 4.8%*

*●* WIDA*Access*criteria*changed*for*SY*2016:17.**AMAO*data*rates*are*not*

comparable*to*previous*years.*


22* CONTENTS**

●* The*school*increased*within*AMAO*1*(Improvement),*AMAO*2*(Exiting),*and*AMAO*3*(Mathematics)*criteria*for*SY*2014:15*to*SY*2015:16.***

●* AMAO*3*(ELA)*criteria*decreased*from*3%*in*SY*2014:15*to*2.4%*in*SY*2015:16.**3.* Additional*Student*Achievement*Data*a.* Student*performance*data*and*findings*of*specialized*programs*at*the*school*

i.* Special*Education*ii.* English*Language*Learners*iii.* PSAP*program*

*SBA!ELA!AND!MATH!PROFICIENCY!BY!SUBGROUP:!!*

Strive*HI*:*School*Accountability*(SY*2014:15,*SY*2015:16)q*LDS*Plan*:*Student*Achievement*(SY*2016:17)*

* Language!Arts*Proficiency*

Math*Proficiency*

SY!2014/15!

SY!2015/16!

SY!2016/17!

SY!2014/15!

SY!2015/16!

SY!2016/17!

State!Targets! 36%* 41%* 61%* 30%* 35%* 54%*

KES!All!Students! 19%* 18%* 21%* 17%* 17%* 20%*

Male! 9%* 16%* 14%* 16%* 15%* 17%*

Female! 31%* 23%* 27%* 18%* 20%* 21%*

Disadvantaged* 15%* 15%* 13%* 14%* 15%* 5%*

Asian* 36%* 36%* 42%* 27%* 35%* 40%*

Pacific!Islander* 3%* 8%* 9%* 9%* 5%* 9%*

Special!Education! 11%* 6%* 0%* 12%* 11%* 0%*

ELL! 5%* 6%* 4%* 3%* 7%* 4%*

*●* State*targets*for*Smarter*Balanced*Assessments*:*Language*Arts*proficiency*

increased*from*36%*in*SY*2014:15*to*61%*in*SY*2016:17.**●* The*school*proficiency*rates*increased*from*19%*in*SY*2014:15*to*21%*in*SY*2016:

17*in*Smarter*Balanced*Assessments*:*Language*Arts.***●* School*proficiency*rates*remain*well*below*the*State*targets.*●* The*rate*of*proficiency*for*male*students*is*substantially*lower*than*the*rate*of*female*

students*from*SY*2014:15*to*SY*2016:17*in*Smarter*Balanced*Assessments*:*Language*Arts.*

●* The*rate*of*proficiency*for*Disadvantaged*students*in*lower*than*school*levels*for*SY*2014:15*to*SY*2016:17*for*Smarter*Balanced*Assessments*:*Language*Arts.*


23* CONTENTS**

●* The*rate*of*proficiency*for*Disadvantaged*students*remained*stable*at*15%*in*SY*2014:15*and*SY*2015:16*and*decreased*in*to*13%*in*SY*2016:17*for*Smarter*Balanced*Assessments*:*Language*Arts.**

●* The*rate*of*proficiency*for*Asian*students*remained*stable*at*36%*in*SY*2014:15*and*SY*2015:16*and*increased*to*42%*in*SY*2016:17*for*Smarter*Balanced*Assessments*:*Language*Arts.*

●* The*rate*of*proficiency*for*Asian*students*is*consistently*higher*than*the*school*rating*for*SY*2014:15*to*SY*2016:17*for*Smarter*Balanced*Assessments*:*Language*Arts.*

●* The*rate*of*proficiency*for*Pacific*Islander*students*increased*from*3%*in*SY*2014:15*to*9%*in*SY*2016:17*for*Smarter*Balanced*Assessments*:*Language*Arts.*

●* The*rate*of*proficiency*for*Pacific*Islander*students*is*consistently*substantially*lower*than*the*school*rating*for*SY*2014:15*to*SY*2016:17*for*Smarter*Balanced*Assessments*:*Language*Arts.*

●* The*rate*of*proficiency*for*Special*Education*Students*decreased*from*11%*in*SY*2014:15*to*zero*percent*in*SY*2016:17*for*Smarter*Balanced*Assessments*:*Language*Arts.***

●* The*rate*of*proficiency*for*English*Language*Learner*(ELL)*increased*from*5%*in*SY*2014:15*to*6%*in*SY*2015:16*and*decreased*to*4%*in*SY*2016:17*for*Smarter*Balanced*Assessments*:*Language*Arts.***

●* The*rate*of*proficiency*for*Special*Education*and*English*Language*Learner*(ELL)*students*is*consistently*substantially*lower*than*the*school*rating*for*SY*2014:15*to*SY*2016:17*for*Smarter*Balanced*Assessments*:*Language*Arts.*

*●* State*targets*for*Smarter*Balanced*Assessments*:*Mathematics*proficiency*

increased*from*30%*in*SY*2014:15*to*54%*in*SY*2016:17.**●* The*school*proficiency*rates*increased*to*20%*in*SY*2016:17*after*remaining*static*

as*17%*in*SY*2014:15*and*SY*2015:16*in*Smarter*Balanced*Assessments*:*Mathematics.***

●* School*proficiency*rates*remain*well*below*the*State*targets.*●* The*rate*of*proficiency*for*male*students*is*lower*than*the*rate*of*female*students*

from*SY*2014:15*to*SY*2016:17*in*Smarter*Balanced*Assessments*:*Mathematics.***●* The*rate*of*proficiency*for*female*students*is*slightly*higher*than*the*school*level*rate*

of*proficiency*for*Smarter*Balanced*Assessments*:*Mathematics*for*SY*2014:15*to*SY*2016:17.*

●* The*rate*of*proficiency*for*Disadvantaged*students*in*lower*than*school*levels*for*SY*2014:15*to*SY*2016:17*for*Smarter*Balanced*Assessments*:*Mathematics.***

●* The*rate*of*proficiency*for*Disadvantaged*students*increased*from*14%*in*SY*2014:15*to*15%*in*SY*2015:16*but*decreased*to*5%*in*SY*2016:17*in*Smarter*Balanced*Assessments*:*Mathematics.*

●* The*rate*of*proficiency*for*Asian*students*increased*from*27%*in*SY*2014:15*to*40%*in*SY*2016:17*for*Smarter*Balanced*Assessments*:*Mathematics.*

●* The*rate*of*proficiency*for*Asian*students*is*consistently*higher*than*the*school*rating*for*SY*2014:15*to*SY*2016:17*for*Smarter*Balanced*Assessments*:*Mathematics.*


24* CONTENTS**

●* The*rate*of*proficiency*for*Pacific*Islander*students*decreased*from*9%*in*SY*2014:15*to*5%*in*SY*2015:16*and*returned*to*9%*in*SY*2016:17*for*Smarter*Balanced*Assessments*:*Mathematics.*

●* The*rate*of*proficiency*for*Pacific*Islander*students*is*consistently*substantially*lower*than*the*school*rating*for*SY*2014:15*to*SY*2016:17*for*Smarter*Balanced*Assessments*:*Mathematics.*

●* The*rate*of*proficiency*for*Special*Education*Students*decreased*from*12%*in*SY*2014:15*to*zero*percent*in*SY*2016:17*for*Smarter*Balanced*Assessments*:*Mathematics.***

●* The*rate*of*proficiency*for*English*Language*Learner*(ELL)*increased*from*3%*in*SY*2014:15*to*7%*in*SY*2015:16*and*decreased*to*4%*in*SY*2016:17*for*Smarter*Balanced*Assessments*:*Mathematics.***

●* The*rate*of*proficiency*for*Special*Education*and*English*Language*Learner*(ELL)*students*is*consistently*substantially*lower*than*the*school*rating*for*SY*2014:15*to*SY*2016:17*for*Smarter*Balanced*Assessments*:*Mathematics.*

*HSA!Science!(Grade!4)!PROFICIENCY!BY!SUBGROUP!

Strive*HI*:*School*Accountability*(SY*2014:15,*SY*2015:16)q*LDS*Plan*:*Student*Achievement*(SY*2016:17)!

* Science!*Proficiency*

SY!2014/15!

SY!2015/16!

SY!2016/17!

KES!All!Students! 33%* 17%* 35%*

Male! 32%* 10%* 39%*

Female! 33%* 29%* 27%*

Disadvantaged* 28%* 13%* 14%*

Asian* 48%* 38%* 50%*

Pacific!Islander* 35%* 7%* 22%*

Special!Education! *** *** 17%*

ELL! 22%* *** 20%*

**Quantity*suppressed*to*protect*student*identity**

●* The*rate*of*grade*4*Science*proficiency*decreased*from*33%*in*SY*2014:15*to*17%*in*SY*2015:16*and*increased*to*35%*in*SY*2016:17.*

●* Grade*4*science*was*taught*by*a*departmentalized*teacher*in*SY*2014:15*and*SY*2016:17.*

●* The*percent*of*male*and*female*students*meeting*Science*proficiency*standards*was*consistent*with*the*school*proficiency*rate*in*SY*2014:15.*


25* CONTENTS**

●* The*percent*of*male*students*meeting*Science*proficiency*dropped*from*32%*in*SY*2014:15*to*10%*in*SY*2015:16*and*increased*to*39%*in*SY*2016:17.*

●* The*percent*of*female*students*meeting*Science*proficiency*dropped*from*33%*in*SY*2014:15*to*27%*in*SY*2016:17.*

●* The*percent*of*Asian*students*meeting*Science*proficiency*is*consistently*higher*than*the*school*proficiency*levels.***

●* The*percent*of*Pacific*Islander*students*meeting*Science*proficiency*was*higher*than*school*proficiency*levels*in*SY*2014:15,*but*dropped*from*35%*in*SY*2014:15*to*7%*in*SY*2015:16*and*increased*to*22%*in*SY*2016:17.**The*levels*of*Pacific*Islander*students*meeting*Science*proficiency*was*lower*than*school*proficiency*levels*in*SY*2015:16*and*SY*2016:17.*

*4.* General*Learner*Outcomes**Beginning*in*SY*2016:17,*students*are*recognized*for*achieving*targeted*General*Learner*Outcomes*(GLO)*each*quarter.*Recognition*for*the*Quarterly*Rams*award*requires*students*to*demonstrate*“usually”*or*“consistently”*for*targeted*GLOs.**The*criteria*was*revised*in*SY*2017:18*to*require*“Usually”*scores*for*recurring*GLO*targets.***

**●* During*the*first*year*of*implementation,*the*percent*of*students*earning*Quarterly*Rams*recognition*ranged*from*38*to*46%*of*the*school*population.*

●* During*Quarters*1,*2,*and*3*students*in*first*and*third*grades*earned*Quarterly*Rams*awards*at*rates*above*the*school*average.**Third*graders*earn*Quarterly*Rams*awards*above*the*school*average*in*the*fourth*quarter.*


26* CONTENTS**

●* Second*grade*students*earned*the*lowest*percentage*rate*of*Quarterly*Rams*awards*in*the*first*and*fourth*quarter.***

*Schoolwide!GLO!Data!

Percent!of!Students!Scoring!Consistently!or!Usually!!

* GLO!2! GLO!4!

SY!2015/16!Quarter!1! 32%* 35%*

SY!2015/16!Quarter!2! 49%* 48%*

SY!2015/16!Quarter!3! 61%* 60%*

SY!2015/16!Quarter!4! 60%* 58%*

SY!2016/17!Quarter!1! 67%* 41%*

SY!2016/17!Quarter!2! 74%* 55%*

SY!2016/17!Quarter!3! 72%* 60%*

SY!2016/17!Quarter!4! 72%* 62%*

SY!2017/18!Quarter!1! 64%* 36%*See*appendix*for*disaggregated*data**

We*looked*closely*at*student*data*on*GLOs,*student*perceptions,*and*teacher*expectations.**At*the*end*of*the*year*in*SY*2016:17,*62%*of*students*received*at*least*‘usually’*for*GLO!#4*(Quality*Producer:**The*ability*to*recognize*and*produce*quality*performance*and*quality*products).***The*percent*of*students*earning*scores*of*at*least*‘usually’*at*the*end*of*quarter*1*in*SY*2017:18*was*36%.***The*rating*at*the*same*time*in*the*previous*school*year*was*41%.***Kalihi*Elementary*will*also*continue*to*focus*on*GLO!#2*(Community*Contributor:**The*understanding*that*it*is*essential*for*human*beings*to*work*together)*which*aligns*to*our*school*wide*focus*on*the*GLAD%Three%Personal%Standards.%%In*SY*2016:17,*72%*of*students*earn*ratings*of*at*least*“usually”*at*the*end*of*the*school*year.**At*the*beginning*of*SY*2017:18,*64%*of*students*earned*at*least*“usually”*for*this*GLO.**That*represents*a*slight*decrease*for*the*previous*year*quarter*1*ratings.*

*PROFESSIONAL!DEVELOPMENT!●* Brief*description*with*data*and*findings*regarding*the*following*over*the*past*three*years*

*****Content*/*topics*of*professional*development**


27* CONTENTS**

○* Kalihi*Elementary*was*supported*by*Catapult*Learning*during*SY*2014:15.**The*focus*on*formative*assessment*and*instructional*design.*

○* International*Center*for*Leadership*in*Education*(ICLE)*was*contracted*to*provide*the*following*during*school*years*2015:16*and*2016:17.*

○* Increase*levels*of*rigor,*relevance,*and*engagement*in*everyday*lessons.*○* Focus* on* implementation* of* processes* and* procedures* to* ensure* safe* and*

orderly*operation*of*campus.*○* Provide* support* to* create* and* implement* the* Response* to* Intervention* (RTI)*

program.*○* Use*data*to*drive*implementation*of*Guided*Reading*to*ensure*all*students*receive*

differentiated* instruction* at* the* appropriate* level* in* order* to* enhance* reading*achievement.*

!PERCEPTION!DATA**

2015/17!SQS!Survey!Results!(SQS)***************[Percent*Positive*Response*/*Average*Score*(1=Strongly*Disagree,*4=Strongly*Agree)]*

Dimension*Teachers* Parents* Students*

2015* 2016* 2017! 2015* 2016* 2017! 2015* 2016* 2017!

!!!Safety! 55.8%*4.2*

64.5%*4.5*

77.2%*5.2*

96.8%*5.9*

75.5%*5.4*

84.7%*5.6*

66.6%*4.9*

75.7%*5.4*

69.0%*5.2*

Well/Being! 61.3%*4.2*

75%*5.0*

92.0%*5.6*

93.7%*5.9*

86.5%5.6*

89.1%*5.8*

71.7%*5.2*

74.1%*5.5*

74.5%*5.5*

Satisfaction! 53.7%*4.0*

62.5%*4.5*

86.3%*5.4*

93.1%*5.9*

81.8%5.5*

91.3%*5.8*

13.3%*5.6*

92.3%*6.2*

91.5%*6.1*

!!Involvement!!and!

Engagement!

47.7%*3.9*

75%*5.0*

89.0%*5.7*

95.4%*6.0*

81.8%5.6*

91.4%*5.8*

47.7%*5.6*

87.9%*5.9*

83.2%*5.8*

!Return!Rate!(Responses)!

100%*(22)*

80%*(16)*

100%*(22)*

11.0%*(11)*

49%*(46)*

64.6%*(53)*

*8.0%*(8)*

78%*(73)*

84.1%*(69)*

*●* The*percent*of*positive*responses*for*Teachers*increased*over*three*administrations*of*

the*SQS*survey*in*all*four*dimensions*from*2015*to*2117.*●* Teachers*rated*Well:Being*as*the*highest*levels*of*positive*responses*at*61.2%*for*2015*

and*92%*in*2017.*●* Teacher*rating*of*Involvement*and*Engagement*(47.7%)*was*the*lowest*of*the*positive*

responses*in*SY*2015,*which*increased*to*75%*in*2016.*●* Teachers*rated*Safety*as*the*lowest*of*the*positive*responses*at*77.2%*in*SY*2017.*

*●* Parent*participation*in*the*SQS*survey*increased*from*11%*in*2015*to*64.6%*in*2017.*●* Parents*rated*Safety*with*the*highest*level*of*positive*responses*at*96.8%*in*2015.***


28* CONTENTS**

●* Parents*rating*of*Satisfaction*(91.3%)*and*Involvement*and*Engagement*(91.4%)*were*the*highest*levels*of*positive*responses*in*2017.*

●* Parent*ratings*decreased*from*the*2015*to*the*2016*levels*in*all*four*categories.**The*ratings*increased*from*2016*to*2017,*however,*they*were*all*lower*than*the*2015*levels.*

●* Parents*rated*Satisfaction*at*the*lowest*level*of*positive*responses*in*2015.***●* Parents*rated*Safety*at*the*lowest*level*of*positive*responses*in*2017.*

*●* Student*response*rates*were*8%*in*2015.*●* The*rate*of*student*responses*increased*from*8%*in*2015*to*84.1%*in*2017.*●* Students*rated*Satisfaction*at*13.3%*in*2015.**This*was*the*lowest*rating*in*2015.*●* Student*rating*of*Satisfaction*increased*from*13.3%*in*2015*to*91.5%*in*2017.*●* Students’*rating*of*Satisfaction*was*the*highest*positive*response*category*in*2017.*●* Students’*rating*of*Safety*(66.6%)*was*the*highest*positive*response*category*in*2015.*●* Students*rating*of*Safety*(69.0%)*was*the*lowest*positive*response*category*in*2017.*

*Tripod!Survey!Results!7C!Summary!(Tripod)*

Elementary!Survey!(Grades!3,!4,!5)!!*

Date**

[Number!of!Responses]*Fall!2014*

*[115]*

Fall!2015**

[124]*

Fall!2016!!

(83]!

7C!Score* 63%* 66%* 67%*

Care* 78%* 80%* 79%*

Challenge* 73%* 70%* 72%*

Control* 29%* 37%* 42%*

Clarify* 76%* 80%* 77%*

Captivate* 69%* 67%* 72%*

Confer* 56%* 60%* 59%*

Consolidate* 63%* 71%* 70%*

!●* Students*consistently*rate*“Care”*as*the*highest*factor*for*all*three*years.***

○* “Care”*is*defined*as*“Student*success*and*well:being*really*matter*to*the*teacher.”*●* In*2015*“Clarify”*was*rated*at*80%*and*tied*with*the*“Care”*category.*●* “Clarify”*was*the*second*highest*rated*category*in*Fall*2014*and*Fall*2016.*

○* “Clarify”*is*defined*as*the*teacher*provides*students*with*multiple*good*explanations*whenever*the*student*is*confused.**The*teacher*will*help*the*student*understand.*

●* All*categories,*except*“Control”*and*“Consolidate”*received*consistent*ratings*from*Fall*2014*to*Fall*2016.*

●* “Control”*increased*from*29%*in*Fall*2014*to*42%*in*Fall*2016.*○* “Control”is*defined*as*“the*class*is*orderly,*on*task*and*respectful*with*learning*as*the*first*

priority.”*


29* CONTENTS**

●* “Consolidate”*increased*from*63%*in*Fall*2014*to*71%*in*Fall*2015.**It*decreased*to*70%*in*Fall*2016.*○* “Consolidate”*is*defined*as*the*teacher*summarizes*and*checks*for*understanding*to*make*

the*learning*relevant*to*the*student.*●* “Control”*was*consistently*the*lowest*rating*from*Fall*2014*to*Fall*2016.*

*Resources!and!Management*1.! School!Finances!Kalihi*Elementary*is*funded*by*Weighted*Student*Formula*funds*from*the*State*General*Funds.**the*school*also*receives*Title*I*Allocations.**We*applied*for*and*received*Title*I*Supplemental*Funds*for*the*past*three*years,*however,*the*Supplemental*Title*I*funding*program*was*phased*out*at*the*end*of*SY*2016:17.**

!Kalihi!Elementary!School!Funding!Sources*

*●* State*General*Funds*Allocation*Funds,*based*on*enrollment,*decreased*from*$280,212*

in*SY*2014:15*to*$184,526*in*SY*2016:17.*●* Title*1*Allocations,*based*on*free*and*reduced*count,*increased*from*$133,421*in*SY*

2014:15*to*$177,434*in*SY*2015:16*but*decreased*to*$122,475*in*SY*2016.17.**●* Title*1*Supplemental*Allocation*decreased*from*$277,957*in*SY*2014:15*to*$250,700*in*

SY*2015:16*and*increased*to*$277,852*in*SY*2016:17.**Supplemental*Funding*program*was*phased*out*at*the*end*of*SY*2016:17.*

*2.! School!Facilities!The*school*is*located*in*the*upper*slopes*of*Kalihi*Valley.**The*administration*building*is*slightly*below*State*space*standards*and*the*Library*is*below*standards.**State*of*Hawaii*standards*indicate*that*the*two*classroom*buildings,*with*31*classrooms,*and*the*cafeteria/auditorium*building*are*more*than*adequate*for*school*space.**The*school*houses*the*PACT*preschool*program*in*two*classrooms*and*the*Farrington*Complex*Alternate*Learning*Center*with*one*classroom.*

*

Funding!Source!

State!General!Funds!Allocation!(Weighted*Student*Formula*:*WSF)**Excluding*Salaried*Payroll*

(Trend)*

Title!I!!Allocation!

(Financial*Requirement*Form*:*FRF)*

Title!I!!Supplemental!Allocation!(Financial*Requirement*Form*:*

FRF)*

SY!!2014/15! $280,212* $133,421* $277,957*

SY!!2015/16! $195,687* $177,434* $250,700*

SY!!2016/17* $184,526* $122,475* $277,852*


30* CONTENTS**

Chapter!II:!!Progress!Report!

Summarize! progress! on! each! section! of! the! current! Academic! Plan! that! incorporated! all!schoolwide!critical!areas!for!follow/up!from!the!last!full!self/study!and!all!intervening!visits.*

Kalihi*Elementary*is*in*the*process*of*initial*application*for*ACS*WASC*accreditation.****Kalihi*Elementary*School’s*Academic*Review*Team*(ART)*and*Leadership*Team*reflect*on*the*progress*of*the*current*year’s*Academic*and*Financial*Plan*quarterly.*The*ART*also*monitors*the*school’s*progress*on*each*of*the*Six*plus*1*Priority*Strategies.***Based*on*previous*year’s*data,*progress*has*been*made*in*all*six*areas*from*the*beginning*of*the*school*year.*For*the*2017:18*school:year*we*will*be*using*STAR*and*the*Smarter*Balanced*Comprehensive*Interim*Assessment.*Teacher*Induction*and*Mentoring,*Formative*Instructional*/*Data*Teams,*ART,*Common*Core*State*Standards*(CCSS),*Educator*Effectiveness*System*(EES)*and*Comprehensive*Student*Support*System*are*being*implemented*at*the*Integrating*level*according*to*the*rubrics.**STEM:A*is*establishing*at*this*point,*most*of*the*teachers*have*been*trained*and*are*the*beginning*stages*of*implementation.**A*description*of*the*current*state*of*each*are*is*below.**Induction*&*Mentoring*:*During*SY*2016:17*all*probationary*teachers*were*provided*with*full:release*mentors.**There*are*three*probationary*teachers*on*campus*receiving*full:release*mentor*support*on*instruction,*routines*and*have*built*a*trusting*relationship*with*their*mentors.**Formative*Instructional/Data*Teams*:*Teachers*frequently*collaborate*to*analyze*data*and*share*ideas*during*grade*level*articulation*with*support*from*school*leads.**The*school’s*structure*and*tools*effectively*support*Data*Teams.**Training*and*coaching*needs*to*be*continued*to*ensure*all*staff*consistently*demonstrate*an*understanding*of*how*to*effectively*utilize*multiple*sources*of*data*to*drive*instruction.****Academic*Review*Team*(ART)*:*The*ART*meetings*follow*the*given*routines.***Data*is*compiled*and*analyzed*to*determine*findings*and*root*causes*for*any*school*concerns.**The*ART*then*brainstorms*possible*solutions.**Regular*meeting*have*been*scheduled*throughout*the*year*to*ensure*that*we*are*constantly*reviewing*the*status*of*our*school’s*identified*needs.**CCSS*:*During*SY*2016:17*we*continued*implementing*the*State*selected*reading*program,*Reading%Wonders*and*all*grade*levels*began*implementation*of*the*Origo*Stepping%Stones*for*mathematics.**Exit*slip*data*is*being*utilized*formatively*to*identify*need*areas*and*progress*of*students*and*to*adjust*instruction.**All*of*the*teachers*have*been*trained*in*Reading%Wonders*and*on*the*Rigor,*Relevance*and*Relationships*Framework.***In*SY*2015:16*and*SY*2016:17,*International*Center*for*Leadership*in*Education*(ICLE)*Coaches*provided*instructional*support*to*enhance*teacher*practice*and*student*engagement.**


31* CONTENTS**

EES*:*New*teachers*are*in*the*process*of*completing*their*formal*observation*and*student*Learning*Objectives*(SLOs).**Teachers*continue*to*require*support*with*responding*to*their*SLO*data.**All*teachers*have*created*Individual*Professional*Development*Plans*(IPDP).**SGP*data*will*be*analyzed*and*used*to*determine*trends*school:wide*and*support*planning*for*differentiation.**Tripod*Survey*was*administered*for*teachers*in*grade*3:5.**Professional*development*aligned*to*the*areas*of*need*will*be*planned.**CSSS*:*Through*the*Data*Team*process*it*was*determined*that*reading*will*be*the*focus*for*intervention.**The*teachers,*with*guided*support*from*school*leads,*determine*individual*and*class*needs*to*plan*the*intervention*that*address*learner*needs.**Teachers*continue*to*receive*support*to*plan*and*implement*personalized*classroom*instruction.**Tiers*2*and*3*are*in*the*process*of*being*refined*for*implementation.**A*group*of*teachers*revised*the*RtI*intervention*process.**The*new*program*will*be*rolled*out*in*SY*2017:18.**!*


32* CONTENTS**

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!student!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.*

!Overall!summary!from!Analysis!of!Profile!and!Progress!Data!Kalihi*Elementary*School*serves*a*challenging*student*population.**The*percentage*of*students*qualifying*for*ELL*services*is*increasing*with*the*majority*of*the*students*eligible*for*these*services*coming*from*the*Asian*and*Micronesian*populations.**The*majority*of*parents*and*students*feel*that*the*school*is*safe*and*report*satisfaction*with*the*school.****Student*achievement*remains*at*low*levels*for*all*students*with*significantly*lower*proficiency*rates*for*Pacific*Island,*ELL*and*Special*Education*students.*The*school*is*revamping*its*Response*to*Intervention*(RtI)*program*to*better*identify*and*support*the*learning*needs*of*students*through*research*based*interventions.***The*school*is*committed*to*support*all*students*with*rigorous*standards*for*all*students.!

!Implications!of!the!data!with!respect!to!student!performance:!●* Smarter*Balanced*Assessments*for*mathematics*and*Language*Arts*Proficiency*remained*relatively*stable*for*the*past*two*years.**The*school*rate*of*proficiency*was*significantly*lower*than*the*State*targets*for*both*years.*

** Language!Arts!Proficiency!/!Smarter!Balanced!Assessment:!●* The*percent*of*male*students*scoring*proficient*in*Language*Arts*increased*from*9%*in*SY*2014:15*to*16%*in*SY*2015:16.**At*the*same*time*the*rate*of*females*scoring*proficient*decreased*from*31%*to*23%.***

●* Pacific*Island*students*were*proficient*in*Language*Arts*at*a*rate*of*3%*in*SY*2014:15*and*increased*to*8%*in*SY*2015:16.*

●* Native*Hawaiian*students*were*just*below*the*all%school*proficiency*rate*in*SY*2014:15,*however,*the*rate*of*proficiency*decreased*to*11%*in*SY*2015:16.*

●* The*rate*of*proficiency*for*special*needs*students*decreased*from*11%*in*SY*2014:15*to*6%*in*SY*2015:16.*

●* The*rate*of*proficiency*for*English*Language*Learners*increased*from*5%*in*SY*2014:15*to*6%*in*SY*2015:16.*

** Mathematics!Proficiency!/!Smarter!Balanced!Assessment:!●* Levels*of*mathematics*proficiency*on*the*Smarter*Balanced*Assessment*did*not*meet*State*targets.*

●* The*rate*of*proficiency*did*not*change*from*SY*2014:15*to*SY*2015:16.*


33* CONTENTS**

●* The*rate*of*Native*Hawaiian*students*meeting*proficiency*was*the*same*of*the*all*school*rate*in*SY*2014:15,*however,*it*dropped*to*6%*of*Native*Hawaiian*students*in*SY*2015:16.*

●* The*rate*of*Pacific*Islander*students*meeting*proficiency*in*mathematics*was*9%*in*SY*2014:15*and*dropped*to*5%*of*Pacific*Islander*students*in*the*next*year.*

●* The*rate*of*proficiency*for*special*needs*students*decreased*slightly*from*12%*in*SY*2014:15*to*11%*in*SY*2015:16.*

●* The*rate*of*proficiency*for*English*Language*Learners*increased*from*3%*in*SY*2014:15*to*7%*in*SY*2015:16.*

!Student!Learning!Needs!Identified:!●* Build*reading*comprehension*skills,*critical*reading*(critical*reading*for*informational*and*literary*texts)*to*increase*levels*of*student*proficiency.*

●* Build*writing*skills*to*communicate*across*a*range*of*writing*genres*to*clearly*communicate*information*and/or*ideas.*

●* Mathematical*problem*solving*and*critical*thinking*skills*to*increase*levels*of*student*proficiency.*

!Questions!raised!by!the!Data:!●* How*do*increases*in*STAR*proficiency*rates*in*the*bottom*25th*percentile*relate*to*the*emphasis*on*lower*groups*in*RtI?* *

●* How*do*we*address*the*increased*levels*of*rigor*for*all*students*given*their*week*academic*skills?*

●* How*do*staff*members*support*the*learning*needs*for*ELL*learners?*●* How*do*teachers*address*the*success*rates*of*disaggregated*groups*:*Pacific*Islanders,*ELL*and*special*Education?*

**


34* CONTENTS**

Chapter!IV:!!Self/Study!Findings!

For*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!Resources*B.!!Standards/based!Student!Learning:!Curriculum*C.!!Standards/based!Student!Learning:!Instruction*D.!!Standards/based!Student!Learning:!Assessment!and!Accountability*E.!!School!Culture!and!Support!for!Student!Personal!and!Academic!Growth.*

*Category! A.! ORGANIZATION:! VISION,! MISSION,! GENERAL! LEARNER!OUTCOMES,!GOVERNANCE,!LEADERSHIP!AND!STAFF,!AND!RESOURCES!

A1.! Vision,!Mission,!and!General!Learner!Outcomes!Criterion!

The*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*Plan.**

Vision*Strengthen*Our*Community:**Develop*productive*citizens,*equipped*with*the*skills*needed*to*thrive*in*an*ever:changing*world.****

Mission*Through*intentional*actions,*we*empower*individuals*to*make*good*decisions,*solve*problems,*and*show*respect.*

Vision,!Mission,!General!Learner!Outcomes,!Profile,!Academic!Plan*A1.1.! Indicator:* The* school* has* established* a* clear,* coherent* vision* and*mission* of*what* students* should* know* and* be* able* to* doq* the* school’s* Academic* 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%Plan%has%been%impacted%by%pertinent%student/community%profile%data,%identified%global%competencies,%and%current%educational%research.*Findings* Supporting!Evidence*Kalihi*Elementary*School*designed*a*highly*effective*structure*to*support*the*development*of*the*school’s*Vision,*Mission,*and*Academic*Plan.**The*school*initiated*the*process*during*SY*2016:17*of*reviewing*the*

Comprehensive*Needs*Assessment*(CNA)**Faculty*Meetings*


35* CONTENTS**

Mission*and*Vision*statements.**During*the*process*parents,*students,*faculty/staff,*and*community*members*examined*pertinent*data*including*demographic,*perceptual,*and*student*learning*data*from*the*Comprehensive*Needs*Assessment*(CNA).**The*review*process*consisted*of*an*examination*of*data*resources*from*complex*area*schools*to*identify*needs*characteristic*to*our*specific*demographics*while*aligning*to*our*overarching*goal*of*equipping*all!students*with*skills*needed*to*thrive*academically,*socially,*and*incorporated*current*research.**Based*on*our*findings*it*was*determined*by*all*stakeholders*that*the*Vision*and*Mission*statements*needed*to*be*revised*to*reflect*Kalihi*Elementary*School’s*current*needs.****The*process*proceeded*throughout*SY*2016:17*and*was*completed*in*Spring*2017.**Stakeholders*reached*consensus*on*new*Vision*and*Mission*Statements*(see*above).**Revised*Vision*and*Mission*statements*incorporated*current*educational*research*strategies*for*intentional*actions*designed*to*address*students’*social:emotional*and*academic*needs,*consolidation*of*input*from*various*stakeholders*including*the*need*for*citizenship*and*community:building*skillsq*all*of*which*were*supported*through*the*professional*development*activities*during*SY*2016:17.**

*Leadership*Team*Meetings**ART*Team*Meetings**Support*Staff*Meeting*Notes**Parent*Meetings**School*Community*Council*(SCC)*Meetings***

Development/Refinement! of! Vision,! Mission,! General! Learner! Outcomes,! and!Academic!Plan!A1.2.! 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*Plan*are*effective.*A1.2.!Prompt:*Evaluate%the%effectiveness%of%the%processes%that%ensure%involvement%of%the%entire%school%community.*Findings* Supporting!Evidence*The*school*is*effective*in*ensuring*involvement*of*the*entire*school*community*because*of*structures*designed*to*involve*members*from*all*groups.**Kalihi*Elementary*initiated*the*process*of*revisiting*our*Mission*and*Vision*statements*in*SY*2016:17*to*ensure*that*our*statements*accurately*reflected*our*core*beliefs*and*were*aligned*to*the*school*and*complex*initiatives.***Ensuring*the*process*involved*the*entire*school*community,*the*following*procedures*were*implemented:****

SCC*Meeting*Minutes**Faculty*Meeting*Minutes**Comprehensive*Needs*Assessment**Parent*Meetings**Student*Council***


36* CONTENTS**

1.* Existing*Vision*and*Mission*and*General*Learner*Outcome*statements*was*shared*and*reviewed*by*all*members*of*the*faculty*and*staff*during*the*first*meeting*of*SY*2016:17.**During*this*meeting*faculty*and*staff*members*collaborated*on*activities*which*included*development*and*share*of*personal*vision*and*mission*statementsq*reflection*on*the*existing*Vision*and*Mission*the*development*on*long:term*goal*setting*for*students*from*Kalihi*Elementary.***

2.* Similar*activities*were*completed*by*the*School*Community*Council,*Student*Council,*and*parents.*

3.* All*faculty*and*staff*members*collaborated*to*develop*proposed*new/revised*Vision*and*Mission*statements*to*reflect*current*school/community*needs,*educational*research*and*practices.*

4.* Through*a*consensus*process*utilizing*posters*and*stickers,*each*role*group*gave*input*on*the*various*proposed*vision*and*mission*statements*which*included*the*existing*statements.*

5.* A*volunteer*cadre*was*assembled*to*develop*a*proposed*new*Vision*and*Mission*statement*incorporating*all*of*the*stakeholder*feedback.*

6.* The*cadre*developed*a*new*Vision*and*Mission.**A*vote*was*held*with*faculty*and*staff*members*in*which*participants*were*given*the*option*between*existing*Vision*and*Mission*and*the*newly*proposed*Vision*and*Mission.**Ninety*percent*(36*of*40)*votes*were*in*favor*of*the*new*Vision*and*Mission.*

7.* The*vote*information*was*shared*with*the*School*Community*Council*(SCC).**The*Council*unanimously*agreed*to*accept*the*new*Vision*and*Mission*Statement*

8.* The*School*adopted*the*Vision*and*Mission*statements*(see*above)*and*actively*promoted*it*at*the*start*of*SY*2017:18.*

9.* The*school*will*review*General*Learner*Outcomes*and*the*Vision*/*Mission*Statements*at*the*beginning*of*each*school*year.*

*Annually*the*school*undergoes*the*following*steps*in*the*review*and*development*of*the*Academic*and*Financial*Plans*include*all*stakeholders*in*our*community:**1.* The*Academic*Review*Team*(ART)*collects,*


37* CONTENTS**

analyzes,*reviews*and*shares*demographic,*perceptual,*academic,*and*process*data*with*faculty,*staff*through*Faculty/Staff*Meetingsq*and*with*stakeholder*representatives*through*SCC*meetings.*

2.* Annually*the*ART*team*oversees*development*and*distribution*of*the*Comprehensive*Needs*Assessment*(CNA)*including*proposed*enabling*activities*designed*to*guide*the*school*in*addressing*identified*student*learning*needs.*

3.* Existing*and/or*proposed*Financial*and*Academic*Plans*are*shared*and*reviewed*by*all*members*of*the*faculty*and*staff*to*identify*and*address*any*needed*adjustments*or*revisions*to*the*plans.*

4.* Plans*are*shared*with*parents,*students,*and*community*members*at*school*functions*(for*example:**Quarterly*Rams*assemblies,*Winter*Fest,*etc.)*to*ensure*that*all*role*groups*have*opportunity*to*build*understanding*of*the*Financial*and*Academic*Plans.***

5.* A*consensus*process*provides*each*role*group*opportunity*for*input.***Adjustments*are*made*accordingly.**

6.* School*Community*Council*(SCC)*reviews*and*approves*the*finalized*Academic*Plan*which*is*submitted*to*Complex*Area*Superintendent*for*approval.*

*

Understanding!of!Vision,!Mission,!General!Learner!Outcomes,!and!Academic!Plan!A1.3.! 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*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%Plan.%Findings* Supporting!Evidence*

The*school*ensures*that*students,*parents,*and*other*members*of*the*school*community*understand*and*are*committed*to*the*school’s*Vision,*Mission,*General**Learner*Outcomes*(GLO),*and*Academic*Plan*including,*but*not*limited*to*the*following:*●* Vision*and*Mission*posters*are*displayed*throughout*the*campus.*

●* Vision*and*Mission*are*shared*through*the*school*website.**Examples*of*school*community*members*

SCC*Minutes**Quarterly*Rams*Data*Guidance*Schedule**Social*Media*Accounts*Instagram:*Kalihi_Elementary_School*Twitter:*@Kalihi_Rams*******Through*the*hashtags:*


38* CONTENTS**

demonstrating*the*Vision*and*Mission,*GLOs,*and/or*The*Three*Personal*Standards*are*promoted*via*the*School’s*social*media*accounts.*

●* The*Vision*and*Mission*is*shared*and*reviewed*at*every*parent*meeting*and/or*activity.**

●* GLO*information*is*shared*with*parents*during*Open*House*/*Meet:n:Greet*Night,*Quarterly*Rams*Awards*Assemblies,*and*through*Parent*Teacher*Conferences.*

●* The*school,*in*partnership*with*Parents*and*Children*Together*(PACT):**Sunday’s%Project,*hosted*parenting*classes*during*SY*2017:18.**Specific*sessions*designed*to*help*parents*develop*an*understanding*of*how*they*might*be*actively*involved*in*working*with*their*child*and*the*school*to*strengthen*their*child’s*skills*in*the*GLOs.*

●* Vision*and*Mission,*GLOs,*and*the*Three*Personal*Standards*are*actively*incorporated*into*Guidance*Lessons.*

●* Teachers*review*GLO*criteria*within*classroom*instructional*settings.**GLOs*targeted*through*the*Quarterly*Rams*Awards*are*intentionally*emphasized.*

●* Administrators,*teachers,*and*the*counselor*refer*to*the*Vision*and*Mission,*GLOs,*and/or*the*Three*Personal*Standards*when*working*with*students*to*reflect*on*behaviors*and/or*setting*goals.*

●* The*Academic*Plan*is*reviewed*through*the*Academic*Review*Team*(ART)*process.**Minutes*are*shared*through*the*School’s*Google*Drive.*

●* Stakeholder*groups*review*and*provide*input*into*the*development*and*implementation*of*the*Academic*Plan.***

●* The*Academic*Plan*is*reviewed*and*approved*by*the*School*Community*Council.**

●* The*Academic*Plan*is*shared*during*Open*House*/*Meet:n:Greet*and*annual*community*meetings*throughout*the*school*year*in*which*the*principal*emphasizes*the*interconnections*between*the*plan*and*Kalihi*Elementary*School’s*Vision*and*Mission*statements*and*GLOs.****

While*we*incorporate*multiple*avenues*to*build*understanding*and*commitment,*we*do*not*have*conclusive*evidence*to*show*how*effective*our*efforts*in*this*area*are*for*parent*and*community*stakeholder*

#strengthenourcommunity*#kalihielementary*#homeoftherams*#kalihipride*

*Parent*Meetings****Sunday’s*Project**Support*Staff*Meetings**Student*Council*


39* CONTENTS**

groups.*The*school*is*addressing*the*need*to*to*ensure*that*our*Vision*and*Mission*is*available*in*multiple*languages*to*increase*parent*understanding.*

Regular!Review!and!Revision!A1.4.! Indicator:* The* school* is* implementing* an* effective* process* for* regular*review/revision* of* the* school* vision,* mission,* General* Learner* Outcomes,* and* the*Academic*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%Plan.*Findings* Supporting!Evidence*The*school*is*effective*in*the*process*of*regular*review*/*revision*of*the*school*vision,*mission,*GLOs,*and*the*Academic*Plan*in*the*following:**General*Learner*Outcomes*are*reviewed*regularly*by*the*school*staff.**Specific*GLO*are*selected*quarterly,*shared*with*students,*emphasized*within*classroom*instructional*activities,*and*then*utilized*to*identify*students*for*Quarterly*Rams*Awards.**Additionally,*teachers*assess*each*student's*progress*on*all*six*GLOs*and*provide*feedback*to*students*and*parents*via*the*quarterly*report*card.***For*several*years,*the*SCC,*ART*Team,*and*faculty*members*have*consistently*monitored,*provided*input*and*feedback*in*the*development*and*implementation*of*the*Academic*and*Financial*Plans.***Prior*to*SY*2015:16,*there*were*not*regular*reviews*of*our*Vision*and*Mission*Statements.*Once*this*oversight*was*identified*a*process*for*regular*review*and*revision*was*initiated*in*SY*2016:17.**The*school*has*established*a*plan*to*review*these*statements*on*an*annual*basis.**Inherent*in*the*school*commitment*to*supporting*the*success*for*all*students*is*the*alignment*of*the*Academic*and*Financial*Plans*to*our*Vision*and*Mission*statements*which*compels*the*school*to*continually*examine*and*triangulate*alignment*between*these*documents*acknowledging*that*the*Vision*and*Mission*is*the*driving*force*behind*all*decisions.**

ART*Team*Meetings**SCC*Meetings**Faculty*Meeting*Meetings**Quarterly*Rams*Awards*Data**GLO*Data**Comprehensive*Needs*Assessment***

!! !


40* CONTENTS**

General!Learner!Outcomes!and!Vision!and!Mission*A1.5.! Indicator:*General* Learner*Outcomes*and*academic* standards*are* reflected* in*the*school’s*vision*and*mission.***A1.5.!Prompt:*Evaluate% the%ways% in%which%General%Learner%Outcomes%and%academic%standards%are%reflected%in%the%school’s%vision%and%mission.%

Findings* Supporting!Evidence*

DOE/BOE*adopted*the*General*Learner*Outcomes*(GLOs)*as*overarching*goals*of*standards:based*learning*for*all*students*in*all*grade*levels.***Kalihi*Elementary*adopted*the*State*GLOs*to*address*these*goals.**Kalihi*Elementary*School*teachers*reference*State*provided*GLO*rubrics*to*assess*and*provide*feedback*to*students*and*parents*on*the*quarterly*report*card.**The*school*is*in*the*process*of*developing*GLO*rubrics*in*student:friendly*language.**These*are*used*to*guide*and*inform*students*as*they*work*toward*achieving*the*targeted*GLOs*for*Quarterly*Rams*Awards.**The*school*revised*its*Vision*and*Mission*Statements*during*SY*2016:17*resulting*in*a*clearly*stated*vision*and*mission*based*on*our*student*needs,*current*educational*research,*and*the*belief*that*all*students*can*achieve*at*high*academic*levels.**Kalihi*Elementary*School’s*Vision*and*Mission*statement*addresses*habits*and*values*of*global*learners.**Throughout*the*process*of*developing*the*revised*vision*and*mission*statements,*stakeholders*considered*the*GLOs,*the*Three%Personal%Standards,*and*content*standards*to*address*alignment*between*these*documents,*ensuring*our*students*are*effectively*prepared,*are*college*and*career*ready,*and*are*empowered*as*productive*citizens*equipped*to*thrive*in*a*global*and*ever*changing*world.**There*are*multiple*ways*through*which*GLOs*and*academic*standards*are*reflected*in*the*school’s*vision*and*mission*statements.*Please*see*the*Kalihi*Elementary*Vision*/*Mission*Alignment*Chart.**

Vision*/*Mission*Alignment*Chart***

!! !


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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.*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*Kalihi*Elementary*School*community*has*a*well:developed*understanding*of*the*alignment*between*BOE*/*DOE*policies*and*State*and*Complex*plans*to*school*policies*and*plans.**At*the*beginning*of*each*school*year,*DOE*policies*are*shared*with*all*faculty*and*staff*members.**These*interactions*strengthen*faculty*and*staff*members*understanding*regarding*the*role*of*decisions*made*at*the*State*and/or*Complex*level*filtering*down*to*school*level.****Our*Complex*Area*Superintendent*(CAS)*receives*directions*from*the*BOE*and*DOE.**Throughout*the*school*year*administrators*attend*monthly*meetings*to*receive*updated*information*on*policies,*procedures,*and*the*State*Strategic*Plan*that*may*require*action*at*the*school*level.**Our*administrator*shares*pertinent*information*with*school*staff*and*as*appropriate*various*stakeholder*role*groups*and/or*committees/cadres*(i.e.,*ART*team,*Leadership*Team,*SSC,*support*staff*supervisors,*etc.)*to*determine*and/or*implement*appropriate*next*steps.****All*members*of*the*faculty*and*staff*provide*input*and*feedback*which*the*leadership*team*utilizes*to*develop*the*Academic*and*Financial*Plans*based*on*the*School*Vision*and*Mission*Statements*along*with*all*relevant*school*data.**Implementation*plans*are*shared*with*all*stakeholder*groups*through*Faculty/Staff*meetings,*parent*meetings,*and*SCC*meetings*which*include*multiple*activities*designed*to*provide*stakeholders*with*opportunities*to*provide*input*and*feedback.****Participation*of*stakeholders*in*areas*of*school*

Parent*Newsletter*:*Parent*Notification*Notice**DOE*Opening*Day*Packet**Faculty*Meetings**Opening*the*School*Year***Agenda/Minutes***SCC*Meetings*****


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governance,*concerns,*and/or*ideas*are*forwarded*from*the*school*leadership*team*to*grade*level*teams*(and*vice*versa)*to*provide*opportunities*for*input*on*decisions*directly*impacting*school*governance*issues.****Teachers*are*organized*into*various*school:wide*Professional*Learning*Communities*(Mathematics*and*STEMq*English*Language*Arts*and*Social*Studiesq*Non:Coreq*Kalihi*Prideq*and*Response*to*Intervention).**These*PLC*groups*are*made*up*of*representative*from*various*grade*levels*to*share*in*the*school’s*implementation*of*governance*policies,*procedures,*and*directions.***

Relationship!Between!Governing!Authority!and!School!A2.2.! 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*Kalihi*Elementary*School*demonstrates*our*stakeholders*understanding*of*the*relationship*between*the*governing*authority’s*decisions,*expectations,*and*initiatives*that*guide*the*work*of*the*school*in*the*following*ways:*●* At*the*beginning*of*each*school*year,*the*school*reviews*and*analyzes*the*DOE/BOE*Strategic*plan,*Vision*/*Mission*Statements,*and*Policies*and*Procedures*to*ensure*that*they*are*being*implemented*and*followed*by*every*employee*and*volunteer*at*the*school.*

●* In*developing*the*School*Academic*and*Financial*Plans,*the*faculty/staff*along*with*the*leadership*team*ensure*alignment*between*the*DOE/BOE*Strategic*Plan*and*our*school*level*plans*to*coordinate*all*efforts*from*the*State*Level*down*to*our*individual*student*level.***

●* During*the*Open*House*/*Meet:n:Greet*and*throughout*the*school*year*at*various*parent*workshops*and*student*performances,*the*principal*shares*information*and*updates*on*the*school’s*Academic*and*Financial*Plan.**The*Principal*also*explains*how*the*School’s*Academic*Plan*aligns*to*the*DOE/BOE*Strategic*Plan.***

●* At*the*beginning*of*each*school*year,*the*DOE/BOE*policies*and*procedures*and*school*policies*are*

Parent*Newsletter*:*Parent*Notification*Notice***Faculty*Meeting:**Opening*the*School*Year****Agenda/Minutes***SCC*Meeting***Beginning*of*the*Year*Student*Packet**Opening*the*School*Year*Packet*(All*Department*of*Education*Employees)*


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shared*with*each*student’s*family*through*a*Beginning*of*the*Year*packet.*

●* Administration*and*school*leadership*works*with*the*faculty*and*staff*to*consistently*implement*and*review*BOE*directions*and*initiatives*to*ensure*that*the*school*is*in*full*compliance*with*the*all*decisions*and*expectations.***

Faculty,*Staff,*and*Governing*Authority*A2.3.! 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*Kalihi*Elementary*School*demonstrates*a*clear*understanding*about*the*relationship*between*the*governing*board*and*the*responsibilities*of*faculty*and*staff.****At*the*beginning*of*each*school*year,*DOE/BOE*policies*are*shared*with*all*faculty*and*staff*members.**These*interactions*strengthen*understanding*with*faculty*and*staff*members*regarding*the*role*of*decisions*made*at*the*State*and/or*Complex*level*filtering*down*to*school*level.**Teachers*and*staff*know*that*they*are*responsibility*for*carrying*out*and*abiding*by*all*of*DOE/BOE*policies*and*procedures.**The*Complex*Area*Superintendent*receives*directions*from*the*BOE*and*DOE.**These*are*communicated*throughout*the*school*year*to*school*administrators*who*attend*monthly*meetings*to*receive*updated*information*on*policies,*procedures,*and*the*State*Strategic*Plan*which*may*require*action*at*the*school*level.****School*administration*readily*shares*pertinent*information*with*appropriate*school*faculty/staff*members*and/or*committees/cadres*(i.e.,*ART*team,*Leadership*Team,*SSC,*support*staff*supervisors,*etc.)*to*determine*and/or*implement*appropriate*next*steps.****Participation*of*faculty/staff*in*areas*of*school*governance,*are*addressed*in*a*system*where*issues*and/or*ideas*are*forwarded*from*the*school*leadership*team*to*grade*level*teams*or*staff*roll*groups*(and*vice*versa)*to*provide*opportunities*for*input*and*feedback*on*

CC*Job*description***Parent*Newsletter*:*Parent*Notification*Notice**Faculty*Meeting*Minutes:*Opening*the*School*Year*Agenda/Minutes**SCC*Meeting*Minutes:**SCC*Handbook***SCC*By:Laws*


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decisions*directly*impacting*school*governance*issues.****Teachers*are*organized*into*various*school:wide*Professional*Learning*Communities*(Mathematics*and*STEMq*English*Language*Arts*and*Social*Studiesq*Non:Coreq*Kalihi*Prideq*and*Response*to*Intervention),*Grade*Level*Teams,*WASC*Focus*Groups*and*various*committees.***The*principal*works*closely*with*the*ELL*coordinator,*Title*I*Coordinator,*SASA,*Cafeteria*Management*and*Student*Service*Coordinator*to*ensure*that*the*school*and*all*employees*are*abiding*by*and*fulfilling*the*intent*of*all*Federal,*State,*and*DOE/BOE*policies*and*procedures.**The*SCC*structures*school*processes*incorporate*the*Governing*Authority’s*decisions*and*expectations.*School*leadership*works*with*the*faculty*and*staff*to*consistently*implement*and*review*BOE*directions*and*initiatives*to*ensure*that*the*school*is*in*full*compliance*with*the*all*decisions*and*expectations.***The*school*is*in*the*process*of*development*job*descriptions*for*leadership*role:groups.***A3.!Leadership!and!Staff!Criterion!–!Data/Informed!Decision/Making!Based*on*multiple*sources*of*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*Plan*based*on*the*analysis*of*data*to*ensure*alignment*with*student*needs.*

Broad/Based!and!Collaborative!Planning!Process!A3.1.! 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% broadLbased,% collaborative,% and% fosters% the% commitment% of% the% stakeholders,%including%the%staff,%students,%and%parents.*Findings* Supporting!Evidence*Kalihi*Elementary*school*planning*is*effective*through*a*broad:based*and*collaborative*structure*as*it*seeks*to*foster*the*commitment*of*all*stakeholders.**Student*Achievement*data*is*freely*shared*with*parents,*community*members,*and*students*through*multiple*avenues*including,*but*not*limited*to*the*SCC*meetings,*community*meetings,*parent*functions*and*is*posted*on*

Faculty*Meeting*Minutes***Kalihi*Elementary*Website**SCC*Minutes**


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the*school*website.**The*school*needs*to*increase*student*participation*in*SCC*meetings*to*ensure*student*voice*in*the*process.**Progress*data*is*used*to*collaboratively*develop*Kalihi*Elementary*School’s*annual*Comprehensive*Needs*Assessment*and*to*develop*the*Academic*and*Financial*Plans.**Input*is*provided*by*all*faculty,*staff*members*and*the*SCC.**Multiple*drafts*are*refined*by*the*same*role*groups*prior*to*SCC*approval*of*the*Plan.*These*groups*regularly*reviewed*and*monitor*implement*of*the*Plan.*The*ART*Team*examines*current*relevant*data*to*analyze*the*effectiveness*of*the*plan*and*make*pertinent*recommendations***

Correlation!between!Student!Learning!and!the!*

Academic!Plan!A3.2.! Indicator:* The*analysis* of*multiple* sources*of* data* (e.g.,* demographic,* student*achievement,*perceptual*process)*guides*the*school’s*Academic*Plan.*A3.2.! Prompt:*How% does% the% school% ensure% that% the% analysis% of% multiple% sources% of%data,% General% Learner% Outcomes,% and% academic% standards% are% incorporated% into% the%Academic% Plan% and% impact% the% development,% implementation,% and% monitoring% of% the%plan?*Findings* Supporting!Evidence*Kalihi*Elementary*ensures*consistent*analysis*of*data*through*an*ongoing*process*in*the*following*ways:*****●* Faculty*and*staff*members*along*with*the*Leadership*and*ART*teams*review*and*analyze*multiple*sources*of*data*including,*but*not*limited*to*student*achievement*data,*SBA*scores,*STAR*assessment*scores,*and*GLO*data.***

●* The*ART*team*meets*monthly*to*monitor*the*level*of*implementation*and/or*progress*toward*enabling*activities*within*the*Academic*Plan.***

●* Grade*level*teams*meet*twice*per*month*to*analyze*student*work*through*the*data*team*process*to*inform*instructional*planning.*

●* Effective*SY*2017:18*the*school*implemented*a*system*of*vertical*articulation*for*twice*quarterly*meetings*to*review*students’*academic*progress*in*reading/language*arts*and*mathematics.***

●* Annually,*school*leadership*collaborates*with*Complex*area*school*teams*to*conduct*a*peer*review*during*which*we*collect*input*which*is*used*to*ensure*deep*understanding*of*the*process*and*is*

ART*Agendas**CNA*Development*Cadre**Faculty*Meeting**Vertical*Articulation*Minutes**Grade*Level*Articulation*Minutes***


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also*used*to*identify*and*plan*actions*address*our*strengths*and*weaknesses*in*the*analysis*of*multiple*sources*of*data,*GLO*outcomes,*and*academic*standards*which*are*incorporated*through*the*Academic*Plan*development,*implementation*and*monitoring*process.*

●* Annually*the*school*develops*a*Comprehensive*Needs*Assessment.**This*process*begins*each*fall*as*the*ART*and*Leadership*Teams*review*student*achievement*data,*demographic,*perceptual,*and*process*data.**Multiple*drafts*are*refined*by*the*faculty,*staff,*parent,*and*community*role*groups*prior*to*SCC*approval*of*the*Academic*and*Financial*Plans.**

Alignment!of!All!Resources!and!the!Academic!Plan!A3.3.!Indicator:*There*is*correlation*between*the*allocation*of*time/fiscal/personnel/material*resources*and*the*implementation,*monitoring,*and*accomplishment*of*the*Academic*Plan.*A3.3.!Prompt:*Evaluate%the%degree%to%which%the%allocation%of%all%resources%supports%the%implementation,%monitoring,%and%accomplishment%of%the%Academic%Plan.*Findings* Supporting!Evidence*Kalihi*Elementary*School*ensures*high*levels*of*correlation*between*allocation*of*time,*fiscal,*personnel*and/or*material*resources*in*the*implementation*and*monitoring*of*the*accomplishment*of*the*Academic*Plan.**Correlations*are*addressed*through*the*ART*Team*process*and*the*SCC*Council.****A*large*portion*of*the*school*funds*are*provided*through*Title*1.***The*purpose*of*Title*1*is*to*provide*all*children*with*a*significant*opportunity*to*a*fair,*equitable*and*high*quality*education*and*to*close*educational*achievement*gaps.**At*Kalihi*Elementary*School,*all*Title*1*funds*are*used*in*alignment*with*Federal*Guidelines*and*the*goals*and*objectives*identified*in*School’s*Academic*Plan.**The*District*Title*1*linker*in*collaboration*with*the*School*Title*1*Coordinator*monitor*requirements*for*Title*1*documentation*(fiscal,*academics,*and*other*compliance*issues)*through*Academic*Plan*implementation.***The*Academic*Plan*is*considered*the*Title*1*Schoolwide*Plan.***Weighted*Student*Formula*(WSF)*funds*are*used*for*all*school*needs*including*salaries,*equipment,*supplies,*and*instructional*materials,*all*of*which*directly*impact*student*achievement.**Through*articulations,*the*ART*

Fiscal*Requirements*Form*(FRF)**Academic*Plan**Financial*Plan**ART*Minutes**SCC*Minutes!!Title*1*Handbook***


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Team,*Faculty*and*Staff*meetings,*data*is*collected*and*analyzed*to*ensure*that*the*school*is*properly*implementing*and*utilizing*these*resources*as*well*as*monitoring*their*effectiveness*in*helping*to*realize*the*goals*of*the*Academic*Plan.***In*addition*to*Title*1*and*WSF*funds,*all*other*resources*utilized*at*the*school*including*monetary,*time,*personnel,*volunteer*donations,*etc.*are*utilized*in*a*way*that*ensures*alignment*to*goals*within*the*Academic*and*Financial*Plans,*which*are*both*aligned*to*the*School*Vision*and*Mission*Statements.*Members*of*the*faculty*and*staff,*in*particular*the*ART*and*Leadership*Teams,*through*an*analysis*of*data,*monitor*the*implementation*of*the*Academic*Plan*and*the*effectiveness*of*all*the*resources*utilized.*If*it*is*determined*that*a*different*utilization*of*resources*would*result*in*increased*proficiency*levels*for*students,*then*recommendations*are*made*to*revise*the*Academic*and*Financial*Plans.**This*continual*process*ensures*to*a*high*degree*that*the*allocations*of*resources*at*Kalihi*Elementary*School*supports*the*implementation,*monitoring,*and*accomplishment*of*the*Academic*Plan.*

Progress!Monitoring!of!the!Academic!Plan!A3.4.! Indicator:* The* school’s* Leadership* Team/Academic*Review*Team*has* defined*roles* and* responsibilities* and* monitors* the* progress* of* the* implementation* of* the*Academic*Plan.**A3.4.! Prompt:*Comment% on% the% roles% and% responsibilities% of% the% school’s% Leadership%Team/Academic%Review% Team.% Evaluate% the% degree% to% which% this% team%monitors% the%progress%of%the%implementation%of%the%Academic%Plan.%*Findings* Supporting!Evidence*

Kalihi*Elementary*School*has*defined*the*Academic*Review*Team*(ART)*as*the*key*leader*in*the*systemic*and*consistent*review*of*progress*made*toward*meeting*all*measures*in*the*Academic*Plan.**The*ART*team*is*made*up*of*accountable*leads,*teachers*from*various*grade*levels*and*non:instructional*support*faculty*members,*who*collect*and*analyze*data*for*school*level**targeted*areas.**Accountable*leads*share*updates*based*on*current*levels*and*trends*of*performance,*highlights*and/or*challenges*revealed*by*the*data,*and*the*likelihood*of*success,*along*with*next*steps.***ART*review*of*the*Academic*Plan*is*an*ongoing*process*of*monthly*meetings.***Yearly*the*ART*Team*process*is*being*improved*upon*to*strengthen*the*degree*to*which*

ART*Minutes**Leadership*Team*Minutes**


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the*team*monitors*the*progress*of*the*implementation*plan.*For*example,*this*year*we*are*working*to*better*drill*down*to*specific*targeted*data*pieces*that*are*needed*in*order*to*analyze*progress*toward*Academic*Plan*goals.*The*ART*team*shares*information*with*the*Leadership*Team*and/or*the*faculty*and*the*SCC*as*appropriate*to*revise*and/or*refine*the*Academic*Plan.*

School!Community!Council!A3.5.! Indicator:* The* School* Community* Council* (SCC)* reviews* and* monitors* the*Academic*Plan,*and*provides*opportunities*for*stakeholder*input*and*feedback.*A3.5.!Prompt:*To%what% extent% does% the%SCC% review%and%monitor% the%Academic%Plan%and%provide%opportunities%for%stakeholder%input%and%feedback?*Findings* Supporting!Evidence*

Kalihi*Elementary*School*Community*Council*plays*an*important*role*in*implementing,*reviewing*and*monitoring*the*Academic*and*Financial*Plans.**Council*members*include*representatives*from*all*stake*holders*groups:*administration,*teachers,*support*staff,*parents*and*community*members.**The*SCC*has*identified*the*need*to*work*on*strengthening*student*voice*as*a*student*representative*is*not*always*present*at*SCC*meetings.***Stakeholder*representatives*collaborate*with*faculty*and*staff*members*to*gather*data,*input,*and/or*feedback*from*their*peers*to*share*during*monthly*meetings.**Meeting*agenda*items*include*issues*to*review*and*analysis*of*school*specific*data*and/or*concerns*related*to*implementation*of*the*Academic*Plan*in*alignment*to*the*Vision*and*Mission*statements.**Collaboratively*they*make*decisions*and/or*provide*feedback*to*the*school*administrator.***The*SCC*is*responsible*to*approve*the*Academic*and*Financial*Plans*prior*to*being*submitted*to*the*Complex*Area*Superintendent.**This*group*ensures*that*the*plan’s*utilization*of*resources*is*utilized*to*support*the*school*meet*its*goals.**Annually*the*SCC*completes*the*SCC%Principal%Survey.%%This*tool*offers*the*Council*an*opportunity*to*provide*feedback*to*the*CAS*on*information*regarding*the*school’s*principal’s*ability*to*carry*out*the*Academic*and*Financial*plans*and*effective*use*of*school*resources.*

SCC*Minutes***


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A4.!!Leadership!and!Staff!Criterion!–"Schoolwide!Organization!for!Student!Achievement! !A*qualified*staff*facilitates*the*achievement*of*the*General*Learner*Outcomes,*academic*standards,*and*the*successful* implementation*of* the*Academic*Plan*through*a*system*of*preparation,*induction,*and*ongoing*professional*development.*

Qualifications!of!Staff!A4.1.! Indicator:* The* school* implements* state* personnel* policies* and* procedures* to*ensure*that*staff*are*qualified*based*on*background,*training,*and*preparation.*A4.1.!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*All*faculty*and*staff*members*are*hired*in*accordance*to*State*guidelines.**During*the*interview*process,*all*applicants*are*interviewed*by*a*panel.**Each*applicant*is*asked*the*same*set*of*questions*and*rated*on*the*same*scale*to*ensure*fairness*of*the*interview*process.**The*interview*questions*are*specifically*designed*to*ensure*that*the*staff*member*is*qualified*to*carry*out*the*responsibilities*in*ensuring*quality*instructional*and/or*support*for*students.****All*staff,*including*certificated*and*classified*staff*must*meet*all*requirements*as*determined*by*the*State*to*be*considered*for*a*position*prior*to*beginning*work*on*campus.****Teaching*staff*must*also*meet*the*requirements*of*the*Hawaii*Teacher*Standards*Board*and*must*be*‘Highly*Qualified”*in*the*subject*/*grade*level*they*are*teaching.**According*to*the*SSIR*(SY*2016:17)*95.6%*Kalihi*teaching*staff*was*fully*licensed.**One*teacher*was*hired*mid:year*under*the*provisions*required*by*the*DOE*for*emergency*hire*positions.**Currently*and*in*the*two*preceding*years,*100%*of*the*teachers*were*highly*qualified.**Kalihi*Elementary*addresses*State*requirements*for*hiring*staff*members*for*non:certificated*within*any*type*of*instruction*to*ensure*quality*student*learning,*teaching,*and*support*positions*as*defined*by*the*various*support*positions.**Teachers*and*support*staff*are*provided*with*ongoing*targeted*professional*development*to*build*and*refine*

Certification*/*Highly*Qualified*Teacher*Requirements**SSIR*Reports*

!**


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instructional*skills*and*to*ensure*quality*student*learning*and*teaching.**The*school*needs*to*develop*a*systematic*process*to*train*support*staff*members.**

Maximum!Use!of!Expertise!A4.2.! 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.*A4.2.! 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*Kalihi*Elementary*is*fully*aligned*with*HIDOE*policies*and*procedures*which*stipulates*an*effective*process*to*assign*teachers*to*positions*that*they*are*qualified*and*licensed*to*teach.**The*principal*has*the*responsibility*and*authority*to*assign*school*personnel.**Annually*teachers*complete*and*submit*a*preference*sheet*to*request*positions*within*the*school.**The*principal*assigns*teachers*to*a*role*that*supports*the*school*while*maximizing*the*teacher’s*strengths*and/or*encourages*professional*growth*to*promote*quality*student*learning*and*teaching.**Administrators*provide*orientation*meetings*for*various*groups*to*develop*relationships,*ensure*understanding*of*values,*schedules,*processes,*and*procedures*to*promote*success.*●* Grade*Level*articulation*meetings*:*Grade*level*teachers*articulate*twice*per*month.**The*articulation*schedule*includes*a*45:minute*session*dedicated*to*topics*assigned*by*administration.***

●* Beginning*of*the*School*Year*Faculty*and*Staff*meetings:**Administration*targets*review*of*DOE/BOE*policies*and*procedures*and*strategies*to*build*and*develop*relationships*among*faculty*and*staff*members.**All*faculty*and*staff*members*receive*a*hard:copy*of*Administrative*Expectations*to*document*school*level*policies*and*procedures.*

●* At*the*beginning*of*the*school*year*new*teachers*are*introduced*to*our*community*with*a*tour*of*the*campus*and*surrounding*neighborhoods.**New*teachers*are*assigned*a*school*level*mentor*to*support*them*in*the*transition*to*Kalihi*Elementary.**Non:tenured*teachers*may*also*be*assigned*a*

Faculty*and*Staff*Meeting*Minutes*Opening*Year*Packet*Administration*Expectations**Master*Calendar*:*meeting*schedule*Grade*Level*Articulation*Meeting*Sample*Teaching*Line*Survey**


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district*mentor*to*support*transition*into*the*teaching*profession.**

The*administration*provides*effective*orientation*meetings*and*support*to*ensure*that*all*staff*are*qualified*and*prepared*to*fulfill*the*responsibilities*of*their*role*to*promote*quality*student*learning*and*teaching.*

Defining!and!Understanding!Policies!and!Procedures!A4.3.! Indicator:* The* school* has* clear* written* policies* and* procedures* that* define*responsibilities*and*expectations,*operational*practices,*and*decision:making*processes*for*administrators*and*staff.*A4.3.!Prompt:!Evaluate%the%written%policies%and%procedures%that%define%responsibilities,%operational% practices,% decisionLmaking% processes% for% administrators% and% faculty.%%Determine%the%degree%of%clarity%and%understanding%of%these%by%administration%and%staff.*Findings* Supporting!Evidence*Kalihi*Elementary*School*is*in*the*process*of*developing*clearly*written*systems,*policies,*and*procedures*to*define*responsibilities*and*expectations,*operational*practices,*and*decision:making*processes*for*administrators*and*staff.***The*school*is*in*the*process*of*revising*the*faculty/staff*handbookq*as*policies*and*procedures*are*reviewed,*updated,*and/or*introduced*they*are*added*to*the*handbook.**At*the*beginning*of*each*school*year*each*member*of*the*faculty*and*staff*receive*a*written*document*outlining*Administrative*Expectations.***During*SY*2016:17,*administrators*developed*a*clear,*written*description*of*all*emergency*procedures.**Faculty*members*were*given*a*binder*which*includes*reflective*emergency*vests*for*teachers*to*wear*during*emergencies*and/or*drills.****Faculty*members*and*staff*have*access*to*the*electronic*HIDOE*website*which*outlines*DOE/BOE*policies,*procedures,*responsibilities,*operational*practices,*and*decision:making.**Each*year*all*faculty*and*staff*review*DOE/BOE*mandatory*videos.*The*Family*Educational*Rights*and*Privacy*Act*(FERPA)*online*training*is*completed*every*five*years.*****As*a*school,*we*adopted*meeting*norms*to*ensure*effective,*efficient,*and*successful*meetings.**The*norms*are:*

Respect*for*others*�* Open*minds,*Open*hearts*

Mandatory*Video*Forms**Leadership*Team*Minutes**Faculty*/*Staff*Meeting*Minutes**Administrative*Expectations**Academic*Plan**Financial*Plan**Kalihi*Meeting*Norms**Master*Calendar**Google*Drive*Resources****


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�* Listen*attentively*�* Act*in*a*professional*manner*

�* Agree*to*disagree*�* Work*together*to*find*the*solution(s)*�* Deliver*your*message*in*a*positive,*concise*manner*

�* Be*a*team*player*�* Be*willing*to*ask*for*help*�* Look*for*opportunities*to*help*

�* Communication*is*the*key*to*success*�* Honor*time*

*Norms*are*posted*in*the*library*and*data*collaboration*conference*rooms*serving*as*a*visual*reminder*of*our*commitment*to*build*the*community.**All*faculty*and*staff*members*all*have*a*Rams*“gmail”*accounts.**The*school*utilizes*gmail*and*Lotus*Notes*to*distribute*pertinent*information*to*the*Kalihi*School*community.**Hard*copies*are*provided*for*staff*members*who*do*not*have*school*provided*computer*access.***Google*Calendar*is*used*to*document*approved*school*functions*and*events*on*the*KES*Master*Calendar.*In:school*facilities*use*is*also*scheduled*through*Google*Calendars.****Google*Drive*folders*are*created*and*shared*as*appropriate*to*document*school*wide,*grade*level,*professional*learning*community*(PLC),*and/or*WASC*focus*group*meeting*agendas*and*minutes.**Stored*on*Google*Drive*are*common*curricular*and/or*evidence*based*instructional*resources,*tools,*and*processes.***Based*on*anecdotal*feedback,*an*informal*webliography*was*designed*to*support*locating*resources*on*the*Drive.****It*is*evident*by*our*progress*toward*documenting*and*executing*operational*procedures*that*the*school*is*actively*increasing*clarity*and*understanding*of*policies*and*procedures*at*Kalihi*Elementary*that*define*responsibilities*and*expectations,*operational*practiced,*and*decision:making*processes*for*administrators*and*staff.**The*school*needs*to*continue*the*process*to*ensure*that*all*areas*are*thoroughly*addressed.***


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Internal!Communication!and!Planning!A4.4.! Indicator:* The* school* has* effective* structures* for* internal* communication,*planning,*and*resolving*differences.*A4.4.! Prompt:* How% effective% are% the% existing% structures% for% internal% communication,%planning,%and%resolving%differences?*Findings* Supporting!Evidence*

Kalihi*Elementary*School’s*existing*structures*for*internal*communication,*planning*and*resolving*differences*are*effective.**The*structures*include*utilization*of*the*Lotus*Notes*and*Google*platforms*to*facilitate*internal*communication.****Faculty*and*staff*are*expected*to*read*and*address*Lotus*Notes*and/or*Gmail*accounts*on*a*regular,*daily*basis*to*support*effective,*timely*communication.**All*faculty/staff*meetings,*leadership*team*meetings,*ART*team*meetings,*grade*level*articulation*agendas*/*minutes*are*stored*in*Google*Docs*and*are*accessible*by*faculty*and*staff*members.**Meeting*schedules*and*school*events*are*scheduled*on*the*Google*Calendar.*Weekly*bulletins*are*posted*via*the*Lotus*Notes*database*so*that*all*faculty*and*staff*have*access*to*important*events*for*the*coming*week.***Kalihi*Elementary*School*adopted*meeting*norms*to*ensure*effective,*efficient,*and*successful*meetings.**Norms*are*provided*in*A.4.3.**Norms*are*posted*in*the*library,*data*collaboration*conference*room,*and*other*commonly*used*meeting*areas*to*serve*as*visual*reminders*of*our*collaborative*commitment*to*build*the*Kalihi*Elementary*School*community.**School*structures*facilitate*collaboration.**Teachers*meet*in*smaller,*grade*level*groups*to*collaboratively*design,*implement,*and*assess*instruction.**Teachers*meet*in*vertical*settings*to*address*curricular*and*assessment*needs*and/or*to*analyze*data*that*support*student*learning.**Faculty*meetings*are*scheduled*weekly.**These*are*used*for*whole*faculty*professional*development,*WASC*focus*group*meetings,*professional*learning*community*meetings,*vertical*articulation*meetings*and/or*for*other*topics*supporting*internal*communication*and/or*problem*solving.**Administration*meets*with*support*staff*to*address*continued*job:embedded*training,*personnel*needs,*communication,*and*problem*solving.***

Google*Drive**Google*Master*Calendar**Faculty*/*Staff*Meeting*Minutes**Grade*Level*Articulation*Minutes**PLC*Meeting*Minutes**Weekly*Bulletin*(Lotus*Notes*Database)*****


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Staff!Actions/Accountability!to!Support!Learning!A4.5.! 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.*A4.5.! 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*Kalihi*Elementary*effectively*includes*all*role*groups*in*the*decision:making*process*in*shared*responsibility,*actions,*and*accountability*to*support*student*learning*throughout*all*programs.****Kalihi*Elementary*School’s*decision*making*process*is*defined*by*the*following:*●* School*administrator*shares*pertinent*information*from*the*Complex*Area*Superintendent*and/or*from*DOE/BOE*administration*with*school*staff*and*as*appropriate*various*stakeholder*role*groups*and/or*committees/cadres.*

●* Stakeholder*role*groups*and/or*committees/cadres*collaborate*to*reach*consensus,*develop*plans*and/or*implement*appropriate*next*steps.*

●* Participation*of*stakeholders*in*areas*of*school*governance,*concerns,*and/or*ideas*are*forwarded*from*the*school*leadership*team*to*grade*level*teams*(or*vice*versa)*to*provide*opportunities*for*input*on*decisions*directly*impacting*school*governance*issues.**

●* Implementation*plans*are*shared*with*all*members*of*the*faculty/staff,*parents,*and/or*the*SCC*committee*as*appropriate,*to*share*directions*and*to*solicit*input*or*feedback.**

*Some*examples*of*shared*responsibility,*actions,*and*accountability*are:*●* Annually*the*administration*ensures*that*all*faculty*and*staff*members*review*DOE/BOE*policies,*procedures,*and*expectations*to*ensure*effective*implementation.**Faculty*and*staff*update*their*personal*understanding*of*academic,*health,*and*safety*concerns*through*annual*review*of*mandatory*videos.**FERPA*online*training*is*

Faculty*Meeting*Minutes**Grade*Level*Articulation*Minutes**RtI*A*(Academics)*Binder***RtI*B*(Behavior)*Process*Binder***


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completed*every*five*years.***●* School*level*policies*and*procedures*are*reviewed*at*the*beginning*of*the*school*year*meetings*and*throughout*the*school*year*as*appropriate*effectively*maintaining*current*levels*of*understanding*and*implementation.***

●* Faculty*members*receive*an*updated*Emergency*Procedures*Folder*at*the*beginning*of*every*school*year*to*ensure*safety*for*all*Kalihi*Elementary*on:campus*community*members.*

●* Faculty/staff*meetings*serve*as*a*structure*for*data:driven*program*assessments*and*decision*making.***

●* Grade*level*twice*monthly*meetings*provide*time*for*regular*collaboration*and*communication*regarding*curriculum,*instruction,*and*assessment*and*implementation*of*grade*level*and/or*school*wide*processes.*

●* All*teachers*are*members*of*PLC*cadre.*PLC*members*serve*as*representatives*from*their*respective*grade*levels*providing*for*a*system*of*school:wide*communication.**Kalihi*has*five*PLC*groups:*○* English*Language*Arts*&*Social*Studies*○* Mathematics*and*Science*○* Non:Core**○* Kalihi*Pride*○* Response*to*Intervention*:*Academic*

●* All*teachers*are*also*members*of*a*WASC*Focus*Group*and*serve*as*a*grade*level*representative*to*provide*a*system*of*school:wide*communication.**The*five*focus*groups*are:*○* Organization*○* Curriculum*○* Instruction*○* Assessment*○* School*Culture*and*Support*for*****************Student*Learning*

●* Some*teachers*serve*as*members*of*ad:hoc*cadres*to*support*school*needs.**A*team*of*administrators,*teachers,*and*the*counselor*are*part*of*the*RtI:B*three:year*cohort*with*Diana*Browning*Wright.**This*group*is*responsible*for*the*development*and*implementation*of*a*research:based*multi:tiered*system*of*support*for*students*behavioral*needs.*

●* School*wide,*grade*level,*and*committee/PLC*cadre*meeting*minutes*are*posted*on*the*Google*Drive*


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and*are*made*available*to*all*staff*members*to*ensure*open*lines*of*communication*and*accountability.*

●* Student*support*systems*for*academic*and*behavioral*components*are*collaboratively*developed.**The*RtI:A*(reading*focus)*was*fully*implemented*at*the*beginning*of*SY*2017:18.**The*RtI:B*is*in*the*process*of*being*developed.***

*A5.!!Leadership!and!Staff!Criterion!–!Research!and!Professional!Development!Leadership* and* staff* are* involved* in* ongoing* research* and* professional* development*that*focuses*on*identified*student*and*teacher*learning*needs.*

Support!of!Professional!Development!A5.1.!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*

Kalihi*Elementary*effectively*supports*a*robust*professional*development*program*aligned*to*the*school*Vision/Mission*and*Academic*Plans.**Examples*of*professional*develop*learning:**●* ICLE*Instructional*Coaching*Partnership:**Prior*to*SY*2015:16,*data*indicated*that*student*proficiency*levels*decrease*due*to*a*lack*of*depth*of*understanding*and*rigor*of*CCSS*in*both*reading*and*math.**Therefore,*the*school*partnered*with*International*Center*for*Leadership*in*Education*(ICLE)*during*SY*2015:16*and*SY*2016:17*to*address*strategic*development*of*research*based*instructional*strategies*to*implement*into*all*classrooms,*and*the*development*of*a*Response:to:Intervention*(Academic)*program.**The*ICLE*End:of:Year*report*indicated*that*teachers*are*open*to*coaching*and*willing*to*implement*suggested*instructional*strategies.**Coaching*relationships*resulted*in*teachers*thinking*differently*about*teaching,*classroom*management,*student*learning,*and*planning.**There*is*a*continued*need*to*address*coaching*for*the*few*who*did*not*fully*embrace*ICLE*coaching.**Inconsistent*daily*lesson*plans*amongst*faculty*

PD*List:**SY*2014:15q*SY*2015:16q*SY*2016:17***Check*Title*1*records**ICLE*End*of*Year*Reports**Model*Schools*Conference*Implementation*Plan**Academic,*Financial*Plan***


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continued*causes*challenges*during*coaching*observations.**The*school*recognizes*that*effective*lesson*design*process*provides*teachers*with*time*to*think*through*the*‘what’*and*‘why’*of*instruction*which*in*turn*supports*increased*student*learning*therefore*the*school*has*provided*professional*development*for*all*teachers*on*intentional*lesson*design*through*the*partnership*with*ICLE,*however,*there*is*not*system*currently*in*place*to*ensure*full*implementation*by*all*teachers.*

●* ICLE*Model*School*Conference:**In*Summer*2017,*a*team*of*13*teachers*and*2*administrators*attended*the*Model%Schools%Conference:%%Be%the%Difference*to*build*collaborative*capacity*and*leadership*skills.**Professional*development*efforts*are*research:based,*aligned*to*the*standards,*and*support*goals*outlined*in*our*Academic*Plan.**Each*conference*attendee*has*implemented*strategies,*processes,*and/or*procedures*learned*at*the*conference*and*collected*relevant*data*and*shared*their*learning*with*the*entire*faculty*through*leading*at*least*one*faculty*professional*development*meeting.**Several*individuals*have*presented*more*than*one*time.***

●* Orton:Gillingham*is*a*multisensory*structured*language*approach*designed*to*provide*explicit,*direct,*cumulative,*intensive,*and*focused*instruction*focusing*on*the*structure*of*language.**Initially*designed*to*support*dyslexic*students,*it*supports*enhanced*memory*and*learning*written*language.**All*teachers*in*kindergarten*to*second*grade*were*trained*to*use*this*approach*to*support*our*early*readers*as*of*Fall*2017.**Sped*teachers*for*all*grade*levels*are*scheduled*to*be*trained*during*upcoming*trainings.**Effectiveness*data*is*not*yet*available.*

●* Data*suggests*that*teachers*need*additional*support*to*understand*and*effectively*formative*assessment*tools.**A*team*of*teachers*attended*formative*assessment*principle*and*practices*by*Anne*Davies*in*January*2018.**Plans*to*strategically*provide*professional*development*to*the*faculty*and*assess*effectiveness*will*be*rolled*out*as*part*of*the*professional*development*plan*during*SY*2018:19.*

!


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Supervision!and!Evaluation!A5.2.! 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*

Kalihi*Elementary*school*effectively*aligns*supervision*and*evaluation*procedures*with*the*Educator*Effectiveness*System*(EES).**The*Hawaii*Department*of*Education*mandated*this*process*for*teacher*evaluation*which*includes*observations*of*classroom*practices,*core*professionalism,*Student*Tripod*Survey,*and*the*Hawaii*Growth*Model*and*Student*Learning*Objectives.**All*teachers*and*administrators*are*trained*for*all*components*of*the*process.**

Danielson*Observation*Protocols*Faculty*Meeting*Minutes*

Measurable!Effect!of!Professional!Development!A5.3.!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*

Kalihi*Elementary*School*will*continue*to*provide*professional*development,*coaching,*and*mentoring*based*on*the*needs*of*students*and*teachers*as*determined*by*an*analysis*of*data.**At*each*grade*level*articulation*meeting*teachers*and*coaches*analyze*student*data*that*was*collected*from*the*implementation*of*common*formative*assessment*tasks.*Based*off*of*the*analysis*next*instructional*steps*are*determined.**In*addition*to*grade*level*meetings*the*school*holds*vertical*articulation*meetings*twice*each*quarter*to*design*and*implement*assessment*rubrics*aligned*to*CCSS*standards*and*analyze*student*work*samples*to*build*inter:rater*reliability.*Kalihi*Elementary*worked*with*the*ICLE*for*two*years.**Coaching*support*targeted*increasing*levels*of*rigor,*relevance,*and*engagement*in*everyday*lessonsq*focus*on*the*implementation*of*processes*and*procedures*to*ensure*safe*and*orderly*operationsq*the*creation*and*implementation*of*an*effective*Response*to*Intervention**program*and*the*use*of*data*to*drive*the*implementation*of*guided*reading*ensuring*that*all*students*received*differentiated*instruction*at*appropriate*levels*to*

ICLE*Annual*Reports*Faculty*Meetings*Leadership*Team*Meetings*ART*Team*Meetings*BEISY*Data*Analysis**


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increase*reading*achievement.*Teachers*are*open*to*coaching*and*willing*to*implement*instructional*strategies,*expanding*on*knowledge*gained*in*previous*years.**Collaboratively*developed*classroom*and*schoolwide*procedures*were*implemented*in*the*beginning*of*SY*2017:18*resulting*in*decreased*discipline*referrals*and*creating*safe*and*orderly*operations*supporting*an*environment*supporting*student*learning.**Effective*lesson*design*processes*are*an*area*of*continued*work*and*improvement*to*allow*teachers*to*plan*quality*lesson*design*and*instructional*pacing*to*ensure*all*content*is*adequately*addressed.*Analysis*of*student*achievement*data*on*the*STAR*assessments*and/or*the*Smarter*Balanced*Assessment*measures*did*not*result*in*a*marked*increase*in*student*achievement*levels.**The*school*needs*to*collect*data*to*determine*the*level*of*implementation*of*research:based*strategies*to*correlate*our*results*with*student*progress*levels.***Kalihi*Elementary*is*in*the*middle*of*a*three:year*cohort*to*design*and*implement*multi:tiered*systems*of*student*supports*for*student*behavioral*needs.**Longitudinal*data*from*the*Brief*Externalizing*and*Internalizing*Screener*for*Youth*(BEISY)*and*eCSSS*student*behavioral*reports*indicate*that*progress*is*being*made*in*our*school*support*for*students.**At*least*32%*of*students*who*were*assessed*with*a*need*for*Tier*2*or*Tier*3*supports*in*Fall*2016*and*were*not*identified*in*Fall*2017.**The*school*is*in*the*process*of*developing*systems*to*fully*implement*a*RtI:B*system*of*support*and*to*measure*the*effectiveness*of*that*system.*

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!Decisions!A6.1.! Indicator:* Decisions* about* resource* allocations* are* aligned* with* the* school’s*vision,*mission,*General*Learner*Outcomes,*the*academic*standards,*and*the*Academic*Plan.*! !


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A6.1.! Prompt:* To% what% extent% are% resources% allocated% to% meet% the% school’s% vision,%mission,%General%Learner%Outcomes,%the%academic%standards,%and%the%Academic%Plan?%%Findings* Supporting!Evidence*

The*school*is*supported*through*Weighted*Student*Formula*and*Title*I*funding*sources.**Supplemental*Title*I*funding*was*available*from*SY*2014:15*through*SY*2016:17,*however*this*funding*source*is*no*longer*available.***All*resources*allocated*are*utilized*to*meet*the*school’s*vision,*mission,*General*Learner*Outcomes,*academic*standards*and*the*Academic*Plan.***The*school*maintains*a*collaborative*decision:making*process*to*ensure*alignment*to*our*Academic*and*Financial*Plans.**Resource*allocation*is*clearly*linked*to*student*needs*in*support*of*faculty*and*staffing*decisions,*curriculum*and*technology*resources,*and*professional*development*opportunities*for*faculty*and*staff.**

Financial*Reporting*System*(FRS)*Academic*Plan*Financial*Plan*Leadership*Team*Meetings*Faculty*Meetings*School*Community*Council*Meetings*

Allocation!Involvement!A6.2.!Indicator:*The*school*leadership*and*staff*are*involved*in*the*resource*allocation*decisions.*A6.2.!Prompt:*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*

School*leadership*and*staff*are*actively*involved*in*effective*resource*allocation*decisions.**Faculty*and*staff*collect*demographic,*student*learning,*process,*and*perceptual*data.**Data*analysis*is*used*to*develop*the*annual*Comprehensive*Needs*Assessment*which*support*review*and*development*of*the*Academic*and*Financial*Plans.**Kalihi’s*school*budget*is*integrally*linked*to*the*implementation*of*the*school*Academic*and*Financial*Plans*in*alignment*with*State*and*Federal*mandates.**Stakeholders*are*involved*with*the*process*at*all*levels.*A*large*portion*of*the*school*funds*are*provided*through*Title*1.***At*Kalihi*Elementary*School,*Title*1*funds*are*used*in*alignment*with*Federal*Guidelines*and*the*goals*and*objectives*identified*in*School’s*Academic*Plan.**The*District*Title*1*linker*in*collaboration*with*the*School*Title*1*Coordinator*monitor*requirements*for*Title*1*documentation*(fiscal,*academics,*and*other*compliance*issues)*through*Academic*Plan*implementation.***The*

Academic*Plan*Financial*Plan*Leadership*Team*Meetings*Faculty*Meetings*School*Community*Council*Meetings*eCSSS*Reports*School*Quality*Survey*Tripod*Surveys*STAR*Assessment*data*Smarter*Balanced*Assessment*Data*


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Academic*Plan*is*considered*the*Title*1*Schoolwide*Plan.***Weighted*Student*Formula*(WSF)*funds*are*used*for*all*school*needs*including*salaries,*equipment,*supplies,*and*instructional*materials,*all*of*which*directly*impact*student*achievement.**Through*articulations,*the*ART*Team,*Faculty*and*Staff*meetings,*data*is*collected*and*analyzed*to*ensure*that*the*school*is*properly*implementing*and*utilizing*these*resources*as*well*as*monitoring*their*effectiveness*in*helping*to*realize*the*goals*of*the*Academic*Plan.***In*addition*to*Title*1*and*WSF*funds,*all*other*resources*utilized*at*the*school*including*monetary,*time,*personnel,*volunteer*donations,*etc.*are*utilized*in*a*way*that*ensures*alignment*to*goals*within*the*Academic*and*Financial*Plans,*which*are*both*aligned*to*the*School*Vision*and*Mission*Statements.*Members*of*the*faculty*and*staff,*in*particular*the*ART*and*Leadership*Teams,*through*an*analysis*of*data,*monitor*the*implementation*of*the*Academic*Plan*and*the*effectiveness*of*all*the*resources*utilized.*If*it*is*determined*that*a*different*utilization*of*resources*would*result*in*increased*proficiency*levels*for*students,*then*recommendations*are*made*to*revise*the*Academic*and*Financial*Plans.**This*continual*process*ensures*to*a*high*degree*that*the*allocations*of*resources*at*Kalihi*Elementary*School*supports*the*implementation,*monitoring,*and*accomplishment*of*the*Academic*Plan.***Allocations*of*resources*has*positively*impacted*student*perceptions*and*behaviors*as*evidenced*by*increased*levels*of*student*satisfaction*on*the*Tripod*and*SQS*surveys*and*decreases*in*student*referrals*as*reflected*in*the*eCSSS*behavioral*data.**Impact*on*student*learning*has*not*yet*demonstrated*significant*increases*in*student*achievement*as*measured*with*STAR*assessments*and/or*the*SBA*results.*

Practices!A6.3.! 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* internal* controls*within* the*school* to*ensure*protection*against*mishandling*of*institutional*funds.*! !


62* CONTENTS**

A6.3.! 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% internal% controls% within% the% school% to% ensure%protection%against%mishandling%of%institutional%funds.*Findings* Supporting!Evidence*

Kalihi*Elementary*has*an*effective*process*to*ensure*consistent*use*of*sound*quality*business*and*accounting*practices.*Expenditures*are*aligned*to*strict*state*and*federal*guidelines.**Hawaii*DOE/BOE*policies*and*procedures*are*followed*and*receipts*are*required*for*all*pre:approved*purchases*indicating*that*internal*controls*ensuring*the*protection*against*mishandling*of*institutional*funds*are*effective.****All*payments*processed*through*the*State*Office*of*Fiscal*Services,*Vendor*Payment*section*follow*specific*guidelines.*Purchase*approval*from*the*Principal*or*Complex*Area*Superintendent*(as*needed)*are*obtained.*Invoices*are*carefully*reviewed*by*our*administrator*and*account*clerk*before*being*forwarded*to*Vendor*Payment.**All*requirements*for*approvals*and/or*support*documentation*are*provided*prior*to*review*for*authenticity*and*accuracy*by*Vendor*Payment.*Expenditures*through*Title*1*funding*are*subject*to*all*federal*funding*guidelines.**The*school*conducts*annual*internal*audits*of*all*Title*1*funds.**The*school*is*subject*to*random*Title*I*Consolidated*Monitoring*and*Technical*Assistance*(CMTA)*for*Selected*Federal*Programs.*School*structures*support*a*transparent*and*open*process*to*develop,*implement,*and*monitor*school*funds*which*includes*all*stakeholder*groups.***Upon*being*appointed*to*Kalihi*Elementary*in*December*of*2015,*Acting*Principal*Grindell*requested*a*full*internal*audit*from*district*and*State*personnel.**Upon*completion*of*the*audit*findings*were*shared*with*the*School*Administrative*Services*Assistant*(SASA)*and*clerical*staff.**All*recommended*adjustments*to*office*procedures*were*immediately*put*into*place*and*have*become*standard*procedures.**

Academic*Plan*Financial*Plan*SCC*Meeting*Minutes*Title*1*Handbook*DOE/BOE*Guidelines*

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Facilities!Conducive!to!Learning!A6.4.!Indicator:*The*school’s*facilities*are*adequate*to*support*high:quality*learning.*A6.4.!Prompt:*To%what%extent%do%the%facilities%support%high%quality%learning?%%Findings* Supporting!Evidence*

Kalihi*Elementary,*established*in*1954,*is*situated*in*the*upper*Kalihi*Valley*area.**The*majority*of*the*buildings*date*back*to*that*time*period*so*there*are*some*challenges*based*on*the*age*of*the*structures.**These*challenges*do*not*prevent*the*school*from*providing*high*quality*learning.*Classroom*space*is*adequate*to*support*high*quality*learning*for*students*in*pre:kindergarten*to*grade*5.**Because*we*have*more*classrooms*than*currently*needed,*we*are*able*to*keep*class*sizes*low*(below*20)*as*we*are*not*limited*by*the*number*of*rooms*to*house*students*in.**We*are*also*able*to*provide*facilities*for*Head:Start*preschool*and*an*alternative*site*for*Dole*Middle*/*Farrington*High*School*students.**The*school*also*houses*District*level*staff*which*provides*ready*access*to*their*support*and*services.*During*the*Summer*of*2017*Kalihi*Elementary*partnered*with*two*Rotary*Clubs*and*other*community*volunteers*to*repurpose*one*of*our*large*indoor*spaces*into*the*Rams*Club*which*is*utilized*to*support*the*PBIS*system*and*to*provide*safe*place*and*opportunities*for*our*students*designed*to*support*appropriate*social*interactions*and*to*participate*in*tutoring*activities.*In*SY*2015:16*the*school*began*the*process*of*purchasing*one:to:one*devices*for*students*in*grades*one*through*five.**This*has*provided*each*child*with*access*to*digital*resources*to*support*their*learning*in*addition*to*it*has*freed*space*that*was*once*dedicated*to*computer*labs.**The*school*plan*is*to*repurpose*the*former*labs*into*science*rooms.*Students*have*access*to*ample*space*for*outdoor*activities*which*includes*recess,*physical*fitness*classes,*extracurricular*activities*and/or*sports*along*with*outdoor*educational*experiences*supporting*whole*child*development.**We*are*fortunate*enough*to*also*have*a*covered*court*area*in*which*students*can*still*partake*in*outdoor*activities*when*the*weather*might*otherwise*prevent*it.*Kalihi*Elementary*School’s*cafeteria*provides*ample*

Campus*Map*Fire*Inspection*Report*


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space*to*house*whole*school*events*which*supports*school*wide*community:building*activities*along*with*student*performances*and*parent*assemblies.***The*school*library*is*fully*supplied*with*age*appropriate*print*and*reference*materials*along*with*technological*access*to*expand*learning*opportunities.**This*air:conditioned*resource*is*widely*used*for*educational*learning*experience*by*all*grade*levels.*Kalihi*Elementary*received*Capital*Improvement*Project*Funding*for*facility*maintenance*in*SY*2017:18.***The*Hawaii*Department*of*Education*oversees*repairs*to*the*facilities*to*include*reroofing*of*the*walkways*around*the*cafeteria*and*upgrades*to*skylights*in*buildings*A*and*B*to*help*brighten*interior*spaces.*

Instructional!Materials!and!Equipment!A6.5.! Indicator:* The*policies* and*procedures* for* acquiring* and*maintaining* adequate*instructional*materials*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*Acquisition*and*maintenance*of*instructional*materials*and*equipment*is*aligned*to*the*Academic*and*Financial*Plans.**Leadership*Team*Meetings*are*used*to*determine*the*need*for*additional*resources*/*equipment*which*occur*throughout*the*school*year.**Teachers*submit*‘wish*list’*items*for*consideration*if*additional*funds*become*available.****The*school*has*a*dedicated*and*high*qualified*tech*coordinator*who*maintains,*updates,*and*acquires*appropriate*instructional*technologies.**He*is*available*to*support*teachers*with*instructional*software*as*needed.****Maintenance*needs*are*addressed*through*a*school*defined*process*and*communication*logs.*The*school*has*a*system*to*track*non:consumable*resources*and*equipment*through*the*school*inventory*list*which*is*maintained*by*the*SASA.**Coaches*maintain*adequate*supplies*of*curricular*consumable*resources*and*

Communication*Logs**Academic*Plan***


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curricular*subscription*tools*for*distribution.**

Qualified!Personnel!A6.6.! Indicator:* Resources* are* available* to* hire,* retain* qualified* personnel* for* all*programs.**A6.6.! Prompt:* Determine% if% resources% are% available% to% hire% and% retain% qualified%personnel%for%all%programs.*Findings* Supporting!Evidence*Kalihi*Elementary*School’s*Academic*and*Financial*Plan*allocates*resources*to*ensure*that*we*are*able*to*hire*and*retain*qualified*personnel*for*all*programs*within*the*school.***Fifty*percent*of*the*teaching*staff*has*been*at*Kalihi*Elementary*for*over*five*years*and*the*average*teaching*experience*of*all*teachers*is*twelve*years.**Resources*are*also*allocated*to*hire*paraprofessionals*to*support*all*students*including*those*with*disabilities*and/or*English*Language*Learners*through*Title*I,*Title*III,*and*WSF*funding*sources.******

Academic*Plan**Financial*Plan**Title*I*Plan**Title*III*Plan***

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HIDOE/ACS!WASC!Category!A.!!Organization:!!!Summary,!Strengths,!and!Growth!Needs!*

Review! all! the! findings! and! supporting! evidence! and! summarize! the! degree! to!which!the!criteria!in!Category!A!are!being!met.!!

Include!comments!about! the!degree! to!which! these!criteria! impact! the!school’s!ability! to!address!one!or!more!of! the! identified!student! learning!needs! (Chapter!III).!!

Summary!(including!comments!about!the!student!learning!needs):*Kalihi*Elementary*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*Plan.**

Vision*Strengthen*Our*Community:**Develop*productive*citizens,*equipped*with*the*skills*needed*to*thrive*in*an*ever:changing*world.****

Mission*Through*intentional*actions,*we*empower*individuals*to*make*good*decisions,*solve*problems,*and*show*respect.**

Kalihi*Elementary*School*designed*a*highly*effective*structure*to*support*the*development*of*the*school’s*Vision,*Mission,*and*Academic*Plan.**Included*in*the*structures*are*intentional*strategies*to*ensure*the*involvement*of*members*from*all*stakeholder*groups.**An*area*of*growth*is*the*need*to*increase*student*voice*in*the*process.***School*stakeholders*demonstrate*a*well:developed*understanding*of*the*relationship*between*the*governing*authority’s*decisions,*expectations,*and*initiatives*that*guide*the*work*of*the*school*in*alignment*to*the*Hawaii*Board*of*Education*policies,*rules,*regulations,*and*procedures.****Data*informed*decision*making*is*achieved*through*ongoing,*broad:based,*collaborative*structures*which*are*effective*in*fostering*commitment*of*all*stakeholders.**The*Vision*and*Mission*Statements*and*GLOs*guide*the*development,*implementation,*monitoring,*and*accomplishment*of*the*Academic*and*Financial*Plans.**The*School*ensures*high*levels*of*correlation*between*the*allocation*of*time,*fiscal,*personnel*and/or*material*resources*throughout*the*process*through*strategically*assigned*roles*and*responsibilities*for*each*component*and*timely*opportunities*for*stakeholder*input*and*feedback.**


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Faculty*and*staff*members*are*hired*in*full*accordance*to*State*and/or*Federal*guidelines*to*ensure*that*they*are*qualified*to*carry*out*responsibilities*of*quality*instruction*and/or*support*for*students.**Faculty*and*staff*members*are*assigned*to*promote*quality*student*learning*and*teaching.**The*school*is*in*the*process*of*developing*clearly*written*systems,*policies,*and*procedures*to*define*responsibilities*and*expectations,*operational*practices,*and*decision:making*processes*for*administrators,*faculty*and*staff*members.**Effective*structures*for*internal*communication,*planning*and*resolving*differences*are*in*place*to*facilitate*collaboration.****!Prioritize!the!strengths!and!areas!of!growth!for!Category!A.!Category!A:! !Organization:! Vision! and!Purpose,!Governance,! Leadership,! Staff,!and!Resources:!!Areas!of!Strength*The*prioritization*of*areas*of*strength*were*determined*through*a*collaborative*effort*of*all*faculty*members.*The*areas*of*strengths*are*as*follows:***●* Involvement*of*all*stake*holders*groups*in*the*decision*making*process*(A3.1,*A3.5).*

●* Professional*development*occurs*on*a*regular*basis.**Opportunities*provided*to*all*teachers*to*attend*professional*development*training*to*increase*knowledge,*student*awareness,*effective*strategies*to*use*in*the*classroom*(A5.1).***

●* Professional*Development*is*research:based*derived*from*student*and*teacher*needs*(A5.3).*

●* Kalihi’s*school*budget*is*integrally*linked*to*the*implementation*of*the*school*Academic*and*Financial*Plans*in*alignment*with*State*and*Federal*mandates.**Allocation*of*funds*reaches*classrooms*and*is*used*to*support*student*learning*needs*(A6.2,*A6.5).**

*Category!A:! !Organization:! Vision! and!Purpose,!Governance,! Leadership,! Staff,!and!Resources:!!Areas!of!Growth*Like*the*areas*of*strength,*the*areas*of*growth*were*determined*through*a*collaborative*effort*of*all*faculty*members.**The*areas*of*growth*are*as*follows:*●* Analysis*of*student*achievement*data*on*the*STAR*assessments*and/or*the*Smarter*Balanced*Assessment*measures*did*not*result*in*a*marked*increase*in*student*achievement*levels.**The*school*needs*develop*and*implement*a*process*to*collect*data*to*determine*the*level*of*implementation*of*research:based*strategies*to*correlate*our*results*with*student*progress*levels*(A5.3).*

●* The*SCC*has*identified*the*need*to*work*on*strengthening*student*voice*as*a*student*representative*is*not*always*present*at*SCC*meetings*(A3.5).*

Copy!and!paste!the!Areas!of!Strength!and!prioritized!Areas!of!Growth/Challenges!into!the!matrix!in!Chapter!V.* *


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Category!B:!Standards/based!Student!Learning:!Curriculum!

B1.!!Curriculum!Criterion!–!Student!Participation!in!a!Standards/based!Curriculum!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*Plan.*

Current!Educational!Research!and!Thinking!B1.1.! 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%revise%the%curriculum%as%needed.*Findings* Supporting!Evidence*Kalihi*Elementary*implements*the*State:approved*Reading%Wonders*and*Stepping%Stones*mathematics*curriculum*to*provide*all*students*with*research:based,*curriculum*aligned*to*Common*Core*State*Standards*for*100%*of*students.**A*soft*roll*out*of*the*Reading%Wonders*program*began*in*SY*2014:15.**Prior*to*the*full*roll*out*100%*of*the*classroom*teachers*were*trained*to*implement*the*program.**Currently*76%*of*our*current*classroom*teachers*have*been*trained*in*the*Reading%Wonders*Program.**The*four*remaining*teachers,*not*part*of*the*faculty*at*the*time*of*the*initial*training*receive*support*from*grade*level*peers*and/or*the*Reading*Coach*to*effectively*utilize*this*program.**Based*on*faculty*input,*in*SY*2016:17*district*resource*teachers*provided*training*to*all*teachers*to*refine*understanding*of*the*five*big*ideas*of*reading*and*key*instructional*practices*to*support*meeting*needs*of*all*students*through*strategic*response*to*data*gathered*through*analysis*of*student*work.*****As*of*fall*2017,*all*teachers*in*grades*kindergarten*to*grade*2*were*trained*through*the*Orton*Gillingham*(OG)*research:supported*instructional*approaching*designed*to*support*struggling*readings*through*multi:disciplinary**strategies*designed*to*develop*and*build*students*reading*acquisition*skills.****

Professional*Development*Sign:in*Sheets**Faculty*Meeting*Minutes**ICLE*End:of:Year*Reports**Annual*Strive*HI*Reports*


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In*Fall*2016*a*team*of*two*kindergarten*teachers*and*one*third*grade*classroom*teacher*along*with*the*two*curriculum*coaches*attended*the*four*day*Building*Foundational*Reading*Skills*(BFRS)*training.**BFRS*strengthened*teacher*knowledge*and*skills*in*phonemic*awareness,*phonics,*and*fluency*instruction*through*systematic,*explicit*reading*instruction.***Included*in*the*group*is*a*teacher*who*moved*from*third*to*fourth*grade*in*Fall*2017.**At*this*time*the*school*does*not*collect*data*to*determine*levels*of*impact*directly*attributable*to*OG*and/or*BFRS*instructional*strategies*on*student*achievement*levels,*however,*data*is*collected*and*analyzed*for*all*students’*reading*proficiency*levels*through*regularly*scheduled*STAR*assessment*windows*and*through*analysis*of*classroom*formative*and*summative*assessments.***During*SY*2014:15,*the*school*implemented*CCSS:M*using*the*Engage%NY*program.**In*Fall*2015*half*of*the*faculty*attended*Project%GLAD%(Guided*Language*Acquisition*Design)*training*at*the*same*time*that*ninety:one*percent*of*the*remaining*teachers*attended*mathematics*training*dedicated*to*building*teacher*understanding*of*CCSS:M*through*formative*assessment*strategies.***In*Fall*2015*eighty:eight*percent*of*classroom*teachers*were*trained*in*‘Deepening*Mathematics*Learning*via*Stepping*Stones*and*Good*Teaching’*with*Wes*Yuu,*former*DOE*Educational*Specialist*for*Mathematics*during*a*one:day*district*sponsored*professional*development*program.**One*hundred*percent*of*classroom*teachers*were*training*during*the*first*half*of*the*Fall*2016*waiver*day*with*follow:up*training*in*Active*Learner*Engagement*using*Stepping*Stones*with*a*focus*on*problem*solving*and*mathematical*discourse.**In*Fall*2017*a*focus*on*standards*of*mathematical*practice*aligned*to*problem*solving*focus*was*addressed*through*grade*level*articulations.****In*Fall*2015,*the*school*employed*services*of*the*Honolulu*District*Science:Technology:Engineering:*Mathematics*(STEM)*resource*teachers*to*run*a*series*of*professional*development*trainings*at*the*school.**While*half*of*the*faculty*participate*in*the*first*training*(the*other*half*of*the*teachers*attended*Project*GLAD*training),*over*83%*attended*subsequent*training.**In*


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January,*2017*the*district*STEM*resource*teachers*ran*a*planning*and*collaboration*training*aligned*to*Next*Generation*Science*Standards*(NGSS)*which*was*attended*by*72%*of*our*regular*education*teachers.**The*Mathematics*/*STEM*Professional*Learning*Community*(PLC)*is*in*the*process*of*developing*continued*training*for*teachers*to*support*the*roll:out*of*the*NGSS*standards.****A*series*professional*development*sessions*with*International*Center*for*Leadership*in*Education*(ICLE),*during*SY*2015:16*and*SY*2016:17,*teachers*built*and/or*refined*knowledge*and*skills*in*current*educational*research*related*to*reading,*writing,*and*mathematics*to*maintain*viable,*meaningful,*instructional*programs*for*all*students.**Though*we*cannot*pinpoint*exactly*which*research:based*instructional*strategies*directly*impact*student*achievement,*teachers*intentionally*employ*these*instructional*strategies*to*address*the*needs*of*our*learners.***Grade*level*and*vertical*articulation*meetings*ensure*that*data*is*analyzed*so*that*adjustments*to*instructional*design*can*be*made*to*support*increasing*all*students*learning.**Data*supports*evidence*that*these*instructional*practices*are*working*as*Kalihi*Elementary*was*the*only*elementary*school*in*the*Farrington*Complex*to*experience*growth*in*science,*mathematics,*and*English*language*arts*during*SY*2016:17.**All*Kalihi*Elementary*teachers*are*highly*qualified.**The*school*provides*continual*training*to*build*support*systems*focusing*on*sustaining*practices*to*increase*student*achievement*levels.*Planning*is*taking*place*and*steps*are*being*taken*to*establish*consistency*of*school:wide*targets*and*expectations*to*follow:up,*monitor,*and*evaluate*levels*of*student*impact*to*determine*how*effective*these*practices*are*in*impacting*student*achievement.**The*school*also*needs*to*strategically*plan*for*continued*professional*development*in*light*of*newly*adopted*NGSS*and*College,*Career,*and*Civic*Life*(C3)*Framework*for*Social*Studies*State*Standards.***** *


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Academic!Standards!for!Each!Subject!Area!B1.2.!Indicator:*The*school*consistently*implements,*within*and*across*grade*levels*or*departments,* General* Learner* Outcomes* and* academic* standards* for* each* subject*area,*course,*and/or*program*that*ensure*the*same*high*expectations*for*all*students.*B1.2.!Prompt:*Evaluate%to%what%extent%clearly%articulated%General%Learning%Outcomes%and%academic%standards%for%each%subject%area,%course,%and/or%program%are%consistently%implemented%within%and%across%grade%levels%or%departments%that%ensure%the%same%high%expectations%for%all%students.*Findings* Supporting!Evidence*Kalihi*Elementary*School*uses*Reading%Wonders*for*its*ELA*curriculum*and*Stepping%Stones*for*mathematics.*Both*of*these*State:mandated*programs*are*aligned*to*Common*Core*Standards.*On*a*Fall*2017*teacher*survey*94%*of*teachers*indicate*that*they*use*the*Reading%Wonders*program*with*82%*of*teachers*following*grade*level*pacing*guides.**Teachers*report*adaptations*to*address*the*needs*of*struggling*students*in*need*of*extra*support*or*who*are*significantly*below*grade*level.***Teachers*in*grades*Kinder*to*second*grade*incorporate*Orton:Gillingham*strategies*with*all*students*to*support*CCSS:ELA*grade*level*standards.**Teachers*use*small*group*instruction*using*Reading%Wonders*leveled*readers.**While*these*books*coincide*with*stories*in*grade*level*texts*and*support*differentiated*instruction,*further*discussion*needs*to*take*place*to*address*support*systems*that*ensure*students*are*routinely*exposed*to*scaffolded*instruction*with*grade*levels*of*rigor.**Through*a*teacher*created*survey,*all*teachers*indicate*that*they*adjust*Stepping%Stones*to*meet*CCSS:M*standard*and/or*to*fit*their*student*needs.**The*school*needs*to*conduct*a*systematic*review*to*ensure*that*program*modifications*do*not*hinder*full*exposure*and*rigor*to*grade*level*standards.**Continued*support*for*understanding*common*core*standards*and*understanding*strategies*to*address*expected*levels*of*rigor*will*help*us*ensure*that*we*prepare*students*to*meet*the*high*expectations*in*CCSS*for*all*students.**Implementation*of*common*core*programs*is*the*first*step*to*provide*aligned*instruction*and*provide*for*scaffolding*to*ensure*systematic*teaching*of*skills.**The*programs*include*formative*and*summative*assessment*tools*which*could*help*facilitate*vertical*analysis*of*data*to*monitor*student*growth.*Though*there*is*consistent*

FG:B*School*Survey*********(N*=18)*:*Fall*2017**FG:B*School*Survey*(Part*2)*******(N*=17)*:*Fall*2017**Master*Calendar:********Guidance*Schedule**

*Choose%Love*Curriculum**Grade*Level*Articulation*Minutes**Quarterly*Rams*Data*****


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use*of*these*tools*within*grade*levels,*there*is*not*consistent*use*of*from*grade*level*to*grade*level*which*makes*vertical*data*analysis*of*student*growth*and*performance*levels*difficult.**For*example,*half*of*the*grade*levels*utilize*the*Stepping%Stones*Pre:test*and*quarterly*assessment*data*and*67%*of*grade*levels*along*with*SPed*classes*use*the*Problem:Solving*resources.**The*same*pattern*is*evident*in*Wonders*assessments:*67%*of*grade*levels*use%Comprehension*stories*and*assessments.**There*is*a*recognized*need*to*develop*greater*vertical*alignment,*both*as*the*basis*for*determining*grades*and/or*performance*levels*and*also*to*effectively*and*consistently*utilize*program*tools*and*resources*in*support*for*student*achievement*and*vertical*articulation.**Additionally,*we*need*to*develop*a*school:wide*assessment*focus*to*ensure*effective*and*consistent*process*for*standards:based*grading,*growth,*and*performance*levels*to*increase*student*achievement.***Based*on*the*analysis*of*student*behavioral*data,*the*school*determined*a*need*to*develop*social*emotional*skills*for*our*students.*This*led*the*school*to*adopt*the*Choose%Love*program*as*part*of*its*character*education*program*beginning*in*SY*2017:18.**Students*meet*with*the*counselor*twice*monthly*to*cover*social:emotional*curricular*goals.**100%*of*classroom*teachers*are*incorporating*a*weekly*“Community*Circle”*and*will*assume*implementation*of*Choose%Love*Social:emotional*learning*(SEL)*in*SY*2018:19.**In*SY*2016:17*the*school*adopted*a*program*to*intentionally*articulate*General*Learning*Outcome*(GLO)*goals*and*objectives.**The*Quarterly*Rams*Awards*Assembly*provides*students*with*recognition*and*motivation*for*achieving*targeted*levels*of*proficiency*for*GLOs.*Students*who*demonstrate*“usually”*or*“consistently”*for*target*GLOs*are*awarded*Quarterly*Rams*recognition.**The*Quarterly*Rams*program*serves*as*a*tool*to*reward*students*for*individual*GLO*achievement.**It*is*a*great*motivational*tool*for*students.**During*the*first*year*of*implementation,*the*percent*of*students*earning*Quarterly*Rams*awards*ranged*from*38%*to*46%*of*the*school*population.**Based*on*data*along*with*teacher*input,*the*school*began*the*process*of*developing*student*friendly*rubrics*for*target*GLOs.***


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Congruence!B1.3.! Indicator:* The* school* has*mapped/paced* written* curricula* in* all* content* areas*that*are*congruent*to*the*academic*standards*and*the*General*Learner*Outcomes.*B1.3.! Prompt:* Evaluate% the% extent% to% which% there% is% congruence% between% written%curriculum%and% the%actual%concepts%and%skills% taught,% the%academic%standards%and% the%General%Learner%Outcomes.*Findings* Supporting!Evidence*Both*the*Reading%Wonders*ELA*and*Origo*Stepping%Stones*Math*programs*provide*pacing*guides.*53%*of*Kalihi*Elementary*teachers*report*following*provided*pacing*guides*for*these*programs.*There*is*consistency*within*each*grade*level.**However,*across*grade*levels*acing*modification*coupled*with*inconsistent*use*of*program*assessment*tools*reported*through*the*Fall*2017*teacher*survey,*makes*vertical*data*analysis*of*student*growth*and*performance*levels*more*difficult.**Survey*results*indicate*that*approximately*half*of*the*grade*levels*utilize*the*Stepping%Stones*Pre:test*and/or*quarterly*assessment*data.**Sixty:seven*percent*of*grade*levels*along*with*the*Sped*classes*use*Stepping%Stones%Problem*Solving*tasks.**A*similar*pattern*is*evident*in*Reading%Wonders*with*67%*of*grade*levels*consistently*using%comprehension*stories*and*assessments.**The*other*33%*of*teachers*utilize*teacher*created*assessment*tools.**Student*achievement*measured*through*annual*Smarter*Balanced*Assessments*given*to*students*in*grades*three*to*five*shows*20%*of*students*meet*proficiency*levels*in*reading/language*arts*and*mathematics.**The*level*of*modification*to*CCSS*aligned*core*programs*suggests*the*need*for*further*discussion*to*address*school*wide*systems*to*ensure*students*are*routinely*exposed*to*instruction*aligned*to*grade*level*rigor*and*the*that*all*students*address*the*full*range*of*grade*level*skills*and*concepts.**Additionally,*the*school*needs*to*develop*structures*to*document*all*program*modifications*through*the*use*of*a*written*pacing*map*congruent*to*CCSS*standards*and*GLOs.*****All*Kalihi*Elementary*School*teachers*follow*Hawaii*Content*and*Performance*Standards*III*(HCPS*III)*for*science*and*social*studies*instruction.*The*school*has*not*selected*a*school:wide*program*to*address*Social*Studies*and*Science*Standards.**The*Math*&*Science*PLC*is*currently*designing*a*suggested,*school:wide*

Fall*2017*School*Survey****(N*=_18)*:*Fall*2017*

*GLAD*Strategies*Schedule**Student*Achievement*Reports**Mathematics*Pacing*Guides****Engage*NY****Stepping%Stones%*Reading%Wonders*Pacing*


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standards*pacing*guide*to*transition*for*HCPS*III*in*support*of*the*NGSS*Standards*roll:out.**Currently,*the*school*provides*all*teachers*with*access*to*Mystery*Science*tools*to*supplement*science*instruction.**Four*of*six*grade*levels*use*this*resource.**Two*grade*levels*incorporate*lessons*from*Veggie*U.*The*school*has*not*yet*addressed*development*of*a*pacing*guide*for*College,*Career,*and*Civic*Life*(C3)*Framework*for*Social*Students*standards.**Over*50%*of*our*students*are*eligible*for*English*Language*support.**Seventy*percent*of*classroom*teachers*have*been*trained*to*provide*Project%GLAD*strategies.**Teachers*report*actively*incorporating*these*language*learning*strategies*into*all*disciplines*to*support*student*learning.**In*SY*2016:17*the*school*developed*a*vertical*roll:out*design*for*Project%GLAD*Strategies*to*provide*consistent*models*of*direct*instruction*and*for*building*social*skills*and*academic*language*to*support*student*learning.***Students*who*attend*Kalihi*Elementary*from*kindergarten*will*transition*to*middle*school*with*a*minimum*of*twenty:four*language*acquisition*strategies*to*support*their*learning.*The*school*will*monitor*long*term*impact*on*student*learning*as*this*roll*out*plan*is*implemented.*

Student!Work!—!Classroom!Learning!Targets!B1.4.! 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% standardsLbased%curriculum%and%the%General%Learner%Outcomes.*Findings* Supporting!Evidence*Kalihi*Elementary*School*is*in*the*process*of*re:establishing*a*consistent*data*analysis*system.*Kalihi*Elementary*worked*with*Edison*Learning*through*SY*2014:15.**Faculty*members*through*the*Leadership*Team*agreed*on*a*standardized*data*analysis*process*and*report*form*in*January*2017.**The*form*was*shared*with*the*whole*faculty*during*a*faculty*meeting*in*February*2017.**The*school’s*revised*system*was*implemented*in*SY*2017:18.**Each*month*teachers*collect*and*chart*data*based*on*student*work*samples*aligned*to*identified*critical*areas*of*student*need*for*ELA*(build*reading*comprehension*and*critical*reading*skills*and*writing)*and*Mathematics*(build*problem*

Fall*2017*School*Survey****(N*=*18)*October*2017**STAR*Early*Literacy*/*STAR*Reading*Assessment*Data**Student*Work*Data*Analysis**Peer*Learning*Walk*Form**Grade*Level*Articulation*Minutes**


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solving*and*critical*thinking*skills).**Data*analysis*of*student*performance*on*the*tasks*is*used*to*determine*demonstrated*strengths*and*challenges.**Student*needs*are*prioritized*to*identify*next*instructional*steps*to*promote*student*learning.*At*this*point*in*time,*Kalihi*teachers*do*not*develop*a*formalized*action*plan*to*use*common*instructional*strategies*nor*do*they*set*incremental*SMART*goals.**The*school*has*identified*the*need*for*additional*professional*development*to*fully*implement*the*data*team*process*using*formative*assessment*of*student*work*and*will*be*working*on*this*during*SY*2018:19.**Beginning*in*SY*2017:18,*procedures*were*put*in*place*for*teachers*to*schedule*and*to*conduct*peer*learning*walks*twice*monthly.**Individuals*arrange*peer*observations,*respond*to*prompts*on*the*Peer*Learning*Walk*form,*leave*the*form*with*the*observed*teacher*and*finish*by*recording*their*personal*reflection*in*their*personal*files.**The*names*of*the*observed*teacher(s)*are*recorded*in*the*Grade*Level*Articulation*minutes.**Review*of*grade*level*minutes*indicates*that*teachers*are*not*consistently*adhering*to*the*schedule.**The*original*plan*to*expand*observations*to*target*elements*of*rigor,*relevance,*and/or*relationship*has*been*put*on*hold*pending*additional*training*on*these*elements.****Currently,*the*school*does*not*have*extensive*evidence*of*learner*engagement*during*the*implementation*of*standards:based*curriculum*and*the*General*Learner*Outcomes*as*documented*from*staff*observations,*we*have*data*from*Farrington*Complex*schools*collect*and*provide*input.**The*school*needs*to*determine*the*appropriate*internal*process*to*collect*and*analyze*student*engagement*data*through*the*peer*learning*walks.***STAR*Early*Literacy,*STAR*Reading,*and*STAR*Mathematics*assessments*are*given*5*times*each*year*to*every*student.*Results*are*analyzed*at*the*grade*level*and*at*a*school*wide*level.*STAR*Early*Literacy*and*STAR*Reading*assessments*are*used*to*establish*groupings*for*the*school*wide*RtI:A*program*(Reading).*Adjustments*in*groupings*are*made*each*quarter.**The*assessment*data*indicates*that*up*to*28%*of*kindergarten*and*first*grade*students*and*51%*of*

***


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students*in*grades*2*to*5*need*intensive*intervention*services*for*reading*at*the*beginning*of*the*school*year.**By*the*end*of*the*year*in*SY*2016:17*14%*of*students*in*kindergarten*to*first*grade*and*50%*of*students*in*grades*2*:*5*were*in*need*of*intensive*intervention*services.**Based*on*the*data,*we*found*that*progress*realized*at*the*kindergarten*through*first*grade*levels*does*not*continue*as*students*move*to*higher*grades.**There*is*a*need*to*develop*a*strategic*student*support*system*to*ensure*student*academic*growth*patterns.**

Accessibility!of!All!Students!to!Curriculum!B1.5.!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*All*students*have*equal*access*to*the*rigorous,*relevant,*and*coherent*curriculum*in*the*core*content*areas*of*English/language*arts*and*mathematics.**Students*have*daily*access*to*research:based*mathematics*and*reading*instruction*aligned*to*the*Common*Core*State*Standards*(CCSS)*through*Stepping%Stones*and*Reading%Wonders%programs.**12.5%*of*the*student*population*is*eligible*for*Special*Education*services.**Special*education*students*receive*their*reading/language*arts*and/or*mathematics*instruction*from*special*education*teachers*through*a*pull:out*model.**Sped*students*have*access*to*both*the*Reading%Wonders*and*Stepping%Stones*grade*level*curriculum,*however,*Sped*classrooms*also*have*access*the*Reading%Wonders%Leveled%Readers*and/or*program*content*from*lower*grade*levels*to*support*the*individualized*needs*of*special*education*students.****Classroom*instruction*is*differentiated*to*meet*the*needs*of*all*Kalihi*students*regardless*of*their*class*setting.**Both*core*programs*provide*online*differentiated*tools*and*resources*that*provide*students*with*support*for*introducing,*building,*and*developing*skills*and*concepts.**Fifty*percent*of*classroom*teachers*report*incorporating*differentiation*strategies*at*least*1:2*times*a*dayq*21%*of*teachers*differentiate*3:5*times*a*dayq*

Fall*2017*School*Survey****(N=*18)**October*2017***EL*Support*Schedule**Guidance*Schedule**Choose%Love*Curriculum**Block*3*Schedules***


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and*29%*of*teachers*differentiate*more*than*5*times*a*day*to*address*success*for*all*students.**Differentiation*is*provided*to*support*students*in*need*of*Tier*2*and/or*Tier*3*academic*instructional*interventions.**Fifty:one*percent*of*Kalihi*Elementary*students*are*identified*as*students*with*limited*English.**The*school*utilizes*both*a*pull:out*and*push*in*model*to*provide*additional*language*acquisition*support.**All*EL*students*use*the*Reading%Wonders%curriculum*alongside*non:EL*peers.*EL*pull:out*support*instruction*is*coordinated*to*align*with*current*grade*level*focus*in*Reading%Wonders.**Students*from*grades*one*to*five,*with*the*exception*of*FSC*students,*participate*in*reading*RtI*groups*based*on*their*STAR*Early*Literacy*/*Reading*scores.**Four*students*from*each*grade*with*the*highest*proficiency*level*on*STAR*Early*Literacy*/*STAR*Reading*assessments*are*enrolled*in*an*enrichment*program.**A*small*group*of*kindergarten*students*also*participate*in*some*enrichment*block*activities.**The*vast*majority,*98%*of*students*in*grades*kindergarten*to*five*are*assigned*to*heterogeneously*grouped*homerooms.**The*exception*is*2%*of*the*population*(5*students)*assigned*to*fully*self:contained*(FSC)*special*education*classes*based*on*their*IEP.*Homeroom*teachers*provide*students*with*grade*level*instruction*in*science,*social*studies,*the*arts,*and*physical*education.**Teachers*follow*a*‘block*3’*schedule*to*ensure*instructional*time*for*each*content*area.**Twice*each*month*during*teachers’*grade*level*articulation*meetings,*students*meet*with*PTTs*for*Hawaiian*Culture*and*PE*instruction.****100%*of*students*attend*twice*monthly*guidance*lessons*and*are*given*full*and*complete*access*to*the*Choose%Love*Program.**Homeroom*teachers*utilize*Community*Circles*at*least*once*per*week*to*address*the*quarterly*social*skills*based*on*this*program.***

Integration!Among!Disciplines!!B1.6.!Indicator:*There*is*curriculum*integration*among*disciplines*at*the*school.*! !


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B1.6.!Prompt:*Evaluate%to%what%extent%there%is%curriculum%integration%among%disciplines.*Findings* Supporting!Evidence*Kalihi*teachers*integrate*curriculum*for*our*students.**While*the*bell*schedule*allots*specific*times*for*each*subject*area,*teachers*work*to*integrate*disciplines*throughout*the*instructional*day.*Currently,*science*and*social*studies*are*integrated*into*English/language*arts*curriculum*as*it*aligns*to*Reading%Wonders*curriculum.***The*school*needs*to*collect*student*work*samples*and/or*other*data*to*determine*current*levels*of*content*integration.**The*school*in*in*the*process*of*transitioning*from*HCPS*III*Science*and*HCPS*III*Social*Studies*standards*to*NGSS*Science*and*3C*Social*Studies*standards.*The*school*plans*to*continue*to*address*further*integration*of*these*disciplines*through*the*work*of*the*English/Language*Arts*&*Social*Studies*PLC*and*Mathematics*&*STEM/Science*PLC.*Grade*levels*need*to*dedicate*more*collaboration*time*to*plan,*implement,*and*evaluate*purposefully*integrated*projects*aligned*to*standards.****One*example*of*purposeful*integration*is*supported*by*the*fact*that*71%*of*teachers*are*Project%GLAD*trained.**Teachers*use%Project%GLAD*language*acquisition*strategies*to*increase*student*understanding*of*the*science*and*social*studies*content.*Sixty:nine*percent*of*teachers*report*that*they*incorporate*specific*Project%GLAD*language*learning*strategies*at*least*once*per*week*to*support*student*learning.***New*teachers*need*to*be*trained*in*Project*GLAD*to*provide*consistency*for*students.*

FG:B*School*Survey*****(N=18)**Fall*2017*

*Block*3*Schedules**Professional*Learning*Communities*Minutes**

**

Curricular!Development,!Evaluation,!and!Revisions!B1.7.!Indicator:*The*school*assesses*its*curriculum*review*and*evaluation*processes*for*each*program*area*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*Reading%Wonders*and*Stepping%Stones*are*state*mandated*curricular*programs.**Kalihi*was*not*involved*

Parent:Teacher*Conference*feedback*


79* CONTENTS**

in*the*initial*selection*of*reading/language*arts*and*mathematics*resources*which*the*DOE/BOE*selected*to*ensure*students*learning*needs*are*met*through*a*challenging,*coherent,*and*relevant*curriculum.***Kalihi’s*curriculum*review*and*evaluation*process*could*be*strengthened*to*ensure*student*learning*needs*are*met*through*a*challenging,*coherent,*and*relevant*curriculum.**Teachers*are*highly*involved*with*review*and*evaluation*of*curricular*materials*utilizing*student*achievement*data*to*identify*student*need*areas*and*to*develop*instructional*plans*to*address*increased*student*achievement.**Involvement*from*the*other*stakeholder*groups*currently*entails*sharing*student*achievement*data*results.**The*school*needs*a*system*to*ensure*that*all*stakeholders*are*involved*and*that*all*curricular*programs*are*both*vertically*aligned*and*support*rigorous*college*and*career*readiness*standards.*%Reading%Wonders*includes*both*hard*copies*and*online*access*to*differentiated*materials,*workbooks,*and*worksheets.*Stepping%Stones*supports*student*workbooks*along*with*online*access*to*all*program*materials*including*differentiated*materials*and*support*for*student*learning*needs.**Fifty*percent*of*Kalihi’s*classroom*teachers*report*incorporating*differentiation*strategies*at*least*1:2*times*a*dayq*21%*of*teachers*differentiate*3:5*times*a*dayq*and*29%*of*teachers*differentiate*more*than*5*times*a*day*to*address*success*for*all*students.**Differentiation*is*provided*to*support*students*in*need*of*Tier*2*and/or*Tier*3*academic*instructional*interventions.**Student*assessment*data*indicates*that*students*are*not*meeting*proficiency*levels*that*prepare*them*to*meet*CCSS*achievement*targets.***Teachers*review*curriculum*at*the*end*of*the*units/*modules*and/or*at*the*end*of*each*year*to*design*necessary*adjustments*to*better*align*to*the*needs*of*our*students*and*CCSS*grade*level*standards*and*rigor.*Grade*level*teams*meet*at*least*twice*per*month.**Articulation*includes*ongoing*review*and*evaluation*and*planning*for*instruction*in*core*disciplines.**Special*Education*teachers*participate*with*regular*education*peers*at*least*once*per*month.****

*IEP*Meetings**School*Quality*Survey**Informal*conferences*and/or*meetings**eCSSS*referral*data**Farrington*Complex*Coach*Meeting*Schedule**Student*Achievement*Data**Monthly*Data*Analysis*Forms***


80* CONTENTS**

The*data*team*process*and*vertical*articulation*meetings*provide*tools*for*evaluation*of*student*learning*needs*and*instructional*modifications/adjustments*to*meet*the*learning*needs*of*all*students.**Data*team*meetings*are*scheduled*during*the*twice:monthly*grade*level*articulation*sessions.**All*general*education*teachers*participate*in*data*team*meetings.**Completion*rates*of*monthly*data*team*analysis*sheets*indicates*that*not*all*teachers*are*using*the*forms*to*document*student*achievement*results.**Student*achievement*data*suggests*that*grade*level*articulation*meeting*time*dedicated*to*discuss*curricular*programs*in*light*of*the*impact*on*meeting*the*needs*of*Kalihi*students*has*not*resulted*in*substantial*impact*on*student*achievement*scores*as*reflected*on*the*SBA*assessments*administered*to*students*in*grades*three*to*five.****Vertical*articulation*occurs*twice*each*quarter,*alternating*between*a*focus*on*reading/language*arts*and*mathematics.**At*the*time*of*this*data*review*there*have*been*four*mathematics*and*two*reading/language*art*vertical*articulations.**To*include*other*community*stakeholder*groups,*teachers*from*Dole*Middle*school*have*been*included*once*each*quarter.**Data*to*assess*the*impact*of*vertical*articulations*on*student*achievement*is*not*yet*available.**Parents*feedback*regarding*curriculum*as*related*to*reporting*of*student*achievement*levels*is*collected*during*parent:teacher*conferences,*through*annual*School*Quality*Surveys*(SQS),*in*students’*daily*planners,*and/or*during*IEP*meetings.***At*the*beginning*of*the*second*quarter*of*each*year,*all*parents*are*offered*conferences*where*they*are*informed*about*the*curriculum*covered.**During*SY*2017:18,*all*fifth:grade*students*were*given*the*opportunity*to*participate*in*a*student:led*conference*during*the*Parent*Teacher*Conference*process.**Parent*and*Community*representatives*serving*on*the*School*Community*Council*(SCC)*review*student*achievement*data*and*provide*feedback*through*monthly*SCC*meetings.**Reading*and*math*coaches*articulate*with*complex*school*through*the*monthly*Farrington*Complex*Coaches*Meeting.****


81* CONTENTS**

Articulation!and!Follow/up!Studies!B1.8.!Indicator:*The*school*articulates*regularly*with*other*schools*within*the*complex*and/or*local*colleges*and*universities.**The*school*uses*follow:up*studies*of*graduates*and*others*to*learn*about*the*effectiveness*of*the*curricular*program.**B1.8.! Prompt:*Share% examples% of% articulation% with% other% schools% within% the% complex%and/or% local% colleges% and% universities,% including% comments% on% the% regularity% and%effectiveness% of% these% efforts.% %What% has% been% learned% from% the% followLup% studies% of%graduates%and%others%regarding%the%effectiveness%of%the%curricular%program?*Findings* Supporting!Evidence*Kalihi*Elementary*School*is*part*of*the*Farrington*Complex.**The*majority*of*our*students*move*from*fifth*grade*at*Kalihi*Elementary*to*sixth*grade*at*Dole*Middle*School.**Prior*to*SY*2017:18*articulation*with*Dole*Middle*School*was*limited.**At*the*beginning*of*this*current*year*quarterly*articulation*sessions,*alternating*between*mathematics*and*reading/language*arts*were*scheduled.**Both*elementary*and*middle*school*teachers*reported*that*the*articulation*time*was*productive,*however,*the*school*has*not*collected*student*achievement*data*to*determine*the*level*of*impact*to*student*learning*as*there*have*been*no*follow:up*surveys*to*determine*the*effectiveness*of*our*curriculum.**Monthly*meeting*Farrington*Complex*Coaches*Meeting*provide*complex*schools’*reading/language*arts*and*math*coaches*time*to*articulate*on*issues*related*to*curricular*programs*in*addition*to*coaching*concerns.**Similar*monthly*meetings*are*held*with*Farrington*Complex*and*FKK*administrators.**During*SY*2017:18*during*the*complex*area*common*Planning*and*Collaboration*(PC)*day*all*teachers*will*articulate*with*teachers*from*other*schools*in*kindergarten*through*grade*12.**

Vertical*Articulation*Minutes****Farrington*Complex*Coaches*Meeting*Dates**

B2.!!Curriculum!Criterion!–!Planning!and!Monitoring!Student!Learning!Plans!All* 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!Choices!B2.1.! 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*career*awareness,*exploration,*and*preparation*to*promote*college*and*career*readiness.*! !


82* CONTENTS**

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%to%promote%college%and%career%readiness.*Findings* Supporting!Evidence*Grade*levels*address*career*and*technical*education*awareness,*exploration,*and*preparation*to*promote*college*and*career*readiness*through*grade*level*standards.**At*this*time*the*school*has*not*strategically*addressed*this*area,*however,*during*complex*area*common*PC*day*on*February*26,*2018,*all*Kalihi*Elementary*teachers*will*learn*about*the*various*career*academies*available*to*students*at*Farrington*High*School*as*a*way*of*helping*students*begin*to*think*about*the*career*pathways*available*once*they*enter*high*school.**Teachers*include*a*variety*of*activities*to*promote*college*and*career*readiness.**In*some*classes,*students*set*and*reflect*on*progress*toward*personal*goals*and*most*students*practice*recording*homework*in*their*planners*on*a*daily*basisq*both*skills*that*prepare*them*with*life*skills*for*the*future.**School*wide*focus*on*the*Three%Personal%Standards*aligned*to*our*school*Vision*and*Mission*statements*sets*up*a*standard*for*building*community*by*making*wise*decisions*and*solving*problems.**The*school*needs*to*design*a*structured*plan*to*promote*college*and*career*readiness*for*all*students*at*all*grade*levels.**Student*feedback*and*reflection*needs*to*be*strategically*included*in*that*plan*to*measure*the*effectiveness*of*the*plan.*

Mathematics*&*STEM*PLC*Meetings**Student*Planner**Grade*Level*Articulation*Minutes****

Student/Parent/Staff!Collaboration!B2.2.!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*Individual*Education*Plans*(IEP)*are*provided*to*all*students*receiving*special*education*services.**IEP*teams*meet*at*least*once*each*year*to*collaboratively*develop*student’s*personal*learning*plan.**IEP*meetings*include*parents/guardians,*general*and*special*education*teachers,*administrators),*and*service*providers*as*indicated*by*student*needs.**Quarterly*IEP*

Parent:Teacher*Conference*Data**IEP*meeting*Schedule****


83* CONTENTS**

progress*reports*are*shared*with*students*and*parents*to*ensure*that*they*are*informed*of*progress*toward*IEP*goals.**As*needed,*teachers*are*available*to*meet*with*parents*and/or*students*through*informal*conversations*and/or*for*formal*parent:teacher*conferences.**The*process*for*developing*and*monitoring*special*education*student*plans*is*effective*and*involves*all*stakeholders.**The*school*meets*all*State*and*Federal*guidelines.****Annual*Parent:Teacher*conferences*are*provided*to*all*parents*as*a*support*structure.**Other*than*the*annual*parent*teacher*conference*process,*there*is*no*formal*process*to*develop*and/or*monitor*student*plans*for*general*education*students.**However,*each*teacher*monitors*their*own*students*and*when*concerns*arise*teachers*schedule*appropriate*meetings*(i.e,*parent:teacherq*counselor:teacher,*etc.).***English*is*not*the*first*language*for*fifty:one*percent*of*our*students*and/or*parents.**Therefore,*the*school*offers*translators*to*address*the*needs*of*our*families*and*make*the*process*more*inclusive.**Ninety:eight*percent*of*students’*parents*schedule*at*least*one*parent:teacher*conference*to*discuss*student*progress.**Seventy:three*percent*of*the*conferences*were*actually*held*in*SY*2016:17.**During*SY*2017:18,*100%*of*fifth*grade*students*were*given*the*opportunity*to*participate*in*a*student:led*conference*during*the*Parent*Teacher*Conference*process.**After*appropriate*tier*2*interventions,*when*the*need*arises,*behavior*Support*Plans*(BSP)*are*developed*for*individual*students*to*address*student*behaviors.**BSP*plans*involve*the*support*of*parents,*teachers,*counselors,*and*sometimes*the*School*Based*Behavioral*Health*Specialist*(SBBH)*and/or*Primary*School*Adjustment*Program*(PSAP)*provider.*Kalihi*is*currently*in*year*two*of*a*three:year*cohort*dedicated*to*developing*a*multi:tiered*system*to*support*the*behavior*needs*of*all*students.***The*school*plans*to*develop*formalized*plans*for*Tier*2*supports*by*the*end*of*this*school*year*for*implementation*in*SY*2018:19.***

Monitoring/Changing!Student!Plans!B2.3.! 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.*


84* CONTENTS**

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*Currently,*student*intervention*plans*that*are*implemented*at*Kalihi*Elementary*School*take*the*form*of*the*student*learning*goals*established*by*the*teachers.*Goals*are*adjusted*by*teachers*as*the*year*progresses.*Quarterly,*all*teachers*analyze*STAR*Early*Literacy*/*STAR*Reading*scores*for*all*students*to*determine*changes*and*adjustments*for*RtI*groupings*and*plan*appropriate*instructional*strategies*to*be*used*with*each*group*based*on*student*need*identified*in*the*data.***Student*Focus*Teams*(SFT)*are*called*when*data*indicates*students*may*need*additional*supports.**At*the*team*meeting,*next*steps*are*determined*and*a*timeline*plan*is*put*into*place.**Impact*on*kindergarten*and*first*grade*students*indicate*that*the*process*is*effective*at*these*grade*levels,*however,*STAR*data*achievement*scores*for*students*in*grades*two*through*five*indicates*that*the*number*of*second*and*third*grade*students*demonstrating*need*for*intensive*interventions*in*reading*increases*from*beginning*of*the*year*(BOY)*to*end*of*the*year*(EOY)*scores.**The*scores*for*fourth*and*fifth*grade*students*decrease,*however,*nearly*half*of*those*students*are*assessed*at*levels*of*needing*intensive*interventions*at*the*EOY.****In*SY*2017:18*teachers*began*the*process*of*completing*Monthly*Data*Analysis*forms*to*help*analyze*student*work*and/or*assessments,*set*goals*and*targets*for*individual*students,*and*help*teachers*adjust/inform*their*classroom*instruction*for*all*groups*of*students*(Proficient*or*Higher,*Proficient,*Far*to*Go)*in*areas*reflecting*our*identified*critical*need*areas.**The*process*of*submitting*Monthly*Data*Analysis*is*still*in*developmental*stages*as*not*all*teachers*complete*and*submit*data*team*analysis*and*supporting*student*work*samples*on*a*timely*basis.**Levels*of*effectiveness*cannot*yet*be*determined.**Sped*Teachers*maintain*extensive*data*collection*documentation*aligned*to*students’*individual*IEP*goals.**Progress*reports*for*each*goal*are*generated*based*on*

RtI*Binders*RtI*Data*Collection*Documentation**

Data*Analysis****STAR*Early*Literacy****STAR*Reading***Student*Work*Data*Analysis*Forms***IEP*Quarterly*Progress*Reports***EL*Support*Schedule**Wida*Access*2.0*Data**Imagine*Learning***


85* CONTENTS**

the*data*collected.**As*IEP*goals*are*met,*progress*is*reviewed*and/or*updated*as*requested.***English*Language*learners*are*assessed*annually*with*the*Wida*Access*2.0.**Regular*education*and*Sped*teachers*along*with*EL*staff*are*provided*with*annual*assessment*results.**EL*student*language*acquisition*needs*are*met*scheduled*pull:out*instructional*support*from*the*EL*staff.**Seventy:one*percent*of*classroom*teachers*are*Project%GLAD*trained.**These*teachers*incorporate*strategic*language*acquisition*strategies*into*classroom*instructional*settings.***In*addition,*Title*III*funds*provide*Imagine%Learning*Program*licenses*for*all*EL*students.**Imagine%Learning*is*an*online*interactive*program*designed*to*build*student*language*skills*and*uses*multiple*measures*to*clearly*indicate*student*growth*and*progress.**Students*engage*with*this*program*during*after*school*tutoring*and/or*during*RtI*intervention*blocks.***

Transitions!B2.4.!Indicator:*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.*B2.4.! Prompt:*Evaluate% the% effectiveness% of% the% strategies% and% programs% to% facilitate%transition% to% the% student’s% next% educational% level% or% postLhigh% school% options% and% to%regularly%evaluate%the%effectiveness%of%the%strategies%and%programs.*Findings* Supporting!Evidence*Each*year*our*fifth:grade*class*visits*Dole*Middle*at*least*once*during*the*school*year.**During*this*meeting,*students*tour*the*campus,*are*introduced*to*programs*and*opportunities*at*the*school,*visit*classrooms,*and*attend*an*assembly*in*which*information*is*shared*with*them.**This*opportunity*is*designed*to*ease*anxiety*some*students*may*feel*when*transitioning*from*elementary*to*middle*school*and*ensure*that*students*are*introduced*to*expectations*of*middle*school*easing*the*transition*when*it*does*occur.****Kalihi*Elementary*fifth*grade*teachers*meet*with*Dole*with*Dole*Middle*School’s*SSC,*Sped*Department*Chair*and*administration*to*share*assessment*data*and*make*recommendations*for*instructional*and*behavioral*supports*for*transitioning*all*students.**During*monthly*Complex*Principal*meetings,*the*Complex*Area*principals*share*and*discuss*pertinent*student*data*as*it*pertains*to*developing*appropriate*transition*plans*and*

Dole*Middle*School*Visitation*Permission*Slips**Promotion*Day*Schedule**One*transition*day*per*year*for:*●* Grade*5*students*to*visit*

Dole*Middle*●* Head*start/Pre:K*students*to*

visit*kindergarten*●* K*to*visit*1st*●* 1st*to*visit*2nd*●* 2nd*to*visit*3rd*●* 3rd*to*visit*4th*●* 4th*to*visit*5th*

*Conduct*week*schedule**SFT*Meeting*Schedules**


86* CONTENTS**

needs*for*all*students.**Annually,*Kalihi*Elementary*holds*an*end*of*the*year*transition*day*in*which*students*from*kindergarten*to*fourth*grade*are*introduced*to*next*grade*level*teachers.**Teachers*share*highlights*and*curriculum*expectations*with*incoming*students.****At*the*beginning*of*each*school*year*100%*of*students*review*school*procedures*to*support*adjustment*to*their*new*grade*level*daily*for*the*first*week*of*school.**Transition*for*incoming*and*outgoing*Sped*students*are*held*with*Kalihi*Elementary*staff*members*and*originating*local*schools*when*possible.**Meeting*structures*are*designed*to*ensure*successful*transition*from*school*to*school.**During*the*meeting,*plans*to*address*all*components*of*the*student’s*IEP*are*discussed*to*ensure*that*all*accommodations*will*be*available*in*the*new*setting.***All*Sped*students*are*supported*by*an*annual*SFT*to*discuss*transitioning*between*programs.**The*school*is*effective*in*meeting*the*needs*of*transitioning*students*who*are*eligible*for*special*education*and*complies*with*Federal*guidelines.**

*

B3.!!Curriculum!Criterion"–"Meeting!All!Curricular!Requirements!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!—!Curriculum!B3.1.!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,%standardsLbased%curriculum.*Findings* Supporting!Evidence*Students*at*all*grade*levels*are*given*multiple*opportunities*to*engage*in*real*world*applications*of*their*educational*interests*through*standards:based*curriculum.**A*commonly*used*tool*involves*teaching*beyond*the*classroom.**All*grade*levels*plan*at*least*two*field*trips*each*school*year.*To*increase*student*participation*in*field:trips,*the*school*budget*funds*are*allocated*to*cover*the*cost*of*buses*and*as*appropriate,*may*partially*fund*admission*costs.**School:wide*field*trips*are*designed*to*expose*students*to*the*arts,*community*resources,*and*standards:based*learning*

Field*Trips*Examples*●* School*wide:*Hawaii*Youth*Symphony**

●* ART*Bento*Grant:*Hawaii*State*Art*Museum*

●* Small*Groups:**Science*Fair,*Speech*Festival*

*Fall*2017*School*Survey****(N*=*12)**Fall*2017**


87* CONTENTS**

aligned*to*curriculum.**Sixty:seven*percent*of*teachers*report*implementation*of*follow:up*activities*to*provide*student*access*and*application*in*real*world*experiences.***Students*complete*reflections*and/or*teacher*created*assignments*to*explain*their*learning.**Guest*speakers*are*invited*to*share*information*regarding*real:life*applications*corresponding*to*curriculum.***Examples*of*real:world*connections*include,*but*are*not*limited*to:**Early*childhood*literacy*is*crucial*in*developing*language*and*literacy*skills*that*support*students*throughout*their*life.**In*SY*2016:17*kindergarten*students*embarked*in*a*partnership*with*Kristi*Yamaguchi*Always%Dream%Foundation%which*strategically*connects*children*with*21st*century*technology*skills*and*builds*literacy*through*classroom,*home*environments*and*community*events.**Kindergarten*students*dedicate*at*least*twenty*minutes*each*day*four*times*per*week*to*read*on*an*e:reader*donated*by*the*Always*Dream*Foundation*or*to*build*language*acquisition*skills*through*Imagine%Learning%programs.**Building*critical*literacy*skills*and*developing*21st*century*technological*skills*are*real:world*applications*designed*to*support*the*college*and*career*readiness*of*our*learners.**Evidence*correlating*these*efforts*with*STAR*Early*Literacy*gains*demonstrated*by*kindergarten*students*is*not*available,*however,*the*potential*links*in*student*performance*are*worth*investigating*as*the*rate*of*SY*2016:17*kindergarteners*in*need*of*intensive*interventions*dropped*from*45%*BOY*to*11%*EOY.**Kalihi*Elementary*applied*for*and*received*a*grant*to*participate*in*the*Art*Bento*Program*as*part*of*the*Hawaii*State*Art*Museum*program.**The*school*has*participated*in*the*program*for*the*past*several*years.**Students*participate*in*a*four:part*inquiry*based*unit*which*actively*engages*students*through*a*series*of*activities*connected*to*HCPS*III*Art*and*CCSS:ELA*standards.***The*educational*opportunities*built*into*Art*Bento*links*classroom*learning*to*the*museum*and*wider*world*building*a*sense*of*connection*and*understanding*through*the*arts.**


88* CONTENTS**

SY*2016:17*third*grade*teachers*implemented*a*school:wide*recycling*program.*Students*learned*the*process*of*collecting*and*repurposing*materials*that*would*otherwise*be*thrown*into*the*trash.**They*learned*about*the*benefits*of*recycling*to*the*community*and*the*environment.**!!During*SY*2016:17*all*fifth:grade*students*were*involved*in*mentoring*kindergarteners.**Fifth*graders*developed*skills*and*confidence*as*they*support*members*of*the*Kalihi*Elementary*community*and*help*develop*a*nurturing*climate*within*the*school.**During*SY*2017:18*there*was*a*change*in*both*the*kindergarten*and*fifth*grade*teaching*staff.**Discussions*to*resume*the*mentoring*programs*have*taken*place,*however,*plans*have*not*yet*been*solidified.**Annually,*fifth*graders*engage*in*the*D.A.R.E.*program.**This*program*teaches*students*strategies*to*resist*pressure*to*abuse*drugs*along*with*the*importance*of*making*healthy*choices/decisions.**Program*targets*address*skills*important*to*our*early*adolescents,**This*year,*fifth*grade*students*participated*in*student:led*conferences*with*their*parents.**Participation*in*parent:teacher:student*conferences*directly*aligns*to*multiple*GLO*learning*targets.**Planning*for*and*hosting*the*conference*resulted*in*the*following:*●* increased*levels*of*student*ownership*of*their*own*learning*(GLO*#1)*

●* provided*a*structured*opportunity*to*demonstrate*the*ability*to*work*with*others*(GLO*#2),**

●* increased*critical*thinking*skills*as*students*identified*personal*strengths*and*weaknesses*evidenced*in*their*work*(GLO*#3*and*#4)*

●* provided*a*safe*environment*to*communicate*to*parents*and*their*teacher*(GLO*#5)*

*Data*measuring*the*effectiveness*of*Art*Bento,*third*grade*recycling*program*and*fifth*grade*efforts*has*not*been*collected.**

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.*


89* CONTENTS**

B3.2.! Prompt:*Comment% on% the% effectiveness% of% the% academic% support% programs% to%ensure%students%are%meeting%all%requirements.*Findings* Supporting!Evidence*In*SY*2015:16*Kalihi*Elementary*began*the*process*of*structuring*intervention*services*to*provide*all*students*with*effective*RtI*:*Academic*program.**The*then*existing*school*schedule*included*dedicated*time*for*intervention*support*to*students.**STAR*assessment*data*was*used*to*group*and/or*regroup*students.**PTT*staff*were*trained*to*effectively*incorporate*Renaissance*Learning*tools*and*resources*identified*through*the*STAR*testing*results*to*support*the*intervention*needs*of*students*identified*at*intensive*intervention*levels.****In*SY*2016:17,*based*on*input*from*the*RtI:A*PLC*along*with*a*consultant*from*ICLE,*classroom*teachers*were*assigned*to*support*students*in*need*of*intensive*intervention.*At*that*time,*PTTs*services*were*dedicated*to*students*in*tier*1*levels.**Most*EL*students*were*supported*during*intervention*blocks*limiting*pull:out*time*for*most*EL*students*(NOTE:**New*English*language*learners*were*still*pulled*out*of*classroom*instruction*to*attend*daily*“Newcomers”*class*which*supported*intensive*language*acquisition*instruction)***Based*on*student*data*indicating*large*percentages*of*students*across*all*grade*levels*in*need*of*support*with*foundational*reading*skill*interventions,*along*with*anecdotal*teacher*feedback*requesting*support*in*planning*for*and*providing*this*level*of*instructional*interventionq*the*school*arranged*for*professional*development*from*the*district.**Fall*2016*professional*development*sessions*addressing*connections*between*literacy*instruction*with*grade*level*CCSS*standards*was*provided*to*all*teachers*at*all*grades.****In*Fall*2016,*the*kindergarten*teachers,*curriculum*coaches,*and*a*third:grade*teacher*attended*the*four*day*Building%Foundational%Reading%Skills*workshop.**Shortly*afterwards,*a*team*of*teachers*from*first*and*second*grades*were*trained*with*OG*strategies*to*provide*additional*support*for*the*needs*of*struggling*learners*in*the*primary*grades.**By*SY*2017:18*all*general*and*special*education*teachers*with*students*in*grades*kindergarten*to*second*grade*were*trained*to*use*OG*strategies.**At*this*time,*teachers*utilize*OG*

Access*WIDA*Data*:*annual**STAR*Assessment*Data***Standards*Based*report*cards*show*that*students*are*meeting*requirements.***


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tools*for*all*students.****STAR*assessment*data*indicates*that*kindergarten*students*made*significant*gains*in*reducing*the*numbers*of*students*identified*as*needing*intensive*interventions.**In*SY*2016:17,*first*and*second*grade*students*increased*in*BOY*testing*when*compared*to*EOY*testing*data.**However,*early*test*results*in*SY*2017:18*show*a*downward*trend*for*all*three*grade*levels.**Analysis*of*additional*data*is*need*to*determine*the*levels*of*effectiveness*for*these*efforts.**The*STAR*Early*Literacy*/*Reading*Assessment*is*used*for*100%*of*students*to*determine*additional*support*needed*to*address*students’*meeting*all*academic*requirements.*Following*each*STAR*Assessment,*intervention*groupings*are*established*and*students’*individual*needs*are*addressed*through*the*45:minute*Intervention*Block*(four*times*per*week)*for*students*in*grades*1:5.**At*the*beginning*of*SY*2016:17*STAR*Reading*assessments*indicated*that*approximately*53%*of*students*(grades*2:5)*were*in*need*of*intensive*interventions*at*the*beginning*of*SY*2016:17.**The*numbers*decreased*to*50%*of*students*(grades*2:5)*at*the*end*of*the*school*year.**Based*on*analysis*of*student*data,*reading*interventions*are*not*effective*in*addressing*student*reading*skills.****

!


91* CONTENTS**

HIDOE/ACS!WASC!Category!B.!!Standards/based!Student!Learning:!Curriculum:!!!

Summary,!Strengths,!and!Growth!Needs*

Review! all! the! findings! and! supporting! evidence! and! summarize! the! degree! to!which!the!criteria!in!Category!B!are!being!met.!!


Summary!(including!comments!about!the!student!learning!needs):*

Students*participate*in*a*rigorous,*relevant,*and*coherent*standards:based*curriculum*that*supports*the*achievement*of*General*Learner*Outcomes,*academic*standards,*and*priorities*identified*in*the*Academic*Plan.**Focus*Group*review*of*the*indicators*on*prompts*in*this*section*identified*areas*of*strength*and*weakness.***

A*strength*is*that*there*are*structures*already*in*place*to*address*and*support*students*through*differentiation*during*the*RtI:A*sessions*and/or*during*class*instructional*settings.**Teachers*in*kindergarten*through*second*grade*utilize*research:based*instructional*materials*to*support*developing*and/or*struggling*readers*acquire*foundational*reading*skills.**STAR*assessment*data*indicates*that*students*in*kindergarten*and*first*grade*make*significant*gains*in*reading*comprehension*skills.***

While*the*structures*are*in*place*and*positively*impacting*lower*grade*students,*the*school*still*needs*to*address*specific*strategies*to*build*critical*reading*comprehension*skills*for*students*in*grades*two*through*five.***

Analysis*of*student*work*and*data*team*structures*have*not*resulted*in*the*the*expected*levels*of*impact*on*student*learning*for*the*mathematical*problem*solving*and*critical*thinking*skills*in*part*because*the*process*is*not*consistently*implemented.**The*school*needs*to*move*implementation*to**

The*school*recognizes*the*need*to*provide*students*with*a*strong*foundation*for*safe*and*positive*learning*that*enhances*their*ability*to*succeed*academically.**The*school*is*actively*addressing*social:emotional*learning*needs*through*the*implementation*of*the*Choose%Love*curriculum.***

*Prioritize!the!strengths!and!areas!of!growth!for!Category!B.!

Category!B:!Standards/based!Student!Learning:!Curriculum:!Areas!of!Strength*The*prioritization*of*areas*of*strength*were*determined*through*a*collaborative*effort*of*all*faculty*members.*The*areas*of*strengths*are*as*follows:**●* School*wide*RtI:A*system*with*daily*support*for*students*addressing*reading*skills*(B1.5).*


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●* The*school*developed*and*implemented*a*school*wide*standardized*process*to*collect*and*analyze*student*learning*levels*for*mathematics*and*language*arts*area*identified*as*critical*learning*needs*(B1.4).*

●* When*needed*for*individual*student*behavioral*Support*Plans*(BSP)*are*developed*to*monitor*student*behaviors*involving*the*support*of*parents,*teachers,*students*and*outside*sources*as*needed.**The*school*is*actively*building*a*Multi:Tiered*System*of*Student*Support*to*address*RtI:B*structures*for*the*school*(B2.2).*

●* STAR*Early*Literacy*assessment*data*indicates*that*28%*of*students*in*kindergarten*and*first*grade*need*intensive*intervention*at*the*beginning*of*the*year*which*decreases*to*14%*by*the*end*of*the*school*year*(B1.4)*

●* All*students*participate*in*the*Social:Emotional*Learning*curriculum*at*least*twice*per*month.**Teachers*utilize*Community*Circles*at*least*once*per*week*(B1.5).*

●* The*school*articulates*regularly*with*feeder*schools*within*the*complex*through*quarterly*vertical*articulations*and*through*the*monthly*Farrington*Complex*Administrators*and*Coaches*meetings.**(B1.8)*

*Category!B:!Standards/based!Student!Learning:!Curriculum:!Areas!of!Growth*Like*the*areas*of*strength,*the*areas*of*growth*were*determined*through*a*collaborative*effort*of*all*faculty*members.**The*areas*of*growth*are*as*follows:*●* There*is*currently*not*a*schoolwide*Social*Studies*and*Science*curriculum*that*is*followed*by*all*teachers*(B1.3,*B1.6).*

●* The*school*does*not*currently*have*a*school*wide*system*for*learning*plans*for*all*general*education*students*(B2.2).*

●* Only*teachers*in*Kinder*to*grade*two*are*trained*in*Orton:Gillingham*(OG)*foundational*reading*strategies.*

●* The*school*has*not*defined*consistent,*school:wide*targets*and*expectations*for*research*based*practices*to*determine*how*effective*instructional*practices*are*in*impacting*student*achievement*(B1.1)*

●* STAR*Reading*/*Mathematics*assessment*data*indicates*that*there*is*very*limited*change*in*the*percent*of*students*in*need*of*intensive*interventions*at*the*beginning*of*the*school*year*when*compared*to*the*end*of*the*school*year*(B1.4).*

●* The*school*has*a*structure*in*place*to*conduct*monthly*data*analysis*for*critical*reading*/*writing*and*mathematics*problem*solving,*however,*there*is*not*school*wide*consistency*in*follow:through*(B2.3).*

*Copy!and!paste!the!Areas!of!Strength!and!prioritized!Areas!of!Growth/Challenges!into!the!matrix!in!Chapter!V.! *


93* CONTENTS**

Category!C:!Standards/based!Student!Learning:!Instruction!

C1.!Instruction!Criterion–!Student!Access!to!Learning!Differentiated,* high:quality* instruction* provides* access,* challenge,* and* support* for* all*students*to*achieve*the*academic*standards*and*the*General*Learner*Outcomes.*

Differentiation!of!Instruction!C1.1.! Indicator:* The* school’s* instructional* staff* members* differentiate* instruction* by*varying* content,* processes,* products,* and/or* learning* environment* (e.g.,* Tier* 1)* to*ensure* that* all* students* achieve* the* academic* standards* and* the* General* Learner*Outcomes.**C1.1.!Prompt:*How%effectively%do%instructional%staff%members%differentiate%instruction%to%ensure% that% all% students%achieve%academic% standards%and%General% Learner%Outcomes%(GLO)?*Findings* Supporting!Evidence*

At*Kalihi*Elementary,*100%*of*teachers*are*differentiating*instruction*to*meet*students’*needs*daily.*Through*surveys*teachers*reported*that*English/*Language*Arts*and*mathematics*are*the*subject*areas*most*commonly*modified*as*part*of*differentiated*instruction.*Differentiation*occurs*in*all*content*areas*throughout*the*school*day*through*the*use*of*instructional*tools*such*as*Guided*Language*Acquisition*Design*(GLAD)*language*acquisition*strategies*and*Orton*Gillingham*(OG)*foundational*language*support*structures.*Other*differentiation*strategies*utilized*include*small*group*settings,*manipulatives,*and/or*learning*stations.*Most*commonly*used*resources*are*multimedia*(video,*music),*online*programs,*behavior*support*plans,*and*Reading*Wonders*work*page*/*online*resources*and*Leveled*Readers.*Students*in*Special*Education*and*EL*programs*receive*instruction*based*on*their*individualized*goals*in*pull:out*settings.**Structures,*routines,*and*differentiation*strategies*to*support*student*learning*in*reading,*language*arts,*and*math*are*in*place,*though*our*students*do*show*improvement*in*all*areas,*the*school*as*a*whole*is*still*below*the*State*average*in*Smarter*Balanced*proficiency*rates.*Professional*development*opportunities*are*planned*to*build*and*strengthen*a*common*understanding*of*differentiated*instruction*and*promote*its*importance*to*strengthen*the*system*of*support*to*promote*student*achievement*of*academic*standards*and*General*Learner*Outcomes.****

FG:C*:*Instruction*survey*******(N*=14)*:*October*2017**Assessment*Data:*●* STAR*Early*Literacy*●* STAR*Reading*●* STAR*Mathematics*●* Smarter*Balanced*Assessment*Data*

*Professional*Development*Chart****


94* CONTENTS**

Differentiated*instruction*is*supported*through*the*Reading*/*Language*Response*to*Intervention*(RtI)*block*for*students*in*grades*one*to*five.*Teachers*use*the*STAR*Early*Literacy*and/or*STAR*Reading*assessments*to*group*and*regroup*students*quarterly*and*monitor*progress*monthly.**Teachers*use*supplemental*materials*to*support*and*challenge*each*groups’*instructional*needs.**The*four*highest*scoring*students*from*each*grade*level*are*included*in*an*enrichment*program*during*the*intervention*block.**SY*2016:17*STAR*Early*Literacy*data*from*the*Beginning*of*the*Year*(BOY)*to*the*End*of*the*Year*(EOY)*assessment*scores*for*kindergarten*and*first*grade*students*showed*improvement*from*BOY*rate*of*28%*of*students*scoring*in*the*bottom*10th*percentile*range*decreasing*to*a*rate*of*14%*of*students*at*the*end*of*the*year.**Comparison*of*SY*2016:17*STAR*Reading*data*from*the*BOY*to*the*EOY*assessments*for*second*and*third*grade*students*scoring*in*the*bottom*tenth*percentile*range*did*not*show*improvement.*Both*grade*levels*showed*an*increase,*2%*and*11%*respectively*the*percentage*of*students*scoring*in*the*bottom*10th*percentile.**Comparing*SY*2016:17*STAR*Reading*data*from*the*BOY*to*the*EOY*assessment*scores*for*fourth*and*fifth*grade*students*showed*improvement.**At*the*beginning*of*the*year*56%*of*fourth*and*62%*of*fifth*grade*students*scored*in*the*bottom*10th*percentile*range.**By*the*end*of*year,*37%*of*fourth*grade*students*and*51%*of*fifth*grade*students*scored*in*the*bottom*10th*percentile*range.**Both*grade*levels*showed*a*decrease*in*the*percentage*of*students*in*the*bottom*10th*percentile.**Differentiation*in*mathematics*for*all*grade*levels*is*primarily*supported*through*small*group*instruction.**In*addition*to*small*group*instruction,*upper*grade*teachers*also*support*individualized*student*learning*through*online*tools*(for*example,*MobyMax,*Tenmarks)*designed*to*provide*students*with*guided*practice*to*build*and*reinforce*mathematical*literacy*skills.**Comparison*of*SY*2016:17*STAR*Mathematics*data*from*BOY*to*EOY*assessment*scores*for*students*in*


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grades*two*to*five*showed*that*the*percent*of*students*in*the*bottom*10th*percentile*ranks*increased*for*all*grade*levels*except*grade*five,*where*the*scores*were*relatively*static.***

Student!Understanding!of!Performance!Levels!C1.2.! Indicator:* Instruction* is* organized* to* support* clearly* articulated* and*communicated* learning* targets* so* that* all* students* know* beforehand* the*standards/expected*performance*levels*for*each*area*of*study.*C1.2.! Prompt:*Comment% on% the% extent% to% which% students% are% expected% to% learn% and%know%where%they%are%in%meeting%the%learning%targets,%and%what%they%need%to%do%to%meet%the%learning%targets.*Findings* Supporting!Evidence*Kalihi*Elementary*teachers*organize*instruction*to*support*learning*targets*communicating*beforehand*the*standards/expected*performance*levels*for*each*area*of*study.**In*a*teacher*survey*in*October*2017*teachers*report*utilizing*various*methods*to*communicate*learning*targets*so*that*students*know*and*understand*the*intended*lesson*destination*of*what*to*learn,*how*deeply*to*learn,*and*how*to*demonstrate*their*learning*through*structures*such*as*verbal*communication*to*students,*visual*displays,*and*frequent*reference*to*target*throughout*the*lesson.****Sixty:three*percent*of*students*surveyed*indicated*that*they*know*what*they*are*learning.**However,*during*student*interviews*53%*of*students*surveyed*are*able*to*state*the*learning*topic*(i.e.,*students*stated*that*they*are*‘doing*math’*or*‘reading*a*story’)*and*16%*were*able*to*state*the*learning*target*(i.e,*“learning*how*to*tell*time”*or*“learning*how*animals*depend*on*plants*to*survive”).***Research*indicates*that*clarification*of*instruction*is*an*important*component*for*high*levels*of*student*achievement.**Students*need*to*be*able*to*read*and*articulate*what*they*are*expected*to*know,*understand*and*be*able*to*do*after*instruction.***In*Spring*2017,*Kalihi*Elementary*School’s*rate*of*20*:*21%*of*students*demonstrating*that*they*are*prepared*to*meet*proficiency*levels*on*the*Smarter*Balanced*Assessments*(SBA)*is*well*below*State*targets.****Teachers*report*that*they*have*a*clear*understanding*of*the*learning*targets*aligned*to*the*standards,*however,*these*are*not*consistently*written*in*student:friendly*

FG:C:**Instruction*Survey****(N*=14)*:*October*2017**FG:C:**Student*Survey******(N*=*40)*:*October*2017**FG:C:**Classroom*observation*****October*2017**Assessment*Data:*●* STAR*Early*Literacy*●* STAR*Reading*●* STAR*Mathematics*●* Smarter*Balanced*Assessment*Data*


96* CONTENTS**

language*and*do*not*consistently*frame*the*lesson*from*a*students’*point*of*view.**An*area*of*need*may*be*to*ensure*that*teachers*incorporate*strategies*to*ensure*higher*levels*of*student*understanding*for*each*lessons’*learning*targets*to*ensure*that*students*are*aware*of*their*own*progress*in*meeting*instructional*goals.**The*development*of*shared*learning*targets*needs*to*be*designed*to*help*students*grasp*the*lesson*purpose*including*clear*communication*of*the*‘why’*it*is*critical*to*learn*the*intended*concept*or*skill.*

Students’!Feedback!C1.3.! Indicator:* The* school* takes* into* account* students’* feedback* in* order* to* adjust*instruction*and*learning*experiences.*C1.3.! Prompt:* Provide% examples% of% the% school% using% student% feedback% to% adjust%instruction.*Findings* Supporting!Evidence*Student*achievement*results*from*STAR*Early*Literacy/STAR*Reading*assessments*are*used*to*group*and*regroup*students*for*reading*intervention*groupings*each*quarter.**STAR*Mathematics*assessment*data*is*also*used*to*create*small*groups*for*mathematics*instruction.*Teachers*use*the*data*team*process*to*plan*for*the*specific*needs*of*students*in*reading/language*arts*and*mathematics.**In*SY*2015:16*and*SY*2016:17*all*grade*levels*participated*in*the*schools*RtI*intervention*schedule.**Mathematics*was*included*in*the*intervention*targets*during*one*year,*however,*data*indicated*an*across*the*board*need*for*students*to*develop*and*build*reading*skills,*so*many*teachers*revised*their*RtI*to*focus*on*reading.**The*school*compared*STAR*Early*Literacy*BOY*rates*for*kindergarten*students*ranked*in*the*bottom*tenth*percentile*range,*which*was*45%*in*SY*2016:17.**At*the*end*of*the*first*semester,*that*number*decreased*to*26%*and*the*EOY*rates*were*11%*of*students*were*in*the*bottom*tenth*percentile.**While*the*data*is*not*yet*finalized,*kindergartener*scoring*in*the*bottom*tenth*percentile*for*the*BOY*was*34%*which*decreased*to*17%*at*the*end*of*the*first*quarter.**While*kindergarten*classrooms*do*not*formally*implement*an*RtI*intervention*block*during*the*first*semester,*teachers*

FG:C:**Instruction*survey******(N*=14)*:*October*2017**FG:C:*Strategy*Survey******(N*=*9)*:*November*2017**FG:C:**Student*Survey******(N*=*40)*:*October*2017**Student*Quality*Survey*Data**Tripod*Survey*Data**Screening*Assessment*Data:*●* STAR*Early*Literacy*●* STAR*Reading*●* STAR*Mathematics**


97* CONTENTS**

intentionally*identify*and*address*the*needs*of*students*by*adjusting*instruction*based*on*formative*assessments*and*student*feedback*to*support*all*students,*especially*those*initially*identified*as*potentially*struggling*learners**All*teachers*use*differentiation*tools*found*within*the*Reading%Wonders*and/or*Stepping%Stones*programs*to*support*students*learning*needs.**While*all*classroom*teachers*utilize*assessment*data*to*group*and*regroup*students,*approximately*30%*report*utilization*of*student*feedback*from*the*Tripod*Survey*to*adjust*instruction.***Teachers*report*using*formative*assessment*strategies*such*as*analysis*of*student*responses*on*quizzes*or*exit*passesq*formative*questions*as*checkpoints*to*collect*temperature*checks*of*student*understanding*of*the*target*skill*/*conceptq*and*paraphrasing*tools*where*students*restate*the*question*or*task*to*ensure*understanding.**Student*survey*data*reflects*85%*of*students*report*that*teachers*adjust*instruction*needs*are*to*meet*learning*needs.**The*2017*School*Quality*Survey*(SQS)*data*shows*student*satisfaction*rates*at*nearly*90%*on*‘my*teacher*really*listens*when*I*talk’*and*almost*99%*of*surveyed*students*report*that*‘the*teachers*want*them*to*learn*a*lot.’**This*data*indicates*that*teachers*are*using*feedback*to*modify*instruction,*however,*future*professional*development*is*needed*to*strengthen*school*wide*knowledge*on*how*to*strategically*plan*formative*assessment*tools*designed*to*elicit*student*feedback*and*utilize*this*feedback*in*order*to*make*adjustments*to*instruction.** !


98* CONTENTS**

C2.!!Instruction!Criterion!–!Rigorous!and!Relevant!Instruction!All* teachers* provide* students* with* a* variety* of* activities* and* assignments* that* are*engaging*(e.g.,*technology:enhanced*and*experiences*beyond*the*textbook)*and*call*for*higher*order*thinking.*

Current!Knowledge!C2.1.!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*Kalihi*Elementary*School*supports*professional*development*and*continued*learning*for*the*faculty*and*staff.**Professional*Development*activities*are*an*integral*part*of*Kalihi*Elementary*School’s*system*of*support.**The*school*schedules*on:campus*learning*opportunities*to*help*teachers*keep*current*in*their*instructional*practices.**The*school*also*notifies*faculty*and*staff*members*of*outside*learning*opportunities,*workshops,*and/or*professional*development*offerings.*Based*on*need,*teachers*are*sent*to*State*and/or*district*sponsored*professional*opportunities.**Seventy:two*percent*of*teachers*are*satisfied*with*professional*development*opportunities*provided*by*the*school.****In*SY*2015:16,*the*school*began*the*process*of*rolling*out*1:1*computing*devices*for*students.**Initially*students*in*grades*four*and*five*had*access*to*Chromebooks.*During*that*same*school*year,*students*from*kindergarten*to*grade*3*signed*up*for*access*in*one*of*two*computer*labs*and/or*accessed*classroom*desktop*computers.***By*the*beginning*of*SY*2017:18,*all*students*in*first*through*fifth*grade*are*assigned*use*of*an*individual*Chromebook.**Kindergarten*classrooms*have*four*to*six*desktop*computers*along*with*a*classroom*set*of*Always%Dreaming*e:readers.***As*the*school*moves*toward*1:1*devices*the*need*for*ensuring*common*understanding*for*Internet*safety*issues.**Internet*Safety*training*was*provided*to*faculty*members*in*SY*2015:16*to*address*Internet*Safety*Laws*and*build*teacher*understanding*of*how*to*structure*classrooms*that*protect*all*students*engaged*in*online*activities.**Training*session*materials*are*

FG:C:**Instruction*survey******(N*=14)*:*October*2017**Faculty*Meeting*Minutes****Student*Quality*Survey*Results**Professional*Development*Topics*and*Attendance*Rates**ICLE*End:of:Year*Reports**GLAD*Strategy*Roll:out*Chart*


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archived*on*the*school*google*drive.****With*the*advent*of*increased*access*to*1:1*digital*devices,*the*need*to*support*teachers*with*strategies*to*effectively*incorporate*digital*tools*into*instruction*were*found*to*be*necessary.**These*were*provided*during*SY*2016:17*and*SY*2017:18.**Teachers*practiced*using*multiple*tools*to*support*strategic*increased*student*access*to*digital*learning*opportunities.**Follow:up*opportunities*are*necessary*to*stay*current*and*strengthen*teacher*understanding.*Technology*and*the*use*of*multimedia*and*other*tools*in*the*delivery*of*the*curriculum*is*embedded*in*our*core*programs*for*Reading%Wonders*and*Stepping%Stones*mathematics.**Data*from*our*September*2017*teacher*survey*indicated*85%*of*teachers*report*integration*technology*at*least*once*a*day*with*15%*of*teachers*utilizing*it*less*often.**Some*of*the*multimedia*and*technology*resources*used*include*access*to*tools*and*resources*on*student*Chromebooks,*visual*tools*supported*by*classroom*digital*camera*and*projectorsq*and*student*assignments*on*a*variety*of*online*learning*programs*(for*example:**Imagine*Learning,*ReadWorks,*Smarty*Ants,*XtraMath,*MobyMax,*etc.)***Research:based*instructional*design*provided*through*a*partnership*with*International*Center*for*Leadership*in*Education*(ICLE)*was*the*focus*in*SY*2015:16*and*SY*2016:17.**Classroom*teachers*were*coached*on*a*monthly*basis*to*support*the*acquisition*and/or*refinement*of*rigorous*instructional*tools*to*support*student*learning.****Feedback*from*ICLE*year:end*reports*indicate*that*Kalihi*teachers*are*committed*to*meeting*the*needs*of*their*students*and*strategically*consider*the*needs*of*their*students.**Teachers*exhibit*a*strong*commitment*to*helping*all*students.**While*there*is*a*focus*on*effective*lesson*planning,*most*teachers*rely*on*lessons*from*the*Reading*Wonders*and/or*Stepping%Stones%curriculum.**Incorporation*of*strategic*lesson*design*practices*is*needed*to*improve*student*learning*and*instructional*pacing.**Kalihi’s*significant*percentage*of*English*language*


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learners*resulted*in*the*school*sending*a*cadre*of*teachers*to*attend*district*sponsored*Project*GLAD*(Guided*Language*Acquisition*Design)*training*in*SY*2014:15.**The*cadre*actively*supported*shared*learning*with*the*faculty*through*SY*2015:16*resulting*in*the*development*of*a*school*wide*GLAD*strategy*roll:out*plan.****Data*indicated*a*definite*need*to*address*students*acquisition*of*basic*foundational*reading*skills.**Based*on*that*data:driven*need,*100%*of*our*Kinder*through*second*grade*regular*and*special*education*teachers*along*with*the*EL*teacher*were*specifically*trained*in*Orton:Gillingham*(OG)*reading*instruction*to*provide*support*for*early*language*skill*acquisition*through*an*intensive,*sequential*phonics:based*system.***Another*cadre*of*three*classroom*teachers*and*the*2*curriculum*coaches*attended*the*Building*Foundational*Reading*Skills*(BFRS)*four:day*training*in*SY*2016:17.****Strategies*to*address*the*CCSS:M*standards*utilizing*the*State*mandated*mathematics*program*(Origo%Stepping%Stones)*were*provided*to*teachers*through*district*sponsored*training*in*SY*2015:16*and*at*the*school*level*in*the*same*school*year*and*at*the*beginning*of*SY*2016:17.**These*findings*demonstrate*that*teachers*at*Kalihi*Elementary*to*a*high*degree*current*in*the*instructional*content*and*effectively*use*multimedia*and*other*technology*in*the*delivery*of*the*curriculum.***Student!Engagement!!C.2.2.!Indicator:!Students*who*are*intellectually*engaged*are*involved*with*challenging*content,*through*well:designed*tasks*and*activities*requiring*complex*thinking.*

C2.2.!Prompt:*Evaluate%the%extent%to%which%students%are%intellectually%engaged.%Provide%examples.*Findings* Supporting!Evidence*All*students*are*provided*with*and*engage*in*intellectually*challenging*activities*requiring*complex*thinking*on*a*daily*basis.**The*research:based*curriculum*materials*for*reading/language*arts*and*mathematics*programs*engage*student*with**opportunities*for*critical*thinking*and*engaging*lessons*and*activities.****

GLO*Data*Analysis***Classroom*Observation*Data*****November*2017**FG:C:**Instruction*survey******(N*=14)*:*October*2017**


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Teachers*report*using*hands:on*exploration*and*open:*ended*problem*solving*tasks*in*mathematics*through*the*Stepping%Stones*program*and/or*other*CCSS:M*aligned*tools*and*challenging*word*games*aligned*to*Reading%Wonders*instruction*as*sample*strategies*designed*to*engage*students*in*complex*thinking*learning*opportunities.**Varied*student*abilities*at*any*grade*level*requires*teachers*to*design*strategies*to*incorporate*multiple*tools*to*challenge*and*build*all*students’*intellectual*engagement.**In*Reading/Language*Arts*instructional*blocks,*teacher*address*critical*thinking*when*they*engage*students*in*analytical*writing*activities.**Students*respond*to*writing*prompts*requiring*intellectual*engagement*in*the*development*and*support*of*opinions.**Teachers*report*that*the*need*for*heavy*emphasis*on*development*of*reading*and*mathematics*skills*results*in*scheduling*difficulties*in*implementing*strategic*writing*workshop*approach*to*instruction*in*this*area.**An*ICLE*coach*worked*with*teachers*to*address*this*need,*however,*her*efforts*did*not*progress*as*quickly*as*anticipated.*The*school*is*in*the*process*of*developing*a*vertical*plan*to*strengthen*student*writing*skills*in*all*writing*genres.**Mathematics*instruction*incorporates*the*Standards*of*Mathematical*Practice*with*Common*Core*State*Standards*:*Mathematics*(CCSS:M)*content*standards.**The*school*focus*on*problem*solving*supports*development*of*a*culture*of*intellectual*engagement*and*reasoning.**Each*month*students*are*given*open:ended*mathematical*problem*solving*prompts.*The*school*is*renewing*a*commitment*to*structure*students*making*sense*of*mathematical*situations*through*the*use*of*a*school*wide*problem*solving*strategy*known*as*S.K.A.T.E.,*which*stands*for*Survey,*Know,*Ask,*Tell,*Estimate,*and*Reasonable.**Teachers*are*strategically*teaching*students*to*use*this*tool*to*build*understanding*of*mathematical*context*along*with*using*tools*to*build*understanding.**Students*encounter*mathematical*problem*solving*tasks*on*a*regular*basis.**Teachers*select*one*task*for*data*team*analysis*each*month.***Some*grade*levels*report*increased*evidence*of*students*using*S.K.A.T.E.*as*a*problem:solving*tool.***Student*GLO*assessment*data*indicates*that*at*the*beginning*of*SY*2015:16*and*SY*2016:17*approximately*

FG:C:**Student*Survey******(N*=*40)*:*October*2017**Opinion*Writing*Work*Samples*(Fall*2017)**Problem*Solving*Data*Analysis*(Fall*2017)**ICLE*End:of:Year*Reports*


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one:third*of*students*from*all*grades*earned*‘consistently’*or*‘usually’*ratings*for*GLO*#3*(Complex*Thinking).*By*the*end*of*SY*2016:17*the*rate*increased*to*49%*of*students*demonstrating*complex*thinking*characteristics.***The*rate*of*students*demonstrating*GLO*#1*(Responsibility*for*my*own*learning)*consistently*or*usually*was*approximately*50%*at*the*beginning*of*the*year*in*SY*2016:17*and*increased*to*63%*at*the*end*of*the*year.**In*the*Fall*2017*student*survey,*58%*of*students*indicated*that*their*teacher*challenges*them*to*think*hard*and*problem*solve.**38%*of*the*students*responded*that*their*teacher*‘sometimes’*challenged*them*to*think*hard*and*problem*solve.***There*is*a*need*to*continue*to*build*and*implement*school*wide*common*expectations*for*rigor*and*intellectual*engagement*strategies*to*support*and*monitor*students*critical*thinking*skills*and*intellectual*engagement.*

Teachers!as!Facilitators!of!Learning!C2.3.!Indicator:*Teachers*are*facilitators*in*a*student:centered*classroom.*C2.3.!Prompt:*Evaluate%and%comment%on%the%extent%to%which%teachers%are%facilitators%in%a%studentLcentered%classroom.%Provide%examples.*Findings* Supporting!Evidence*One*of*the*goals*of*Kalihi*Elementary*is*to*create*a*culture*of*student:centered,*teacher:facilitated*learning*in*the*classroom*setting.**Teachers*define*a*student:centered*classroom*as*a*setting*incorporating*structures*conducive*to*collaborative*conversations*and*interactions*between*students*and/or*teacher*to*student(s).*The*overwhelming*majority*of*classroom*seating*arrangements*group*students*into*smaller*learning*communities*to*foster*such*student*interactions*allowing*free*movement*between*small*and*large*group*settings.*Students*move*from*independent*to*small*group*and/or*whole*class*instructional*settings*throughout*the*day.**Teachers*may*gather*students*to*the*floor*/*carpet*or*leave*them*at*their*desks*for*whole*group*interactions.****According*to*a*teacher*survey,*86%*of*the*teachers*

Classroom*Observation*Data*****November*2017**FG:C:**Instruction*survey******(N*=14)*:*October*2017**FG:C:**Student*Survey******(N*=*40)*:*October*2017**School*Quality*Survey**Tripod*Survey**Social*Media*Accounts*


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implement*collaborative*conversation,*79%*of*the*teachers*implement*peer*and*reciprocal*teaching,*and*43%*of*the*teachers*implement*the*Socratic*Method*in*their*lessons.****Another*strategy*teachers*implement*in*the*classroom*allowing*teachers*to*be*facilitators*of*learning*is*having*students*research*real:world*problems*and*determine*courses*of*action*to*explore*possible*solutions.**Student*participation*in*the*annual*Honolulu*District*Science*Fair*in*which*selected*students*participate*in*a*science*experiment*or*engineer*design*process*to*solve*a*real:world*problem.****Students*work*in*literacy*/*learning*centers*while*teachers*provide*small*group*instruction.**These*centers*allow*students*to*explore*reading/language*arts*or*mathematics*concepts,*practice*content*skills*through*online*programs,*and/or*explore*topics*of*their*choosing.*While*the*relationship*of*this*practices*to*student*perception*is*not*necessarily*correlated,*according*to*our*student*survey,*55%*of*students*stated*“my*teacher*lets*me*learn*about*thing*I*am*interested*in.”***Students*report*generally*positive*attitudes*towards*school*through*the*annual*SQS*and*Tripod*Surveys,*in*comments*to*faculty*and*staff*members,*and*though*Social*Media*accounts.**An*area*of*growth*would*be*to*provide*teachers*with*professional*development*to*develop*and*refine*a*common*school:level*understanding*of*instruction*within*a*“student*centered*classroom.”*

Variety!of!Strategies!!C2.4.! Indicator:*Teachers*use*a*variety*of*strategies* to*support*students’*access*and*application*of*knowledge*acquired*and*communicate*understanding.*C2.4.!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*Kalihi*Elementary*teachers*are*equipped*to*use*a*wide*variety*of*strategies*to*support*students’*access*and*application*of*knowledge*acquired*and*to*communicate*learning.**Eighty*percent*of*student*respondents*to*the*Fall*2017*survey*indicated*that*their*teacher*helps*them*take*responsibility*for*their*own*learning.**Students*report*a*variety*of*strategies*incorporated*into*the*

ICLE*End*of*Year*Reports**ICLE*Teacher*Resource*Folder*****Google*Drive***GLAD*Strategy*Vertical*Roll*


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instructional*day*that*support*their*learning.**For*example,*students*indicate*that*teachers*utilize*physical*manipulatives*to*demonstrate*and/or*represent*concepts*in*mathematics.**Others*report*classroom*management*strategies*(use*of*a*rainstick)*to*ensure*students*attention*in*preparing*them*for*active*listening.**Students*note*the*use*of*the*“I*do,*We*do,*You*do”*gradual**release*of*responsibility*modeling*structures*within*classrooms*in*addition*to*the*use*of*questioning*to*build*student*understanding.****Teachers*support*instruction*from*the*core*programs*to*build*students*understanding*of*skills*and*concepts*during*daily*lessons.**Students*practice*these*strategies*with*homework*assignments,*on*formative*and*summative*assessments,*on*performance*tasks,*and*in*unit/module*assessment*tests.****Kalihi*Elementary*partnered*with*ICLE*during*SY*2015:16*and*SY*2016:17*to*coach*teachers*on*evidence*based*strategies*designed*to*meet*the*needs*of*every*student*in*building*skills*in*learner*engagement,*academic*rigor,*and*real*world*relevance*in*everyday*lesson*design.**Teachers*were*willing*to*implement*suggested*strategies.**As*a*result*of*these*professional*development*efforts,*teachers’*inclusion*of*research:based*instructional*practices*increased.**The*evidence*of*rigor*(thoughtful*work,*high:level**questioning,*academic*discussion)*in*classrooms*increased*from*an*average*level*below*two*at*the*beginning*of*SY*2015:16*to*an*average*level*of*just*above*two*by*third*quarter*of*SY*2016:17.**Ratings*will*increase*as*the*school*continues*to*strengthen*teachers’*planning*process*to*increase*alignment*to*the*standards*to*allow*for*rigorous*and*relevant*instruction.**Strategic*lesson*design*will*help*teachers*to*be*more*focused*on*implementation*of*rigorous*and*relevant*instruction*as**teachers*carefully*think*through*what*is*being*taught,*why*it*is*being*taught,*and*how*it*relates*/*interrelates*to*past*and*future*lessons.****Seventy*percent*(12*of*17)*Kalihi*classroom*teachers*are*fully*trained*in*Project%GLAD%instructional*strategies*(Another*classroom*teacher*is*partially*trained).**The*school*developed*a*vertical*roll:out*plan*to*ensure*that*students*have*a*wide*variety*of*support*tools*and*

Out*Plan**FG:C:**Student*Survey******(N*=*40)*:*October*2017**FG:C:*Strategy*Survey******(N*=*9)*:*November*2017*


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strategies*at*the*end*of*their*career*at*Kalihi*Elementary*School.**All*classroom*teachers*are*expected*to*actively*incorporate*the*target*strategies*into*classroom*instruction.**Teachers*work*collaboratively*to*incorporate*the*use*of*strategies*beyond*the*curriculum.**For*example,*third*grade*teachers*utilize*scouts*(students*charged*with*looking*for*evidence*of*the*Three%Personal%Standards*in*the*behaviors*of*peers)*within*the*classroom,*and*they*also*employ*student*scouts*to*support*student*behavior*at*recess*and*during*lunch.****Teachers*utilize*a*wide*variety*of*research*based*instructional*strategies.**The*Stepping%Stones*mathematics*program*includes*tools*such*as*‘concept*maps’*(Note:**Project%GLAD*strategy)*are*utilized*to*help*students*organize*and*represent*conceptual*knowledge.*Teachers*also*use*the*‘top*hat’*strategy*for*tasks*requiring*students*to*compare*and*contrast.****Teachers*use*sentence*frames*along*with*accountable*talk*frames*to*support*students’*use*of*academic*vocabulary*within*all*content*disciplines.**Collaborative*conversations*are*supported*with*a*variety*of*graphic*organizers*including*‘box*it’*structures.****This*school*year,*all*grade*levels*are*intentionally*addressing*mathematical*practices*designed*to*increase*problem*solving*skills.**The*school*adopted*the*S.K.A.T.E.*problem*solving*strategy*to*ensure*that*students*are*actively*addressing*Standards*for*Mathematical*Practice.*This*strategy*supports*students*intentionally*making*sense*of*tasks.**All*classroom**teachers*are*encouraging*students*to*actively*interact*with*the*mathematical*task*to*ensure*full*understanding*of*the*context.**Many*teachers*require*students*to*represent*problems*using*realia*/*manipulatives,*number*lines,*models,*graphs*and/or*other*models.*prior*to*the*solution*process.**Kalihi*teachers*are*committed*to*identifying*and*implementing*strategies*to*support*student*success.**The*next*steps*are*to*continue*the*process*of*identifying*and*implementing*strategic*instructional*strategies*through*grade*level*and/or*vertical*articulation*and*


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through*the*data*team*process.*Application!of!Learning!Strategies*C2.5.! Indicator:* Student* work* demonstrates* the* utilization* of* tools* and* resources*(e.g.,*technology,* online* resources,* etc.)* to* research,* discover,* and* build* knowledge*about*the*world.*C2.5.! Prompt:* Evaluate% and% comment% on% the% extent% to% which% student% work%demonstrates% the% utilization% of% tools% and% resources% to% research,% discover,% and% build%knowledge%about%the%world.*Findings* Supporting!Evidence*Student*research,*inquiry,*and*project*based*learning*opportunities*are*not*currently*regular*practices*across*the*grade*levels*at*Kalihi*Elementary.**All*students*in*grades*one*to*five*has*1:1*Chromebook*access,*many*grade*levels*limit*use*of*Chromebooks*to*testing*and/or*access*to*online*educational*programs.**Though*Reading%Wonders*program*incorporates*tools*and*resources*with*the*opportunity*to*deliver*instruction*in*digital*and/or*through*traditional*formats,*teachers*generally*structure*instruction*using*traditional*formats.****Through*a*teacher*survey*conducted*during*Fall*2017*57.1%*teachers*indicated*that*students*complete*a*research*activity*or*task.**To*date*there*is*no*physical*samples*of*student*work*evidence*supporting*this*statement.**Further*data*needs*to*be*gathered*to*determine*next*steps*and*to*ensure*that*lesson*and*unit*design*strategically*includes*the*regular*use*of*digital*tools*and*resources*to*research,*discover,*and*build*knowledge*about*the*world.**

FG:C:**Instruction*survey******(N*=14)*:*October*2017**FG:C:*Strategy*Survey******(N*=*9)*:*November*2017*

C2.6.! Indicator:*Teachers* involve*students* in*opportunities* that*demonstrate* thinking,*reasoning,*and*problem*solving*in*group*and*individual*activities,*projects,*discussions,*and*inquiries.*C2.6.!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*Teachers*structure*learning*opportunities*for*students*to*demonstrate*thinking,*reasoning,*and*problem*solving*in*group*and/or*individual*activities,*projects,*discussions,*and*inquiries.*All*teachers*incorporate*the*school*focus*on*the*Three%Personal%Standards,%from*Project%GLAD,*to*encourage*students*as*they*work*individually*or*collaboratively*to*think*critically*and*solve*problems*for*themselves.**Use*of*the*Three%Personal*Standards*is*

FG:C:**Instruction*survey******(N*=14)*:*October*2017**FG:C:*Strategy*Survey******(N*=*9)*:*November*2017**FG:C:**Student*Survey******(N*=*40)*:*October*2017**


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applied*in*content*situations*and*through*students’*interpersonal*interactions*with*peers*fostering*an*environment*conducive*to*productive*learning*for*all*students.**Students*are*recognized*throughout*different*campus*environments*for*actively*demonstrating*any*of*these*standards*through*our*Positive*Behavior*Support*System*(PBIS)*and*RAM*Bucks*award*structures.**Focus*on*the*Three%Personal%Standards*aligned*to*teachers’*effort*to*address*GLO*#2.**Thirty:two*percent*of*students*earned*ratings*of*“usually”*or*“consistently”*during*the*first*quarter*of*SY*2016:17*which*increased*to*60%*by*the*end*of*the*school*year.**Sixty*seven*percent*of*teachers*report*always*or*often*utilizing*group*interactions*to*provide*students*with*opportunities*to*demonstrate*thinking,*reasoning*and*problem*solving.**Seventy:eight*percent*of*teachers*always*or*often*structure*individualized*opportunities*for*students*to*address*these*targets.**Eighty:nine*percent*of*teachers*report*using*reading,*writing,*mathematics,*and/or*social*studies*content*areas*to*structure*activities*for*students*to*practice*thinking,*reasoning*and*problem*solving.**The*content*with*the*lowest*response*rate*was*78%*for*science.**Discussions*are*the*most*commonly*used*activity*used*to*provide*students*with*time*to*demonstrate*thinking,*reasoning*and*problem*solving.**Inquiries*and*open:ended*questions*reported*use*is*56%*and*research*projects*were*reported*as*tools*used*by*teachers*44%*of*the*time.**Examples*of*activities*designed*for*students*to*demonstrate*thinking,*reasoning,*and*problem*solving*in*group*and/or*individual*activities,*projects,*discussions,*and*inquiries*include*fifth*graders*working*with*Kindergarten*buddies*in*reading*activities*or*centers.***Second*grade*students*utilize*step:by*step*problem*solving*strategies*to*solve*word*problems.*Special*Education*students*in*third*and*fourth*grade*multi:sensory*to*support*instruction*and*frequent*repetition*to*ensure*deep*levels*of*understanding.**There*is*a*need*for*grade*level*and*schoolwide*consistent*efforts*to*build*and*implement*rigorous*

FG:C:*Critical*Thinking*Survey******(N*=*9)*:*December*2017**RAM*Bucks*Data*%Stepping%Stones*Program**Reading%Wonders*Program**GLO*Data*Results**


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standards:based*instructional*experiences*and*tasks*specifically*addressing*student*critical*thinking,*reasoning,*and*problem*solving*for*all*students.**The*school*needs*to*determine*appropriate*professional*development*trainings*to*support*teachers*in*this*effort.*

Real!World!Experiences!C2.7.! Indicator:* Age:appropriate* opportunities* for* real* world* experiences* such* as*shadowing,*apprenticeship,*community*projects,*and*other* real*world*experiences*and*applications* are* available* to* all* students.* * (For% elementary% schools:% % AgeLappropriate%opportunities% for% real% world% experiences% such% as% handsLon% learning,% problemLbased%learning,%and%community%projects%are%available%to%all%students.)*C2.7.!Prompt:*Evaluate%the%degree%to%which%ageLappropriate%opportunities%opportunities%for%real%world%experiences%such%as%shadowing,%apprenticeship,%community%projects,%and%other% real% world% experiences% and% applications% are% available% to% all% students.% % (For%elementary% schools:% % Evaluate% the% degree% to% which% ageLappropriate% opportunities% for%real% world% experiences% such% as% handsLon% learning,% problemLbased% learning% and,%community%projects%are%available%to%all%students.)*Findings* Supporting!Evidence*Kalihi*teachers*provide*students*with*real:world*experiences*that*are*age:appropriate*through*a*variety*of*ways*and*to*different*degrees*at*the*various*grade*levels.**Opportunities*include*research*and*inquiry*projects*for*students*participating*in*the*Science*fair,*financial*literacy*experiences*through*our*second*graders*partnership*with*Junior*Achievement,*community*projects*such*as*the*school*community*garden,*and*sportsmanship*development*with*students*participating*on*volleyball*and*flag*football*teams.**Many*of*these*opportunities*are*limited*to*a*small*group*of*interested*students.****Engaging*students*in*real:world*connections*is*a*strategy*to*facilitate*meaning*and*to*prepare*students*for*college*and*career*readiness*and*for*their*lives*outside*of*school.*This*goal*directly*supports*Kalihi’s*vision*to*“strengthen*our*community.”***Real:world*connections*bring*foster*relevance,*complexity*and*motivation*to*learning*which*increases*student*achievement.**Kalihi**needs*to*intentionally*address*building*and*implementing*structures*for*real:world*experiences*to*include*all*students*at*all*grade*levels.****Currently,*teachers*report*that*all*grade*levels*participate*in*field*trips*with*real:life*experiences.**In*Fall*2017*on*a*survey*given*to*teachers,*78.6%*of*teachers*

FG:C:**Instruction*survey******(N*=14)*:*October*2017**FG:C:*Strategy*Survey******(N*=*9)*:*November*2017**FG:C:**Student*Survey******(N*=*40)*:*October*2017**


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report*implementation*age:appropriate,*hands:on*activities*which*provide*students*with*opportunities*for*real:world*experiences.*For*example,*fifth*graders*went*to*Farrington*High*School*to*gain*performing*courage*and*practice*communication*skills*with*Alliance*for*Drama*Education’s*T:Shirt*Theatre.**This*same*group*of*students*also*researched*biomes*and*wrote*about*habitats*around*the*world.**Preschoolers*take*many*field*trips*to*provide*them*with*experiences*in*varied*learning*environments.**Prior*to*all*off:campus*learning*environments,*they*anticipate*what*they*will*see,*learn*and*practice*academic*language*associated*with*their*field*trip*and*create*a*booklet*to*demonstrate*their*learning.**Third*and*fourth*grade*teachers*report*targeting*language*and*concepts*students*encounter*in*real:world*settings*by*identifying*and*discussing*academic*vocabulary*words*and/or*concepts*that*are*heard*/*used*in*real:world*settings.*


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HIDOE/ACS!WASC!Category!C.!!Standards/based!Student!Learning:!Instruction:!!!

Summary,!Strengths,!and!Growth!Needs*

Review! all! the! findings! and! supporting! evidence! and! summarize! the! degree! to!which!the!criteria!in!Category!C!are!being!met.!!

Include!comments!about! the!degree! to!which! these!criteria! impact! the!school’s!ability! to!address!one!or!more!of! the! identified!student! learning!needs! (Chapter!III).!

Summary!(including!comments!about!the!student!learning!needs):*The*school*effectively*provides*all*students*with*access*to*differentiated*instruction*through*the*daily*RtI*block*and*through*small*group*instructional*settings*throughout*the*school*day.**Students*are*also*supported*with*a*variety*of*technology:based*learning*tools*to*support*their*individualized*learning*needs.**Students*in*Special*Education*and*EL*programs*are*further*supported*through*a*variety*of*instructional*settings.**Kalihi*Elementary*teachers*collaborate*to*provide*students*with*a*consistent*and*high*quality*curriculum*ensuring*each*student*is*provided*with*access*to*the*same*grade*level*content,*knowledge,*and*skills.****Kalihi*teachers*are*active*participants*in*a*variety*of*professional*development*offerings.**The*school*strongly*supports*professional*development*and*continued*learning*for*all*faculty*members.***One*area*of*identified*need*is*to*increase*the*level*of*strategic*instructional*planning.**Currently,*approximately*20%*of*students*are*able*to*express*learning*targets,*understanding*this*is*a*need,*the*school*is*working*to*increase*the*percentage*of*students*who*understand*learning*targets*and*their*individual*progress*toward*meeting*those*targets.**We*are*also*working*to*increase*teachers’*use*of*student*feedback*to*adjust*instruction*and*learning*experiences.***Prioritize!the!strengths!and!areas!of!growth!for!Category!C.!

Category!C:!!Standards/based!Student!Learning:!Instruction:!Areas!of!Strength*The*prioritization*of*areas*of*strength*were*determined*through*a*collaborative*effort*of*all*faculty*members.*The*areas*of*strengths*are*as*follows:**●* Students*are*provided*with*and*engage*in*intellectually*challenging*activities*requiring*complex*thinking.**Teachers*utilize*research:based*curricular*materials*for*reading/language*arts*and*mathematics*programs*engage*student*with*opportunities*for*critical*thinking*and*engaging*lessons*and*activities*(C2.2).***

●* Teachers*at*Kalihi*have*had*multiple*trainings*and*professional*development*opportunities*so*we*are*strong*in*supporting*students*with*different*strategies.**We*share*ideas*and*work*as*a*team*to*help*all*students*(C2.4).*

●* Students*and*teachers*utilize*technology*based*program*to*access*rigorous,*relevant*instructional*tools*(C2.1,*C2.5).*

●* Classroom*teachers*on*a*daily*basis*differentiate*their*instruction*and/or*assignments*in*order*to*meet*the*needs*of*individual*students.*


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●* Kalihi*has*a*strong*Response*to*Intervention*(RtI)*school*wide*system*in*place*to*support*reading*/*language*arts*for*students*grades*one*to*five.**Teachers*use*quarterly*screening*assessments*to*group*and*regroup*students*(C1.1).*

*Category!C:!Standards/based!Student!Learning:!Instruction:!Areas!of!Growth*Like*the*areas*of*strength,*the*areas*of*growth*were*determined*through*a*collaborative*effort*of*all*faculty*members.**The*areas*of*growth*are*as*follows:*●* Though*structures*and*routines*to*support*student*learning*reading*and*language*arts*skills*through*differentiation*are*in*place,*student*achievement*of*academic*standards*and*GLOs*is*not*progressing*at*rates*needed*to*address*student*learning*achievement*needs.**The*school*needs*to*identify*and*implement*instructional*practices*that*ensure*that*all*students*achieve*grade*level*academic*standards*and*GLOs*(C1.1).*

●* Teachers*exhibit*a*strong*commitment*to*helping*all*students,*however,*data*indicates*a*need*for*increased*strategic*lesson*design*practices*with*intentional*instructional*pacing*of*rigorous,*relevant,*and*engaging*learning*experiences*that*build*students’*higher*order*critical*thinking*(C2.1,*C2.2).*

●* approximately*30%*of*teachers*report*the*use*of*student*feedback*to*adjust*instruction.**Professional*development*to*support*construction*of*school*wide*knowledge*to*strategically*select,*plan,*and*implement*formative*assessment*tools*designed*to*support*student*feedback,*how*to*address*timing*of*assessments/feedback*collectionq*and*design*appropriate*instructional*adjustment*strategies*within*a*lesson/instructional*period*is*needed*to*increase*levels*of*student*learning*(C1.3).*

●* Sixty:three*percent*of*students*surveyed*indicated*that*they*know*what*they*are*learning.*During*student*interviews*53%*of*students*surveyed*are*able*to*state*the*learning*topic*and*16%*were*able*to*state*the*learning*target.**Professional*development*to*support*construction*of*school*wide*knowledge*to*increase*the*number*of*students*who*know*what*they*are*expected*to*learn*and*where*they*are*in*meeting*the*learning*targets*and*what*they*need*to*do*to*meet*the*targets*(C1.2)*

*Copy!and!paste!the!Areas!of!Strength!and!prioritized!Areas!of!Growth/Challenges!into!the!matrix!in!Chapter!V. !


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Category!D:!Standards/based!Student!Learning:!Assessment!and!Accountability!

D1.!Assessment!and!Accountability!Criterion!–!Reporting!and!Accountability!Processes!The* school* leadership* and* instructional* staff* use* effective* assessment* processes* to*collect,*disaggregate,*analyze,*and*report*state/complex/school*performance*data*to*all*stakeholders.* The* analysis* of* data* guides* the* school’s* programs* and* processes,* the*allocation* and* usage* of* resources,* and* forms* the* basis* for* the* development* of* the*Academic*Plan.*

Professionally!Acceptable!Assessment!Process!D1.1.!Indicator:*The*school*leadership*and*instructional*staff*use*effective*assessment*processes* to* collect,* disaggregate,* analyze,* and* report* state/complex/school*performance*data*to*all*stakeholders.*D1.1.!Prompt:%Evaluate%the%effectiveness%of%the%assessment%processes.*


Kalihi*Elementary*School*leadership*and*instructional*staff*have*an*effective*assessment*process*to*collect*disaggregate,*analyze,*and*report*performance*data*to*all*stakeholders.***Analysis*of*data*guides*the*school’s*programs*and*processes,*the*allocation*and*usage*of*resources,*and*forms*the*basis*for*the*development*of*the*Academic*Plan.***Faculty*and*staff*members*along*with*the*Leadership*and*ART*teams*review*and*analyze*multiple*sources*of*data*including,*but*not*limited*to*student*achievement*data,*SBA*scores,*STAR*assessment*scores,*GLO*data,*perceptual,*demographic,*and*process*data*from*multiple*sources*to*update*our*CNA*report.**The*school*Vision*and*Mission*Statements*and*DOE/BOE*procedures*and*policies*are*aligned*with*Kalihi’s*comprehensive*needs*assessment*data*to*develop*an*effective*Academic*Plan*ensuring*that*all*students*have*rigorous,*relevant*educational*opportunities*in*challenging*standards*based*settings.****The*Academic*Plan*is*shared*with*all*stakeholder*groups*through*a*variety*of*ongoing*meetings.**Faculty*and*staff*members*actively*participate*in*the*data*analysis*process*at*faculty*meetings,*leadership*team*and/or*ART*Team*meetings.**Parents*and*community*

Grade*Level*Student*Achievement*Data*:*Teacher*Data*Binders**Data*Team*Analysis*Sheets**Report*Cards**STAR*Assessment*Data**Student*Achievement*Data***CNA*Reports**Faculty*/*Staff*Meeting*Minutes**SCC*Meeting*Minutes**Leadership*Meeting*Minutes**Parent*Meetings**/*Coffee*Hours*


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members*provide*input*and*feedback*through*the*analysis*process*through*the*monthly*SCC*meetings*and*at*a*wide*variety*of*parent*meetings,*coffee*hours,*and*assemblies.**These*same*meeting*structures*support*sharing*of*school*performance*data*to*all*stakeholders.**Instructional*staff*use*grade*level*assessment*data,*including*but*not*limited*to:**Wonders*assessments,*Stepping*Stones*assessments,*and*STAR*universal*screener*to*determine*the*student*needs.***Assessments*are*analyzed*to*and*used*by*teachers*to*inform*teaching*practices.**These*also*are*used*to*provide*feedback*to*students*and*parents.***Formative*and*summative*assessments*are*analyzed*by*each*grade*level*through*data*teams*during*bi:monthly*grade*level*articulation.**Grade*level*teams*develop*and*implement*common*formative*/*summative*assessment*tasks.**Using*the*recently*revised*data*analysis*form*(January*2017)*teachers*complete*an*analysis*of*student*progress*in*our*two*areas*of*critical*need*(critical*reading*and*mathematical*problem*solving).**The*written*format,*implemented*at*the*beginning*of*SY*2017:18*is*a*work*in*progress*that*has*not*yet*become*‘institutionalized’*and*needs*to*be*formalized.**The*school*needs*to*evaluate*levels*of*rigor*in*student*instruction*and*assessments*to*determine*alignment*with*college*and*career*readiness*goals*in*CCSS*and*HCPS*III*standards.****STAR*screening*assessment*results*are*analyzed*and*disaggregated*by*grade*level*teams*through*the*Data*Team*process.**Kindergarten*teachers*use*screening*data*to*identify*and*develop*instructional*targets*for*students.**During*the*first*semester,*kindergarten*students*were*not*part*of*the*formal*RtI*intervention*schedule,*however,*teachers*incorporate*differentiated*instruction*for*their*students.**Teachers*in*the*first*through*fifth*grade*levels*discuss*and*analyze*assessment*results*to*group*and/or*regroup*students*for*Reading/Language*Arts*during*the*common*RtI*Intervention*Block.**RtI*intervention*blocks*are*in*place,*however,*impacts*on*student*achievement*on*rigorous*assessments*administered*to*students*in*grades*three*to*five*have*not*been*realized.*The*school*needs*to*


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evaluate*the*systems*to*develop*structures*that*result*in*increased*levels*of*proficiency*for*all*students.**Teachers*review*the*quarterly*screening*data*to*make*instructional*decisions*for*whole*group*instructional*settings,*and*for*individualized*student*learning*needs.****Teachers*in*the*upper*grades*review*the*STAR*screening*data*and*compare*student*achievement*on*the*annual*Smarter*Balanced*Assessments.**We*have*not*yet*determined*what,*if*any,*correlation*between*these*assessment*tools.**The*school*needs*to*determine*the*effect*of*the*assessment*tools*and*strategies*on*our*students’*learning*and*make*adjustments*accordingly.*

Basis!for!Determination!of!Performance!Levels!D1.2.! Indicator:* The* school* leadership* and* instructional* staff* determine* the* basis* for*students’* grades,* growth,* and* performance* levels* to* ensure* consistency* across* and*within*grade*levels*and*content*areas.*D1.2.!Prompt:%Evaluate%the%impact%and%effectiveness%of%the%basis%for%which%standardsLbased%grades,%growth,%and%performance%levels%are%determined.%*


Kalihi*Elementary*School*uses*core*program*curriculum*in*ELA*and*mathematics*to*determine*proficiency*levels*for*student*grades,*growth,*and*performance*levels.**Fall*2017*teacher*survey*results*found*that*the*school*lacks*vertical*assessment*tool*alignment.***Lack*of*consistent*use*of*Core*Curriculum*assessment*resources*through*the*grade*levels*hinders*vertical*data*analysis*of*student*growth*and*performance*levels.**For*example,*half*of*the*grade*levels*utilize*the*Stepping%Stones*Pre:test*and*quarterly*assessment*data*and*67%*of*grade*levels*along*with*SPed*classes*use*the*Problem:Solving*resources.**The*same*pattern*is*evident*in*Wonders*assessments:*67%*of*grade*levels*use%Comprehension*stories*and*assessments.**The*focus*group*recognizes*a*need*to*develop*greater*vertical*alignment*as*the*basis*for*determining*grades*and/or*performance*levels,*but*also*to*effectively*and*consistently*utilize*program*tools*and*resources*in*support*for*student*achievement*and*vertical*articulation.**Additionally,*we*need*to*develop*a*school:wide*assessment*focus*to*ensure*effective*and*consistent*process*for*standards:based*grading,*growth,*and*performance*levels*to*increase*student*achievement.*

Grade*Level*Articulation*Minutes**Data*Team*Analysis*Sheets**Reading%Wonders*and*Stepping%Stones%Assessments*:*Program*Database**Grade*level*curriculum*calendars**Student*Achievement*Data***FG*D*:*Teacher*Survey*Results**(N=___***September*2017**ICLE*End:of:Year*Reports**


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*Grade*level*teams*are*expected*to*develop*and*implement*at*least*one*common*formative*or*summative*assessment*tasks*for*both*critical*reading*and*mathematical*problem*solving*each*month.**After*analysis,*individual*teachers*document*results*on*the*Data%Analysis%Form*(adopted*in*January*2017)*to*record*student*progress*supported*by*student*work*samples.Grade*level*teams*are*not*consistently*completing*and/or*documenting*their*data*analysis*process.**This*part*of*the*assessment*process*has*not*yet*become*‘institutionalized’*and*needs*to*be*addressed.****Monthly*observational*evidence*documenting*levels*of*rigor*in*classrooms*using*the*Rigor/Relevance*Framework*and*Collaborative*Instructional*Review*(CIR)*were*conducted*through*the*instructional*coaching*support*from*ICLE.**During*the*first*year*of*coaching*support,*evidence*of*rigor*averaged*just*under*two*for*all*three*components*during*the*first*two*quarters.**Those*levels*decreased*to*one*by*the*fourth*quarter.**In*the*second*year*of*coaching*support,*rigor*evidence*was*just*above*an*average*of*two*for*those*same*components.**The*school*needs*to*determine*strategies*to*intentionally*address*consistent*increase*of*levels*of*instructional*rigor*for*all*students*throughout*the*school*year.**Analysis*of*resources*found*in*the*State*mandated*core*curriculum*revealed*that*levels*of*rigor*need*to*be*addressed*to*determine*relationships*between*these*tools,*CCSS*standards*and*SBA*assessment*expectations.****Vertical*articulation*meetings*have*increased*over*the*course*of*the*last*few*years.**Beginning*in*SY*2017:18,*the*school*scheduled*four*Reading/Language*Arts*and*four*mathematics*vertical*articulation*sessions.**Prior*to*each*vertical*articulation*session,*grade*level*teachers*develop,*implement,*and*score*common*grade*level*tasks.***Teacher*randomly*select*one*student*work*sample*to*use*within*the*vertical*articulation*process*which*is*designed*to*build*inter:rater*reliability*and*to*develop*teacher*understanding*of*standards:based*assessment*rubrics*aligned*to*CCSS*standards.**The*end*goal*is*to*develop*standard:based*assessment*tools*in*student*friendly*language.**Given*levels*of*proficiency*on*the*SBA*annual*tests*which*are*well*below*State*targets,*the*school*needs*to*evaluate*the*systems*to*develop*structures*that*result*in*increased*levels*of*proficiency*for*all*students.*

FG*=D*Assessment*Survey*Fall*2017***


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*The*school*has*not*analyzed*student*performance*on*SBA*annual*test*when*compared*to*assessment*tasks*administered*within*classrooms*to*ensure*alignment*among*these*tools.*

Modifications!Based!on!Assessment!Results!!D1.3.! Indicator:* The* school* leadership/Academic* Review* Team/Data* Teams* use*assessment* results* to* modify* the* school’s* programs* and* processes,* professional*development,* and* resource* allocations* to* demonstrate* a* results:driven* continuous*process.*D1.3.!Prompt:*Comment%on%the%overall%effectiveness%of%how%assessment%results%have%prompted% modifications% in% the% school’s% programs% and% processes,% professional%development,% and% resource% allocations% to% demonstrate% a% resultsLdriven% continuous%process.%*


Kalihi*Elementary*School*makes*continuous*modifications*and*improvements*to*address*the*school’s*programs,*processes,*professional*development*and*resource*allocations.**The*school*analyzes*and*uses*formative*and*summative*assessment*results*along*with*evidence*based*resources*to*determine*appropriate*changes.**The*school*adopted*Common*Core*State*Standards*for*Reading*and*Mathematics*when*they*were*initially*introduced*by*the*DOE/BOE.**During*the*second*semester*in*SY*2013:14*the*school*began*with*a*soft:roll*out*of*the*Reading*Wonders*Program.**The*roll*out*for*Stepping*Stones*was*in*SY*2016:17.**Results*on*the*SBA*are*relatively*flat.**The*school*continues*to*discuss*student*data*throughout*the*school*year*to*address*increasing*student*achievement*data.**Enabling*activities*on*the*school*Academic*Plan*to*increase*student*achievement*include*expanding*student*access*to*technology*and*online*support*programs*(e.g.,*Smarty*Ants,*Imagine*Learning),*broadening*PTT*support*structures,*and*increasing*teachers’*and*students’*understanding*and*commitment*to*the*CCSS*standards,*and*increasing*teacher*understanding*and*implementation*of*targeted*strategies*to*differentiate*instruction*for*all*students.***●* During*SY*2015:16*and*2016:17,*the*school*contracted*an*instructional*coach*through*ICLE.**A*bank*of*evidence*based*strategies*is*available*in*the*school*

Student*Achievement*Data***STAR*Assessment*Data**Academic*Plan*Wonder*Weekly*Tests**Stepping*Stones*assessments**Leadership*Meeting*Minutes**ART*Team*Meeting*Minutes**Grade*Level*Articulation*Meeting**Academic*Plan**ICLE*End:of:Year*Reports**Block*Three*Schedules**Master*Calendar**


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Google*Drive*to*all*faculty.***●* Thirteen*faculty*members*and*the*two*administrators*attended*the*2017*Model*Schools*conference.**All*are*implementing*strategies*learned*through*the*conference.**Over*the*course*of*this*year,*all*conference*participants*are*scheduled*to*share*during*one*of*the*regular*Wednesday*meetings.***

●* During*the*twice*monthly*grade*level*articulation*meeting*schedule*regular*‘admin’*time*is*scheduled.**This*time*is*used*for*topics*addressing*any*of*the*following:**curricular*focus,*curriculum*planning*/*Mapping,*and/or*instructional*strategies.*

*Data*supporting*the*level*of*impact*and*effectiveness*toward*meeting*the*Academic*Plan*enabling*activity*goals*needs*to*be*collected*and*analyzed.**Smarter*Balanced*Assessments*in*reading/*language*arts*and*mathematics*measure*student*achievement*growth*by*allowing*students*to*show*what*they*know*and*are*able*to*do.**Kalihi*students*complete*the*SBA*assessment*during*the*Spring*of*their*third,*fourth,*and*fifth*grade*years.**Since*SY*2014:15,*student*scores*in*reading*and*math*have*remained*relatively*stable*with*21%*proficiency*levels*in*reading/language*arts*and*20%*proficiency*in*mathematics.****Through*analysis*of*SBA*data*along*with*STAR*Universal*screener*data,*the*school*determined*that*students*need*intensive*instructional*intervention*in*both*academic*disciplines.**During*SY*2016:17,*the*school*scheduled*include*thirty:minute*intervention*blocks*four*times*per*week.**Grade*level*teams*used*STAR*data*to*group*and/or*regroup*students*into*small*instructional*groups.**Students*whose*scores*indicated*the*highest*level*of*needs*for*intensive*intervention*received*targeted*interventions*from*a*grade*level*classroom*teacher.**Five*to*six*PTT*support*personnel*were*available*to*address*the*needs*of*other*groups*of*students.**While*the*schedule*called*for*two*days*of*reading/language*arts*interventions*and*two*days*of*mathematics*interventions,*many*teachers*adjusted*the*schedule*to*focus*support*on*reading*/*language*arts*needs.**Based*on*student*and*teacher*feedback*indicating*that*the*intervention*scheduled*structures*did*not*adequately*support*focus*on*both*content*areas.**Therefore,*in*SY*2017:18*RtI*structures*were*redesigned*to*focus*on*reading/language*arts*with*four:days*per*week*


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devoted*to*supporting*student*learning*needs*in*reading/language*arts.**The*school*also*revised*timing*for*intervention*schedules,*moving*to*a*common*RtI*intervention*block*each*morning*from*8:00*:*8:45*daily*except*Wednesdays.**Each*grade*level*has*one*to*two*additional*teachers*or*PTTs*to*support*grade*level*teachers*with*provision*of*intervention*support*for*students*demonstrating*the*highest*level*of*need.**Staffing*concerns*have*resulted*in*challenges*with*maintaining*consistent*personnel*in*all*grade*levels.**The*school*needs*to*collect*and*analyze*data*to*determine*the*effectiveness*of*the*current*support*structures*on*student*learning*and*performance*levels*in*the*reading/language*arts*discipline****Because*the*school*does*not*yet*have*a*formal*school*wide*structure*to*address*mathematics*interventions,*individual*teachers*incorporate*different*strategies.**For*example,*a*third:grade*class*is*investigating*effectiveness*of*a*‘flipped*classroom’*model.**Fifth*grade*classrooms*incorporate*small*group*guided*instructional*settings*to*provide*small*group*mathematics*interventions*and*support*for*all*students.**The*school*also*needs*to*address*the*development*of*consistent*school*wide*structures*to*support*students’*learning*and*increased*levels*of*proficiency*in*mathematics.***Analysis*of*science*assessment*through*the*annual*fourth*grade*administration*of*the*HSA*Assessment*showed*inconsistent*results.**Student*performance*levels*were*higher*in*years*where*staffing*allowed*dedicated*teaching*for*science*instruction*in*fourth*grade.**The*school*recognizes*that*transitioning*to*the*newly*adopted*NGSS*standards*while*addressing*college*and*career*readiness*goals*for*all*students*requires*definitive*change*in*the*science*instructional*focus*at*all*grade*levels.**The*school*is*in*the*process*of*developing*professional*development*plan*to*build*all*teachers*understanding*of*these*new*standards*that*will*provide*consistent*and*rigorous*instruction*for*all*students*at*all*grade*levels.****Administration*focus*on*strengthening*instructional*planning*and*pacing*to*address*increased*levels*of*rigor.*Teachers*were*tasked*with*intentionally*designing*an*instructional*schedule*to*facilitate*dedicated*time*for*all*discipline*areas.**


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Approximately*half*of*the*teachers*submitted*their*plan.**This*is*an*area*to*be*addressed*and*monitored.*

Monitoring!of!Student!Growth!!D1.4.! Indicator:* The* school* has* an* effective* system* (e.g.,* Comprehensive* Student*Support*System* (CSSS),*Response* to* Intervention* (RtI),* etc.)* to*monitor* all* students’*progress*toward*meeting*the*academic*standards*and*General*Learner*Outcomes*and*provides*appropriate*interventions.*D1.4.!Prompt:%Evaluate%the%effectiveness%of%the%system%used%to%monitor%the%progress%of%all%students%toward%meeting%the%academic%standards%and%General%Learner%Outcomes.*


Kalihi*Elementary*School’s*system*for*monitoring*all*students’*progress*toward*meeting*academic*standards*and*General*Learner*Outcomes*and*the*appropriateness*of*intervention*provisions*is*developing.**The*school*monitors*the*progress*of*all*students*through*report*cards*and*data*team*meetings.****Data*from*student*progress*on*GLOs*is*collected*used*to*recognize*students*through*our*Quarterly*Rams*Awards*Assemblies.**Analysis*of*GLO*data*indicators*revealed*the*need*for*a*process*to*build*increased*levels*of*student*and*teacher*understanding*of*GLO*assessment*criteria.**As*a*result,*in*SY*2017:18,*collaboratively*designed*school*wide*assessment*rubrics*for*target*GLOs*were*developed.**Teachers*continue*to*include*the*State*provided*GLO*rubrics*in*assessing*students*for*report*card*scores,*however,*the*school*developed*student*friendly*language*rubrics*are*used*to*support*increased*levels*of*student*understanding.**Some*teachers*involve*student*in*a*process*of*self:rating*for*GLO*targets*to*build*student*metacognition*and*understanding*of*GLO*targets.**The*school*needs*to*analyze*impacts*of*the*recent*changes*to*determine*levels*of*effectiveness.**Kalihi*is*in*the*second*year*of*a*three:year*cohort*to*design*and*implement*a*multi:tier*system*of*support*including*a*response*to*intervention*(RtI)*and*culturally*responsive*positive*behavioral*interventions*and*supports*for*all*students.**When*complete,*the*system*will*provide*three*different*tiers*to*support*student*behavioral*needs*Data*collected*in*Fall*2017*shows*that*between*eighty:five*and*ninety*six*percent*of*Kalihi*Elementary*School*benefit*from*core*instructional*interventions*provided*for*all*

Student*Achievement*Data**Wida*Access*Reports**Data*Analysis*Sheets**RtI:A*Plan*(binders)**RtI:B*Plan*(in*progress)**Quarterly*Rams*Data**Kalili*Elementary*GLO*Rubrics***Hawaii*DOE*GLO*Rubrics**eCSSS*Reports***


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students*in*the*school.**The*school*is*currently*identifying*Tier*1*supports*and*will*introduce*them*to*faculty*and*staff*through*professional*development*meetings*beginning*in*Spring*2018.**Data*indicates*that*between*four*and*fifteen*percent*of*students*are*not*making*adequate*progress*with*Tier*1*supports*and*require*more*targeted*support*interventions*to*progress.**The*school*is*developing*appropriate*structures*to*identify*and*support*students*with*evidence*based*Tier*2*and/or*Tier*3*interventions.**The*school*will*have*a*comprehensive*plan*for*Tier*2*interventions*by*the*end*of*SY*2017:18*which*will*be*implemented*in*SY*2018:19.***Data*will*be*systematically*collected*at*that*time*to*determine*levels*of*effectiveness.**Soft*data*indicates*that*steps*taken*over*the*past*several*months*is*impacting*overall*student*behavior*as*the*number*of*referrals*during*the*first*quarter*of*SY*2017:18*are*markedly*lower*than*the*same*period*of*SY*2016:17.**STAR*Early*Literacy*and*STAR*Reading*data*is*used*to*monitor*student*progress.**Quarterly*STAR*data*provides*teachers*with*actionable*data*which*teachers*use*to*group*and*regroup*RtI*intervention*groups.*The*percent*of*students*in*kindergarten*and*grade*1*in*the*bottom*tenth*percentile*range*decreased*from*28%*at*the*beginning*of*the*SY*2016:17*to*14%*at*the*end*of*the*year.**For*students*in*grades*two*through*five,*the*rate*of*students*in*the*bottom*tenth*percentile*was*53%*which*decreased*to*50%.**The*school*needs*to*determine*alternative*strategies*to*support*increasing*positive*impacts*on*student*achievement*in*reading*for*students*in*grades*two*to*five.**Core*curriculum*assessments*are*used*to*monitor*and*track*student*progress.**During*twice*monthly*grade*level*articulation*meetings,*teacher*teams*evaluate*student*work*and*analyze*assessment*data*to*structure*a*plan*to*improve*student*growth.*Using*the*recently*revised*data*analysis*form*teachers*complete*an*analysis*of*student*progress.**The*written*format,*implemented*at*the*beginning*of*SY*2017:18*is*a*work*in*progress*that*has*not*yet*become*‘institutionalized’*and*needs*to*be*formalized.****English*language*acquisition*levels*for*our*EL*students*are*monitored*with*STAR*assessment*scores,*core*curriculum*assessments*and*the*annual*Wida*Access*2.0*


121* CONTENTS**

assessments.***Students’*Wida*scores*are*used*to*determine*English*language*proficiency.**Students*who*reach*exit*criteria*demonstrate*readiness*to*effectively*use*academic*English.**In*SY*2015:16,*54%*of*the*students*made*gains*and*8.6%*students*were*assessed*as*fluent*English*proficient*students*and*exited*the*EL*program.**No*students*exited*the*program*in*SY*2016:17*due*to*changes*in*the*exit*criteria.*

*D2.!Assessment!and!Accountability!Criterion!–!Classroom!Assessment!Strategies!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*academic*standards*and*the*General*Learner*Outcomes.*D2.1.!Prompt:%Evaluate% the%appropriateness%of% formative%assessment%strategies%used%by%teachers%to%measure%student%progress%and%modify%instructional%practices.*


Kalihi*Elementary*School*teachers*use*a*variety*of*formative*assessments*strategies*to*monitor*student*progress*toward*acquiring*academic*standards*and*the*GLOs*and*to*make*adjustments*to*instruction.**State*mandated*core*programs*provide*most*formative*assessment*tasks.**Focus*group*surveys*determined*that*consistency*in*the*use*of*program*assessment*tools*has*not*been*addressed.**There*is*a*need*to*create*a*vertical*plan*for*common*assessment*types*to*maximize*efforts*to*measure*longitudinal*student*progress.****Teachers*emphasize*use*of*quarterly*STAR*assessments*and/or*end*of*lesson/unit/module*assessment*tools*to*inform*and*modify*instruction.*Kalihi*Elementary*teachers*recognize*that*formative*assessment*practices*provide*evidence*that*is*used*by*teachers*to*inform*instruction*and*learning.*While*our*most*commonly*used*tools,*mentioned*above,*provide*monitoring*data,*the*time*lapse*between*assessments*does*not*maximize*daily*interactions.**There*is*a*need*to*increase*the*development*and*implementation*of*rigorous*formative*assessment*tools*which*can*be*used*on*a*daily*basis*

Data*Analysis*Forms**Common*Formative*Assessments*:*Data*Binders**STAR*Assessment*Data*Reports***


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throughout*the*learning*process.**An*additional*next*step*is*to*collect*evidence*of*intentional*involvement*of*students*using*formative*assessment*data*to*inform*their*own*level*of*understanding*during*the*learning*process.****Using!Assessment!Data!D2.2.!Indicator:!Assessment*data*are*used*to*make*decisions*and*modify*instructional*practices.*D2.2.!Prompt:%Evaluate% the%effectiveness%of%modified% instructional%practices%based%on%assessment%data.*


Kalihi*Elementary*School*teachers*incorporate*a*variety*of*assessments*to*make*decisions*and*modify*instructional*practices*through*formative*assessments.**In*SY*2016:17*levels*of*proficiency*for*the*Smarter*Balanced*Assessment*were*at*20%*of*students*grades*three*to*five*met*mathematical*proficiency*and*21%*of*students*met*language*arts*proficiency.**School*levels*of*proficiency*have*remained*relatively*stagnant.***While*the*school*uses*multiple*modifications*to*instructional*practices*based*on*teacher*created*assessments,*core*program*assessments*and/or*STAR*assessments,*the*numbers*of*students*meeting*proficiency*on*year*end*summative*SBA*assessments*is*well*below*State*targets.****The*school*needs*to*determine*evidence*based*modifications*to*our*instructional*practices*that*significantly*increase*student*levels*of*achievement*for*all*students*and*disaggregated*subgroups*for*both*reading/language*arts*and*mathematics.**

Student*Achievement*Data*Records**Data*Analysis*Forms***

Demonstration!of!Student!Achievement!D2.3.!Indicator:*A*variety*of*standards:based*curriculum:embedded*assessments*(e.g.,*student* work,* pre:* and* post:* assessments,* performance* tasks,* etc.)* demonstrate*student*achievement*of*the*academic*standards*and*the*General*Learner*Outcomes.*! !


123* CONTENTS**

D2.3.! Prompt:" Evaluate% how% a% variety% of% standardsLbased% curriculumLembedded%assessments% demonstrate% student% achievement% of% the% academic% standards% and% the%General%Learner%Outcomes.*


Kalihi*Elementary*School*teachers*utilize*embedded*assessments*from*the*Reading%Wonders*and*Stepping%Stones*core*instructional*programs*to*measure*student*growth*and*progress*toward*achievement*of*the*academic*standards*and*General*Learner*Outcomes.***Kalihi*Elementary*data*regarding*student*achievement*levels*on*the*year*end*SBA*Assessments*is*limited.**There*is*a*need*to*examine*correlations*between*SBA*and*core*program*embedded*assessments*to*determine*alignment*between*the*rigorous*expectations*of*CCSS*assessments.**Focus*Group*surveys*indicate*that*the*use*of*program*assessment*tools*is*not*consistently*aligned*across*the*grades.**The*school*is*in*a*process*to*select*common*tools*which*will*be*used*to*measure*student*growth*and*progress*through*all*grade*levels.******Some*of*the*currently*utilized*curriculum:embedded*assessments*include,*but*is*not*limited*to:**Reading%Wonders*and*Academic*Standards:**The*Reading%Wonders*program*provides*embedded*assessment*tools*for*each*instructional*week.**The*assessment*tools*include*selected*response*and*constructed*response*items*along*with*aligned*writing*prompts.**These*provide*student*progress*data*on*foundational*reading*skills*(lower*grades)q*reading*skills,*oral*reading*fluency,*reading*comprehension*tasks*(older*grades)*and*analytical*writing*prompts*in*a*variety*of*genres.**Stepping%Stones*and*Academic*Standards:**Stepping%Stones*embedded*assessments*include*pretests,*check:ups,*performance*tasks,*interviews,*and*quarterly*tests.**Assessment*tools*include*opportunities*for*students*to*be*assessed*at*the*end*of*each*12:lesson*module*and*after*every*three*modules.**GLO*findings:**The*school*has*not*completed*a*study*of*

Reading%Wonders*program*materials**Stepping%Stones*program*materials**Student*achievement*reports**GLO*Data*Records***


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the*alignment*of*embedded*assessments*in*the*Reading%Wonders*and*Stepping%Stones*programs*and*their*relationship*in*the*determination*of*increased*student*achievement*of*the*General*Learner*Outcomes.*

Teacher!Feedback!to!Students!D2.4.!Indicator:*Teachers*provide*timely,*specific,*and*descriptive*feedback*in*order*to*support*students*in*achieving*learning*targets,*academic*standards,*and*General*Learner*Outcomes.*D2.4.! Prompt:% How% effective% is% teacher% feedback% in% supporting% students% in% achieving%learning%targets,%academic%standards,%and%General%Learner%Outcomes?*


Kalihi*Elementary*teachers*provide*feedback*to*students*through*a*variety*of*methods*such*as*oral*and/or*written*avenues*for*all*formative*and*summative*assessments*in*support*of*students*achieving*learning*targets,*academic*standards,*and*the*GLOs.**Although*student*perception*of*teacher*feedback*is*favorable,*SBA*scores*do*not*reflect*significant*gains.**All*teachers*use*differentiation*tools*found*within*the*Reading%Wonders%and/or*Stepping%Stones*programs*to*support*students*learning*needs.**While*all*classroom*teachers*utilize*assessment*data*to*group*and*regroup*students,*approximately*30%*report*utilization*of*student*feedback*from*the*Tripod*Survey*to*adjust*instruction.***School*Quality*Survey*(SQS)*and*Tripod*survey*results*indicated*that*students*have*a*positive*perception*of*teacher*feedback.**On*the*most*recent*SQS,*all*student*dimensions*were*rated*at*least*84.7%*favorable*responses.**Over*ninety*percent*of*students*agree*that*teachers*help*to*learn*new*things*and*that*teachers*provide*help*as*needed.****Tripod*survey*results*include*the*perceptions*of*students*in*the*third*through*fifth*grades.**“Care”*(student*success*and*well:being*really*matter*to*the*teacher)*was*the*highest*rated*category*for*our*students*at*79%.**“Consolidate”*is*defined*as*the*teacher*summarizes*and*checks*for*understanding*to*make*the*learning*relevant*to*the*student.*earned*70%*favorable*responses*from*our*students.*

Student*Achievement*Reports**School*Quality*Survey*Reports**Tripod*Reports**GLO*Reports**FG:C*Teacher*Survey*


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*Given*low*levels*of*student*achievement*and*the*differences*between*teacher*and*students*perceptual*data*responses*regarding*feedback,*the*school*needs*to*explore*strategies*to*increase*effective*feedback*to*all*students*to*positively*increase*student*achievement*of*the*standards*and*GLOs*

%

!


126* CONTENTS**

HIDOE/ACS!WASC!Category!D.!Standards/based!Student!Learning:!Assessment!and!Accountability:!!Summary,!

Strengths,!and!Growth!Areas*

Review! all! the! findings! and! supporting! evidence! and! summarize! the! degree! to!which!the!criteria!in!Category!D!are!being!met.!!


Summary!(including!comments!about!the!student!learning!needs):*Kalihi*Elementary*has*an*effective*assessment*process*to*collect,*disaggregate,*analyze,*and*report*performance*data*to*stakeholders*incorporating*multiple*sources*of*data.**Formative*and*summative*data*sources*are*analyzed*by*grade*level*teams*during*bi:monthly*grade*level*articulation*meetings.**The*school*incorporates*a*common*screening*tool*as*part*of*a*structure*to*determine*student*learning*needs.**In*the*classroom,*assessment*data*is*used*to*make*instructional*decisions*for*whole*group*and*small*groups*of*students.**Data*sources*are*used*school*wide*to*maintain*the*alignment*to*the*School*Vision*and*Mission*and*accomplishment*of*the*Academic*Plan.**The*school*is*in*the*process*of*developing*a*more*consistent*vertical*alignment*of*the*use*of*assessment*resources*from*the*State*approved*core*curricular*resources*(Stepping%Stones*and*Reading%Wonders)*to*ensure*effective*and*consistent*process*for*standards:based*grading,*growth,*and*performance*levels*to*increase*student*achievement.***Teachers*incorporate*a*wide*variety*of*formative*assessment*strategies*to*monitor*student*progress*toward*meeting*academic*and*GLO*learning*targets.**There*is*a*need*to*increase*the*development*and*implementation*of*rigorous,*standards:based*formative*assessment*tools*to*be*used*to*inform*students*of*their*own*level*of*understanding*during*the*learning*process.**This*need*is*supported*by*the*low*levels*of*students*rated*as*proficient*on*the*Smarter*Balanced*Assessments.*The*school*regularly*evaluates*Smarter*Balanced*Assessment*scores.**Data*shows*that*there*is*a*small*upward*trend*in*Reading*and*Mathematics.**This*is*the*first*year*of*implementation*of*the*current*school:wide*RtI*process.**Although*teachers*regularly*analyze*formative*data,*we*will*not*know*whether*or*not*this*process*has*its*full*levels*of*expected*impact*on*student*achievement*until*we*have*the*final*data*for*SY*2017:18.****Prioritize!the!strengths!and!areas!of!growth!for!Category!D.!

Category!D:!!Assessment!and!Accountability:!Areas!of!Strength*The*prioritization*of*areas*of*strength*were*determined*through*a*collaborative*effort*of*all*faculty*members.*The*areas*of*strengths*are*as*follows:**●* Kalihi*continues*to*modify*and*improve*programs*and*processes*to*address*increasing*student*learning*results.**The*process*is*based*on*formative*and*summative*assessment*results*along*with*evidence:based*resources*to*determine*appropriate*changes*(D1.3)**


127* CONTENTS**

●* Kalihi*Elementary*uses*a*wide*range*of*formative*assessment*strategies*to*monitor*student*progress*toward*acquiring*academic*standards*and*GLOs*and*to*make*adjustments*to*instruction*(D2.1,*D2.2,*D2.3).*

●* Kalihi*teachers*use*dedicated*articulation*planning*time*to*review*summative*and*formative*assessment*data*to*develop,*review*and*analyze*formative*and*summative*assessments*(D1.1).*

*Category!D:!Assessment!and!Accountability:!Areas!of!Growth*Like*the*areas*of*strength,*the*areas*of*growth*were*determined*through*a*collaborative*effort*of*all*faculty*members.**The*areas*of*growth*are*as*follows:*●* The*majority*of*students*do*not*meet*Smarter*Balanced*Assessment*proficiency*levels.*

●* Being*the*first*year*of*implementation*of*the*current*school:wide*RtI:A*process,*an*area*of*growth*would*be*the*need*to*gather*and*analyze*appropriate*data*and*continue*to*refine*the*RtI:A*process*to*ensure*that*student*needs*are*being*met*(D1.1)*

●* Need*to*strengthen*consistency*in*school*wide*implementation*of*reading*and*mathematics*instruction*and*assessment.*

*

Copy!and!paste!the!Areas!of!Strength!and!prioritized!Areas!of!Growth/Challenges!into!the!matrix!in!Chapter!V. !


128* CONTENTS**

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

E1.!!Parent!and!Community!Engagement!Criterion!The*school* leadership*employs*a*wide* range*of* strategies* to*encourage*parental*and*community*engagement,*especially*with*the*teaching/learning*process.*

Parent!Engagement!E1.1.! 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.*


At*Kalihi*Elementary*School,*we*host*many*functions*throughout*the*year*to*bring*in*parents*from*the*community,*inviting*them*to*learn*about*our*school*and*to*be*an*active*participant*in*their*child’s*learning*journey.**Research*indicates*that*successful*parent*involvement*improves*both*student*behavior*and*attendance*and*also*positively*affects*student*achievement.***That*mindset*aligns*with*the*Kalihi*Vision*of*“Strengthening*our*community”*by*being*active*partners*in*the*teaching*and*learning*process.**Kindergarten!Orientation!/!Parent!Support!Meetings:**The*school*hosts*an*annual*orientation*for*our*kindergarten*students*and*their*parents.**Establishing*initial*partnerships*with*families*at*the*beginning*of*the*year*orientation*is*supported*with*ongoing*parent*coffee*hours.**The*opening*of*the*year*orientation*meeting*provides*opportunities*for*students*to*begin*the*acclamation*process.**Students*meet*kindergarten*teachers*and*their*classmates*and*begin*to*build*relationships*as*they*participate*in*the*orientation*and*introductory*kindergarten*activities*that*support*students*entering*school,*many*for*the*first*time.**Participation*rates*are*high*and*parent*feedback*is*favorable.****Throughout*the*year,*regular*coffee*hour*meetings*provide*kindergarten*parents*with*continued*opportunities*to*build*student*and*parent*understanding*of*possible*home/school*interactions*that*support*

Parent*teacher*communication**:parent*surveys**Parent*Event*sign*in*sheets****Open*House*2016****Meet:n:Greet*2017****Quarterly*Rams*Assemblies***:photos*of*students*/*families*at*school*functions**:possibly*do*a*teacher*survey*to*collect*data*for*how*many*parent*communications*attempts*/*success*are*done*every*month.***Fall*2017*Sunday’s*Project*Agendas*and*sign:in*sheets**Parent*Teacher*Conference*Data**Winter*Combo*Reports*

***


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student*learning.*Through*the*School’s*partnership*with*Always%Dream%Foundation*kindergarten*teachers*meet*with*students*and*parents*to*build*and*strengthen*early*childhood*literacy*through*the*Always%Reading%program*activities*and*events.*Typically,*kindergarten*coffee*hour*events*accept*pre:registration,*however,*the*final*attendance*rate*varies.*Generally,*about*half*of*kindergarten*parents*attend*the*quarterly*events.**Open!House!/!Meet/n/Greet:***Prior*to*SY*2017:18,*Kalihi*Elementary*held*an*Open*House*within*the*first*few*weeks*of*each*school*year.**This*meeting*is*held*to*establish*open*lines*of*communication*and*to*begin*the*process*of*establishing*parent*rapport.***Beginning*this*school*year,*an*earlier*date*was*proposed.**The*Meet:n:Greet*was*held*prior*to*first*day*of*school*to*welcome*parents*and*students*to*the*new*school*year*and*to*share*what*students*will*do*throughout*the*school*year*in*their*new*classrooms.**Attendance*at*this*first*annual*Meet:n:Greet*(30%)*was*tempered*by*the*fact*that*our*complex*high*school*football*team*was*scheduled*to*play*their*first*game*on*a*long:awaited,*brand:new*football*field.**The*school*will*take*greater*care*to*avoid*such*conflicts*in*future*years.**Typically,*40%*to*45%*of*parents*participate*in*the*Open*House*activities.**Parent!Teacher!Conferences:!!Each*year*the*school*holds*parent:teacher*conferences*to*initiate*a*conversation*between*the*school*and*parent(s)/*guardian(s)*about*the*student’s*progress*at*school.*The*purpose*is*to*help*strengthen*relationships*with*families*and*to*support*student*learning*by*providing*more*comprehensive*information*about*student’s*progress*and*allowing*time*for*deep*conversation.*Ninety:seven*percent*of*parents*schedule*these*conferences,*however,*approximately*70%*of*the*conferences*are*actually*held.**Teachers*work*to*coordinate*back:to:back*conference*times*for*families*with*multiple*students.*The*school*also*offers*translation*services*to*address*language*needs.**The*school*continues*to*implement*new*strategies*each*year*in*an*attempt*increase*the*number*of*completed*conferences*to*better*support*all*students.***Parenting!Supports!and!Involvement:**Throughout*the*year,*the*school*hosts*Coffee*Hour*meetings*


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specifically*designed*for*the*unique*needs*of*our*English*Learners*(EL).**This*year,*the*school*implemented*a*new*opportunity*for*parents.**Sunday’s*Project,*in*collaboration*with*the*Parents*and*Children*Together*(PACT),*family*service*agency,*is*an*eleven:week*course*presented*through*a*series*of*cultural*driven*learning*opportunities*for*families*from*Micronesian*nations.**The*project*supports,*builds,*and*refines*parenting*skills*and*has*demonstrated*significant*success*in*reducing*absenteeism*rates*and*engaging*parents.***This*year,*Sunday’s*Project*participation*impacted*ten*Kalihi*Elementary*School*families.****Fall!/!Winter!Combo:!The*Fall*/*Winter*Combo*event*is*scheduled*during*the*second*quarter*of*each*school*year.**This*enjoyable*activity*allows*parents*to*join*their*students*for*a*fun:filled*morning.**The*principal*shares*a*brief*message*addressing*our*school*vision*and*mission*along*with*the*Academic*and*Financial*Plans*while*students*are*escorted*from*their*classroom*to*the*cafeteria.**Once*student*arrive,*the*family*members*work*together*to*complete*a*holiday*inspired*craft*project.**Throughout*the*morning*participants*listen*for*their*raffle*ticket*number*as*the*lucky*winners*enjoy*prizes*donated*by*school*faculty*and*staff*members*or*participate*on*parent*/*child*teams*to*play*ice:breaker*inclusive*party*games.***Each*year*approximately*50%*of*students*are*joined*by*their*parents*for*this*activity.****Community!Outreach:**Prior*to*the*start*of*the*new*kindergarten*year,*faculty*and*staff*members*have*gone*door*to*door*to*inform*parents*of*important*school*dates*and*pre:enrollment*information,*specifically*targeting*enrollment*for*incoming*kindergarten*students.***For*the*past*two*years,*during*Christmas*and*Valentine’s*Day*holidays,*faculty*and*staff*members*volunteer*time*going*door*to*door*to*distribute*small*gifts*(candy*canes,*valentines)*to*the*housing*families*with*the*goal*of*improving*school*and*community*relationships.***School!wide!Assemblies:**The*school*hosts*Quarterly*Rams*Awards*Assemblies*at*the*end*of*each*quarter*to*recognize*academic*progress*and*good*citizenship*based*on*GLO*targets*which*are*introduced*over*the*


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course*of*the*school*year,*increasing*the*number*of*targeted*GLOs*from*two*in*first*quarter*to*five*in*final*quarter**the*school*is*in*the*process*of*developing*student*friendly*GLO*rubrics*to*ensure*inter:rater*reliability*in*selection*of*students*eligible*for*Quarterly*Rams*Awards.**Parent*participation*in*the*Quarterly*Rams*assemblies*is*relatively*high*with*between*70%*to*80%*parent*participants.**Both*parents*and*students*express*excitement*for*these*events.*

Community!Resources!E1.2.!Indicator:*The*school*uses*community*resources*to*support*students,*such*as*professional*services,*business*partnerships,*nonprofits,*organizations,*military,*etc.**E1.2.!Prompt:%Evaluate%the%effectiveness%of%the%school’s%use%of%community%resources%to%support%students.*

Findings* Supporting!Evidence*Kalihi*Elementary*has*partnerships*with*many*different*organizations.*In*the*last*two*years,*the*school*has*intentionally*fostered*relationship*with*community*partners*to*secure*resources*to*support*students.**Kalihi*Elementary*has*been*very*effective*in*utilizing*these*resources*to*support*students.***Some*of*the*organizations*that*provide*resources*and/or*services*on*the*school*and*students*include*the*following:***Rotary!at!Kalihi:!*Kalihi*Elementary*was*officially*adopted*by*the*the*Metro*Rotary*Club*of*Honolulu*and*the*Hickam*:*Pearl*Harbor*Rotary*Club.*The*Clubs*have*collaborated*to*recognize*the*Rotary*‘Give*Thanks*Day’*project*in*2017.**Rotary*members*have*joined*members*of*the*Kalihi*faculty*and*staff*to*complete*campus*beautification*projects.**In*2016,*the*Metro*Club*donated*stair*riser*math*facts*details*to*the*stairs*in*Building*B.**Students*responded*with*excitement*when*they*arrived*on*campus*the*next*school*day.**In*November,*2017,*the*Metro*Rotary*Club*and*the*Hickam*Pearl*Harbor*club*collaborated*with*school*staff*and*installed*stair*risers*on*the*stairway*up*to*Building*A.**During*the*2017*event,*the*Rotary*also*donated*four*wooden*picnic*tables*allowing*students*an*alternate*place*to*learn*and/or*sit*and*talk.**Both*projects*positively*impact*students*throughout*the*campus.**Rotary!Club!and!the!Rams!Club:**Kalihi*Elementary*School*recognized*a*need*for*safe*and*positive*after*

Social*Media*Accounts*Kalihi*Newsletters*Master*Calendar*Art*Bento*Grant*Applications*Always*Dream*Reports**


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school*activities*for*students.**The*school*proposed*a*project*to*redesign*the*multi:purpose*room*into*an*after:school*clubhouse*to*be*named*Rams*Club.**In*the*summer*of*2017*our*Rotary*partners*along*with*faculty*and*staff*members*cleaned*out*the*room,*moved*furniture,*and*painted*the*facility.**A*wealth*of*materials*was*donated*for*student*use.**The*club*is*now*available*for*all*students*to*use*after*school*with*a*parent*permission*form*and*a*payment*of*one*Ram*Buck*which*also*ties*the*Rams*Club*in*to*our*Positive*Behavior*Support*System*(PBIS).**There*is*a*steady*stream*of*students*in*the*Rams*Club*as*it*is*a*much*desired*after:school*destination*with*an*average*daily*attendance*of*15.4*students*since*its*September*2017*opening.****Junior!achievement!(JA)*is*a*volunteer:delivered,*kindergarten*through*high*school*program*designed*to*foster*work:readiness,*entrepreneurship*and*financial*literacy*skills.**JA*uses*experiential*learning*opportunities*to*inspire*students*to*dream*big*and*reach*their*highest*potential.**JA*volunteers*are*working*professionals*who*help*students*develop*skill*needed*to*prepare*for*success*in*the*21st*century*global*marketplace.**Volunteers*work*directly*with*students*in*kindergarten*and*second*grade*four*times*each*spring*with*age:appropriate*opportunities*to*discuss*financial*literacy*and*work*readiness.**The*program*is*well*received*by*our*students.**All*kindergarten*and*second*grade*students*fully*participate.**E!Mele!Kakou*is*a*program*designed*to*provide*fourth*and*fifth*grader*students*with*hands:on*opportunity*to*learn*explore*Hawaiian*music,*history,*and*dance.*The*program*culminates*into*an*off:campus*performance*for*the*public*at*‘Iolani*Palace*and*the*Hawaii*State*Library.*It*consists*of*11*instructional*sessions*and*one*final*performance.**All*fourth*and*fifth*grade*students*fully*participate*in*the*program.**Art!Bento!Foundation:!!The*school*applied*for*and*received*a*grant*from*the*Hawaii*State*Foundation*on*Culture*and*the*Arts*(HCFCA):*The*Art*Bento*Program*for*the*past*several*years.**This*museum*education*program*is*for*elementary*students*in*second*through*fifth*grade.**Through*a*four:part*inquiry:based*lesson*series*students*are*engaged*through*activities*


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connected*to*HCPS*III*art*students*and*CCSS:ELA*standards.**The*culminating*activity*is*a*guided*tour*of*the*museum.**The*program*uses*a*multidisciplinary*approach*emphasizing*the*arts*and*visual*literacy*and*is*facilitated*by*qualified*teaching*artists*from*HCFCA’s*teaching*partners.***!Reading!is!Fundamental,!Honolulu:!!Is*a*national*non:profit*corporation*that*collaborates*with*our*school*to*meet*our*joint*goal*of*targeting*key*literacy*issues*with*proactive*actions*to*spark*students*interest*in*reading*during*their*early*school*years.**Students*in*grades*kindergarten*to*third*grade*interact*with*RIF*volunteers*three*times*per*year*and*are*given*an*age*appropriate*book*after*reading*with*adult*mentors.**Kristi!Yamaguchi!/!Always!Dream!Foundation:**Beginning*in*SY*2016:17,*the*Always*Dream*Foundation*partnered*with*our*kindergarten*teachers*to*actively*support*early*literacy*skills*for*students*and*their*families.**The*foundation*donated*classroom*e:readers*which*include*early*reading*tools*and*applications*for*students*to*use*in*the*classroom*providing*students*with*support*in*the*development*of*literacy*skills*and*also*dedicated*access*to*21st*century*technology.**Students*take*home*reading*bags*to*promote*positive*literacy*opportunities*to*continue*to*practice*early*reading*skills.**At*the*end*of*the*school*year,*each*student*receives*a*reading*bag*with*books*to*fill*their*own*home*library.**A*parent*workshop*“Cuddle*and*Read”*brought*kindergarten*parents*and*students*together*to*enjoy*one:another’s*company*while*reading.**Drug!Abuse!Resistance!Education!(D.A.R.E.):!!Annually*the*school*collaborates*with*the*Honolulu*Police*Department.**A*D.A.R.E.*officers*works*directly*with*fifth*grade*students*to*address*core*learning*activities*including*safety*in*community,*school,*and*Internet*while*also*addressing*issues*of*drug*use*and*bullying.**Students*learn*and*practice*effective*peer*resistance*and*refusal*skills*and*the*importance*of*building*healthy*self:esteem,*stress*management,*and*positive*decision*making*skills.**The*program*runs*over*a*period*of*ten*one*hour*sessions.**Real!and!Powerful!(R.A.P.):!!The*RAP*program*targets*


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at:risk*youths*in*early*adolescence.*The*program*focuses*on*providing*our*fifth:grade*students*with*the*necessary*tools*to*navigate*this*critical*time*in*their*lives.*Officers*from*our*local*District*5*Community*Outreach*Team*provide*students*with*guidance*on*dealing*with*bullying,*cyberbullying,*drugs,*peer*pressure,*and*other*topics.*Students*participate*in*a*culminating*off:campus*activity*for*successful*completion*of*the*program.**Student!Support:**The*school*partners*with*multiple*organizations*that*provide*financial/material*support*to*our*students.**Non:profit*organizations*such*as*Shoes*the*Fit,*Keiki*O*Ka*Aina,*Fort*Shafter*Spousal*Hui,*and*Shop*With*a*Hero*Program,*to*name*just*a*few,*collaboratively*work*with*the*school*to*identify*students*with*financial/material*needs.*Once*student*needs*are*identified*these*organizations*donate*funding*or*material*items*such*as*school*supplies*/*equipment*and/or*clothing*/*shoes.***Student!Support!/!Health!and!Wellness:**Other*organizations,*such*as*the*Lions*Club*of*Moanalua*and*Kokua*Kalihi*Valley*provide*medical*screening*services*to*our*students.**Starting*in*2017,*the*Lions*Club*began*conducting*annual*vision*screening*for*any*student*with*parent*permission.**The*Kokua*Kalihi*Valley*organization*provides*students*with*annual*dental*screening,*preventative*dental*work*and*dental*hygiene*educational*services.****Other!Student!Support*The*school*partners*with*military*personnel*to*provide*positive*role*models*to*our*students.**Military*volunteers*have*joined*our*students*in*activities*such*as*the*annual*Turkey*Trot*and*reading*to*classes*as*well*as*providing*manpower*to*run*other*fun*activities.**Students*are*always*excited*to*participate*in*activities*involving*our*military*partners.**Monthly,*volunteers*from*the*military*and/or*Rotary*Clubs*come*to*read*with*students*after*school.**Students*involved*in*the*after*school*A+*program*are*invited*to*the*library*to*read*with*a*volunteer.**Students*select*the*reading*material*and*enjoy*an*afternoon*reading.**Though*we*have*many*partnerships*the*focus*group*


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recognizes*that*there*is*a*need*to*better*monitor*the*impact*on*student*learning*these*partnerships*provide.**

Parent/Community!and!Student!Achievement!E1.3.!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/coLcurricular%program.*Findings* Supporting!Evidence*The*school*schedules*multiple*parent*participation*opportunities*throughout*the*year,*including,*but*not*limited*to*the*Open*House*/*Meet:n:Greet*at*the*beginning*of*the*school*year,*Quarterly*Rams*Awards*assemblies,*Parent*Teacher*conferences,*and*Winter*Fest*/*May*Day*celebrations.**All*events*are*designed*to*keep*parents*and*community*members*actively*informed*and*involved.**It*is*through*these*avenues,*that*the*school*addresses*parent*and*school*community*understanding*of*student*achievement*of*academic*standards*and*General*Learning*Outcomes*through*curricular*and*co:curricular*programs.**Kindergarten!Orientation!/!Parent!Support!Meetings:**The*school*hosts*an*annual*orientation*for*our*kindergarten*students*and*their*parents.**These*initial*partnerships*with*families*formed*at*the*beginning*of*the*year*orientation*support*parent*understanding*of*the*school*Vision*and*Mission*along*with*expected*goals*for*student*achievement*of*academic*standards*and*GLOs.***Regular*kindergarten*meetings*throughout*the*school*year*provide*parents*with*multiple*opportunities*to*expand*their*understanding.**Parent*participation*at*kindergarten*leveled*meetings*is*generally*higher*than*that*of*parents*of*students*in*upper*grades.**The*school*does*not*have*a*system*to*measure*the*effectiveness*of*these*strategies.**Though*there*has*been*use*of*exit*surveys*the*data*has*not*been*consistently*collected*and/or*analyzed*beyond*reflecting*on*the*day*of*the*event.**Open!House!/!Meet/n/Greet:***Prior*to*SY*2017:18,*Kalihi*Elementary*held*an*Open*House*within*the*first*

Quarterly*Rams*Data**GLO*Data**Master*Calendar**


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few*weeks*of*each*school*year.*Typically,*40%*to*45%*of*parents*participate*in*the*Open*House*activities,*however,*a*conflict*with*our*Complex*High*School’s*first*football*game*drove*participation*down*to*30%*this*year.**During*the*Open*House*/*Meet:n:Greet,*the*principal*shares*academic*standards*and*GLOs*along*with*a*brief*review*of*the*school*Vision*and*Mission*and*Academic*Plan.**The*school*continues*to*modify*and/or*implement*new*strategies*to*address*barriers*to*participation*so*that*more*parents*attend*this*event.**Parent!Teacher!Conferences!(PTC):!!PTCs*are*used*to*initiate*conversations*between*school*and*home*regarding*student’s*progress*toward*achievement*of*academic*standards*and*GLOs.*Ninety*seven*percent*of*parents*schedule*conferences*and*70%*of*the*conferences*are*actually*held.**The*school*not*yet*devised*a*system*to*measure*the*effectiveness*of*parent:teacher*conferences*on*ensuring*that*parents*understand*student*achievement*of*academic*standards*and*GLOs.****Parenting!Supports!and!Involvement:**This*year*the*school*partnered*with*Parents*and*Children*Together*(PACT)*to*implement*Sunday’s*Project.**The*eleven:week*course*is*presented*through*a*series*of*cultural*driven*learning*opportunities*for*families*of*EL*students*as*a*means*to*support,*build,*and*refine*parenting*skills.*The*parenting*skills*learned*included*but*not*limited*to*the*following*topics:**setting*daily*schedules*with*your*child,*strategies*for*addressing*and*helping*with*homework,*understanding*the*GLOs,*how*to*read*the*report*card,*and*student*health*and*hygiene.**The*course*was*well*received*and*parents*reported*effective*implementation*of*the*strategies*and*skills*learned*through*the*program.*During*the*graduation*ceremony,*all*parents*who*completed*the*program*provided*testimonials*to*representative*members*from*our*faculty*and*staff*sharing*how*the*program*helped*them*better*support*their*children*at*home*and*in*school*and*gave*them*a*better*understanding*of*expectations*for*student*achievement*including*academic*standards,*behavioral*expectations,*and*GLOs.***School!wide!Assemblies:**The*school*hosts*Quarterly*Rams*Awards*Assemblies*at*the*end*of*each*quarter*to*


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recognize*progress*based*on*GLO*targets.*The*school*is*in*the*process*of*developing*student*friendly*GLO*rubrics*to*ensure*inter:rater*reliability*in*selection*of*students*eligible*for*Quarterly*Rams*Awards.**Parent*participation*in*the*Quarterly*Rams*assemblies*is*relatively*high*with*between*70*to*80*parent*participants.**Both*parents*and*student*express*excitement*for*these*events.**We*do*not*actively*collect*parent*feedback*during*the*Quarterly*Rams*and*Awards*Assemblies.**Therefore,*we*are*unable*to*adequately*measure*the*level*of*impact.**E2.!!School!Culture!Criterion!The*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*c)*maintains*focus*on*continuous*school*improvement.*Safe,!Clean,!and!Orderly!Environment!E2.1.!Indicator:*The*school*has*existing*policies,*regulations*and*uses*its*resources*to*ensure* a* safe,* clean,* and* orderly* environment* that* nurtures* learning* (e.g.,* internet*safety,*drills,*etc.).*E2.1.!Prompt:%Comment%on%the%effectiveness%of%a)%the%existing%policies,%regulations%and%proceduresY%and%use%of%resources%to%ensure%a%safe,%clean,%and%orderly%environment%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*Kalihi*Elementary*School*is*fully*aligned*to*the*DOE/BOE*policies,*regulations,*and*procedures*that*provide*foundations*for*a*safe,*clean,*and*orderly*environment.**All*members*of*the*Kalihi*Elementary*School*community*are*dedicated*to*school*safety.**The*school*conducts*regular*campus*inspections*to*ensure*that*all*facilities*are*safe*and*secure.**Any*potential*issues*that*might*pose*health*and/or*safety*concerns*are*addressed*in*a*timely*manner.**In*SY*2016:17*there*were*zero*fire*code*violations.**in*SY*2017:18*there*was*one*violation*which*was*corrected.**The*administrators*developed*an*emergency*safety*binder,*updated*annually.**This*binder*includes*clearly*written*emergency*and*safety*procedures.**Classroom*binders*include*current*class*rosters,*Emergency*Procedure*recording*forms,*and*a*Green/Red*indicator*

BEISY*Data*Grade*Level*Expectations**Emergency*Procedures*Binder*Safety*Committee*Minutes*Data*log*for*fire*drills*Faculty*Meeting*Choose*Love*Curriculum*Master*Calendar*:*Guidance*Schedule*1:1*policy*agreement*for*devices**Procedure*Posters**

*RAMBucks*data*:*Collection*


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that*quickly,*visually*alerts*administrators*if*there*are*missing*and*or*injured*students*during*emergency*drills*or*events.**The*binder*clearly*documents*school*policies*and*procedures*during*emergencies.****Emergency*drills*are*practiced*regularly*to*prepare*faculty,*staff,*students,*and*volunteers*in*the*event*of*a*real*emergency.**The*longest*fire*drill*response*time*for*SY*2016:17*was*five*minutes*and*twenty:two*seconds.**The*shortest*time*was*two*minutes*and*twenty*seconds.**Following*all*drill*and/or*real*emergency*situations,*administrators*and*school*leadership*debrief*to*make*adjustments*and/or*improve*procedures.****Classrooms*are*equipped*with*telephone*intercom*receivers*which*are*used*for*phone*communication*to*other*members*of*the*school*staff*and/or*to*parents.**The*intercom*is*used*to*notify*faculty,*staff*and*students*of*general*announcements*and/or*reminders.**This*system*is*also*used*to*communicate*instructions*regarding*the*type*of*emergency*allowing*faculty*/*staff*members*to*act*according*to*school*pre:developed*procedures.**Students*in*grades*one*to*five*are*provided*one:to:one*devices*to*support*21st*century*technology*skills,*academic*standards,*and*the*GLOs.**Internet*safety*is*addressed*with*annual*notification*and*permission*for*students*to*access*on:campus*technology.**Parent*must*sign*and*agree*to*the*DOE/BOE*policies*documented*in*the*Technology*Responsible*Use*Form.**Classroom*teachers*educate*students*on*issues*related*to*internet*safety*and*the*ethical*and*effective*use*of*technology.*The*school*system*is*monitored*to*address*unexpected*issues*with*student*interactions*with*technology.**As*needed,*security*is*revised*to*ensure*that*student*access*to*internet*sites*is*conducive*to*all*policies*and*procedures.***The*school*is*in*the*active*process*of*developing*a*foundation*for*a*strategic*multi:tier*system*of*student*support*to*ensure*a*safe*and*positive*learning*environment*and*to*align*our*behavior*plan*to*evidence:based*research*through*a*three:year*partnership*with*expert,*Diana*Browning*Wright.***We*are*currently*in*year*two*of*a*three:year*program*designed*to*build*an*

of*ram*bucks*from*store**


139* CONTENTS**

effective*RtI:B*plan.****For*the*past*two*years,*the*school*focus*is*to*address*steps*to*strengthen*our*Tier*1*support*for*all*students.***Kalihi*Elementary*School*focus*is*on*building*and*strengthening*relationships*between*and*among*all*community*members.**For*example,*one*strategy*is*to*intentionally*incorporate*proactive*classroom*management*structures*to*build*a*positive*school*culture.**The*School*incorporates*GLAD*Strategy:*Three%Personal%Standards*which*are*emphasized*throughout*the*campus.**Students*demonstrating*any*of*the*Three%Personal%Standards*potentially*earn*RAM*Bucks*as*a*part*of*our*PBIS*system.**RAM*Bucks*may*be*redeemed*to*secure*personal*items,*available*through*the*RAM*Bucks*Store*(open*to*classes*once*a*month*during*the*school*day*or*after*school*each*week)*or*they*can*also*be*redeemed*for*time*in*the*Rams*Club.**During*SY*2016:17,*teachers*developed*school*wide*behavioral*expectations.**Colorful*posters*based*on*the*teacher:develop*procedures*are*visual*reminders*found*throughout*the*campus*to*encourage*student*use*of*all*expected*procedures.**At*the*beginning*of*each*semester,*teachers*intentionally*review*all*expectations*and*practice*the*procedures*as*they*transition*throughout*the*campus.**Having*common*expectations*and*new*schoolwide*procedures*have*drastically*changed*the*climate*of*our*school*in*regards*to*behavior.*Seventy:six*percent*of*teachers*agree*that*these*schoolwide*procedures*are*effective,*which*23.8%*believe*that*they*need*improvement.**These*strategies*have*been*working*because*we*have*seen*a*57%*decrease*in*referrals*from*quarter*1*in*SY*2016:17*to*the*same*time*period*in*SY*2017:18.**The*administration*provided*grade*level*teams*with*pull:out*time*to*develop*common*grade*level*expectations*to*provide*consistency*across*the*campus.*Data*supporting*measurement*of*the*impact*of*grade*level*procedures*has*not*yet*been*collected.***Effective*this*school*year,*the*school*implemented*a*social:emotional*learning*curriculum,*Choose*Love*through*twice*monthly*guidance*lessons*for*all*classes.**This*program*will*transition*to*the*classroom*level*in*SY*


140* CONTENTS**

2018:19.**To*facilitate*a*positive*learning*environment,*classroom*teachers*agreed*to*lead*a*community*circle*at*least*once*a*week.**Skills*used*in*the*classroom*community*circle*are*replicated*in*Peace*Talk*Circles*which*are*used*by*administration*and*the*counselor*in*peer*mediation*situations.*Data*supporting*measurement*of*the*impact*of*this*program*has*not*yet*been*collected.**To*identify*and*support*students*who*demonstrate*additional*needs,*beginning*in*SY*2016:17*the*school*implemented*annual*screening*for*all*students*using*the*Brief*Externalizing*and*Internalizing*Screener*for*Youth*(BEISY).**BEISY*screeners*were*designed*to*identify*students*who*potentially*demonstrate*internalizing*and/or*externalizing*behavioral*issues.**The*school*is*still*developing*structures*and*plans*to*provide*identified*Tier*2*and*Tier*3*students*with*increasing*levels*of*support*using*time,*attention,*and/or*other*resources*to*meet*the*needs.**Discipline!and!Behavior!Management!System!E2.2.! Indicator:* The* school* has* an* effective* discipline* and* behavior* management*system*that*supports*learning,*growth,*and*development.*E2.2.!Prompt:*Evaluate% the%effectiveness%of% the%discipline%and%behavior%management%system%to%support%student%learning,%growth,%and%development.*Findings* Supporting!Evidence*Kalihi*Elementary*School*has*clear,*written*expectations*that*result*in*an*effective*discipline*and*behavior*management*system*supporting*student*learning,*growth,*and*development.**The*School*continuously*works*to*address*recurrent*behavior*issues*and*the*utilize*appropriate*discipline*measures.*In*SY*2016:17*our*school*revised*a*set*of*school*wide*behavioral*expectations*and*procedures.**We*started*the*current*year*with*campus:*wide*visual*posters*created*to*serve*as*reminders*of*our*expectations.***All*on:*campus*adults*support*and*understand*the*alignment*between*posted*procedural*expectations*and*the*Three%Personal%Standards*(Make*Good*Decisions,*Show*Respect,*and*Solve*Problems)*which*serve*as*the*underpinning*rationale*for*expected*behaviors.****The*Kalihi*Elementary*PBIS*system*supports*student*making*intentional*choices*for*positive*behaviors.**

Choose*Love*Curriculum*eCSSS*Reports*School*wide*Behavior*Expectation*Posters*Grade*Level*Classroom*Procedures*Three*Personal*Standards*Posters*Quarterly*Attendance*Awards*Attendance*Report*Data*RAM*Bucks*Store**RAMBucks*Data**Tripod*Reports*


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Students*are*awarded*RAM*Bucks*for*actions*that*‘build*our*community’**and*demonstrate*the*Three%Personal%Standards.%%This*system*is*woven*into*daily*interactions*both*inside*and*outside*of*the*classroom.**At*the*beginning*of*each*semester,*teachers*dedicate*time*to*review*and*practice*expected*behaviors*throughout*the*campus.**Targeted*“refresher”*reviews*are*employed*as*needed*throughout*the*school*year.****In*addition*to*school*wide*expectations*for*behavior,*classrooms*have*developed*behavioral*management*systems*that*align*to*demonstration*of*the*Three%Personal%Standards.*Classroom*management*systems*are*introduced*at*the*beginning*of*the*school*year*and*are*designed*to*support*all*students*in*that*classroom*setting.**Teachers*share*school*and*classroom*expectations*at*the*annual*Open*House*/*Meet:n:Greet.**Components*of*the*expectations*are*addressed,*as*needed,*in*the*weekly*Community*Circle*held*in*each*classroom.****Tripod*rating*from*2016*indicated*that*Classroom*Management*was*the*area*with*the*lowest*score*at*48%*school*wide.**Changes*to*school*and*classroom*behavior*expectations*has*been*effective.**The*number*of*incident*referral*forms*has*decreased*from*42*referrals*in*the*first*quarter*of*SY*2016:17*to*24*referrals*for*the*same*time*in*SY*2017:18.***The*Focus*Group*will*continue*to*review*this*and*other*data*as*it*becomes*available.**This*Focus*Group*found*that*grade*level*procedures*and*routines*are*not*consistent*amongst*grade*levels.**Vertical*alignment*may*be*needed*to*further*support*student*transitions.**Kalihi*Elementary*School’s*rate*of*chronic*absenteeism*initially*decreased*from*21%*in*SY*2014:15*to*17%*in*SY*2015:16*but*then*dramatically*increased*to*29%*in*SY*2016:17.**While*part*of*the*increase*may*be*linked*to*the*fact*that*the*school*counselor*position*was*cut*to*half*time*in*SY*2016:17,*there*may*be*other*contributing*factors.**The*school*recognized*the*need*to*intentionally*address*increasing*students’*attendance.**Students*are*recognized*each*quarter*for*perfect*attendance.**Perfect*Attendance*awards*are*given*to*student*who*are*in*

*


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attendance*every*school*day.****In*addition*to*the*attendance*recognition,*each*classroom*strives*to*spell*“Kalihi*Rams.”*for*school*recognition.**Classrooms*earn*a*letter*for*each*day*of*perfect*attendance*(i.e.,*all*students*are*present).***Class*awards*are*earned*each*time*a*class*successfully*completes*spelling*“Kalihi*Rams.”****This*particular*system*has*not*been*stressed*this*semester*and*needs*to*be*revisited.**A*team*of*faculty,*staff,*and*administrator*are*active*participants*in*a*three:year*series*of*trainings*with*Diana*Browning*Wright*which*target*development*of*foundations*and*structures*needed*to*design*a*successful*multi:tiered*system*of*student*support*for*an*effective*RtI:Behavior*system.**Our*school*is*currently*in*year*two*of*the*cohort*training.**As*a*result*of*a*careful*review*of*supporting*research*and*the*needs*of*our*students,*the*school*implemented*a*social:emotional*learning*program,*Choose%Love,*at*the*beginning*of*SY*2017:18.**The*counselor*currently*meets*with*students*twice*per*month,*however,*the*program*will*roll*out*to*the*classroom*level*at*the*beginning*of*SY*2018:19.**Classroom*support*and*reinforce*building*classroom*community*and*relationship*through*weekly*community*circles.**As*a*result*of*this*and*other*school*efforts*the*number*of*incident*referral*forms*has*decreased*from*42*referrals*in*the*first*quarter*of*SY*2016:17*to*24*referrals*for*the*same*time*in*SY*2017:18.***There*is*a*plan*in*place*to*support*the*need*of*students*who*do*not*follow*behavioral*expectations.**Teachers*consider*the*frequency,*severity,*and*duration*of*student*misbehavior,*as*needed,*they*complete*a*Behavioral*Referral*Form*and*submit*it*to*the*office.**Administrators*carefully*consider*the*situation*referencing*the*DOE/BOE*policies*and*procedures*documented*in*Chapter*19*as*they*deal*with*the*situation.**Both*administration*and*the*counselor*incorporate*a*Peace*Circle*conference*to*resolve*the*issue*and/or*mediate*between*all*involved*parties.**Decreased*referrals*for*quarter*1*in*SY*2017:18*are*initially*promising,*however*additional*review*is*needed*to*determine*overall*effectiveness*of*these*efforts.***


143* CONTENTS**

*High!Expectations!for!Students!E2.3.!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%effort%and%success%to%ensure%high%expectations%for%all%stakeholders%and%in%building%an%environment%that%honors%individual%differences%and%is%conducive%to%learning.*Findings* Supporting!Evidence*

The*school*is*in*the*process*of*rebuilding*a*culture*of*trust,*respect,*and*professionalism.**Issues*that*led*to*the*change*in*administration*in*December*2015*are*being*addressed*resulting*in*an*increase*of*positive*results*for*all*stakeholders.**Levels*of*teacher*and*parent*satisfaction*and*well:being*increased*as*measured*on*the*annual*School*Quality*Survey*in*2016*and*2017.**This*reports*reflect*a*perception*of*a*culture*of*trust,*respect,*and*professionalism.**Tripod*survey*data*reports*that*80%*of*students*surveyed*perceive*that*teachers*care*about*their*success*and*well:being.**Based*on*these*data*points,*efforts*are*effective*in*rebuilding*the*culture*of*trust,*respect,*and*professionalism.***Kalihi’s*PBIS*system*is*a*research:based*framework*of*intervention*practices*and*organizational*systems*designed*to*establish*the*social*culture,*frame*learning*and*teaching*environments,*and*implement*individual*behavior*supports*needed*to*achieve*high*levels*of*academic*and*social*success*for*all*students.**Through*a*system*of*behavioral*expectations*aligned*to*the*Three%Personal%Standards,*students*are*awarded**RAMbucks*for*demonstration*of*positive*aligned*behaviors.**Students*have*the*option*to*spend*their*RAM*Bucks*during*a*monthly*class*RAM*Store*appointment,*weekly*after*school*RAM*Store*hours,*or*daily*as*admission*to*the*Rams*Club.**Additionally,*most*classrooms*incorporate*incentive*disciplines*to*support*students.***Students*are*publicly*recognized*for*their*positive*behavioral*efforts*through*the*Quarterly*Awards*Assemblies.**During*SY*2016:17*the*percent*of*students*earning*Quarterly*Rams*recognition*ranged*from*38*to*46%*of*the*school*population.**In*quarters*1,*2,*and*3*students*in*first*and*third*grades*earned*Quarterly*Rams*awards*at*rates*above*the*school*average.**The*rate*of*

School*Quality*Reports*Tripod*Project*School*Reports*PBIS*Framework*Quarterly*Rams*Data*RAM*Bucks*Store*RAMBucks*Data*eCSSS*Reports*


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third*graders*earning*Quarterly*Rams*awards*was*also*above*the*school*average*in*the*fourth*quarter.**The*school*is*in*the*process*of*reviewing*GLO*rubrics,*creating*rubrics*using*student*friendly*language,*and*strengthening*inter*rater*reliability*issues*across*all*grade*levels.**Additional*data*needs*to*be*included*to*determine*the*effectiveness*of*the*focus*on*GLOs*as*measured*through*the*Quarterly*Rams*program.****The*school*is*actively*developing*an*evidence*based*multi:tiered*system*of*student*support*as*part*of*the*three:year*cohort*training*with*Diana*Browning*Wright,*100%*of*teachers*completed*the*BEISY*survey*to*identify*students*who*need*additional*levels*of*behavioral*support*for*externalizing*and/or*internalizing*behaviors.**Since*the*school*is*still*in*the*developmental*stages*of*the*process,*therefore*structures*are*not*fully*developed*and/or*implemented.**However,*in*spite*of*the*‘work*in*progress’*status,*efforts*have*resulted*in*promising*impact*for*some*of*our*students,*initially*identified*through*the*Fall*2016*administration*of*the*BEISY*as*compared*to*the*Fall*2017*BEISY*data.*Analysis*of*the*data*indicated*that*39%*of*the*returning*students*identified*for*externalizing*behaviors*in*Fall*2016*were*not*identified*for*the*same*need*in*Fall*2017.*The*rate*of*returning*students*with*internalizing*behaviors*not*identified*in*the*Fall*2017*ratings*was*47%*and*the*rate*of*returning*students*identified*in*both*categories*in*Fall*2016*and*not*identified*in*Fall*2017*was*67%.**Additional*data*needs*to*be*collected*to*identify*the*impacts*of*our*support*structures*on*these*students.***

Culture!of!Trust,!Respect,!and!Professionalism!E2.4.!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*Our*school*staff*are*continuously*making*an*effort*for*improving*relationships*with*each*other,*and*our*parents.**The*levels*of*trust,*respect,*and*professionalism*is*developing.**As*a*staff,*we*have*opportunities*for*relationship*growth*during*small*group*meetings,*conferences,*and*team*building*exercises.*

Feedback*from*Social*Media*Accounts**School*Quality*Survey*Results*Tripod*Survey*Results*


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We*are*constantly*trying*to*look*for*the*positives*in*each*other*more*than*the*negatives.*Approximately*sixty*percent*of*the*faculty*attended*the*2017*Model*School*Conference*in*Nashville,*Tennessee*resulting*in*increased*levels*of*trust*and*respect.**Participants*are*committed*to*share*their*learning*through*a*series*of*presentations*to*faculty*members*throughout*this*school*year.**During*a*school*waiver*day*in*Fall*2017,*faculty*and*staff*members*attended*team*building*experiences*at*Kualoa*Ranch.**The*opportunity*was*celebrated*by*a*staff:led*effort*to*produce*a*unique*Kalihi*Elementary*shirt*commemorating*the*staff*celebration*of*unity.*Staff*members*periodically*announce*a*‘will’*shirt*day*to*continue*to*celebrate*our*unity.**Teacher*satisfaction*ratings*on*the*School*Quality*Survey*increased*from*54%*in*2015*to*86%*in*2017.******The*school*is*actively*inviting*stakeholder*participation*of*the*day*to*day*celebrations*at*the*school*through*our*Social*Media*accounts.**The*soft*roll*out*began*with*the*current*school*year.**Almost*daily,*the*school*posts*pictures*along*with*short*‘tweets’*to*celebrate*our*students*in*learning*environments*inside*and*outside*the*classroom.**We*also*celebrate*students*building*relationships*with*one*another*and*with*our*community.**Social*media*is*not*limited*to*reporting*student*successes,*we*also*use*these*accounts*to*highlight*the*efforts*of*our*community*partners*working*collaboratively*with*our*faculty,*staff,*and/or*students*to*build*the*Kalihi*Elementary*Community*as*well*as*the*community*at*large.**We*need*to*provide*more*opportunities*for*parents*to*speak*to*the*teachers*about*concerns*and*triumphs*at*meetings,*assemblies,*and*other*functions*at*school.*This*year,*the*SQS*survey*will*be*administered*to*all*parents*from*kindergarten*to*grade*five*to*further*ensure*that*all*voices*are*being*heard.***

*

E3.!!Student!Support!Criterion!–!Personalization!All*students*receive*appropriate*support*along*with*a*personal*learning*plan*(as*appropriate*to*the*needs*of*the*child)*to*help*ensure*academic*success.*

Adequate!Personalized!Support!E3.1.! Indicator:* The* school* ensures* that* every* student* receives* appropriate* support*services* in* such* areas* as* academic* assistance,* health,* career,* and* personal*


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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*Kalihi*Elementary*provides*many*different*ways*to*support*our*students’*physical,*social:emotional,*personal*and*academic*growth.*Students*receive*support*and*assistance*in*the*classroom*through*grade*level*articulations,*RtI*reading*supports,*and*as*needed,*Sped*and/or*EL*pull:out*instructional*support.*Various*programs*are*in*place,*such*as*the*weekly*classroom*community*circles*and*twice*monthly*guidance*lessons*featuring*the*Choose%Love*curriculum*designed*to*promote*positive*behavior*and*social*emotional*learning*which*in*turn*supports*personal*growth*for*all*students*at*our*school.**General*guidance*services*are*provided*to*all*students*as*the*school*structure*incorporates*Tier*1*RtI:Behavioral*supports.***All*classrooms*work*to*promote*positive*behaviors*and*to*relationships*through*community*circles*which*occur*at*least*once*per*week.**Community*circles*provide*all*members*of*the*classroom*with*a*safe*and*supportive*space*where*they*build*a*culture*of*belonging.**One*teacher*noted*that*at*the*beginning*of*the*school*year*students*were*unable*to*identify*any*friends,*even*with*classmates*with*whom*they*had*attended*school*for*several*years.**Through*intentional*practices,*these*students*are*now*more*accepting*of*one*another*and*demonstrate*sincere*concern*when*one*of*their*peers*is*in*need.**The*teacher*reported*that*the*classroom*environment*dramatically*improved*for*all*students*which*resulted*in*a*more*productive*learning*environment.****Aligned*to*the*Community*Circle*are*twice*monthly*guidance*lessons*covering*school*wide*themes*of*courage,*gratitude,*forgiveness,*and*compassion*from*the*Choose%Love*curriculum.**Classroom*teachers*support*the*quarterly*focus*over*the*course*of*several*lessons.***Students*explore*and*develop*deeper*understanding*of*targeted*characteristics.**While*the*impacts*on*students*has*not*yet*been*measured,*however,*the*school*identified*a*decrease*in*the*numbers*of*behavioral*incidences*when*comparing*

Dental*Clinic*Reports*Lions*Club,*Moanalua*Reports*Master*Calendar*:*Guidance*Schedule*PSAP*Reports*Choose*Love*Curriculum*eCSSS*Reports*STAR*Early*Literacy*Reports*STAR*Reading*Reports*STAR*Mathematics*Reports*Student*assessment*Data*RtI:A*Data*Binders*(classroom)*Counselor*Log*GLAD*Strategy*Roll:Out*Plan***


147* CONTENTS**

eCSSS*data*from*the*first*quarters*of*SY*2016:17*and*SY*2017:18.**Additional*data*collection*and*analysis*is*needed.**Services*are*offered*at*the*school*level*include*individualized*counseling*supports*and/or*interactions*with*the*counselor,*school*behavioral*health*specialist,*PSAP*and/or*other*designated*personnel*which*are*arranged*on*an*as*needed*basis*through*individual*or*group*sessions.**Mediation*is*provided*as*needed.***At:risk*students*may*be*referred*to*a*caseworker*from*the*Susannah*Wesley*Community*Center*for*additional*support.****The*school*partners*with*Kokua*Kalihi*Valley*to*provide*students*with*annual*dental*services*including*fluoride*treatments*and*teeth*cleaning*services.**This*service*is*offered*to*all*students*with*parent*permission.*The*school*also*partners*with*Lions*Club*Moanalua*offering*all*students*access*to*vision*screening.**This*is*offered*to*all*students*with*parent*permission.**Each*year*the*school*conducts*Smarter*Balanced*Assessments*in*Reading/Language*Arts*and*Mathematics*for*students*in*grades*three*to*five.*SBA*Assessments*are*designed*as*part*of*an*integrated*system*of*standards,*curriculum,*and*assessment*and*are*used*to*elicit*evidence*of*student*performance*on*rigorous*tasks.**Kalihi*Elementary*teacher*analysis*of*student*progress*on*SBA*assessment*scores*is*used*to*inform*instruction*to*support*the*success*of*all*students.**Teachers*utilize*the*interim*assessment*tools*to*build*student*understanding*of*the*learning*targets*and*the*expected*levels*of*rigor.******Annually*English*Language*Learners*are*assessed*using*the*Wida*Access*assessment*to*monitor*their*progress*toward*acquiring*academic*English.**EL*students*are*supported*through*pull*out*services*provided*by*the*EL*Coordinator*and/or*PTTs.**71%*of*our*current*classroom*teachers*are*fully*trained*with*(and*one*teacher*is*partially*trained)*GLAD*instructional*strategies.**They*weave*appropriate*differentiated*strategies*into*instruction*to*support*English*acquisition*for*all*students.**The*school*developed*a*vertical*roll*out*plan*designed*to*strategically*provide*students*with*


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targeted*GLAD*strategies.**Academic*progress*for*students*is*measured*through*quarterly*STAR*assessments.*Teachers*administer*STAR*screening*assessments*at*the*beginning*of*the*school*year*and*at*the*end*of*each*quarter*to*monitor*student*progress*in*reading*and*mathematics.**Early*Literacy*and*Reading*assessment*data*is*used*to*group*and/or*regroup*students*into*small*instruction*groups*for*individualized*instructional*support*which*targets*the*groups*learning*needs.**Data*indicates*that*there*is*progress*in*efforts*to*reduce*the*number*of*students*needing*intensive*intervention*support,*however,*impact*on*third*through*fifth*grade*students’*reading*levels*(i.e.,*scores*of*proficient*or*higher)*on*the*annual*Smarter*Balanced*Assessments*is*still*very*low.**The*school*needs*to*determine*how*to*provide*more*effective*supports*to*all*students*by*addressing*levels*of*instructional*rigor.***

Direct!Connections!E3.2.! 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%atLrisk.*Findings* Supporting!Evidence*Kalihi*Elementary*school*allocates*resources*in*alignment*with*DOE/BOE*and*Federal*policies,*procedures,*and*targets*and*the*school*Vision*and*Mission*statements*as*supported*by*the*school*Academic*and*Financial*Plans.**Resource*allocation*supports*student*services*such*as*counseling*/*advisory*services,*psychological*and*health*services,*or*referral*services*including*supports*and*services*for*students*who*are*at:risk.**There*is*a*direct*connection*between*students’*learning*and*personal*needs,*and*the*distribution*of*services.*Some*examples*of*direct*links*include,*but*is*not*limited*to*the*following:**Students’*social*and*emotional*learning*is*addressed*through*implementation*of*the*“Choose*Love”*program.*Quarterly*character*traits*(Courage,*Gratitude,*Forgiveness,*and*Compassion)*are*addressed*in*twice*

Master*Calendar**Academic*Plan*DOE/BOE*policies*and*procedures*Choose*Love*Curriculum*Counseling*Log*Referral*Folders*for*Susannah*Wesley*Community*Center*RtI:A*Resource*/*Data*Binder*Academic*Plan*Financial*Plan*


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monthly*guidance*sessions*run*by*the*school*counselor.**Classroom*teachers*reinforce*the*target*character*traits*through*ongoing*development*of*lessons*and*activities.****The*school*allocates*counseling*services*to*students*through*individual*or*group*sessions.**Mediation*is*provided*as*needed.*These*services*are*offered*at*the*school*level.***At:risk*students*may*be*referred*to*a*caseworker*from*the*Susannah*Wesley*Community*Center*for*additional*support.****Students’*learning*needs*are*addressed*through*the*RtI*Academic*(reading)*sessions.**STAR*assessment*data*is*used*to*group*and*regroup*students*based*on*quarterly*assessment*results.**Small*group,*targeted*instruction*is*provided*to*students*during*the*school*wide*intervention*block*which*runs*for*45:minute*sessions*each*weekday*except*Wednesdays.****

Strategies!Used!for!Student!Growth/Development!E3.3.! 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* and*instruction*that*promotes*inclusion,*processes*for*regular*review*of*student*and*school*wide* profiles,* and* processes* and* procedures* for* intervention* (e.g.,* ELL,* SPED,* and*other*alternative*learning*programs).*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% standardsLbased%curriculum.*Findings* Supporting!Evidence*At*Kalihi*Elementary*School,*we*have*many*ways*to*provide*each*student*with*personalized*learning*goals,*and*tools*to*achieve*them.***School*leadership*and*staff*use*different*research:based*strategies*to*develop*appropriate*approaches*to*learning*and*incorporate*alternative*instructional*options*which*allow*all*students*ready*access*to*and*progress*in*the*standards:based*curriculum.****Ineffective*systems*coupled*with*limited*communication*led*to*a*season*where*Kalihi*Elementary*School’s*reputation*was*poorly*received*by*those*on*and*off*campus.**In*SY*2015:16*enrollment*dropped*dramatically*as*there*were*229*geographic*exemptions*

eCSSS*Reports*Wida*Access*Reports*ELL*Data*Faculty*Meeting*Minutes*Individualized*Education*Plans*504*Conference*Notes*Report*Card*Data*ELL*Comprehensive*Plan*Wida*Access*Data*Data*Team:*Student*Work*


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(GE)*requests*for*transferring*out*of*the*school*(note:**families*may*submit*multiple*GE*requests).**Beginning*with*the*tenure*of*new*administration,*the*school*has*taken*deliberate*actions*to*increase*positive*communication*with*all*stakeholders.*Kalihi*Elementary*teachers*communicate*with*students*and*parents*for*timely*access*to*academic*progress*through*multiple*approaches,*including*but*not*limited*to*quarterly*report*cards,*phone*calls,*and*emails.***In*Fall*2017*the*school*intentionally*launched*our*Social*Media*Accounts*to*share*bright*spots*with*community*members.**As*a*result,*all*of*our*efforts*in*this*area,*the*December*15,*2017*data*collection*indicated*that*there*were*only*111*requests*for*geographic*exemptions*to*transfer*out*of*the*school*for*SY*2016:17.****Grade*level*teams*use*the*data*team*process*to*examine*student*work*and*to*identify*areas*of*need*to*inform*instruction.**Grade*level*teachers*create*and*collect*student*work*samples*based*on*common*assessments*for*critical*reading,*writing,*and/or*mathematical*problem*solving*tasks*to*address*the*School’s*identified*critical*areas*of*student*need.****Kalihi*Elementary*runs*a*special*education*preschool*program*for*three*and*four*year*olds*who*need*additional*support.**The*school*provides*two*classrooms*to*the*PACT*Head*Start*program.**As*appropriate,*Kalihi*Elementary*students*are*included*with*students*from*Head*Start*program.**The*school*has*three*Sped*teachers*to*service*eligible*students*from*kindergarten*to*grade*5*students*using*a*pull:out*instructional*setting*model*to*provide*their*language*arts*and*mathematics*instruction*based*on*CCSS*standards.**The*school*has*one*Sped*teacher*assigned*to*a*fully*self:contained*learning*environment.**Special*education*teachers*complete*quarterly*reports*to*inform*students*and*parents*of*student*progress.**Special*education*students*are*fully*included*with*their*general*education*peers*for*all*other*content*areas.**None*of*the*special*education*students*in*grades*three*to*five*met*proficiency*standards*on*the*SBA*assessment*in*SY*2016:17.**The*school*needs*to*specifically*develop*supports*to*address*increased*levels*of*student*learning.***

Analysis*Forms*FG:C:**Instruction*survey******(N*=14)*:*October*2017*


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*Students*with*504*plans*are*provided*with*accommodations*specific*to*their*needs*and*plan.***Forty:five*to*fifty*percent*of*our*students*need*English*language*instructional*supports.**The*school*has*three*staff*members*(a*full:time*ELL*Coordinator*and*two*PTTs*[both*are*former*teachers])*dedicated*to*providing*language*service*for*our*students*in*small*group*settings.*Seventy:one*percent*of*classroom*teachers*are*GLAD*trained*and*as*of*SY*2016:17*36%*of*teachers*had*twelve*or*more*ELL*course*credits.**Given*the*high*numbers*of*ELL*students,*there*is*a*need*for*classroom*teachers*to*intentionally*incorporate*research:based*instructional*strategies*and*tools*to*support*academic*English*learning*acquisition.****Funding*is*provided*to*allow*ELL*students*opportunity*to*attend*summer*school.**Each*summer,*between*22*and*27%*of*our*ELL*students*successfully*complete*the*summer*program.**The*school*does*not*have*consistent*data*regarding*impact*of*summer*programs*on*students*learning.**There*is*a*need*to*develop*a*consistent*monitoring*tool*to*measure*student*growth.**Last*year*4%*of*the*ELL*students*in*grades*three*to*five*met*proficiency*standards*on*the*SBA*assessments*in*reading/language*arts*and*mathematics.**The*school*needs*to*specifically*develop*supports*to*address*increased*levels*of*student*learning.**Primary*grade*students,*from*kindergarten*to*grade*two,*are*supported*with*Orton*Gillingham*(OG)*instructional*strategies.**OG*is*an*explicit*multisensory*intensive*instructional*structure.**All*Kalihi*Elementary*primary*grade*teachers*were*trained*to*use*OG*to*ensure*that*all*students*are*provided*scaffolded*support*as*they*develop*early*literacy*skills*through*intensive,*explicit,*and*direct*foundational*literacy*instruction.**OG*instruction*for*all*students*in*grades*kindergarten*to*grade*two*was*launched*in*August*2017.**The*school*needs*to*collect*data*to*determine*the*level*of*impact*on*student*learning.****The*school*initially*introduced*one:to:one*digital*devices*(Chromebooks)*in*SY*2015:16.**In*Fall*2017*the*


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program*expanded*to*include*all*students*from*first*to*fifth*grade.**During*SY*2016:17*and*again*at*the*beginning*of*SY*2017:18*teachers*were*supported*with*professional*learning*opportunities*designed*to*help*them*incorporate*digital*tools*into*instruction.**Teachers*learned*multiple*strategies*to*support*increased*strategic*student*access*to*digital*learning*tools.**Follow:up*opportunities*are*necessary*to*stay*current*and*strengthen*teacher*understanding.*Technology*and*the*use*of*multimedia*and*other*tools*in*the*delivery*of*the*curriculum*is*embedded*in*our*core*programs*for*Reading%Wonders*and*Stepping%Stones*mathematics.****Data*from*our*September*2017*teacher*survey*indicated*that*14%*of*teachers*do*not*currently*integrate*technology*and/or*multimedia*in*lessons,*however,*85%*of*teachers*report*integration*technology*at*least*once*a*day.**Some*of*the*multimedia*and*technology*resources*teachers*use*are*access*to*tools*and*resources*on*student*Chromebooks,*visual*tools*supported*by*classroom*digital*camera*and*projectorsq*and*student*assignments*on*a*variety*of*online*learning*programs*(for*example:**Imagine*Learning,*ReadWorks,*Smarty*Ants,*XtraMath,*MobyMax,*etc.).**The*school*needs*to*take*additional*steps*to*refine*the*use*of*digital*tools*and*to*increase*student*assess.**E4.!!Student!Support!Criterion!–!Accessibility!Students*have*access*to*a*system*of*personalized*supports,*activities,*and*opportunities*at*the*school*and*within*the*community.*

Equal!Access!to!Curriculum!and!Support!E4.1.! 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).*E4.1.! 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*All*classroom*teachers*use*Common*Core*standards*to*One*to*drive*instruction*thereby*providing*all*students*with*access*to*a*challenging,*relevant,*and*coherent*

Grade*Level*Articulation*Notes*IEP*Goals*and*Objectives*


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curriculum.**The*school*utilizes*the*State*mandated*programs*to*provide*standards:based*instruction*in*reading/language*arts*and*mathematics.**EL*students*receive*extra,*targeted*support*based*on*the*ELP*levels*through*a*pull:out*model.**The*EL*staff*schedules*intervention*times*so*that*students*do*not*miss*reading/language*arts*instruction*with*their*peers.**Sped*students*receive*strategic*interventions*based*on*alignment*to*Common*Core*standards*and*their*IEP*goals.**Most*Sped*students*receive*reading/language*arts*and/or*mathematics*instruction*within*the*pull:out*Sped*classroom*setting.*While*these*students*have*access*to*grade*level*curriculum*using*the*Reading*Wonders*and*Stepping*Stones*programs,*teachers*utilize*below*grade*level*materials.**The*Wonders*Reading*program*supports*differentiated*instruction*with*leveled*readers.**As*necessary,*teachers*utilize*these*resources*to*build*students*foundational*skills*toward*meeting*grade*level*expectations.**Teachers*use*language*acquisition*strategies*from*GLAD*along*with*OG*structures*to*support*different*reading*levels.**Struggling*students*are*supported*with*a*variety*of*online*tools*such*as*Smarty*Ants,*ABC*Mouse,*and/or*Read*Theory.**All*EL*learners*have*subscriptions*to*Imagine%Learning,*an*adaptive,*individual*learning*tool*that*supports*building*student*literacy*skills.**Students*are*supported*with*a*variety*of*online*instructional*differentiated*tools*such*as*TenMarks,*MobyMax,*and*Kahn*Academy*to*support*students*struggling*with*mathematical*skills*and*concepts.****Data*regarding*impacts*to*students’*learning*growth*attributable*to*online*programs*has*not*been*collected.****All*students*are*screened*using*the*STAR*Early*Literacy*or*STAR*reading*assessments.**Based*on*screening*data,*students*are*grouped*or*regrouped*and*provided*with*targeted*instructional*support*45:minute*sessions*four*times*per*week.**Student*progress*is*monitored*and*shared*with*teachers,*parents*and*students.****Four*students*from*each*grade*from*first*to*fifth*who*demonstrate*proficiency*levels*above*40%*are*invited*to*participate*in*an*enrichment*program*during*the*

Wida*Access*Data*RtI*Intervention*Data*Binders*RtI*Enrichment*Data*Quarterly*Character*Trait*Charts*


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intervention*block.**The*enrichment*program*a*new*program*at*the*school,*is*staffed*by*two*part:time*teachers.**The*health*aide*and*counselor*participate*as*duties*allow.**Data*regarding*impacts*to*student*achievement*has*not*yet*been*collected.****

Curricular/Co/Curricular!Activities!E4.2.!Indicator:*School*leadership*and*staff*link*curricular/co:curricular*activities*to*the*academic*standards*and*General*Learner*Outcomes*for*students*who*require*access*to*a*system*of*personalized*supports.*E4.2.! Prompt:% Comment% on% the% relationship% between% curricular/coLcurricular% activities%and%the%academic%standards%and%General%Learner%Outcomes%for%students%who%require%access%to%a%system%of%personalized%supports.*Findings* Supporting!Evidence*At*our*school,*we*provide*students*with*several*opportunities*to*thrive*through*extra:curricular*and/or*co:curricular*activities.*Events*are*planned*to*support*enabling*activities*in*the*Academic*Plan*and*are*directly*related*to*academic*standards*and/or*the*GLO*targets.**Students*in*all*grades*are*invited*to*attend*field*trips*or*assemblies*throughout*the*year*to*support*instructional*targets*and*to*ensure*student*exposure*to*a*variety*of*different*learning*opportunities.*School*wide*field*trip*/*assembly*opportunities*include*the*annual*trip*to*the*Youth*Symphony*performance*at*the*Blaisdell*Concert*Hall.**For*the*past*few*years,*members*of*the*Royal*Hawaiian*Band*come*to*our*school*to*perform*for*all*students.****All*fourth*and*fifth*graders*are*expected*to*fully*participate*in*the*12*session*E*Mele*Kākou*program*including*the*culminating*tour*of*the*‘Iolani*Palace*and*performance*with*the*Royal*Hawaiian*Band.**The*program*uses*Hawaiian*literature*through*choral*music*building*students*mastery*of*performance*skills*through*music*and*poetry*composed*by*Hawaii’s*ali’i.****Papahana*program*is*available*to*all*students*in*grades*3,*4,*and*5.**Papahana*staff*designs*presentations*aligned*to*standards*prior*to*student*participation*in*two*hands:on*learning*field*trips.*****Students*in*special*education*pull*out*classes*attend*field*trips*with*their*grade*level*classes.**Students*in*the*K:5*FCS*class*attend*field*trips*and/or*participate*in*

Field*Trip*Forms*Master*Calendar*E*Mele*Kākou*program*materials**Winter*Fest*Program**May*Day*Celebration*Program*


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school*wide*activities*with*their*grade*level*peers*and*support*staff.**Accommodations*are*made*to*ensure*participation*in*all*activities.**Accommodations*may*include,*but*are*not*limited*to*providing*additional*support*personnel*to*accompany*the*student*during*the*activity.*Follow*up*activities*address*the*needs*of*all*students*requiring*access*to*personalized*supports.****Teachers*and*support*staff*differentiate*assignments*and*tasks*for*Sped*and*ELL*students.**Modifications*and*accommodations*are*designed*to*address*students’*individual*academic*needs.***All*students*attend*hawaiiana*culture*and*P.E.*classes*while*grade*level*teachers*participate*in*twice*monthly*articulation*planning*sessions.*The*Hawaiian*culture*class*addresses*HCPS*III*Social*Studies*standards*and*are*designed*to*enhance*cultural*learning.**The*Hawaiian*culture*course*is*the*platform*for*students*to*prepare*for*the*Winter*Fest*and*May*Day*all*school*performances.****All*students*are*supported*to*ensure*that*are*able*to*participate*in*school*performances.**

Meeting!Student!Needs!Through!Curricular/Co/Curricular!Activities!E4.3.!Indicator:*The*school*has*a*process*for*regularly*evaluating*the*degree*to*which*curricular/co:curricular*activities*are*meeting*the*needs*of*students*who*require*access*to*a*system*of*personalized*supports.*E4.3.!Prompt:%Evaluate%the%school%process%for%regularly%evaluating%the%degree%to%which%curricular/coLcurricular%activities%are%meeting%the%needs%of%students%who%require%access%to%a%system%of%personalized%supports.*Findings* Supporting!Evidence*

Kalihi*Elementary*does*not*have*a*process*in*place*to*evaluate*the*degree*to*which*curricular*and/or*co:curricular*activities*are*meeting*the*needs*of*students*who*require*access*to*a*system*of*personalized*supports.*

*

Student!Perceptions!E4.4.! Indicator:* The* school* is* aware* of* the* student* perspective* of* support* services*through*such*approaches*as*interviewing*and*dialoguing*with*student*representatives*of*the*school*population.*


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E4.4.!Prompt:%Comment%on%the%student%perspective%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*One*area*identified*as*needing*improvement*is*student*voice.**Other*than*the*SQS*survey,*there*is*limited*documentation*of*student*feedback.**However,*there*have*been*student*interviews*regarding*their*perceptions*of*various*aspects*of*school*programs*and*culture*and*student*input*and*voice*are*informally*collected*as*we*develop*procedures*and*systems.**We*need*to*be*more*intentional*and*organized*in*the*way*we*collect*and*utilize*this*information.****School*Quality*Survey*results*provide*fourth*and*fifth*grade*students*with*an*opportunity*to*give*feedback.**SQS*data*indicates*that*91%*of*the*surveyed*students*are*satisfied*with*the*school.**The*majority*of*student*responses*for*questions*aligned*to*student*satisfaction*were*overwhelmingly*positive,*the*lowest*score*for*the*area*of*school*satisfaction*was*for*the*question*related*to*is*this*a*good*school.**Although*the*response*to*this*item*was*below*the*91%*for*the*category*positive*responses*were*above*80%***The*pattern*observed*when*analyzing*student*response*in*the*area*of*involvement*and*engagement*was*different.**Eighty:three*percent*of*students*responded*positively*in*this*category.**Each*item*included*between*9%*and*15%*neutral*responses.****Student*rating*for*the*safety*dimension*were*lower,*with*69%*positive*responses.**Analysis*of*response*rates*for*individual*questions*suggest*a*need*to*actively*work*to*address*increased*support*structures*designed*to*meet*student:felt*needs*for*safety.**Faculty*and*staff*completed*a*relationship*survey*at*the*beginning*of*the*year.**Teachers*placed*a*coded*dot*next*the*name(s)*of*students*with*whom*they*had*a*relationship*based*on*predefined*criteria*for*relationship.*The*relationship*matrix*will*be*revised*in*January*2018*to*document*any*changes.****In*December*2017*students*were*presented*with*a*

Relationship*Matrix*Student*Relationship*Matrix*School*Quality*Survey***


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pictorial*list*of*all*on:campus*adults.**They*were*asked*to*identify*all*adults*with*whom*they*would*felt*comfortable,*trust,*and/or*with*whom*they*have*a*relationship.**The*purpose*of*this*survey*is*to*prepare*supports*to*address*students*during*times*of*social,*emotional*need*based*on*their*individually*stated*comfort*levels*and*perceptions.*


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HIDOE/ACS!WASC!Category!E.!School!Culture!and!Support!for!Student!Personal!and!Academic!Growth:!!Summary,!Strengths,!

and!Growth!Areas*

Review! all! the! findings! and! supporting! evidence! and! summarize! the! degree! to!which!the!criteria!in!Category!E!are!being!met.!!


Summary!(including!comments!about!the!student!learning!needs):*The*services*that*Kalihi*Elementary*is*providing*are*improving*effectiveness*as*the*year*progresses.**At*the*beginning*of*SY*2:17:18,*we*implemented*new*procedures*and*a*new*social*and*emotional*support*program*based*on*our*students’*needs.**In*SY*2016:17,*our*school*community*agreed*to*on*the*need*to*increase*the*counselor*position*from*half*time*to*a*full:time*position*and*resources*were*allocated*appropriately.*By*having*a*full*time*counselor,*our*students*have*ready*access*to*resources*and*opportunities*to*counseling*services*which*supports*their*social*emotional*well:being.*Over*the*past*three*year,*data*indicates*that*efforts*in*this*area*are*paying*off*as*we*have*seen*a*decline*in*the*number*of*behavioral*referrals*and*school*incidents*reported.**Though*we*have*experienced*gains*recently,*it*is*evident*that*the*there*is*still*work*to*be*done.**Data*indicates*a*continued*need*to*strengthen*our*school’s*reputation*in*the*Kalihi*Valley*community.**Teachers*recognize*that*due*to*economic*and*cultural*factors*some*parents*may*not*be*as*involved*in*their*child’s*learning*as*they*would*like*these*same*factors*also*make*two:way*parent*communication*with*some*families*challenging.***Prioritize!the!strengths!and!areas!of!growth!for!Category!E.!

Category! E:! ! School! Culture! and! Support! for! Student! Personal! and! Academic!Growth:!Areas!of!Strength*The*prioritization*of*areas*of*strength*were*determined*through*a*collaborative*effort*of*all*faculty*members.*The*areas*of*strengths*are*as*follows:**●* Kalihi*Elementary*incorporates*strategies*and*processes*supporting*continual*school*and*family*support*to*bridge*a*positive*relationship*to*support*engagement*of*both*parents*and*students*in*the*teaching*and*learning*process*aligning*to*the*Kalihi*Vision*of*“Strengthening*our*Community”*(E1.1)*

●* We*are*working*as*a*school*to*improve*ourselves*from*the*inside*out.**Evidence*proves*that*it*is*working*by*our*teacher*satisfaction*survey*results*(E2.4).*

●* Counseling*services*are*extensive*and*available*to*all*students.**The*school*has*partnerships*with*community*to*support*the*health*and*well:being*of*our*students*(E3.2).*


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Category! E:! School! Culture! and! Support! for! Student! Personal! and! Academic!Growth:!Areas!of!Growth*Like*the*areas*of*strength,*the*areas*of*growth*were*determined*through*a*collaborative*effort*of*all*faculty*members.**The*areas*of*growth*are*as*follows:*●* We*need*more*community*building*to*bring*parents*in*to*mingle*with*teachers.**This*is*the*breakdown*in*communication*that*we*are*trying*to*fix*(E2.4).*

●* The*school*has*many*community*partnerships.**One*area*of*growth*would*be*to*find*ways*to*collect*and*analyze*data*on*the*impact*these*partnerships*have*on*increasing*student*achievement*to*ensure*that*we*are*utilize*partnerships*to*the*fullest*potential*(E1.2)*

Copy!and!paste!the!Areas!of!Strength!and!prioritized!Areas!of!Growth/Challenges!into!the!matrix!in!Chapter!V.*!!****!

! !


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Chapter!V:!!Academic!Plan!

A.! Utilize!the!schoolwide!strengths!and!growth!areas!to!revise!the!Academic!Plan.!a.! Insert!the!table!that!lists!all!strengths!from!Categories!A–E.!b.! Insert!the!table!that!prioritizes!all!areas!of!growth!from!Categories!A–E.!c.! Comment!briefly!on!implications!for!revising!the!Academic!Plan.!

B.! State!any!additional!specific!strategies!to!be!used!by!staff!within!each!subject!area/program!to!support!sections!of!the!Academic!Plan.*

C.! Describe!the!school’s!follow/up!process,!ensuring!an!ongoing!improvement!process.!

!Kalihi*Elementary*focus*groups*identified*twenty*areas*of*strengths*through*a*collaborative*effort*of*all*faculty*members.**Prioritization*within*each*focus*group*was*jointly*determined*and*shared.**Most*of*the*identified*strengths*fell*into*broad*categories*of*school*procedures*and*policiesq*student*support,*and*Kalihi*culture*to*build*our*community.*The*school*is*intentionally*building*systems*of*support*for*well:organized*and*effective*structures.**Resources*and*ongoing*professional*development*ensures*that*the*school*environment*is*designed*to*develop*productive*citizens*who*are*equipped*with*the*skills*to*succeed*within*our*school*community*and*beyond.*The*areas*of*strengths*are*as*follows:***Category!A:! !Organization:! Vision! and!Purpose,!Governance,! Leadership,! Staff,!and!Resources:!!Areas!of!Strength***●* Involvement*of*all*stake*holders*groups*in*the*decision*making*process*(A3.1,*A3.5).*

●* Professional*development*occurs*on*a*regular*basis.**Opportunities*provided*to*all*teachers*to*attend*professional*development*training*to*increase*knowledge,*student*awareness,*effective*strategies*to*use*in*the*classroom*(A5.1).***

●* Professional*Development*is*research:based*derived*from*student*and*teacher*needs*(A5.3).*

●* Kalihi’s*school*budget*is*integrally*linked*to*the*implementation*of*the*school*Academic*and*Financial*Plans*in*alignment*with*State*and*Federal*mandates.**Allocation*of*funds*reaches*classrooms*and*is*used*to*support*student*learning*needs*(A6.2,*A6.5).*

*Category!B:!Standards/based!Student!Learning:!Curriculum:!Areas!of!Strength**●* School*wide*RtI:A*system*with*daily*support*for*students*addressing*reading*skills*(B1.5).*

●* The*school*developed*and*implemented*a*school*wide*standardized*process*to*collect*and*analyze*student*learning*levels*for*mathematics*and*language*arts*area*identified*as*critical*learning*needs*(B1.4).*

●* When*needed*for*individual*students,*Behavioral*Support*Plans*(BSP)*are*developed*to*monitor*student*behaviors*involving*the*support*of*parents,*teachers,*students*and*outside*sources*as*needed.**The*school*is*actively*building*a*Multi:


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Tiered*System*of*Student*Support*to*address*RtI:B*structures*for*the*school*(B2.2).*

●* STAR*Early*Literacy*assessment*data*indicates*that*28%*of*students*in*kindergarten*and*first*grade*need*intensive*intervention*at*the*beginning*of*the*year*which*decreases*to*14%*by*the*end*of*the*school*year*(B1.4)*

●* All*students*participate*in*the*Social:Emotional*Learning*curriculum*at*least*twice*per*month.**Teachers*utilize*Community*Circles*at*least*once*per*week*(B1.5).*

●* The*school*articulates*regularly*with*feeder*schools*within*the*complex*through*quarterly*vertical*articulations*and*through*the*monthly*Farrington*Complex*Administrators*and*Coaches*meetings.**(B1.8)*

*Category!C:!!Standards/based!Student!Learning:!Instruction:!Areas!of!Strength*!●* Students*are*provided*with*and*engage*in*intellectually*challenging*activities*requiring*complex*thinking.**Teachers*utilize*research:based*curricular*materials*for*reading/language*arts*and*mathematics*programs*engage*student*with*opportunities*for*critical*thinking*and*engaging*lessons*and*activities*(C2.2).***

●* Teachers*at*Kalihi*have*had*multiple*trainings*and*professional*development*opportunities*so*we*are*strong*in*supporting*students*with*different*strategies.**We*share*ideas*and*work*as*a*team*to*help*all*students*(C2.4).*

●* Students*and*teachers*utilize*technology*based*program*to*access*rigorous,*relevant*instructional*tools*(C2.1,*C2.5).*

●* Classroom*teachers*on*a*daily*basis*differentiate*their*instruction*and/or*assignments*in*order*to*meet*the*needs*of*individual*students.*

●* Kalihi*has*a*strong*Response*to*Intervention*(RtI)*school*wide*system*in*place*to*support*reading*/*language*arts*for*students*grades*one*to*five.**Teachers*use*quarterly*screening*assessments*to*group*and*regroup*students*(C1.1).*

!Category!D:!!Assessment!and!Accountability:!Areas!of!Strength*

!

●* Kalihi*continues*to*modify*and*improve*programs*and*processes*to*address*increasing*student*learning*results.**The*process*is*based*on*formative*and*summative*assessment*results*along*with*evidence:based*resources*to*determine*appropriate*changes*(D1.3)**

●* Kalihi*Elementary*uses*a*wide*range*of*formative*assessment*strategies*to*monitor*student*progress*toward*acquiring*academic*standards*and*GLOs*and*to*make*adjustments*to*instruction*(D2.1,*D2.2,*D2.3).*

●* Kalihi*teachers*use*dedicated*articulation*planning*time*to*review*summative*and*formative*assessment*data*to*develop,*review*and*analyze*formative*and*summative*assessments*(D1.1).*

!Category! E:! ! School! Culture! and! Support! for! Student! Personal! and! Academic!Growth:!Areas!of!Strength**●* Kalihi*Elementary*incorporates*strategies*and*processes*supporting*continual*


162* CONTENTS**

school*and*family*support*to*bridge*a*positive*relationship*to*support*engagement*of*both*parents*and*students*in*the*teaching*and*learning*process*aligning*to*the*Kalihi*Vision*of*“Strengthening*our*Community”*(E1.1)*

●* We*are*working*as*a*school*to*improve*ourselves*from*the*inside*out.**Evidence*proves*that*it*is*working*by*our*teacher*satisfaction*survey*results*(E2.4).*

●* Counseling*services*are*extensive*and*available*to*all*students.**The*school*has*partnerships*with*community*to*support*the*health*and*well:being*of*our*students*(E3.2).*

*Like*areas*of*strength,*Kalihi*Elementary*Schools*areas*of*growth*were*determined*through*a*collaborative*effort*of*all*faculty*members.**The*process*of*determining*Schoolwide*areas*of*growth*confirmed*multiple*issues.**Areas*identified*include*development,*implementation,*and*monitoring*the*use*of*strategic*tools*to*support*student*learning*which*results*in*dramatically*increased*levels*of*student*achievement.**Included*is*the*need*to*develop*school*wide*criteria*on*student*performance*levels*based*on*CCSS*standards*and*General*Learner*Outcomes*to*ensure*consistent*increases*in*performance*for*all*grade*levels.*There*is*a*need*to*increase*student*and*teacher*understanding*all*desired*(standards:based)*learning*target*of*grade*level*performances.*!*Category!A:! !Organization:! Vision! and!Purpose,!Governance,! Leadership,! Staff,!and!Resources:!!Areas!of!Growth**●* Analysis*of*student*achievement*data*on*the*STAR*assessments*and/or*the*Smarter*Balanced*Assessment*measures*did*not*result*in*a*marked*increase*in*student*achievement*levels.**The*school*needs*develop*and*implement*a*process*to*collect*data*to*determine*the*level*of*implementation*of*research:based*strategies*to*correlate*our*results*with*student*progress*levels*(A5.3).*

●* The*SCC*has*identified*the*need*to*work*on*strengthening*student*voice*as*a*student*representative*is*not*always*present*at*SCC*meetings*(A3.5).*

*Category!B:!Standards/based!Student!Learning:!Curriculum:!Areas!of!Growth**●* There*is*currently*not*a*schoolwide*Social*Studies*and*Science*curriculum*that*is*followed*by*all*teachers*(B1.3,*B1.6).*

●* The*school*does*not*currently*have*a*school*wide*system*for*learning*plans*for*all*general*education*students*(B2.2).*

●* Only*teachers*in*Kinder*to*grade*two*are*trained*in*Orton:Gillingham*(OG)*foundational*reading*strategies.*

●* The*school*has*not*defined*consistent,*school:wide*targets*and*expectations*for*research*based*practices*to*determine*how*effective*instructional*practices*are*in*impacting*student*achievement*(B1.1)*

●* STAR*Reading*/*Mathematics*assessment*data*indicates*that*there*is*very*limited*change*in*the*percent*of*students*in*need*of*intensive*interventions*at*the*


163* CONTENTS**

beginning*of*the*school*year*when*compared*to*the*end*of*the*school*year*(B1.4).*

●* The*school*has*a*structure*in*place*to*conduct*monthly*data*analysis*for*critical*reading*/*writing*and*mathematics*problem*solving,*however,*there*is*not*school*wide*consistency*in*follow:through*(B2.3).*

*Category!C:!Standards/based!Student!Learning:!Instruction:!Areas!of!Growth**●* Though*structures*and*routines*to*support*student*learning*reading*and*language*arts*skills*through*differentiation*are*in*place,*student*achievement*of*academic*standards*and*GLOs*is*not*progressing*at*rates*needed*to*address*student*learning*achievement*needs.**The*school*needs*to*identify*and*implement*instructional*practices*that*ensure*that*all*students*achieve*grade*level*academic*standards*and*GLOs*(C1.1).*

●* Teachers*exhibit*a*strong*commitment*to*helping*all*students,*however,*data*indicates*a*need*for*increased*strategic*lesson*design*practices*with*intentional*instructional*pacing*of*rigorous,*relevant,*and*engaging*learning*experiences*that*build*students’*higher*order*critical*thinking*(C2.1,*C2.2).*

●* approximately*30%*of*teachers*report*the*use*of*student*feedback*to*adjust*instruction.**Professional*development*to*support*construction*of*school*wide*knowledge*to*strategically*select,*plan,*and*implement*formative*assessment*tools*designed*to*support*student*feedback,*how*to*address*timing*of*assessments/feedback*collectionq*and*design*appropriate*instructional*adjustment*strategies*within*a*lesson/instructional*period*is*needed*to*increase*levels*of*student*learning*(C1.3).*

●* Sixty:three*percent*of*students*surveyed*indicated*that*they*know*what*they*are*learning.*During*student*interviews*53%*of*students*surveyed*are*able*to*state*the*learning*topic*and*16%*were*able*to*state*the*learning*target.**Professional*development*to*support*construction*of*school*wide*knowledge*to*increase*the*number*of*students*who*know*what*they*are*expected*to*learn*and*where*they*are*in*meeting*the*learning*targets*and*what*they*need*to*do*to*meet*the*targets*

●* *(C1.2)**Category!D:!Assessment!and!Accountability:!Areas!of!Growth**●* The*majority*of*students*do*not*meet*Smarter*Balanced*Assessment*proficiency*levels*(D2.2).*

●* Being*the*first*year*of*implementation*of*the*current*school:wide*RtI:A*process,*an*area*of*growth*would*be*the*need*to*gather*and*analyze*appropriate*data*and*continue*to*refine*the*RtI:A*process*to*ensure*that*student*needs*are*being*met*(D1.1)*

●* Need*to*strengthen*consistency*in*school*wide*implementation*of*reading*and*mathematics*instruction*and*assessment.*

*Category! E:! School! Culture! and! Support! for! Student! Personal! and! Academic!


164* CONTENTS**

Growth:!Areas!of!Growth**●* We*need*more*community*building*to*bring*parents*in*to*mingle*with*teachers.**This*is*the*breakdown*in*communication*that*we*are*trying*to*fix*(E2.4).*

●* The*school*has*many*community*partnerships.**One*area*of*growth*would*be*to*find*ways*to*collect*and*analyze*data*on*the*impact*these*partnerships*have*on*increasing*student*achievement*to*ensure*that*we*are*utilize*partnerships*to*the*fullest*potential*(E1.2)*

*Implications!for!reviewing!the!Academic!Plan:!With*the*advent*of*a*new*administration*team,*the*school*has*strategically*worked*to*redevelop*and/or*build*support*processes*to*address*increasing*student*achievement.**The*school’s*revised*Vision*and*Mission*statements,*aligned*to*the*GLOs*and*academic*standards*define*a*clear*focus*for*all*stakeholders.***The*faculty*reviewed*the*SY*2017:20*academic*plan*to*ensure*that*the*plan*address*all*identified*areas*for*growth.**We*found*that*each*area*of*growth*was*either*directly*supported*by*the*academic*plan,*or*that*existing*structures*and*processes*address*the*stated*need.**The*school*plan*to*continue*collaboratively*expecting*high*standards*of*performance*for*all*stakeholders*will*be*supported*by*strengthening*our*system*of*monitoring*learning*and*teaching.**The!Follow/up!Process:!The*FOL*process*has*identified*our*need*to*make*adjustments*to*our*organizational*structures*to*coordinate*all*improvement*efforts*as*defined*in*the*current*Academic*Plan.****1.* The*school*will*focus*on*foundational*reading*supports*so*that*all*students*are*reading*at*grade*level*proficiency*levels*by*third*grade.*Structures*to*ensure*that*students*know*the*learning*target*and*their*progress*toward*meeting*the*target*will*have*to*be*incorporated*along*with*strategic*use*of*feedback*during*the*learning*process*to*ensure*student*are*able*to*sustain*gains*necessary*for*growth.***

2.* In*support*of*staff*growth,*the*school*will*continue*to*train*teachers*on*structures*that*build*common*understanding*of*components*of*rigor,*relevance,*and*relationship*that*support*student*learning*to*be*used*in*the*development*and*implementation*of*school*wide*criteria*for*student*performance*levels*aligned*to*CCSS*and*GLO*standards.*

3.* Strengthened*structures*to*support*collection*and*analysis*of*student*data*to*determine*the*levels*of*implementation*of*research:based*strategies*to*correlate*results*with*student*progress.*

* *


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!!!!Appendices!!A.* KES*Webliography**(Interactive*links*available*at:**https://tinyurl.com/y924gqhd)*B.* School*Trend*Report***C.* School*Status*and*Improvement*Report***D.* School*Quality*Survey***E.* Current*Academic*Plan!*!

***Print*includes*SY*2016:17*reports.**Past*reports*available*online.!!!On!Exhibit!during!visit:!A.* Results*of*Student*/*Parent*/*Community*surveys/interviews*B.* Additional*pertinent*additional*data*(or*have*on*exhibit*during*the*visit)**C.* Glossary*of*terms*unique*to*the*school*!

*** *


166* CONTENTS**

2018!Kalihi!Elementary!School!WASC!Visit!Evidence!Link!Webliography!

!

Introductory!Video!

!

Webliography!Contents!!

Chapter!I:!!Student/Community!Profile!

Chapter!II:!!Progress!Report!

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


Category!A.!Organization:!Vision,!Mission,!General!Learner!Outcomes,!Governance,!Leadership!and!Staff,!And!Resources!

Category!B:!Standards/based!Student!Learning:!Curriculum!

Category!C:!Standards/based!Student!Learning:!Instruction!

Category!D:!Standards/based!Student!Learning:!Assessment!and!Accountability!


Chapter!V:!!Academic!Plan!

!

!

!

!

!

!

!


167* CONTENTS**

Chapter!I!Student/!Community!Profile!Supporting!Evidence!Links!

Hidoe!Accountability!Resource!Center!Trend*Reports*SSIR*Reports*

School*Quality*Survey*(SQS)*Strive*HI*

*HiDOE*Public*Data*

*HiDOE!Acronyms!List!

GLO!/!State!of!Hawaii!Elementary!Rubrics!!

GLO!/!Student!Friendly!Language!

20160908!/!Letter!to!Parents!!Re:!!Conjunctivitis!

!Health!Logs!/!hard!copy!!(available*upon*request)*

GLO!Disaggregated!Data!!

Quarterly!Rams!Data!(SY!2016/17)!

Professional!Development!!

General!Links!!

Current!Bell!Schedule!!

KES!Evacuation!Map!Fire!Inspection!Preparation!(sample!ppt)!

!Digital!Device!Usage!Policy!

!EL!Comprehensive!Plans!

!


168* CONTENTS**

Procedures!Posters!

!

Chapter!III!Student!/Community!Profile!—!Overall!Summary!from!!

Analysis!of!Profile!Data!and!Progress!

Critical!Learning!Needs!/!Identified!

!


Category!A.!Organization:!Vision,!Mission,!General!Learner!Outcomes,!Governance,!Leadership!and!Staff,!

And!Resources!A1:!!The*school*has*established*a*clear,*coherent*vision*and*mission*of*what*students*should*know*and*be*able*to*doq*the*school’s*Academic*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.*

INDICATOR:!!A1.1!Note:**Listed*Meeting*Dates*apply*to*all*prompts*within*A1*

Comprehensive*Needs*Assessment*(CNA)**Faculty*Meetings**

SY!2015/16! SY!2016/17! SY!2017/18!

●* 07:23:15*●* 07:29:15*●* 12:08:15*●* 12:16:15*●* 01:27:16*●* 02:10:16*

●* 09:06:16*:*Cadre*●* 09:07:16*●* 09:19:16*●* 10:19:16*●* 11:30:16*●* 12:07:16*●* 12:14:16*●* 01:11:17*●* 02:08:17*

●* 08:01:17*●* 09:13:17*●* 09:30:17*●* 10:18:17*●* 11:08:17*●* 12:13:17*


169* CONTENTS**

●* 03:15:17*●* 03:29:17*●* 04:26:17*●* 05:10:17*

Parent*Meetings**●* SY*2016:17*

*Leadership*Team*Meetings**

SY!2015/16! SY!2016/17! SY!2017/18!

●* 09:14:15*●* 02:08:16*●* 02:22:16*●* 04:11:16*

●* 08:15:16*●* 08:29:16*●* 10:03:16*●* 11:07:16*●* 11:21:16*●* 12:05:16*●* 04:13:17*●* 04:24:17*

●* 12:18:17*●* 01:08:17*

*School*Community*Council*(SCC)*Meetings**

SY!2015/16! SY!2016/17! SY!2017/18!

●* 09:29:15*●* 11:24:15*●* 01:26:16*●* 02:23:16*●* 03:29:16*●* 04:26:16*

●* 08:30:16*●* 09:29:16*●* 11:30:16*●* 01:24:17*●* 03:30:17*●* 04:25:17*

*

**ART*Meetings**

SY!2015/16! SY!2016/17! SY!2017/18!

●* 08:24:15*●* 10:19:24*

●* 10:17:16*●* 11:07:16*●* 12:14:16*●* 01:23:17*●* 02:02:17*

●* 08:14:17*●* 09:25:17*●* 10:16:17*

*

INDICATOR:!!A1.2!Note:**See*specific*meeting*dates*in*A1.1*

School*Community*Council*(SCC)*Meetings***Faculty*Meetings***


170* CONTENTS**

ART*Meetings***Comprehensive*Needs*Assessment*(CNA)**Parent*Meetings*●* **Sunday’s*Project*Agendas*

*Student*Council*(group*memory)*

INDICATOR!A1.3!Note:**See*specific*meeting*dates*in*A1.1!

School*Community*Council*Meetings***Quarterly*Rams*Data*(SY*2016:17)**Google*Calendar*****Guidance*Schedule*SY*2017:18**Social*Media*Accounts*●* Instagram:*Kalihi_Elementary_School*●* Twitter:*@Kalihi_Rams**

***************Through*the*hashtags:*○* #strengthenourcommunity*○* #kalihielementary*○* #homeoftherams*○* #kalihipride*

Parent*Meetings**●* Open*House*:*08:18:16*●* Coffee*Hour*:*02:28:17**(WASC,*Vision*Mission,*Academic/Financial*Plan)*●* Sunday’s*Project*Agenda*●* Kindergarten*Parent*Meetings**

Support*Staff*Meetings**Student*Council*(group*memory)*

INDICATOR!A1.4!Note:**See*specific*meeting*dates*in*A1.1!

ART*Team**

SCC*Meetings**

Faculty*Meetings*

Quarterly*Rams*Data*(SY*2016:17)*


171* CONTENTS**

GLO*Disaggregated*Data**

Comprehensive*Needs*Assessment*(CNA)*

INDICATOR!A1.5*

Vision*/*Mission*Alignment*Chart*

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

INDICATOR!A2.1!

Parent*Newsletter*Distribution*Schedule****Newsletter*

●* ***October*16,*2016**DOE*Opening*Day*Packet*(see*hard*copy*files)**Faculty*Meetings*:**Opening*the*School*Year*Agenda/Minutes**

SY!15/16! SY!16/17! SY!17/18!

●* 07:23:15*●* 07:24:15*●* 07:29:15*

●* 07:27:16*●* 07:28:16*

●* 08:01:17*

*SCC*Meetings**

SY!15/16! SY!16/17! SY!17/18!

●* 08:27:15*●* 09:29:15*●* 11:24:15*●* 02:23:16*●* 03:29:16*●* 04:26:16*

●* 08:30:16*●* 09:29:16*●* 10:27:16*●* 11:18:16*●* 03:29:16*

●* 09:08:17*●* 10:20:17*

**


172* CONTENTS**

INDICATOR!A2.2!

Parent*Newsletter*Distribution*Schedule*****Newsletter*

●* ***October*16,*2016**Faculty*Meetings******

SY!15/16! SY!16/17! SY!17/18!

●* 07:23:15*●* 07:24:15*●* 07:29:15*

●* 07:27:16*●* 07:28:16*

●* 08:01:17*

*SCC*Meetings*

SY!15/16! SY!16/17! SY!17/18!

●* 09:29:15*●* 03:29:16*●* 04:26:16*

●* 08:30:16*●* 09:29:16*●* 10:27:16*

●* 09:08:17*●* 10:20:17*

*Beginning*of*the*Year*Student*Packet*(see*hard*copy)*

Opening*the*School*Year*Packet*(All*Department*of*Education*Employees)*:*see*hard*copies*

INDICATOR!A2.3!

CC*Job*description*:*Published*Fall*2017*

Faculty*Meetings******SY!15/16! SY!16/17! SY!17/18!

●* 07:23:15*●* 07:24:15*●* 07:29:15*

●* 07:27:16*●* 07:28:16*

●* 08:01:17*

*SCC*Meetings**

SY!15/16! SY!16/17! SY!17/18!

●* 09:29:15*●* 03:29:16*●* 04:26:16*

●* 08:30:16*●* 09:29:16*●* 10:27:16*

●* 09:08:17*●* 10:20:17*

*Parent*Newsletter*Distribution*Schedule***


173* CONTENTS**

SCC*Handbook*

SCC*By:Laws*

A3.!Leadership!and!Staff!Criterion!–!Data/Informed!Decision/Making!Based* on* multiple* sources* of* 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*Plan*based*on*the*analysis*of*data*to*ensure*alignment*with*student*needs.!

INDICATOR!A3.1!

Faculty*Meetings**SY!15/16! SY!16/17! SY!17/18!

●* 07:29:15*●* 09:30:15*●* 12:08:15*●* 12:15:15*●* 01:27:16*●* 02:10:16*●* 05:18:16*

●* 07:27:16*●* 07:28:16*●* 09:07:16*●* 09:19:16*●* 10:19:16*●* 11:16:16*●* 11:30:16*●* 12:07:16*●* 12:14:16*●* 02:01:17*●* 02:08:17*●* 03:29:17*●* 04:26:17*●* 05:10:17*

●* 08:01:17*●* 09:06:17*●* 09:13:17*●* 09:20:17*●* 11:08:17*●* 12:13:17*

*SCC*Meetings**

SY!15/16! SY!16/17! SY!17/18!

●* 09:29:15*●* 03:29:16*●* 04:26:16*

●* 08:30:16*●* 09:29:16*●* 10:27:16*

●* 09:08:17*●* 10:20:17*

*Kalihi*Elementary*Website*

INDICATOR!A3.2!

ART*Meetings**:*Monthly*focus**Comprehensive*Needs*Assessment*(CNA)*


174* CONTENTS**


●* 07:23:15*●* 09:30:15*●* 10:14:15*●* 12:08:15*●* 02:10:16*●* 05:18:16*

●* 07:27:16*●* 07:28:16*●* 08:10:16*●* 09:28:16*●* 11:09:16*●* 11:16:16*●* 11:30:16*●* 12:07:16*●* 01:11:17*●* 02:01:17*●* 02:08:17*●* 02:15:17*●* 02:22:17*●* 03:29:17*●* 04:26:17*●* 05:10:17*●* 05:17:17*

●* 08:01:17*●* 08:30:17*●* 09:20:17*●* 10:04:17*●* 10:18:17*●* 11:08:17*●* 11:15:17*●* 12:06:17*●* 12:13:17*

*Vertical*Articulation*:*Meetings*

SY!15/16! SY!16/17! SY!17/18!

No*Data* ●* 10:05:16*●* 12:07:16*●* 02:01:17*

●* 09:06:17*●* 11:08:17*●* 12:06:17*●* 01:17:18*●* 02:07:18*

*Grade*Level*Articulation*Meetings*:*Regular*Focus*

INDICATOR!A3.3!

SCC*Meetings**SY!15/16! SY!16/17! SY!17/18!

●* 09:29:15*●* 11:24:15*●* 01:26:16*●* 02:23:16*●* 03:29:16*●* 04:26:16*

●* 08:30:16*●* 09:29:16*●* 10:27:16*●* 01:24:17*●* 02:16:17*●* 04:25:17*

●* 09:08:17*●* 10:20:17*

*Fiscal*Requirements*Form*(FRF)**

Academic*Plan*

Financial*Plan**


175* CONTENTS**

ART*Meetings**:*Monitoring:*monthly*focus*

Title*1*Handbook*:*see*hard*copies*

INDICATOR!A3.4!

ART*Meetings**:*Monthly*focus**Leadership*Team*Meetings*

SY!15/16! SY!16/17! SY!17/18!

●* 08:31:15*●* 09:14:15*●* 09:28:15*●* 11:16:15*●* 02:08:16*●* 02:22:16*●* 04:11:16*

●* 08:15:16*●* 08:29:16*●* 11:07:16*●* 11:21:16*●* 12:05:16*●* 03::6:17*●* 03:13:17*●* 04:10:17*●* 04:24:17*

●* 08:28:17*●* 09:19:17*●* 10:02:17*●* 11:06:17*●* 11:20:17*●* 12:04:17*●* 01:29:18*●* 02:05:18*

*

INDICATOR!A3.5*

ART*Agendas**:*Monthly*focus*

A4.!!Leadership!and!Staff!Criterion!–"Schoolwide!Organization!for!Student!Achievement! !A* qualified* staff* facilitates* the* achievement* of* the*General* Learner*Outcomes,*academic* standards,* and* the* successful* implementation* of* the*Academic*Plan*through* a* system* of* preparation,* induction,* and* ongoing* professional*development.!

INDICATOR!A4.1*

Certification*/*Highly*Qualified*Teacher*Requirements*

SSIR*Reports*

INDICATOR!A4.2!

Faculty*Meetings**


176* CONTENTS**

Opening*Year*Packet*(see*hard*copies)*

Administration*Expectations*for*Faculty*/*Staff*

Google*Calendar******Master*Calendar*Grade*Level*Articulation*Meetings*

Sample*Teaching*Line*Survey!

INDICATOR!A4.3!

Mandatory*Video*Forms*:*sample*copy*****Completed*forms*on*file*with*administrators*Administration*Expectations*for*Faculty*/*Staff*

Academic*Plan*

Financial*Plan**

Kalihi*Meeting*Norms*

Google*Calendar******Master*Calendar*Google*Drive*Resources*

Leadership*Team*Meetings*SY!15/16! SY!16/17! SY!17/18!

●* 08:17:15*●* 08:31:15*●* 09:14:15*●* 09:28:15*●* 11:09:15*●* 11:16:15*●* 11:30:15*●* 01:11:16*●* 01:25:16*●* 02:08:16*●* 02:22:16*●* 03:07:16*●* 04:11:16*●* 04:25:16*●* 05:09:16*

●* 08:01:16*●* 08:15:16*●* 08:29:16*●* 10:24:16*●* 11:07:16*●* 11:21:16*●* 12:05:16*●* 01:09:17*●* 01:30:17*●* 03:06:17*●* 04:10:17*●* 04:24:17*

●* 08:28:17*●* 10:02:17*●* 10:30:17*●* 11:06:17*●* 11:20:17*●* 12:04:17*●* 12:18:17*●* 01:08:18*●* 01:29:18*

*****


177* CONTENTS**


●* 07:29:15*●* 08:05:15*●* 09:23:15*●* 09:30:15*●* 10:14:15*●* 10:26:15*●* 01:20:16*●* 01:27:16*●* 04:13:16*●* 05:18:16*

●* 07:27:16*●* 07:28:16*●* 08:24:16*●* 08:07:16*●* 09:28:16*●* 10:05:16*●* 10:19:16*●* 11:09:16*●* 11:16:16*●* 11:30:16*●* 12:14:16*●* 01:11:17*●* 04:19:17*●* 05:03:17*●* 05:10:17*●* 05:17:17*

●* 08:01:17*●* 08:16:17*●* 08:23:17*●* 08:30:17*●* 09:06:17*●* 09:13:17*●* 10:14:17*●* 10:25:17*●* 11:29:17*●* 12:06:17*●* 12:13:17*●* 01:17:18*●* 01:31:18*

!

INDICATOR!A4.4!

Google*Drive*Resources*

Google*Calendar******Master*Calendar*Faculty*Meetings**:*minutes*posted/shared*in*Google*Drive*

Grade*Level*Articulation*Meetings**

PLC*Meetings**SY!15/16! SY!16/17! SY!17/18!

●* GLAD*Cadre*●* Math*Cadre*●* ELA*Cadre*●* Science*Cadre*

●* 08:03:16*●* 09:21:16*●* 11:16:16*

●* 09:30:17*●* 10:25:17*●* 11:29:17*

*Weekly*Bulletin*(Lotus*Notes*Database)********


178* CONTENTS**

INDICATOR!A4.5!


●* 09:30:15*●* 12:08:15*●* 12:16:15*●* 01:27:16*●* 05:18:16*

●* 07:27:16*●* 07:28:16*●* 09:06:16*●* 09:07:16*●* 11:09:16*●* 11:16:16*●* 11:30:16*●* 01:11:17*●* 02:01:17*●* 02:08:17*●* 02:22:17*●* 03:29:17*●* 04:19:17*●* 05:17:17*

●* 08:01:17*●* 08:16:17*●* 09:06:17*●* 09:30:17*●* 11:08:17*●* 11:15:17*●* 12:06:17*●* 12:13:17*●* 01:31:18*

*Grade*Level*Articulation*Meetings**RtI*A*(Academics)*Binder*(see*hard*copy)**RtI*B*(Behavior)*Process*Training*Binder*(see*hard*copy)!

A5.!!Leadership!and!Staff!Criterion!–!Research!and!Professional!Development!Leadership* and* staff* are* involved* in* ongoing* research* and* professional* development* that*focuses*on*identified*student*and*teacher*learning*needs.*

INDICATOR!A5.1*

Professional*Development**ICLE*End*of*Year*Reports*●* SY*2015:16*●* SY*2016:17*

Summer*2017*Model*Schools*Conference*Implementation*Plan*

Financial*Plan**

Academic*Plan*

*

*


179* CONTENTS**

INDICATOR!A5.2*

Danielson*Observation*Protocols*

Faculty*Meetings**

INDICATOR!A5.3*


●* 10:14:15*●* 12:08:15*●* 05:18:15*

●* 07:27:16*●* 07:28:16*●* 11:09:16*●* 11:30:16*●* 01:11:17*●* 02:08:17*●* 02:15:17*●* 02:22:17*●* 04:19:17*●* 05:17:17*

●* 08:01:17*●* 09:06:17*●* 09:20:17*●* 10:18:17*●* 11:08:17*●* 12:06:17*●* 01:31:18*

*ART*Meetings**:*Monthly*focus**Leadership*Team*Meetings*

SY!15/16! SY!16/17! SY!17/18!

●* 08:17:15*●* 08:31:15*●* 01:25:16*

●* 08:15:16*●* 10:24:16*●* 11:21:16*●* 03:06:17*●* 03:13:17*●* 04:10:17*●* 05:15:17*

●* 08:28:17*●* 09:19:17*●* 10:02:17*●* 12:04:17*●* 12:18:17*●* 01:29:18*●* 02:05:18*

*ICLE*End*of*Year*Reports*●* SY*2015:16*●* SY*2016:17*

*BEISY*Data*Analysis*:*charts*****December*2016*:*graph*****October*2017*:*graph****


180* CONTENTS**

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.!

INDICATOR!A6.1*

Financial*Reporting*System*(FRS)*

Academic*Plan**

Financial*Plan**


●* 09:14:15*●* 02:08:16*●* 02:22:16*●* 04:11:16*

●* 11:07:16*●* 11:21:16*●* 04:24:17*

●* 08:28:17*●* 11:20:17*●* 12:18:17*

*Faculty*Meetings**

SY!15/16! SY!16/17! SY!17/18!

●* 07:23:15*●* 12:08:15*●* 12:16:15*●* 01:27:16*●* 02:10:16*

●* 09:07:16*●* 10:19:16*●* 11:16:16*●* 11:30:16*●* 01:11:17*●* 02:08:17*●* 03:29:17*●* 04:26:17*●* 05:17:17*

●* 08:01:17*●* 09:13:17*●* 09:30:17*●* 10:18:17*●* 12:13:17*

*SCC*Meeting*Minutes**

SY!15/16! SY!16/17! SY!17/18!

●* 09:29:15*●* 11:24:15*●* 01:26:16*●* 02:23:16*●* 03:29:16*●* 04:26:16*

●* 08:30:16*●* 11:18:16*●* 01:24:17*●* 03:30:17*●* 04:25:17*

●* 09:08:17*●* 10:20:17*

***


181* CONTENTS**

INDICATOR!A6.2*

Academic*Plan**

Financial*Plan***


●* 09:14:15*●* 02:08:16*●* 02:22:16*●* 04:11:16*

●* 11:07:16*●* 11:21:16*●* 04:24:17*

●* 08:28:17*●* 11:20:17*●* 12:18:17*

*


●* 07:23:15*●* 12:08:15*●* 12:16:15*●* 01:27:16*●* 02:10:16*

●* 09:07:16*●* 10:19:16*●* 11:16:16*●* 11:30:16*●* 01:11:17*●* 02:08:17*●* 03:29:17*●* 04:26:17*●* 05:17:17*

●* 08:01:17*●* 09:13:17*●* 09:30:17*●* 10:18:17*●* 12:13:17*

SCC*Meetings**SY!15/16! SY!16/17! SY!17/18!

●* 09:29:15*●* 11:24:15*●* 01:26:16*●* 02:23:16*●* 03:29:16*●* 04:26:16*

●* 08:30:16*●* 11:18:16*●* 01:24:17*●* 03:30:17*●* 04:25:17*

●* 09:08:17*●* 10:20:17*

eCSSS*Reports*(see*hard*copies)*

School*Quality*Survey*

Tripod*Surveys*

STAR*Assessment*data*

Smarter*Balanced*Assessment*Data*


182* CONTENTS**

INDICATOR!A6.2*

Academic*Plan**

Financial*Plan**:*see*hard*copies*

SCC*Meeting*Minutes**:*monthly*process*

Title*1*Handbook*:*see*hard*copy*

DOE/BOE*Guidelines*

INDICATOR!A6.4*

Campus*Map*

Fire*Inspection*Report*(Hard*copies*available*in*office)*

INDICATOR!A6.5*

Communication*Logs*(see*hard*copies)***Academic*Plan***

INDICATOR!A6.6*

Academic*Plan****Financial*Plan***Title*I*Plan*:*See*Title*I*Binder*(hard*copies)**Title*III*Plan*:*See*Title*III*Binder*(hard*copies)*

Category!B:!Standards/based!Student!Learning:!Curriculum*

B1.!!Curriculum!Criterion!–!Student!Participation!in!a!Standards/based!Curriculum!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*Plan.*

Current!Educational!Research!and!Thinking!

*


183* CONTENTS**

INDICATOR!B1.1*

Professional*Development*Sign:in*Sheets*:*see*Binders**Faculty*Meetings***


*Strive*HI*Report*

INDICATOR!B1.2*

FG:B*School*Survey*********(N*=18)*:*Fall*2017**FG:B*School*Survey*(Part*2)*******(N*=17)*:*Fall*2017*

●* 94%*(17/18)*teachers*responded*to*the*survey**●* 82%*(14/17)*teach*Reading*Wonders*in*order*●* 94%*(16/17)*use*Reading*Wonders*●* 100%*(17/17)*adjust*Stepping*Stones*either*to*meet*CCSS*Standards*and/or*to*fit*student*needs*

*Google*Calendar******Master*Calendar*Choose%Love*Curriculum*

Grade*Level*Articulation*Meeting*Minutes*


INDICATOR!B1.3*

Fall*2017*School*Survey****(N*=_18)*:*Fall*2017*

●* 53%*(9*out*of*17)*teachers*use*a*pacing*guide*for*ELA*and*for*Math*programs***

GLAD*Strategies*Schedule*

Smarter*Balanced*:*Student*Achievement*Reports*(FERPA)*

Strive*HI*Reports**Mathematics*Pacing*Guides****Engage*NY****Stepping%Stones%


184* CONTENTS**

*Reading%Wonders*Pacing**

INDICATOR!B1.4*

Fall*2017*School*Survey****(N*=*18)*October*2017*

●* 29%*(5*out*of*17)*teachers*are*using*their*RtI*binders.*●* 100%*of*classroom*teachers*are*providing*RtI:A*(Reading)*services*for*their*classrooms.**

*STAR*Early*Literacy*/*STAR*Reading*Assessment*Data**Student*Work*Data*Analysis*●* SY*2016:17*●* SY*2017:18*

*Peer*Learning*Walk*Form**Grade*Level*Articulation*Meetings*

INDICATOR!B1.5*

Fall*2017*School*Survey****(N=*18)**October*2017***EL*Support*Schedule*Guidance*Schedule*:*See*Google*Calendar**Choose%Love*Curriculum**Block*3*Schedules*

INDICATOR!B1.6*



●* 08:03:16*●* 09:21:16*●* 11:16:16*

●* 09:30:17*●* 10:25:17*●* 11:29:17*

*Block*3*Schedules**


185* CONTENTS**

FG:B*School*Survey*****(N=18)**Fall*2017*

●* 71%*(12*of*17)*teachers*were*GLAD*trained.*●* 6%*(1*of*17)*use*GLAD*strategies*3+*times*per*week.*●* 41%*(7*of*17)*use*GLAD*strategies*1:2*times*per*week.*●* 12%*(2*of*17)*use*GLAD*strategies*less*than*once*a*week.*●* 24%*(4*of*17)*use*GLAD*strategies*less*than*once*daily.*

INDICATOR!B1.7*

Parent:Teacher*Conference*feedback*

IEP*Meetings*(IEP*meeting*schedule*:*Google*Calendar)*

School*Quality*Survey*

Informal*conferences*and/or*meetings*(teacher*logs)*

eCSSS*referral*data*(see*hard*copies)*

Google*Calendar:***●* Farrington*Complex*Coaches*Meeting*Dates*

*Student*Achievement*Data***Monthly*Data*Analysis*Forms*●* SY*2017:18*Data*Team*Completion*Chart*

INDICATOR!B1.8*

Vertical*Articulations**SY!15/16! SY!16/17! SY!17/18!

None* ●* 10:05:16*●* 12:07:16*●* 02:01:17*

●* 09:06:17*●* 10:04:17*:*Dole*included*●* 11:08:17*●* 12:06:17*:*Dole*included*●* 01:17:18*●* 02:07:18*

*Google*Calendar:***●* Farrington*Complex*Coaches*Meeting*Dates*

*****


186* CONTENTS**

B2.!!Curriculum!Criterion!–!Planning!and!Monitoring!Student!Learning!Plans!All*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.!

INDICATOR!B2.1*



●* 08:03:16*●* 09:21:16*●* 11:16:16*

●* 09:30:17*●* 10:25:17*●* 11:29:17*

*Student*Planner*(hard*copy)**Grade*Level*Articulation*Meetings*

INDICATOR!B2.2*

Parent:Teacher*Conference*Data**Google*Calendar:***●* IEP*meeting*dates*

INDICATOR!B2.3!

RtI*Binders*RtI*Data*Collection*Documentation*

Data*Analysis*

Student*Work*Data*Analysis*Forms**

IEP*Quarterly*Progress*Reports*(Student*files)*

EL*Support*Schedule*

Wida*Access*2.0*Data*:*(FERPA)*

Imagine*Learning!

INDICATOR!B2.4!

Dole*Middle*School*Visitation*Permission*Slips*


187* CONTENTS**

*Promotion*Day*(Annually*:*May)*One*transition*day*per*year*for:*●* Grade*5*students*to*visit*Dole*Middle*●* Head*start/Pre:K*students*to*visit*kindergarten*●* K*to*visit*1st*●* 1st*to*visit*2nd*●* 2nd*to*visit*3rd*●* 3rd*to*visit*4th*●* 4th*to*visit*5th*

*Conduct*week*schedule*

Google*Calendar:***●* SFT*Meeting*Schedules*

B3.!!Curriculum!Criterion"–"Meeting!All!Curricular!Requirements!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.!

INDICATOR!B3.1!

Field*Trips*Examples*:*See*Social*Media*Posts*●* School*wide:*Hawaii*Youth*Symphony**●* ART*Bento*Grant:*Hawaii*State*Art*Museum*●* Small*Groups:**Science*Fair,*Speech*Festival**Fall*2017*School*Survey****(N*=*12)**Fall*2017*●* 71%*(12/17)*teachers*responded*to*our*survey.**●* 71%*of*teachers*design*follow:up*activities*requiring*student*to*apply*real*world*experiences*

INDICATOR!B3.2!

Access*WIDA*Data*(FERPA)*

STAR*Assessment*Data*

Standards*Based*report*cards*show*that*students*are*meeting*requirements*:*See*Samples**********


188* CONTENTS**

Category!C:!!Standards/based!Student!Learning:!!Instruction!

Differentiation!of!Instruction!C1.1.! Indicator:* The* school’s* instructional* staff*members* differentiate* instruction* by* varying*content,* processes,* products,* and/or* learning* environment* (e.g.,* Tier* 1)* to* ensure* that* all*students*achieve*the*academic*standards*and*the*General*Learner*Outcomes.*!

INDICATOR!C1.1*

FG:C*:*Instruction*survey******https://goo.gl/X51Nb*******(N*=14)*:*October*2017**STAR*Assessment*Data**

Smarter*Balanced*Assessment*Data****Strive*HI*Reports*

Professional*Development*Chart**

INDICATOR!C1.2*

FG:C:**Instruction*Survey****(N*=14)*:*October*2017**FG:C:**Student*Survey******(N*=*40)*:*October*2017**FG:C:**Classroom*observation*:*see*hard*copy*notes*****October*2017**STAR*Assessment*Data***Smarter*Balanced*Assessment*Data****Strive*HI*Reports*

INDICATOR!C1.3*

FG:C:**Instruction*Survey****(N*=14)*:*October*2017**FG:C:*Strategy*Survey******(N*=*9)*:*November*2017**


189* CONTENTS**

FG:C:**Student*Survey******(N*=*40)*:*October*2017*School*Quality*Survey*

Tripod*Survey*Data**STAR*Assessment*Data**

C2.!!Instruction!Criterion!–!Rigorous!and!Relevant!Instruction!All* teachers* provide* students*with* a* variety* of* activities* and*assignments* that* are* engaging*(e.g.,*technology:enhanced* and* experiences* beyond* the* textbook)* and* call* for* higher* order*thinking.!

INDICATOR!C2.1*

FG:C:**Instruction*survey******(N*=14)*:*October*2017**Faculty*Meetings****Student*Quality*Survey*Results**Professional*Development*Topics*and*Attendance*Rates**ICLE*End*of*Year*Reports*●* SY*2015:16*●* SY*2016:17*

*GLAD*Strategy*Roll:out*Chart*

INDICATOR!C2.2*

GLO*Data*Analysis***Classroom*Observation*Data*****November*2017**FG:C:**Instruction*survey******(N*=14)*:*October*2017**FG:C:**Student*Survey******(N*=*40)*:*October*2017**Opinion*Writing*Work*Samples*(Fall*2017)*(hard*copies)*


190* CONTENTS**

*Problem*Solving*Data*Analysis*(Fall*2017)*(hard*copies)**ICLE*End*of*Year*Reports*●* SY*2015:16*●* SY*2016:17*

INDICATOR!C2.3*

Classroom*Observation*Data*****November*2017**FG:C:**Instruction*survey******(N*=14)*:*October*2017**FG:C:**Student*Survey******(N*=*40)*:*October*2017**School*Quality*Survey**Tripod*Survey**Social*Media*Accounts*●* Instagram:*Kalihi_Elementary_School*●* Twitter:*@Kalihi_Rams**

************Through*the*hashtags:*○* #strengthenourcommunity*○* #kalihielementary*○* #homeoftherams*○* #kalihipride*

INDICATOR!C2.4*

ICLE*End*of*Year*Reports*●* SY*2015:16*●* SY*2016:17*

*ICLE*Teacher*Resource*Folder*:*Google*Drive***GLAD*Strategy*Vertical*Roll*Out*Plan**FG:C:**Student*Survey******(N*=*40)*:*October*2017**FG:C:*Strategy*Survey******(N*=*9)*:*November*2017*


191* CONTENTS**

INDICATOR!C2.5!

FG:C:**Instruction*survey******(N*=14)*:*October*2017**FG:C:*Strategy*Survey******(N*=*9)*:*November*2017*

INDICATOR!C2.6!

FG:C:**Instruction*survey******(N*=14)*:*October*2017**FG:C:*Strategy*Survey******(N*=*9)*:*November*2017**FG:C:**Student*Survey******(N*=*40)*:*October*2017**FG:C:*Critical*Thinking*Survey******(N*=*9)*:*December*2017**RAM*Bucks*Data*%Stepping%Stones*Program*(Origo*Slate*:*online*resource)**Reading%Wonders*Program*(see*resources)**GLO*Data*Results*

INDICATOR!C2.7!

FG:C:**Instruction*survey******(N*=14)*:*October*2017**FG:C:*Strategy*Survey******(N*=*9)*:*November*2017**FG:C:**Student*Survey******(N*=*40)*:*October*2017*****


192* CONTENTS**

CATEGORY!D:!!Standards/based!Student!Learning:!Assessment!and!Accountability!

D1.!Assessment!and!Accountability!Criterion!–!Reporting!and!Accountability!Processes!The* school* leadership* and* instructional* staff* use*effective* assessment* processes* to* collect,*disaggregate,*analyze,*and*report*state/complex/school*performance*data*to*all*stakeholders.*The*analysis*of*data*guides*the*school’s*programs*and*processes,*the*allocation*and*usage*of*resources,*and*forms*the*basis*for*the*development*of*the*Academic*Plan.!

INDICATOR!D1.1!

Grade*Level*Student*Achievement*Data*:*Teacher*Data*Binders**Data*Team*Analysis*Sheets**Report*Cards*(FERPA)**STAR*Assessment*Data***Student*Achievement*Data****Strive*HI*Reports***Comprehensive*Needs*Assessment*(CNA)**Faculty*/*Staff*Meetings**SCC*Meetings**Leadership*Meetings**Parent*Meetings**/*Coffee*Hours*

INDICATOR!D1.2!

Grade*Level*Articulation*Meetings**Data*Team*Analysis*Sheets**Common*grade*level*assessments*(see*program*resources)**Wonders*and*Stepping*Stones*Assessments*(see*program*resources)**Grade*level*curriculum*calendars*:*see*teacher*resources**


193* CONTENTS**

Student*Achievement*Data*****Strive*HI*Reports**FG*D*:*Teacher*Survey*Results**(N=___***September*2017*

Stepping!Stones:**3*out*of*6*grade*levels*are*using*the*Pre:test*100%*of*the*time.**4*out*of*6*grade*levels*and*SPED*department*are*using*the*Check:Up*100%*of*the*time.*2*out*of*6*grade*levels*are*using*the*Problem*Solving*component*100%*of*the*time.*None*of*the*grade*levels*utilize*the*Investigations*and*Enrichment*components.*2*out*6*grade*levels*use*the*Performance*Task*component*100%*of*the*time.*3*out*of*6*grade*levels*are*using*the*Quarterly*Assessment*100*%*of*the*time.*

Wonders:*4*out*of*6*grade*levels*are*using*Comprehension*Stories*1*and*2*100%*of*the*time.*


INDICATOR!D1.3!

Student*Achievement*Data*****Strive*HI*Reports*

STAR*Assessment*Data**

Academic*Plan**

Wonder*Weekly*Tests*(see*program*resources)*

Stepping*Stones*assessments*(see*program*resources)*

Leadership*Meeting*Minutes*

ART*Team*Meeting*Minutes*

Grade*Level*Articulation*Meeting*

ICLE*End*of*Year*Reports*●* SY*2015:16*●* SY*2016:17*

Block*Three*Schedules*

Google*Calendar:*●* Master*Calendar***

INDICATOR!D1.4!


Wida*Access*Reports*(FERPA)*


194* CONTENTS**

Data*Analysis*Sheets*

RtI:A*Plan*(binders)*

RtI:B*Plan*(in*progress)*

Quarterly*Rams*Data*

Kalili*Elementary*GLO*Rubrics**

Hawaii*DOE*GLO*Rubrics*

eCSSS*Reports*(FERPA)*

D2.!Assessment!and!Accountability!Criterion!–!Classroom!Assessment!Strategies!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.!

INDICATOR!D2.1!

Data*Analysis*Forms*

Common*Formative*Assessments*:*Data*Binders*


INDICATOR!D2.2!

Student*Achievement*Data*Records****Strive*HI*Reports*

Data*Analysis*Forms*

INDICATOR!D2.3!

Reading%Wonders*program*materials*

Stepping%Stones*program*materials*

Student*achievement*reports****Strive*HI*Reports*

GLO*Data*Records*

INDICATOR!D2.4!

Student*Achievement*Reports****Strive*HI*Reports*


195* CONTENTS**

*School*Quality*Survey*Reports*

Tripod*Reports*

GLO!Disaggregated!Data!*

FG:C*Teacher*Survey*


E1.!!Parent!and!Community!Engagement!Criterion!The* school* leadership* employs* a* wide* range* of* strategies* to* encourage* parental* and*community*engagement,*especially*with*the*teaching/learning*process.!

INDICATOR!E1.1!

Parent*teacher*communication*(see*teacher*logs)*

Parent*Event*sign*in*sheets*(hard*copies*:*Title*1*Binder)****Open*House*2016****Meet:n:Greet*2017*

Quarterly!Rams!Data!(SY!2016/17)**

Social*Media*Accounts*●* Instagram:*Kalihi_Elementary_School*●* Twitter:*@Kalihi_Rams**

***************Through*the*hashtags:*○* #strengthenourcommunity*○* #kalihielementary*○* #homeoftherams*

#kalihipride:photos*of*students*families*at*school*functions*

Fall*2017*Sunday’s*Project*Agendas*and*sign:in*sheets*(sign:in*sheets*:*hard*copies)*

Parent*Teacher*Conference*Data*(see*teacher*binders)*

Winter*Combo*Reports*:*Title*1*Binder*:*hard*copies*

INDICATOR!E1.2!

Social*Media*Accounts*●* Instagram:*Kalihi_Elementary_School*●* Twitter:*@Kalihi_Rams**

***************Through*the*hashtags:*○* #strengthenourcommunity*○* #kalihielementary*○* #homeoftherams*


196* CONTENTS**

○* #kalihipride*Kalihi*Newsletters*:*See*hard*copies*(Title*1*Binder)*

Google*Calendar******Master*Calendar*

Art*Bento*Grant*Applications*(Title*1*Binder)*

Always*Dream*Reports*

INDICATOR!E1.3!


GLO*Data*

Google*Calendar******Master*Calendar*

E2.!!School!Culture!Criterion!The*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*c)*maintains*focus*on*continuous*school*improvement.!

INDICATOR!E2.1!

BEISY*Data*Analysis*:*charts*****December*2016*:*graph*****October*2017*:*graph*

Grade*Level*Expectations**

Emergency*Procedures*Binder*(hard*copy)*

Safety*Committee*Minutes*(hard*copy*:*front*office)*

Data*log*for*fire*drills*(hard*copy*:*front*office)*

Faculty*Meetings*

Choose*Love*Curriculum*

Google*Calendar*****:*Guidance*Schedule*

1:1**policy*agreement*for*devices*

Procedure*Posters**

RAMBucks*data*:*Collection*of*ram*bucks*from*store***


197* CONTENTS**

INDICATOR!E2.2!


eCSSS*Reports*(FERPA)*

School*wide*Behavior*Expectation*Posters*

Grade*Level*Classroom*Procedures*

Three*Personal*Standards*Posters*(posted*around*campus)*

Quarterly*Attendance*Awards*(FERPA)*

RAM*Bucks*Store**

RAMBucks*Data*

Tripod*Reports*

INDICATOR!E2.3!

School*Quality*Survey*Reports*

Tripod*Reports*

PBIS*Framework*:*posted*around*campus*

Quarterly!Rams!Data!(SY!2016/17)*

RAM*Bucks*Store*

eCSSS*Reports*

INDICATOR!E2.4!

Feedback*from*Social*Media*Accounts**

School*Quality*Survey*Reports*

Tripod*Reports*****


198* CONTENTS**

E3.!!Student!Support!Criterion!–!Personalization!All*students*receive*appropriate*support*along*with*a*personal*learning*plan*(as*appropriate*to*the*needs*of*the*child)*to*help*ensure*academic*success.!

INDICATOR!E3.1!

Dental*Clinic*Reports**

Lions*Club,*Moanalua*Reports*

Google*Calendar**:*Guidance*Schedule*

PSAP*Reports*


eCSSS*Reports*


Student*assessment*Data****See*Strive*HI*Reports*

RtI:A*Data*Binders*(classroom)*

Counselor*Log*(FERPA)*

GLAD*Strategy*Roll:Out*Plan*

INDICATOR!E3.2!

Google*Calendar****Master*Calendar**

Academic*Plan***DOE/BOE*policies*and*procedures*Choose*Love*Curriculum*Counseling*Log*(FERPA)*Referral*Folders*for*Susannah*Wesley*Community*Center*(FERPA)*RtI:A*Resource*/*Data*Binder*Financial*Plan*****


199* CONTENTS**

INDICATOR!E3.3*

eCSSS*Reports*(FERPA)*Wida*Access*Reports*(FERPA)*ELL*Data*(FERPA)*Faculty*Meeting*Minutes*Individualized*Education*Plans*(FERPA)*504*Conference*Notes*(FERPA)*Report*Card*Data*(FERPA)*ELL*Comprehensive*Plan*SY*2017:18*Data*Team*Completion*Chart*

FG:C:**Instruction*survey******(N*=14)*:*October*2017*

E4.!!Student!Support!Criterion!–!Accessibility!Students*have*access*to*a*system*of*personalized*supports,*activities,*and*opportunities*at*the*school*and*within*the*community.!

INDICATOR!E4.1*

Grade*Level*Articulation*Meetings*

IEP*Goals*and*Objectives*

Wida*Access*Data*(FERPA)*

RtI*Intervention*Data*Binders*(hard*copy)*

RtI*Enrichment*Data*(hard*copy)*

Quarterly*Character*Trait*Charts*

INDICATOR!E4.2*

Field*Trip*Forms*(front*office*files)*

Google*Calendar****Master*Calendar*

E*Mele*Kākou*program*materials*

Winter*Fest*Program*


200* CONTENTS**

May*Day*Celebration*Program*

INDICATOR!E4.3*

None*

INDICATOR!E4.3*

Relationship*Matrix*(see*hard*copies)*Student*Relationship*Matrix*(see*hard*copies)*School*Quality*Survey*Reports**List*of*meeting*minutes*may*not*include*all*discussions*of*indicated*topic** !


201* CONTENTS**

Access!to!Agendas!and!Minutes!(Click*on*the*link*to*access*School*Year*:*then*click*on*individual*dated*folders)!!

Faculty!Meetings*!●* SY*2015:16*●* SY*2016:17*●* SY*2017:18*

Professional!Development!●* SY*2015:16*●* SY*2016:17*●* SY*2017:18*

School!Community!Council!Meetings!●* SY*2015:16*●* SY*2016:17*●* SY*2017:18*

Academic!Review!Team!(ART)!●* SY*2015:16*●* SY*2016:17*●* SY*2017:18*

Leadership!Team!Meetings!●* SY*2015:16*●* SY*2016:17*●* SY*2017:18! *

Grade!Level!Articulation!Minutes!●* SY*2016:17*●* SY*2017:18*

**

STAR!Assessment!Data!Reports!!

●* STAR*Assessments:**Longitudinal*Reports*

STAR*Early*Literacy*●* SY*2016:17*●* SY*2017:18*

STAR*Reading*●* SY*2016:17*●* SY*2017:18*

STAR*Mathematics*●* SY*2016:17*●* SY*2017:18*

*Academic!and!Financial!Plan!Documents!


202* CONTENTS**

Academic*Plan*●* SY*2015:16*●* SY*2016:17*●* SY*2017:2020*

Financial*Plan*●* SY*2015:16*●* SY*2016:17*●* SY*2017:18*

FRF*●* SY*2015:16*●* SY*2016:17*●* SY*2017:18*

**

KALIHI ELEMENTARY! SELF/STUDY REPORT · 2018-04-12 · HIDOE/ACS*WASC*FOL*2013*Edited*Edition*...

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Transcript of KALIHI ELEMENTARY! SELF/STUDY REPORT · 2018-04-12 · HIDOE/ACS*WASC*FOL*2013*Edited*Edition*...

KALIHI ELEMENTARY! SELF/STUDY REPORT · 2018-04-12 · HIDOE/ACSWASCFOL2013EditedEdition...

Transcript of KALIHI ELEMENTARY! SELF/STUDY REPORT · 2018-04-12 · HIDOE/ACSWASCFOL2013EditedEdition...