Third Year Report - 2015 - blogs.ksbe.edu · KELLY-BETH DUKELOW, K-12 Curriculum Director LINDA...

Third Year Report - 2015

Copyright © 2015 by Kamehameha Schools

All rights reserved.

No part of the book may be reproduced in any form or by any electronic or mechanical means, including information storage and retrieval systems, without permission in writing from the publisher.

Book and cover design by Larry Racoma and Levi Mason.

For more information about this report, contact:

Lee Ann DeLima, Head of School [email protected]

Kelly Dukelow, K-12 Curriculum

Director [email protected]

Linda Shibano, K-12 Assessment

Coordinator & Analyst [email protected]

Kamehameha Schools Maui

270 ‘A‘apueo Parkway Pukalani, Hawai‘i 96768

(808) 572-3100

Board of Trustees _________________________________

LANCE KEAWE WILHELM, Chairman

ROBERT K.W.H. NOBRIGA, Vice-Chairman

CORBETT A.K. KALAMA, Secretary-Treasurer

MICAH A. KÄNE

JANEEN-ANN AHULANI OLDS ________________________________

Chief Executive Officer

LIVINGSTON “JACK” WONG

_________________________________

Executive Leadership

MARSHA BOLSON, Vice President for Community Relations and Communications

D. RODNEY CHAMBERLAIN, D.Ed., Vice President of Campus Education

RANDIE KAMUELA FONG, Ph.D., Vice President of Hawaiian Cultural Affairs

ELIZABETH HOKADA, Vice President for Endowment

JOY KONO, Interim Vice President for Administration

WAIʻALEʻALE SARSONA, Vice President for Strategic Planning and Implementation

BEN SALAZAR, Vice President and Chief Financial Officer

ERIC H. SONNENBERG, Vice President of Legal Services and General Counsel

WINONA WHITE, Vice President of Human Resources

LEE ANN DELIMA, Poʻo Kula (Head of School) – KS Maui

EARL KIM, Poʻo Kula (Head of School) – KS Kapālama

HOLOUA STENDER, Poʻo Kula (Head of School) – KS Hawaiʻi

DARREL HOKE, Internal Auditor

WALTER THOEMMES, Chief of Staff

KE ALI ʻI PAUAHI FOUNDATION

KEAWE LIU, Executive Director

MAUI CAMPUS LEADERSHIP

HEAD OF SCHOOL

LEE ANN L. DELIMA, Head of School H. KALANI WONG, Chaplain

J. EKELA KANIAUPIO-CROZIER, Hawaiian Protocol Facilitator

K. LOKELANI PATRICK, Parent/Community Coordinator RHONDA ALEXANDER-MONKRES, Campus Strategic Initiatives Director

KELLY-BETH DUKELOW, K-12 Curriculum Director LINDA SHIBANO, K-12 Assessment Coordinator & Analyst

KYLE FUJII, High School Curriculum Coordinator

JAYLYN HASHIMOTO, Middle School Curriculum Coordinator

CYNTHIA FERNANDEZ, Elementary Curriculum Coordinator NĀLANI POLLOCK, Instructional Support Trainer

NALANI AGEE, Instructional Support Trainer KIMBERLY HAYS, Instructional Support Trainer

HIGH SCHOOL

JAY-R K. A. KAAWA, Academy Principal LANCE CAGASAN, Grade 9-10 Principal

LEO DELATORI, Vice-Principal

MIDDLE SCHOOL

LOIS NISHIKAWA, Principal B. KAMUELA BINKIE, Vice-Principal

ELEMENTARY SCHOOL

KALEO PAHUKULA, Principal KULA GAUGHEN-HAILI, Vice-Principal

OPERATIONS

DEBBIE KATO, Interim Director of Campus Operations

CAMPUS SUPPORT OFFICES LINDA KAY WHITNEY, Human Resources Manager/Maui

C. NUA SIVER, Admissions & Educational Support Manager/Maui TRACY KEALOHA, Resource Center Manager/Maui

TRICIA MYNAR, Initiatives Manager, Community Based Early Childhood Education HŌKŪAO PELLEGRINO, Hawaiian Cultural Resource Coordinator

TABLE OF CONTENTS

Section Page

I. Basic student/community profile data 1

Preface 7

II. Significant Developments 8

1) KSM Curriculum Renewal & Standards-based Change Process (SBCP)

9

2) KSM Performance Management Evaluation Process (PMEP) former Ka Piìna Project

14

3) KSM Student Learning Improvement Plan (SLIP) 15

4) KSM Technology Projects 18

III. Ongoing Improvements 19

IV. Report on Action Plan Progress 29

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I. Basic Student/Community Profile Data

The Schools’ Founding The extraordinary vision of Bernice Pauahi Bishop, Great Granddaughter of Kamehameha I, created the Kamehameha Schools through her last will and testament in 1883. The establishment of Kamehameha Schools would serve as a response to the diminishing social and economic plight of the Native Hawaiians in the 1880’s, due to disease and poverty. Since that time, the Kamehameha Schools’ mission has been to fulfill the Founder’s desire to create educational opportunities in perpetuity to improve the capability and well-being of people of Hawaiian ancestry. In 1883, Bishop Estate encompassed 375,500 acres of land in Hawai‘i and through wise investments and stewardship, today her lands and other assets are valued at more than $7.8 billion. The revenue generated by these assets fund all of the educational programs of Kamehameha Schools, ranging from 31 early childhood sites, three K-12 campuses and a variety of extension and outreach initiatives. The Schools’ History The institution was originally founded in 1887 on the island of O‘ahu as Kamehameha Schools for Boys, and six years later Kamehameha Schools for Girls was established. In 1960, the two schools merged to became a co-ed campus, today with a boarding program of 550 students from all parts of the state. For 124 years, the Kamehameha Schools O‘ahu campus has fulfilled Bishop’s vision by graduating over 24,000 students. Two Additional Campuses In 1996, Kamehameha Schools Board of Trustees responded to requests forwarded by the Hawaiian community to increase the reach of Kamehameha Schools and extend educational opportunities to more Native Hawaiian children and families by announcing a decision to build new K-6 Kamehameha Schools on the islands of Hawai‘i and Maui. For the first time in its history, a permanent Kamehameha Schools presence would be established beyond the island of O‘ahu. This new beginning meant that students on Maui and Hawai’i would receive a Kamehameha Schools’ education without having to live apart from family. Previously, all students not residing on O’ahu attended Kamehameha Schools as boarders. The Maui Campus On August 22, 1996, Kamehameha Schools Maui (KSM) opened in temporary facilities in three residential houses, in Pukalani with 80 students in grades K-3. Three years later, in August 1999, the permanent facility opened in Pukalani with 152 students in grades K-6. In July 2000, the Board of Trustees decided to expand KSM to include a Middle school and a High school and an additional 80 acres were added to the original 100 acreage to accommodate the expansion of the school. Today, the Elementary School Campus serves 264 students in grades K-5. In the fall of 2002, the Middle School campus was opened, serving 240 students in grades 6, 7, and 8. Presently, the Middle School invites 324 students through its doors. The High School campus opened in August 2003. This campus presently serves 487 students in grades 9, 10, 11 and 12. Facilities at each campus (Elementary, Middle, and High Schools) includes an Administrative Offices, Learning Center, Dining Hall, Health room, and traditional and specialty classrooms. The Elementary School also includes a performing center (combined w/ its dining hall) and a music room.

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Middle School facilities also include a full size gymnasium, and a band and performing arts facility. Additional facilities at the High School include a counseling center, gymnasium, locker rooms, Olympic size pool, outdoor tennis and basketball courts, outdoor practice fields, a stadium and an integrated performing arts facility. Student Enrollment by School Year

KSM STUDENT ENROLLMENT BY SCHOOL YEAR

SY K-3 K-4 K-5 K-6 6-8 9-12 Total

1996-97 80 80 1997-98 104 104 1998-99 128 128 1999-00 152 152 2000-01 128 48 176 2001-02 128 144 272 2002-03 256 240 96 592 2003-04 256 288 288 832 2004-05 256 288 432 976 2005-06 256 288 576 1120 2006-07 256 312 503 1071 2007-08 256 324 490 1070 2008-09 264 324 480 1068 2009-10 264 324 480 1068 2010-11 264 324 480 1068 2011-12 264 324 480 1068 2012-13 264 324 484 1072 2013-14 264 324 486 1074 2014-15 264 324 487 1075

Just as the student population and faculty development have grown rapidly since 1999, so has the Kamehameha Schools Maui educational program. In December 2002, an initial three-year term of accreditation was granted by HAIS/WASC for grades K-9 (the extent of the program at that time). Since that time, Kamehameha Schools Maui has added the rest of the high school grades, fully staffed all programs, and integrated itself into the Upcountry Maui community. In 2006 Kamehameha Schools Maui was granted a six-year term of accreditation by WASC/HAIS with a mid-term visit completed in 2009. Although located 1,600 feet above sea level on the slopes of Haleakalā, Kamehameha Schools Maui serves students from all points of Maui with daily bus service from Lahaina, Kihei, Wailuku, and Kahului. Athletic teams compete in the Maui Interscholastic League across all three Maui County islands. Arts and Community service activities also occur throughout the three Maui County islands. Finally, staffing has grown rapidly at KS Maui from18 in 1996, to 35 in 2001, to 220+ in 2008 and 272 full time staff this current school year. Faculty and staff engage in many all staff and professional development activities that possibly result in minimal attrition. Supported with modern, clean and fully operational facilities, wonderful students and staff, and a supportive community, KS Maui is committed to fulfilling the desire of Princess Bernice Pauahi Bishop to prepare “good and industrious men and women.” 1 1 Taken from Princess Bernice Pauahi Bishop’s will.

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Faculty/Staff Demographics Highest degree earned by the faculty BA MA or

Equivalent Ph.D. or Equivalent

Faculty 20 73 1 Faculty by gender Full Time Part Time Women 121 3 Men 47 1 Ethnic composition of faculty Category Number Percentage American Indian/ Alaskan Native 1 1%

Asian 56 33% African American 0 0% Hispanic or Latino 3 2% Native Hawaiian or Pacific Islander 79 47%

White 29 17% Faculty by teaching experience Years 1-5 6-10 11-15 16-20 Over 20 Women 0 7 16 17 26 Men 2 3 7 4 12 Faculty by teaching experience at this school Years 1-5 6-10 11-15 16-20 Over 20 Women 17 16 27 5 1 Men 5 8 13 2 0 Faculty Profile: Includes all instructional support personnel, e.g., librarians, classroom aides.

Teacher Load (Secondary Grades)

Teacher Course Title Div. Sec. #/sem

Stud #/sem Prep

Aarona-Lorenzo, K

Hawaiian III & IV, ʻUkulele I & II, Papa Mele HS 3 55 1

Abe, A Digital Photography 1& II; Art Studio; Drawing & Painting I & II HS 3 60 1

Aiwohi, L Math MS 4 72 2 Akeo, L Guidance HS 3 120 1 Alcomindras-Palakiko, K Hawaiian Language HS 3 63 1

Antonio, B Hawaiian Culture HS 3 66 1 Antonio, K Hawaiian History HS 3 60 1 Apolo, W U.S. History; Advisory MS 3 72 1 Ashman, N Leadership; Yearbook HS 3 35 1 Cajudoy, B Algebra II HS 3 130 1

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Camarillo, R Ukulele MS 3 87 2 Campbell, K Guidance MS 4 108 0 Casimano, J Art; Advisory MS 5 72 1 Chong, M Guidance Class HS 3 248 1 Correa, L College Prep HS 3 120 1 Damuni, S Pacific Island Studies; Advisory MS 3 72 1 Dean, S English Language Arts; Advisory MS 3 72 1 Forster, L Chemistry HS 3 72 1 Foster, B Hawaiian Language; Advisory MS 6 99 1 Frampton, K Precalculus With Trigonometry HS 3 90 1 Franco, K Christian Education MS 16 324 3 Fujiwara, D Math MS 3 30 1 Guntzel, L Art - 3-D; Art History HS 3 71 1 Gushiken-Nip, D Technology; Advisory MS 5 72 1 Haina, K English, Journalism I & II, Creative Writing I

&II, Literary Survey - British and American HS 3 53 1 Handalian, K Spanish I-IV HS 3 39 1 Iwamura, D Science HS 3 84 1 Kapisi, P Science; Advisory MS 3 72 1 Kekahuna, M Hawaiian Language; Advisory MS 5 72 1 Kono, P Social Studies; Advisory MS 3 72 1 Kurisu, S Geometry HS 3 109 1 Laepaa, K Freshman Seminar HS 3 123 1 Lopez, G Physics HS 3 58 1 Mata, M Christian Education HS 3 123 1 Mateaki, J Japanese I-IV HS 3 67 1 McCall, N English HS 3 65 1 McGee, V Speech HS 3 91 1 Moala, K Guidance HS 3 117 1 Molina, K Health/ PE HS 3 120 1 Molitau, K Hula, Hawaiian Language MS 6 89 1 Mossman, K Globa studies, Business Law, Seminar HS 3 100 1 Nacua, B Biology HS 3 61 1 Nishida, C Math MS 4 64 2 Nishimitsu, C English; Advisory MS 5 72 1 Nishimitsu, K Math; Pre-Algebra MS 4 64 2

Nitta, D Chorus, Piano, Music History/Theory and Music Tech HS 3 41 1

Nitta, L Choir; Math MS 5 115 2 Noa, L Junior Seminar HS 3 120 1 O'Brien, K World History HS 3 120 1 Oliver, M Grade 11 English HS 3 61 1

Pa'a, J Introduction To Digital Arts & Design, Video Production I&II; Seminar HS 3 63 1

Pali, S English-Language Arts; Advisory MS 5 72 1 Panglao, M Health Careers; Advanced Science HS 3 37 1 Patao, R Health MS 6 324 2 Pico-Lilio, L U.S. History HS 3 58 1 Prais, R English; Advisory MS 5 72 1 Quenga, V English; Advisory MS 5 72 1

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Razo, T Accounting, Entrepreneurship MS 4 52 2 Rickard, C Math MS 4 72 2 Rickard, K Algebra I HS 3 108 1 Sakugawa, S Physical Education MS 6 324 2 Shiraishi, U English; Advisory MS 5 72 1 Siarot, R Technology; Advisory MS 5 72 1 Sone, P Computer Programming; Robotics;

Information Technology Foundations HS 3 42 1 Spencer, C Geometry; Seminar HS 3 115 1 Svenson, J Science; Advisory MS 3 72 1 Tom, M Guidance MS 4 108 0 Vierra, G Physical Science; Advisory MS 3 72 1 Wong, K Christian Education HS 3 236 1 Yatsushiro, N English HS 3 63 1 Yip, G Physical Education MS 6 324 2

Changes in teaching staff Number of Current Last

Year ’12- ‘13 ’11- ‘12 ’10- ‘11

Faculty 96 95 95 96 95 Faculty not returning 2 2 2 3 2 Reason for not returning Current Last

Year ’12- ‘13 ’11-ʻ12 ’10-ʻ11

Employment not renewed 0 0 0 0 0 Change in career 2 1 0 1 2 Change of school 0 0 1 0 0 Change of residence 0 1 1 2 0 Medical 0 0 0 0 0 Other 0 0 0 0 0

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Kula Hawaiì Vision and Schoolwide Student Goals

Figure 1 Kamehameha Schools Working Exit Outcomes The tri-campus, schoolwide learning goals are called the Working Exit Outcomes (WEO). The WEO (Appendix A1/A2;pg A-1) identifies desired student learning outcomes and provides a framework for educational standards necessary to reach those outcomes—in a context that reflects and honors Hawaiian knowledge, perspectives, and cultural practices. Presently the WEO is utilized as a foundation for curriculum, staff, and program development. The WEO is an integral component of KSMʻs Kula Hawaiì vision and the four Poukihi (foundational pillars) that comprise that vision: Kamehameha Schools Maui is a Kula Hawai‘i that ensures Hawaiian Cultural Vibrancy by empowering Kanaka Maoli--‘ohana (family), kaiāulu (community), and lāhui (nation)--to reach their highest level of human achievement.

• 1st Poukihi – Nohona Hawaiì • 2nd Poukihi – ‘Ike Hawai‘i • 3rd Poukihi – ‘Ōlelo Hawai‘i • 4th Poukihi – Working Exit Outcomes

Cultural vibrancy will be maintained and perpetuated with the WEO at the forefront of our Standards-based Kula Hawai‘i. The WEO is a main reference in the KSM Curriculum Renewal and Standards-based Change Process (see Significant Developments section).

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Preface:

As a K-12 campus, Kamehameha Schools Maui (KSM) is a Standards-based Kula Hawaiì committed to providing a comprehensive educational experience based on academic rigor and Hawaiian Cultural Vibrancy that builds upon consistent efforts between elementary, middle, and high school divisions. As such, the Third Year Report addresses the major recommendations of the HAIS/WASC 2012 Self-Study Visiting Committee based on these four K-12 significant developments.

1. Kamehameha Schools Maui Curriculum Renewal and Standards-based Change Process (SBCP)

2. Kamehameha Schools Maui Performance Management and Evaluation Process (PMEP) formerly called Ka Piìna

3. Kamehameha Schools Maui Student Learning Improvement Plan (SLIP) 4. Kamehameha Schools Maui Technology Projects

Some developments were in place at the time of the 2012 visit, but have undergone revisions and repurposing. The three major recommendations are included in the following chart as a reference. The Visiting Committee Major Recommendations: 1 That the administration, faculty, and staff commit to utilizing the transition

to Standards-based Kula Hawaiì as a means of promoting academic rigor. (Kula Hawaiì Statement; Conference with School Philosophy and Purpose Committee; WEO framework; Conference with Program Committee)

2 That the administration: a. Further communicate and clarify their strategic vision and plan while providing appropriate, sustained professional development for each of the KS and KSM initiatives such as the Working Exit Outcomes Framework, Tri-campus Standards-Based Kula Hawaiì, Indiana State Standards and Ka Piìna, SLIP and MAP testing. (School Report 8, pp. 96, 97; Conference with Elementary school Program Committee; Indianaʻs Core Standards: Core Academic Concepts Across the K-12 Continuum Development). b. Monitor and be sensitive to the stress level and amount of teacher time associated with the implementation of these initiatives. (School Report Ch. 8 p. 180; Conference with faculty; Observation).

3 That the administration and faculty further develop school guidelines and appropriate practices related to assessing and supporting students with learning differences or special needs. These practices will incorporate differentiation intervention strategies that will enable the entire spectrum of KSM students to maximize their learning potential. (SS Ch. 8, pp. 105. 135, 172-173, 175, 180, 182-183; interviews with faculty and principals; observations; 2006 Report of the Visiting Committee, Recommendation #3, p.7; Interview with Administration).

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II. Significant Developments

Personnel Changes: • Kamehameha Schools Chief Executive Officer

o Dee Jay Mailer, Kamehameha Schools Chief Executive Officer, retired.

o Livingston “Jack” Wong, new Chief Executive Officer, hired. • KSM Elementary Schools Principal

o Paul Prevenas, Ph.D., elementary principal, retired. o Kaleo Pahukula, new elementary principal, hired.

• KSM High School Leaderhsip o Lance Cagasan (Grades 9 &10) and Jay-R Kaawa (Academies),

interim high school principals, became permanent in those positions.

o Leo Delatori, interim high school vice-principal, became permanent in that position.

• KSM Campus Leadership o Rhonda Alexander-Monkres, former Human Resource

Manager/Maui, now serving in newly created Campus Strategic Initiatives Director position.

o Carl Alexander, former Operations Manager, now serving as Acting Director of Enterprise Safety.

• KSM Curriculum Team o Nālani Pollock, Nalani Agee, and Kimberly Hays hired as

Instructional Support Trainers. o These are newly created positions that assist in teacher

observations and coaching in the Kamehameha Schools Maui Performance Management and Evaluation Process (PMEP)

As stated in the preface, the following program developments are being implemented consistently across all KSM divisions and were either created or revised to address one or more of the HAIS/WASC Self-Study major recommendations. This section provides the context in which each of the significant developments were either created or revised in order to better understand how each addresses one or more of the major recommendations. Further developments at individual divisions (elementary, middle, and high schools) are listed in Appendix A-28.

Significant Program Developments addressing Major Recommendations




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1) KSM Curriculum Renewal & Standards-‐based Change Process One of the most significant developments since 2012 is the implementation of KSMʻs Curriculum Renewal & Standards-based Change Process, which replaces the Alakaʻi Hoʻonaʻauao. KSM chose to implement SchoolRiseʻs® Standards-based Change Process (SBCP) to create a K-12 staircase curriculum in reading. SBCP also provides KSM with a consistent school improvement process that can be replicated to create staircase curricula for other content and skills (e.g. mathematics, writing, critical thinking, etc.) in the future.

Figure 2 SBCP Seven Levels to Success KSM leadership chose the SBCP primarily for its capacity to encompass, connect, and deliver on the goals of varying school-wide initiatives (e.g. WEO, Ka Piìna, SLIP and MAP testing) while simultaneously addressing the major recommendations of the 2012 Self-Study Report such as: creating and communicating a strategic vision, identifying common measures of academic rigor, and differentiating instruction. SBCP begins with conducting a Needs Assessment to gauge readiness of a school to embark in the process. Needs Assessments place a school in one of SBCP`s Seven Levels to Success illustrated in Figure 2. The results of KSMʻs Needs Assessment (Appendix A3; pg A-3) placed KSM, like many schools beginning SBCP, at Level 2 Organizing for Change. The Needs Assessment, in agreement with the major recommendations, called for KSM to focus on one school-wide priority such as reading improvement and to connect that work to other initiatives in an effort to honor teacher time and attention. This addresses major recommendation 2 that called for the monitoring of stress levels and teacher time associated with multiple initiatives. School Year 2013-2014 focused on completing Levels 2 and 3 of SBCP. Exiting criteria is assigned for each SBCP Level (Appendix A4; pg A-13). Criteria for moving from Levels 2 and 3 to Level 4 included creating a strong foundation of curriculum leaders at each division: principal, curriculum coordinator, and

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teacher leader group. The teacher leader group was named the Liaison Team, and a new job description was created for its members (Appendix A5; pg A-15). SBCP refers to this collective group as the Three Pillars. This teacher leader group, at each division, assists in consistently communicating the strategic vision and in facilitating and sustaining professional development that is relevant and timely (major recommendation 2). Another requirement of completing Levels 2 & 3 called for divisions to create, revise, and/or reaffirm a vision of their respective exiting students. This resulted in three visions that build upon each other and commit to providing a rigorous and comprehensive Kula Hawaiì educational experience (Figure 3). KSM utilized the SBCP visioning process to allow faculty and staff the opportunity to define, for themselves, the outcomes of a rigorous academic program in a Standards-based Kula Hawaiì (major recommendation 1).

Figure 3 KSM Division Visions With the foundational components of the pillars and visions in place, KSM continues to define visions of the excellent reader at each division, by grade-level, and in various content areas (Appendix A6; pg A-18). By the end of school year 2014-2015, divisions will have defined reading and content area strands (skills, processes, and/or content) to implement. Reading strands will be aligned internally and externally.

ES MS HS Growing Industrious Hawaiian Leaders Students who exceed academic expectations in all grade level content areas based on agreed upon standards.

Students who know and practice Christian and Hawaiian values while embracing and honoring the differences of diverse cultures.

Students who are creative, self-‐directed learners competent in collaboration, communication, digital literacy, critical thinking, and problem solving.

Emerging Hawaiian leaders equipped with 21st century skills and grounded in Hawaiian/Christian values Leaders-‐who confidently lead with righteousness always grounded in their Christian and Hawaiian values. Learners-‐who are self-‐directed in seeking new knowledge, and critical and creative in their thinking. Lāhui-‐who collaborates and serves as a community contributor in a society that is diverse and ever changing.

Hawaiian Leaders Prepared for College and a Global Society Students who take initiative and persevere towards a clear purpose and focus; they are resilient, resourceful, and self-‐aware. Well-‐rounded students who demonstrate problem-‐solving skills and meet [minimum] admission requirements to our state flagship post-‐secondary educational institution. Globally informed students who can confidently navigate and engage in other cultures and environments. Students embodying Christian Hawaiian values who are leaders in their community and demonstrate moral courage.

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Figure 4 SBCP Staircase Curriculum Internal alignment involves alignment between grade or content area levels, and external alignment refers to using The Common Core State Standards (CCSS) or national content standards and the WEO to ensure that strands are taught at the appropriate level of rigor based on national expectations, as well as in culture-based contexts that are inclusive of 21st century skill development. This process addresses major recommendation one. A transition to a rigorous Standards-based Kula Hawaiì will require both the WEO and national standards to be utilized in developing learning goals and targets. Future goals and deliverables to complete subsequent levels in SBCP include meeting the following criteria that will address major recommendation 3:

• Developing an evidence system whereby all grades and departments will determine procedures for collecting evidence, teacher generated rubrics, and anchor pieces that exhibit “meets” criteria.

• Pilot testing of evidence system, including scoring, and teacher evaluation of it.

• School-wide sharing of evidence system results, tri-annually, involving all grade levels and departments.

• Documenting evidence of cross-grade or cross-content discussions of student performance toward grade-level learning goals.

• Documenting evidence that teachers can identify student strengths and areas of growth, and determine and implement appropriate and differentiated instruction for three (or more) subgroups.

• Documenting evidence that every KSM student, in all grade levels and departments, has made progress during the year.

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Major recommendation three will again be addressed in Level 6, differentiated instruction should be evident and based on patterns of student needs as identified through analyses of student work via the implemented evidence system and the following goals:

• Completing of curriculum guides for target subject area, incorporating goals for student learning, instruction, and assessment.

• Designing a carousel, or similar event, to allow teachers to review curriculum guides for other grades and departments to ensure alignment and staircasing among grade levels or content areas.

• Documenting evidence Level 5 criteria continue to be met. • Documenting evidence that teachers can identify, implement, and

routinely modify instruction to best enhance learning for all students. Major recommendations one and two will be addressed in Level 7 of SBCP. KSMʻs strategic vision and specific reading outcomes at each grade level will be shared so that it is clear, visible, and understood by all stake-holders including parents. The goals for this level include:

• Implementing school-wide use of student portfolios. • Documenting evidence that Level 5 criteria continue to be met. • Displaying student-friendly learning goals and rubrics in all classrooms. • Securing student involvement in self-assessment and goal-setting. • Involving parents with student portfolios, such as through 3-way

conferencing that includes comment sheets.

Although the impact of implementing SBCP, thus far, has been foundational in training, professional development, leadership capacity building, collaboration and visioning, the goal upon completing all seven levels and implementing a staircase curriculum in reading is to increase student achievement by creating K-12 curriculum cohesion. Based on research by SBCP founders Dr. Katherine Au and Dr. Taffy Raphael (Appendix A7;pg A-32), the lack of coordination in a fragmented curriculum creates gaps, overlaps, and inconsistencies which might not pose significant learning challenges for capable students, but often slows or derails progress of students challenged by literacy. Specifically, student achievement may dip or fall when experiencing gaps between grades or divisions. The process of creating a staircase also serves to address major recommendation 3 which calls for KSM to “develop school guidelines and appropriate practices related to assessing and supporting students with learning differences or special needs.” KSMʻs Curriculum Renewal & Standards-based Change Process is also aligned on a tri-campus level in further effort to coordinate work among varying initiatives such as the Standards-based Kula Hawaiì (SBKH) tri-campus project (Appendix A8;pg A-40) and K-12 curriculum work. The three KS campus curriculum renewal processes, as well as the SBKH process, are built upon the following cornerstone components:

• Vision • Values • Expectations

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• Teaching and Learning • Assessment • Reflection

Figure 5 illustrates the alignment of KS tri-campus cornerstone components to the KSM Curriculum Renewal & Standards-based Change Process and the SBCPʻs Seven Levels to Success.

Figure 5 KSM Curriculum Renewal Process Cornerstone Components

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2) KSM Performance Management Evaluation Process (Ka Piʻina Project) Another significant development to an organization-wide initiative is the ‘sunsetting’ of the The Ka Piìna Project. This project was based on four educational workforce blueprints--career opportunities; performance management; professional development; rewards and compensation—and was in a pilot phase during the 2012 Self-Study visit. KSM has operationalized the initial work started by Ka Piìna and has developed the KSM Performance Management and Evaluation Process (PMEP) to continue support and professional development for goal-setting, observing teachers, engaging in professional conversations, and using job-related rubrics. Currently, all KSM faculty have been ‘on-boarded’ through Ka Piìna and are now a part of the KSM PMEP. Other developments include: • Increasing the number of Instructional Support Trainers (formerly called

Trainer Evaluators). See job description in Appendix A9;pg A41 • Using The Charlotte Danielson Framework for Teaching (Appendix A10;pg

A-44) in K-12, consistently, and as the cornerstone for evaluating teaching. • Creating consistent K-12 processes and agreements for conducting teacher

observations and reflective conversations, including number and frequency. (Appendix A11;pg A-45)

• Training the faculty and staff with The Charlotte Danielson Framework for Teaching. Deeper Dive workshops were also conducted for interested teachers, at each division, to gain a deeper understanding of observable domains.

• Training teacher observers, including administration and Instructional Support Trainers, in using The Charlotte Danielson Framework for Teaching to record, categorize, and rate evidence, as well as to conduct reflective conversations and cognitive coaching.

• Certifying Instructional Support Trainers, curriculum coordinators, and administrators at all divisions through TeachScape® which assesses the ability to use The Charlotte Danielson Framework for Teaching to ensure inter-rater reliability when conducting teacher observations.

A significant component in the KSM PMEP model was created based on teacher feedback in February 2013. Teachers wanted to ensure that, as KSM transitioned from Ka Piìna to the PMEP, the teacher evaluation system continued to focus on teacher growth and development. As a result, teacher-centered PMEP Support Teams have been implemented at each division. Each teacher is provided a support team comprised of their assigned supervisor, Curriculum Coordinator, and the Instructional Support Trainer. The team meets monthly to strategize differentiated teacher support for individual teachers. Support Team meetings provide a new venue for divisional leaders to strategically plan and communicate the coordination of goals, outcomes, and deliverables that will promote multiple initiatives (SBCP, SLIP, PMEP), as well as manage resources needed for professional development such as time, space, and money (major recommendation 2).

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K-12 counselors are also using the ASCA National Model as a common rubric and framework to evaluate and improve counseling services. Counselors will implement an evaluation process by applying for the ASCA Model Program (RAMP)® certification. Three professional development workshops were held with ASCA facilitators to support the use of the ASCA framework. Through KSMʻs PMEP, librarians, education assistants, library assistants, curriculum coordinators, and instructional support trainers have created performance rubrics. Administrator and other instructional leadership rubrics are currently being development. Both the work with KSMʻs PMEP and the Danielson Framework for Teacher and the K-12 counselors work with the ASCA Framework specifically addresses major recommendations one and two. The PMEP creates a clear and consistent vision of proficient levels of teaching in the Danielson Domains. High leverage components within the various domains identify highly effective instructional practices aimed at maximizing learning for all students. Professional development was provided to all administration and faculty and will be sustained through the work of divisional PMEP Support Teams. 3) KSM Student Learning Improvement Plan (SLIP) This years SLIP goals and targets (Appendix A12; pg A-51) were revised to more closely align to the SBCP divisional visions. A common K-12 faculty SLIP goal was also developed which called for utilizing deliverables from multiple initiatives (PMEP, SBCP, NWEA MAP testing) to accomplish one goal. Connecting the SLIP targets to divisional visions clearly shows the connection between the strategic vision and the promotion of academic rigor that addresses major recommendations one and two. Based on NWEA Measure of Academic Progress® (MAP) Test baseline data, K-12 growth targets were increased from 55% to 72%. The more rigorous target of 72% means that 72% of K-10 students will meet or exceed NWEA RIT targets in reading and math. Students in grades 11 and 12 focus on taking the PSAT, SAT, and ACT and do not take the NWEA MAP.

Figure 6 NWEA MAP Longitudinal Growth Data

School Year 1. Set learning goals

2a. Met or exceeded Reading RIT target

2b. Met or exceeded Math RIT target

Target % met Target % met/ exceeded Target % met/

exceeded 2014-2015 100% 72% 72% 2013-2014 100% 100% 55% 69.6% 55% 69.0% 2012-2013 90% 100% 55% 62.0% 55% 67.0% 2011-2012 90% 100% 55% 57.7% 55% 56.0% 2010-2011 90% 100% 55% 55.9% 55% 64.0%

2009-2010 90% 100% 55% 51.7% 55% 54.5%

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Divisions also developed college and career readiness targets based on the NWEA MAP. The 80th percentile is a rigorous target identified by the NWEA MAP & ACT linking study (Appendix A14; pg A-68) and correlating with the ACT scores of successful students at state universities. As KSM moves forward with improving our Standards-based Kula Hawaiì, we need to ensure that our student learning goals meet these minimum expectations:

• ES: 60% of students will score at or above the 80th percentile in reading & math.

• MS: 36% of students will score at or above the 80th percentile in reading and 27% in math.

• HS (grs. 9-10): 36% of students will score at or above the 80th percentile in reading and 31% in math.

Continued use of the NWEA MAP assessment supports KSMʻs curriculum renewal process in that it is aligned to CCSS and college and career readiness standards, which, along with the WEO, are main references for curriculum development. Major recommendation one is also addressed as KSM researches other college readiness assessment programs to determine whether or not the ACT ASPIRE® or SAT ReadiStep® could be implemented at the middle and/or elementary levels in effort to provide earlier indicators of college and career readiness. College completion targets were also added to the SLIP to build upon the Educational Milestones (Figure 7) outlined in the newly approved Kamehameha Schools Strategic Plan 2020 (Appendix A13; pg A-56):

• 95% of students will be accepted to college. • 85% of students will enroll in college in the fall semester after graduation. • 67% of students will complete college in 6 years after graduation.

Figure 7 KS Strategic Plan 2020 Educational Milestone targets To address major recommendation two, the K-12 Common SLIP Faculty Goal (Appendix A15; pg A-87) was created to consolidate work efforts and teacher time needed to meet objectives of various initiatives. The goal was based on a data-driven decision-making process and began with a review and commitment to SBCP visions. A plan to rollout the Common Faculty Goal was created that

Milestone 2020 KS target Ready for kindergarten 100% Reading at or above grade level at Grade 3 94% Academically prepared at Grade 8 97% Graduated from high school on time and prepared for the next step 95% Completed postsecondary education/training 67%

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included a communication plan and timeline. To increase communication and understanding, multiple meetings were held to share the revisions to the overall SLIP and the rationale for those changes, as well as to explain the Common Faculty Goal to administration, Liaison Teams and faculty. The intent of the communication plan was also to clarify the connections between the common faculty goal and the PMEP, NWEA MAP and SBCP. Templates (Appendix A16; pg A-95) were created to assist teachers in understanding and meeting all goal requirements. With the division vision in mind, teachers collaboratively analyzed student data. Many chose to analyze their students’ NWEA MAP score. Based on the data analysis, teachers identified one of the three E/LA CCSS Instructional Shifts or a Standard of Mathematical Practice. Teaching strategies to implement the shift or practice were reviewed, and then observed through the PMEP that referenced The Charlotte Danielson Framework for Teaching. The Common Faculty Goal Process is illustrated in figure 8.

Figure 8 SLIP Common Faculty Goal

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4) KSM Technology Projects The following technology integration projects, at each division, are in various phases of implementation:

• KSM High School 1:1 Transition Support • KSM Middle School 1:1 Project • KSM Elementary 1:1 Computing Project

Major recommendations one, two, and three are addressed in KSM Technology Projects. The goals of each project are aligned with visions that were created through SBCP and which call for the development of emerging Hawaiian leaders who will be prepared for college and a global society. This is a significant development for KSM as it continues to build on the access students, K-12, will have to technology devices, and embeds sustained professional development for faculty to utilize those devices to maximize student learning. One-to-one access to devices such as iPads or laptops also directly supports the implementation of the WEO, which reflects a Hawaiian cultural perspective and includes the development of 21st century skills. The overarching goal of all projects is to have one-to-one access for all students, K-12, by school year 2015-2016 accompanied by the implementation of a sustainable professional development and training model for all faculty. Complete project plans and business cases are included in Appendix A17; pg A-99.

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III. Ongoing Improvements In this section, a list of evidence and outcomes is provided to show progress made on each major recommendation. A summary is provided for evidence that is currently in planning stages and does not yet have outcomes to report. Future goals and a K-12 Summary of Evaluation are provided that describes campus-wide effectiveness to date. As many of the evidence listed are in early implementation phases, more specific evaluation data will be gathered and analyzed in subsequent years. As reported in the Significant Development section, KSM addressed the major recommendations by focusing on four major K-12 program developments that impacted curriculum, instruction, assessment, and professional development since 2012. Specific components of these four programs are described under the recommendation that it addresses.




Descriptions of other KSM initiatives are also includes as it applies to a major recommendation. Procedures for addressing the major recommendations and the procedures for the implementation and monitoring of the action plan are also described.

Progress on Major Recommendations: Major Recommendation 1: The Visiting Committee recommends that: The administration, faculty, and staff commit to utilizing the transition to Standards-based Kula Hawaiì as a means of promoting academic rigor. (Kula Hawaiì Statement; Conference with School Philosophy and Purpose Committee; WEO framework; Conference with Program Committee) The following evidence and outcomes specifically addresses promoting academic rigor in a Kula Hawaiì that is standards-based.

1. Evidence: KSM Curriculum Renewal and Standards-based Change Process (SBCP). Through SBCP, KSM began work to define and create a rigorous, coherent K-12 reading staircase built on the WEO and CCSS or national content standards that develops Hawaiian leaders who will emerge from KSM prepared for college and a global society. Outcomes:

a. Commitment to the WEO and the CCSS or national content-area standards as the main guides to ensure rigor in school improvement work.

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b. Creation or reaffirmation of clear, agreed-upon, and articulated visions of the excellent exiting student at each division and in alignment with the KSM Kula Hawaiì Vision.

c. Collaboration on the creation and articulation of visions of the excellent reader at divisions and in content-areas.

d. Collaboration on defining and aligning student learning goals.

2. Evidence: KSM Student Learning Improvement Plan (SLIP): College and career expectations were the basis for revisions made to SLIP goals and student targets. Outcomes:

a. Increase in NWEA MAP growth targets from 55% to 72%. b. Inclusion of K-12 NWEA MAP 80th percentile college and career

readiness goal (see Significant Developments for goal targets). c. Research on ACT and SAT assessment programs to provide earlier

indicators of college and career readiness. d. Tri-campus implementation of the Naviance® program provides

increased supports for students, counselors, teachers, and parents to monitor academic achievement in order to meet post-secondary goals.

e. Inclusion of college completion targets aligned to the organization’s Strategic Plan 2020.

f. Continuation of 100% target for student goal-setting. g. Addition of full time athletic counselor position specifically to help

increase college acceptance/completion rates in alignment with SP2020.

3. Evidence: KSM Performance Management and Evaluation Process (PMEP)

Outcomes:

a. Consistent use of The Charlotte Danielson Framework for Teaching to define, discuss, and implement highly effective teaching practices.

b. Common training for faculty and observers in understanding and utilizing The Charlotte Danielson Framework for Teaching.

c. Agreement on standard teaching practices, within The Charlotte Danielson Framework for Teaching, that are highly effective and promote cognitively engaging and challenging tasks.

d. K-12 counselors using the ASCA National Model as a framework to improve K-12 counseling services. Counselors will implement an evaluation process by applying for the ASCA Model Program (RAMP)® certification in school year 2016-2017.

4. Evidence: KSM Kula Hawaiì Vision: In order to sustain a Kula Hawaiì that is academically rigorous and promotes the development of Hawaiian Cultural Vibrancy, a common vision needed to be developed, shared, and understood. Outcomes:

a. Kula Hawaiì Vision completed and shared with faculty and staff. b. Kula Hawaiì Video including interviews of faculty and staff

shared with staff.

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c. K-12 Hui Kumu leadership group consisting of the Hawaiian Cultural Protocol Specialist and Hawaiian language, culture, history, and hula teachers from all divisions committed to assist in furthering all poukihi (foundational pillars) of the Kula Hawaiì Vision:

i. 1st Poukihi – Nohona Hawaiì ii. 2nd Poukihi – ‘Ike Hawai‘i

iii. 3rd Poukihi – ‘Ōlelo Hawai‘i iv. 4th Poukihi – Working Exit Outcomes

5. Evidence: Standards-based Kula Hawaiì (SBKH) Tri-Campus Project: The

SBKH Project continues to engage tri-campus teachers in grades 2, 5, 8, and 10 in developing common tri-campus, WEO-infused performance tasks and rubrics in English/language arts, science and mathematics aligned to the CCSS. Outcomes:

a. Common set of standards: tri-campus agreement to use the CCSS as common standards of student performance. In addition, individual campuses may also use other standards or indicators for their own campus curriculum renewal processes.

b. Common definition of rigor: using Norman Webbʻs Depth of Knowledge® (Appendix A18;pg A-107) to create a common language for teachers to understand "rigor" or cognitive demand, in assessments, as well as curricular units, lessons, and tasks. This will provide a lens to creating more cognitively engaging and challenging tasks.

Major Recommendation 1 Future Goals KSM is committed to defining, monitoring, promoting, and sustaining high levels of academic rigor as represented in the guiding visions of the organization and school (Strategic Plan 2020, KSM Kula Hawaiì, elementary, middle school, and high school). As such, KSM will, through its Curriculum Renewal and SBCP articulate, reflect, and monitor levels of student achievement and Hawaiian cultural experiences and expectations at all grades and divisions. Specific future goals include but are not limited to:

1. Achieving all criteria to complete all seven levels. Specific goals and deliverables for each Level are described in Significant Developments.

2. Engaging in the SBKH Project. English/language arts, science and mathematics teachers in grades 2, 5, 8, and 10 will use tri-campus-developed rubrics and continue to refine WEO-infused performance tasks to meet high levels of academic rigor.

3. Monitoring of SLIP goals to ensure targets are accurately set based on college and career readiness expectations.

4. Articulate the Kula Hawaiì Vision and strengthen the four poukihi (foundational pillars) through the leadership of the K-12 Hui Kumu.

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Major Recommendation 2: The Visiting Committee recommends: That the administration:

a) Further communicate and clarify their strategic vision and plan while providing appropriate, sustained professional development for each of the KS and KSM initiatives such as the Working Exit Outcomes Framework, Tri-campus Standards-Based Kula Hawaiì, Indiana State Standards and Ka Piìna, SLIP and MAP testing. (School Report 8, pp. 96, 97; Conference with Elementary school Program Committee; Indianaʻs Core Standards: Core Academic Concepts Across the K-12 Continuum Development).

b) Monitor and be sensitive to the stress level and amount of teacher time

associated with the implementation of these initiatives. (School Report Ch. 8 p. 180; Conference with faculty; Observation).

The following evidence and outcomes specifically addresses communicating and clarifying the strategic vision, providing appropriate and sustained professional development for each campus and tri-campus initative, and monitoring and being sensitive to stress levels and amount of teacher time needed to implement varying initiatives. 1. Evidence: KSM Curriculum Renewal and Standards-based Change Process

(SBCP): The SBCP has provided KSM with a framework to focus school improvement work while connecting that of multiple initiatives (WEO, Indiana Standards).

Outcomes: Established a consistent K-12 framework and process to define and articulate a strategic vision while clearly identifying sequential steps to achieve it. Obtained commitment to SBCP by administration and faculty to ensure that professional development will be sustained and focused. Identified and implemented professional develop opportunities that are purposeful and aligned to the steps in the SBCP and SLIP. See Appendix A19;pg 109 for list of professional development offered.

2. Evidence: KSM Student Learning Improvement Plan (SLIP): While the SLIP is

not entirely synched, this school year, to SBCP, the deliverables of the K-12 Common SLIP Faculty Goal include foundational work that will assist in the upcoming levels of SBCP.

Outcomes:

a. Understanding shifts in the CCSS, b. Engaging in PLCs or other collaborative groups to analyze student

data such as NWEA MAP, PSAT, SAT or data on specific class assignments,

c. Making data-driven decisions regarding instruction and practice, and reflecting on subsequent student progress and achievement.

Professional development plans were created to provide timely professional development aligned to SLIP goal process and in preparation for future SBCP work (Appendix A20; pg A-113).

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3. Evidence: KSM Performance Management and Evaluation Process (PMEP): As a rigorous Kula Hawaiì with a clear strategic vision and embedded professional development, KSM implements a performance management and evaluation process based on growth and utilizing a common set of expectations and performance rubrics for teachers, counselors, librarians, education assistants, curriculum coordinators, instructional support trainers and administrators.

Outcomes:

a. KSM PMEP is committed to using The Charlotte Danielson Framework for Teachers.

b. KSM PMEP follows a set of K-12 process agreements (Appendix A11;pg A-45)

c. KSM faculty was trained in understanding The Charlotte Danielson Framework for Teachers, and they now reference these ‘best practices’.

d. KSM teacher observers received common training in completing teacher observations, cognitive coaching, and reflective conversations.

e. Creation of divisional PMEP Support Teams to provide appropriate support and resources for teachers to develop and grow.

f. The PMEP Support Team meeting created a venue for increased communication among leaders to be able to monitor teacher time and effort needed for all current initiatives.

4. Evidence: Standards-based Kula Hawaiì Tri-Campus Project: The tri-campus

agreement to use the CCSS or national content standards in conjunction with the WEO is consistent with KSMʻs SBCP.

Outcomes:

a. Teachers participating in SBKH (grs. 2, 5, 8, & 10) will receive professional development that is also relevant to SBCP such as understanding the CCSS, defining rigor, developing performance tasks, creating rubrics, as well as experiences in culture-based education.

b. The common components, language, understanding, and professional development in both processes decrease the segregation between campus and tri-campus work.

5. Evidence: KSM Technology Projects: Professional development is a significant component of each technology project as KSM moves toward being a K-12 one-to-one campus. Outcomes: Teachers are provided with training and workshops to assist in the implementation of technology devices. Future goals include utilizing technology and professional development in SBCP work.

6. Evidence: KS Wellness Program: Human Resources have spearheaded offerings for faculty and staff to participate in a variety of wellness classes. Outcomes:

a. The Imua Challenge is an organization-wide contest that assists participants in making healthy food choices and incorporating exercise into their daily lives. Approximately 20% of staff members have participated in Imua Challenge contests.

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b. Crossfit, Boot Camp, yoga, and dance classes are offered to KSM faculty and staff on campus and free of charge.

7. Example: Hui Launa Ìke: Based on feedback from teachers new to KS, a need

was identified to provide support to assist in their acclimating to the School’s culture. Outcomes:

a. The K-12 Instructional Support Specialists proposed (Appendix A21; pg A-114) the creation of a group to support teachers new to KSM.

b. The Hui Launa Ìke was formed and meets quarterly. An evaluation will be conducted at the end of this first year of implementation to determine effectiveness and identify next steps.

Major Recommendation 2 Future Goals KSM will continue work to join the practices and goals of other initiatives (NWEA MAP, PMEP, SLIP) into one KSM Curriculum Renewal and Standards-based Change Process. As initiatives are more closely synched to each other, efficiency and effectiveness will increase and professional development will be timely, relevant, and sustained. Major Recommendation 3: The Visiting Committee recommends that:

The administration and faculty further develop school guidelines and appropriate practices related to assessing and supporting students with learning differences or special needs. These practices will incorporate differentiation intervention strategies that will enable the entire spectrum of KSM students to maximize their learning potential. (SS Ch. 8, pp. 105. 135, 172-173, 175, 180, 182-183; interviews with faculty and principals; observations; 2006 Report of the Visiting Committee, Recommendation #3, p.7; Interview with Administration).

1. Evidence: KSM Curriculum Renewal and Standards-based Change Process (SBCP): Within the Curriculum Renewal and SBCP, K-12 teachers will use multiple data points, including data from teacher-generated rubrics, to assess staircased reading goals, document their analysis of student strengths and areas of growth, and provide appropriate and differentiated instruction based for three (or more) subgroups.

Outcomes:

a. K-12 teachers identified, or are in the process of identifying, student learning goals in reading at each grade level or content course.

b. Levels of expected performance are aligned to the CCSS or national content standards.

c. K-12 processes and frameworks were designed to provide teachers with time to engage in PLCs or other collaborative groups (by grade-level or content area) to analyze student data and support the implementation of intervention or differentiation strategies.

d. Divisional Liaison Team members provide increased support and guidance for SBCP work by facilitating teacher teams.

2. Evidence: KSM Student Learning Improvement Plan (SLIP): The K-12 Common Faculty SLIP goal is based on a data-driven process that

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includes the analysis of student data and requires the implementation of a CCSS shift to address an identified area of growth. Outcomes:

a. K-12 teachers received professional development on the CCSS shifts.

b. Teachers continued to receive professional development in using NWEA MAP test scores to inform instruction. Workshops offered on campus this year include:

i. Stepping Stones to Using Data ii. Climbing the Data Ladder

iii. Student Growth and Goals c. K-12 teachers analyzed student data of their choice and, as a result,

chose an appropriate CCSS shift to implement. d. K-12 teachers will implement a CCSS shift and reflect on student

learning results by the end of 2014-2015 school year.

3. Evidence: KSM PMEP Outcomes: K-12 Instructional Support Trainers, who conduct teacher observations and engage in reflective conversations, understand the goals and outcomes of the K-12 SLIP Common Faculty goal, and assist in making connections between the CCSS shifts and the practices and behaviors of effective teaching as outlined in The Charlotte Danielson Framework for Teaching.

4. Evidence: Third Kindergarten Teacher Hired School Year 2013-2014 Outcomes: With the third Kindergarten teacher and smaller class sizes, the teachers are able to focus on differentiating instruction for students, meet with students individually every day and work with smaller groups of students to provide intervention to accelerate or remediate instruction. As a result, we have noticed that students become independent sooner, there are less disciplinary problems in the classroom, and there has been growth shown in NWEA, CPAA and Fountas and Pinnell Assessments.

5. Evidence: High Learning Results (Curriculum, Instruction and

Assessment) for the top 10-25% learners. Future plans: KSM is in the early stages of developing a plan to provide advanced learners, who have demonstrated diligence in academic achievement, engagement and citizenship, with learning opportunities that strengthen and increase learning results so that they are competitive with the very best students in the country. The future goal will be to implement new, high-quality programs (e.g. Summer School Academies) to challenge our very best students so that they are competitive against the very best students and continue to ensure all of our students grow academically, at a better rate than their peers through innovation programs (e.g. HS Hale System, small learning communities, project-based learning).

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6. Evidence: K-12 Reading Program

Future plans: With the support of Kamehameha Schools Office of Educator Growth and Development and in conjunction with the SBCP, KSM will research and begin to formulate plans to identify and provide additional support in assisting all levels of students in increasing reading achievement.

Major Recommendation 3 Future Goals Of the three major recommendations, recommendation 3 will see the most progress in the next three years. As KSM works through the criteria of the next levels of the SBCP (see Significant Developments section for specific outcomes), the SLIP targets will be continually monitored and analyzed, and the components and domains of the PMEP will be more closely aligned to the goals of the SBCP and the SLIP, administration and faculty will be able to make greater progress in developing guidelines and practices, both K-12 and divisional, to assess and support all students through intervention or differentiation strategies. Specific goals include but are not limited to:

1. Completing criteria to for all seven levels of the SBCP including providing documentation showing that K-12 teachers can analyze student strengths and areas of growth and identify appropriate and differentiated instruction based on areas of growth for three (or more) subgroups.

2. Engaging in the tri-campus SBKH Project. English/Language Arts, Science and Mathematics teachers in grades 2, 5, 8 and 10 will use tri-campus developed rubrics and continue to refine WEO infused performance tasks to meet high levels of academic rigor.

3. Monitoring SLIP goals to insure targets are accurately set based on college and career readiness expectations.

4. Articulate the Kula Hawaiì Vision and strengthen the four poukihi or foundational pillars with the leadership and support of the K-12 Hui Kumu.

5. Attaining ASCA Ramp certification that strengthens use of data to improve K-12 counseling services.

K-‐12 Evaluation Summary: The most positive results of the school improvement efforts at KSM, in the past three years, involve laying a strong foundation to support future curriculum renewal work and building the leadership capacity to carry out that work. The following are evidence of both.

1. Implementing a common K-12 process, language, and understanding to align standards and curriculum.

2. Operationalizing Ka Piìna project resulting in consistent use of PMEP tools such as rubrics, web-based evaluation system and performance ratings for faculty and staff.

3. Implementing a common K-12 teacher growth and development PMEP. 4. Increasing the communication, comprehension, and implementation of

divisional visions. 5. Increasing capacity for teacher leadership.

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6. Increasing the use of student data with a commitment to continuing the use of NWEA MAP for growth data for grades K-10 while researching other college and career readiness assessments.

7. Increasing teacher collaboration and articulation. Process and Procedures for Addressing Major Recommendations: KSM began the process of addressing the major recommendations of the 2012 Self-Study Visiting Committee by revising the previous school improvement and standards alignment process called Alakaì Hoònaàuao. The administration and Curriculum Team researched other school improvement frameworks and identified the Standards-based Change Process as one that would assist KSM in meeting all the major recommendations, while supporting K-12 efforts to utilize both the WEO and national standards to improve reading achievement. See Significant Developments for specific steps in implementation of the Standards-based Change Process, an outline of future goals, and next steps. The administration and the Curriculum Team is incorporating work, from what was previously separate initiatives, into the SBCP. The goal of having one, comprehensive, student-centered, vision and data-driven school improvement process is to increase efficiency, focus and sustainability. Implementation and Monitoring of Action Plan: The action plan is monitored by the Head of School who receives a quarterly update matrix (Appendix A22; pg A-115) reporting on both major and chapter recommendations from members of Kaìpono--the schoolʻs campus leadership team (Appendix A23;pg A-126 ). The Action Plan will evolve as KSM develops a tactical plan to meet the KS Strategic Plan 2020 educational milestones and aligns the milestones to the criteria in the seven levels of SBCP. Administration plans to will submit quarterly action plan updates. Principals will also report on the progress of the SBCP at monthly principal meetings (Appendix A24;pg A-127). SBCP consultants provide a quarterly report on overall K-12 progress. SBCP quarterly reports are shared with the Head of School and principals. Quarterly SLIP reports are also compiled and submitted by division, providing detailed progress on SLIP goals (Appendix A25;pg A-131 ). Annual Progress Reports and Third Year Report: In an effort to increase communication regarding direction and status of school and tri-campus initiatives, the Head of School, with the support of Kaìpono, prepares KSMʻs Kūlana Kula: State of the School Address (Appendix A26; pg A-135) that is delivered by the Head of School every spring. The first address was given in February 2012. A review of the major recommendations was included in each address, and status reports on each major initiative were provided. All reports and presentations are archived and shared via the Head of Schoolʻs Ke Keʻena o Ke Poʻo Kula blog site.

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A timeline outlining the next steps in the self-study process (Appendix A27; pg A-170), including deliverables and due dates, is being utilized by Kaìpono to continue monitoring the action plan and progress made toward meeting all recommendations. The following mid-cycle timeline was used in planning the preparation and sharing of this third year report. Tasks Lead Person

I. Basic Student/Community Profile Data Linda Shibano

II. Significant Developments Kelly Dukelow

III. Ongoing Improvement Kelly Dukelow

IV. Report on Action Plan Progress Kelly Dukelow

Share Report with: • Principals • Kaìpono (Campus Leadership Team) • Divisional Leadership Teams (Elementary,

Middle & High Schools) • Divisional Leadership Teams share with faculty

teams • Division Directors share with teams

Poò Kula Lee Ann DeLima

Distribute final draft Kelly Dukelow

Gather Third Year Report feedback to inform next steps and or revisions to Action Plan Linda Shibano

Send copies of final report to: members of the Mid-Cycle Committee, HAIS and WASC Linda Shibano

Mid-Cycle visit: March 5, 2015 Darlene Robertson, chair Mark Sugimoto

Finalize 2018 Committee Chairs Poò Kula Lee Ann DeLima

Chairs to identify Chapter Committees

Training for all Chapter and Committees HAIS

Submit request for Visitation (Spring 2018) Poò Kula Lee Ann DeLima

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