maui waena intermediate school self-study report€¦ · 1/23/2019 · maui waena intermediate...

HIDOE/ACS WASC FOL 2017 Edition

MAUI WAENA INTERMEDIATE SCHOOL

SELF-STUDY REPORT

795 Onehee Avenue Kahului, HI 96732

Baldwin-Kekaulike-Maui

March 4-7, 2019

Hawaii DOE/ACS WASC Focus on Learning Accreditation Manual, 2017 Edition

i

CONTENTS

Preface .............................................................................................................................................2

Chapter I: Progress Report ..........................................................................................................4

Chapter II: Student Community Profile and Supporting Data and FindingsError! Bookmark not defined.

Chapter III: Self-Study Findings ...............................................................................................43

Category A. Organization: Vision, Mission, General Learner Outcomes, Governance, Leadership and Staff, And Resources ....................................................................................43

Category B: Standards-based Student Learning: Curriculum ............................................79

Category C: Standards-based Student Learning: Instruction .............................................95

Category D: Standards-based Student Learning: Assessment and Accountability .........110

Category E: School Culture and Support for Student Personal and Academic Growth 122

Chapter IV: Student /Community Profile — Overall Summary from Analysis of Profile Data and Progress ......................................................................................................................160

Chapter V: Academic Plan ......................................................................................................160

Appendices ..................................................................................................................................181

Maui Waena Intermediate School HIDOE/ACS WASC Self-Study Report

2

Preface

The self study process began in Fall 2017 when the newly appointed Principal, Mrs. McCandless, assembled the WASC Leadership Team—the study coordinator and five focus group leaders—who represent the diversity of the school staff in experience, content area and grade level.

Using the 2016 Comprehensive Needs Assessment as a starting point, the team determined the academic priority areas to be:

1. Reading Comprehension—both the universal screener data and the SBA Claim data show that the largest number of students score below grade level/below standard in this area

2. Problem-solving—while Concept and Procedures is the lowest scoring claim in the Math SBA across all three grade levels, both the SBA and the universal screener data show nearly 70% of all students are below grade level proficiency in overall Math skills.

3. Communicating Reasoning—although not the lowest scoring Math claim, it is a skill that cross cuts all the core content areas: students are expected to communicate their thought processes in Math, ELA, Social Studies and Science.

The team also selected three priority General Learner Outcomes:

1. Complex Thinker—this is supported the large percentage of students who score just below proficient or grade level in SBA Math, SBA ELA, HSA Science and in the universal screener diagnostic tests where students struggle more with the higher level questioning. Additionally, the common core standards as well as the C3 Framework and the Next Generation Science Standards are asking students to grapple with increasing complex ideas.

2. Effective Communicator—this ties into the Communicating Reasoning academic priority. Students are asked to effectively communicate their thinking, understanding and areas of uncertainty in all content areas, both in traditional written and oral formats as well as digitally.

3. Self-directed Learner—middle school is a period of increasing demands for students to be independent and responsible for their learning, both because of developmental needs as well as in preparation for high school.

These priorities were shared for feedback and input with the School Community Council as well as the community at both the Student Showcase 2018 and the 2018 Orientation and Open House Nights.

Once the leadership group and priority areas were identified, the staff was asked to rank order the five focus areas in order of preference using a Google Form. The leaders met to put the five focus groups together—balancing staff interest with the need to ensure all three grade levels, classroom and non-classroom positions, content areas and experience working on a self-study were represented in all five areas. A team drive was set up in Google Drive with access given to all staff members with the understanding that any paper and pencil evidence would be scanned and uploaded on the Drive. The migration to a completely digital format, using collaborative


3

documents, links and scanned documents presented a separate, and for some a steep, learning curve for much of the staff.

With the rosters for each focus group settled, Spring 2018 was focused on evidence collection and organization and its analysis. MWIS utilized its Professional Development hours to facilitate Focus Group meetings, Home Group meetings and whole staff updates. The self-study leaders decided that the best order in which to collect evidence would be: Curriculum, Instruction and Assessment while Organization and School Culture & Climate would collect any of their own evidence that didn’t need to come from classroom teachers. With the evidence scanned and linked in the Drive, more than one focus group could work with it at a time, an improvement from the days of moving boxes and binders. By the end of May 2018, the Focus and Home Groups had analyzed Curriculum, Instruction and Assessment and had created first drafts of their parts of the self-study.

The Focus Group leaders and members were adjusted to account for both the departure and arrival of several staff members for SY 2018-2019. The PD hours of Fall 2018 were also given to the self-study process—completing the staff survey, filling in gaps and clarifying the evidence, findings and responses to the prompts. The staff analyzed the collected strengths and areas of growth to identify the key cross cutting issues that needed to be identified and embedded in the revised Academic Plan by the Curriculum Leadership Team.

The completed self-study draft, including the revised Academic Plan, was shared and reviewed with the school staff in December 2018 and with parents, classified staff and students in January and February 2019.


4

Chapter I: Progress Report

At the end of our 2013 full self-study visit, Maui Waena had the following critical areas for follow up:

2013 Critical Areas Changes Implemented in response

1. Focus on College and Career Readiness through increased rigor in curriculum, instruction and assessment and through the use of personalized education plans

a. AVID -Implementation planning began in SY 13-14 & support & training supported in all subsequent Academic Plans through 2020. -Site Team meetings are regularly scheduled & the Site Coordinator (position is currently empty) is part of both the curriculum leadership team and the ART review process -AVID trained staff provide PD and support for school-wide implementation of several WICOR strategies: Cornell Notes/Interactive Note-Taking, Marking the Text, GIST, Quick Writes, Costas Levels of Questioning, Collaborative Conversations -AVID binder organizational strategies are taught to, supported for and expected of all students -AVID elective classes are offered to grades 7 & 8

b. ELA HCCS - SY 14-15: SpringBoard ELA (College Board) was implemented & continues through present -Texts and embedded assessments align with SBA reading Lexile ranges, DOK levels as well as writing rubric; continues through present -Continued use and support for SpringBoard has remained embedded in the Academic Plan through 2020

c. Math HCCS

SY14-15: GoMath was implemented

-performance tasks and assessments were aligned with SBA Math rigor and DOK levels through SY17-18

SY 16-17: Outside consultant support began with Wesley Yuu; focus: rigor in instruction & assessment;

SY17-18: Catapult Consultant contracted for 20 days for (2 days per month); continuing through SY18-19 to support HCCS classroom instruction & assessment

-GoMath in place until Spring 2018 when Math department chose Carnegie Learning Solutions (2018 ed.) to replace GoMath curriculum

-Implementation and ongoing support for Carnegie Learning is embedded in the Academic Plan through


5

2020

d. Science

SY 17-18: Begin discussion about curriculum in response to NGSS implementation

SY18-19: STEMScopes implemented in grades 7 & 8; grade 6 to begin SY 19-20; ongoing support and training provided to transition

-Embedded in Academic Plan through 2020

e. Social Studies

SY17-18: Begin discussion about curriculum in response to C3 Framework adoption by BOE

SY18-19: ongoing


e. Department Collaboration Days

-2 per year for each department

-Began in response to diminished PLC time within school day (see Bell Schedule below) SY 14-15 through present

-Focus is implementation of school-wide priorities by each department/within each content area


2. Professional Development Plan to implement 6 Priority Areas

a. a. Data Teams/ Formative Assessment Core PLCs continue to implement Data Teams process utilizing

universal screener data SY13-14: Evaluate is universal screener SY14-15 through 16-17: STAR data SY 15-16: BKM (complex area) in-service to support all staff in

Data Teams SY17-18: iReady is universal screener; PD provided to all ELA & Math teachers (17-18; 18-19) SY17-18: Catapult Consultant provided Data Teams PD &

support for all staff -Embedded & supported in Academic Plan through 2020

b. ART Review -SY13-14: ART formed & trained -SY14-15: VP designated to lead & monitor ART process -SY15-16 through present: Curriculum Leadership Team

members take on ART duties; review & monitoring occurring


6

at the end of each semester as of SY 17-18 through present -review maintained in school Drive as well as Title I evidence - embedded & supported in Academic Plan through 2020

c. c. Comprehensive Student Support -STAR universal screener in place from SY13-14 until SY17-18

when replaced by iReady -SMP program planning begins SY14-15 & added to Master

Schedule SY16-17 with 1 full time program & additional study skills elective added in January 2017; both ongoing through present; embedded & supported in Academic Plan through 2020

- RTI process in place SY 13-14; Tier 1 & Tier 2 identified as areas needing continued & ongoing support and training for staff:

--January 2016 PD: Training & follow up support on Chunking lessons

--November 2017 PD: Jane Hill: Classroom Instruction that Works for English Language Learners

--September 2017 PD: iReady online instruction personalized path for students bundled with iReady universal screener diagnostic & Teacher Toolbox resources

-Training & support embedded in Academic Plan through 2020 d. e. Educator Effectiveness System (EES)

-Implemented in SY13-14 & continued through present with changes as required by employer

-3rd VP position added to reduce administrative work load in SY 14-15 & continued through present

-Individual teachers going through entire process are identified, notified, trained & supported through process by VPs & admin who is overseeing that content area (identified in Organizational Chart)

-All faculty receives updates on changes to system at the start of each school year, support and training on iPDPs, professionalism & Tripod reflections

-New/beginning teachers receive additional support through MWIS mentoring & induction program

e. d. Induction & Mentoring -All teachers new to HIDOE and/or MWIS are invited to

participate in a New Teachers Orientation at MWIS prior to the start of school (SY14-15 through present)

-Teachers new to MWIS receive instructional, cultural/operational mentoring, depending on individual experience.

-8 Staff members are currently trained mentors -Training & support continues to be provided by BKM Mentoring

PLC. -Support embedded in Academic Plan through 2020

f. Common Core Standards –see #1 above; #1 Mid Cycle


7

3. School needs to revisit systemic structures

a. Bell Schedule to increase learning opportunities for students and decrease non-instructional time

-SY12-13 Ad Hoc Committee reworked bell schedule to meet new instructional minutes requirements of Act 167/Act 52

-5 Block schedule implemented SY14-15 in response to Act 167/52; Advisory converted to Exploratory Wheel—eliminated RAD, PTPs and SLCs

-4 block schedule restored in SY 15-16 and continued through present

- 6 class schedule continues for students; Ad Hoc Committee (Fall 2015) due to increased cost for additional staff positions needed for 7 class schedule

-Exploratory Wheel continues through present; currently 1 unit class; Ad Hoc committee formed in SY17-18 to create school-wide agenda for Exploratory Wheel—put into place in Spring 2018 through present

b. Teacher Handbook—to provide uniform understanding of school policies, procedures & safeguards

SY13-14: documents uploaded to Lotus Notes database & maintained through the present

SY16-17 saw migration & maintenance of some components to MWIS Staff shared folder in Google Drive; migration to Drive continues through the present

-Updated documents shared with Staff through Opening Day Packet

c. Organizational Chart—to clarify roles and responsibilities of various committees and leadership groups

-The organizational chart and information re: roles and responsibilities is part of:

--Lotus Notes Database Teacher Handbook ---School Drive Folders ---Opening Packet for staff each school year -Updated to reflect any changes in staffing or administration

4. School needs to improve communications with the school community:

a. Teachers should regularly use and update Edline to inform parents of their child’s academic status.

-Teachers were strongly encouraged to post grades consistently SY16-17 Infinite Campus was implemented, replacing Edline and

other grading programs -Teachers are strongly encouraged to use IC for their grade book

as well as for posting required grades for report cards & progress reports

-Students as well as families are provided with required information to access academic progress and monitoring through Student and Family Portals.

b. Synervoice /School Messenger


8

-To reach the staff and the school community either through voice or text

After the change in administration in January 2017, some teachers have expressed an interest in revisiting the Bell Schedule with the goal of finding increasing staff collaboration time as well as student elective choices; however, a committee has not yet been formed.

The staff has a wide variety of comfort and facility using the school Drive; some staff members continue to use Lotus Notes as their primary work email while others use Gmail more frequently. This means that documents are frequently duplicated and /or overlooked. Until recently, HIDOE has maintained that G Suite tools are not considered secure for any documents that may contain personally identifying information while Notes is considered secure by the employer. However, the probability of future discontinuation of Notes may resolve this divide.

The Mid Cycle Visit in March 2016 resulted in a reduction of Critical Areas for Follow Up from four to two:

1. Increase rigor and relevance in all content areas to ensure students are prepared for college and career:

a. student engagement

b. high standards

c. physical, emotional & cognitive student needs

d. cohesive staff PD to address these needs

a. AVID implementation is ongoing & supporting both engagement and rigor in all content areas through some school-wide WICOR strategies

SY16-17

-Grade 8 AVID elective scheduled (30 students)

-Grade 6 all teams implement AVID binder organization for all grade 6 students

-22 (total) staff members trained

-Recruited for upcoming Grade 7 AVID elective

SY17-18

-Grade 7 AVID elective class added (25 students)

-Grade 8 AVID elective class continues (21 students)

-All teams adopt AVID binder organization for all students (Note: some students & families struggled to find & purchase these supplies)

-35 (total) staff members AVID trained

-Limited Tutorology offered Semester 2 (finding, training and paying tutors were significant obstacles)

-Recruited for 18-19 Grade 7 AVID elective class

SY18-19

-Grade 7 & 8 AVID electives continue (48 total


9

students as of August 2018)

-Planning for Tutorology is ongoing—obstacles are still in place

b. Nine interdisciplinary Teams within three houses remain in place.

SY16-17

-Team Planning Time added to weekly meeting schedule—each Thursday 2:05-2:45

-Folders are created in the school Drive for Team Minutes

-Exploratory Wheel continues as part of the daily schedule

-Teams have flexibility to use Exploratory Wheel time for team activities

-Teams/team members have the option of requesting a collaboration day to do additional interdisciplinary planning

SY17-18

-Team Planning Time remains in the weekly meeting schedule

-Team Minute Folders are maintained in the school Drive

-Team collaboration days continue to be an available option for interdisciplinary planning

-An Ad Hoc committee was formed to address Exploratory Wheel—its purpose and allocation of time.

-The staff agreed to the following:

Monday: iReady online instruction-Math

Tuesday: Team directed time

Wednesday: iReady online instruction-Reading

Thursday: Team directed time

Friday: Falcon Features & AVID binder check

SY18-19

-Weekly Team planning time continues on Thursdays


10

-Team Minutes Folders continue to be maintained in the school Drive—accountability and follow up with the minutes continues to be inconsistent

-Team collaboration days continue to be an option

c. Staff PD Plan

--The PD plans are addressed primarily through the Curriculum Leadership Team monthly meetings.

--Focus has been on refining instruction in all classrooms to support diverse student learners, more fully engage students with their learning and increase student success in all classrooms through:

Data Teams process

ELL/GLAD strategies

WICOR strategies

Instructional Coherence & best practices

SY16-17

-Consultant contracted to assist all Math teachers

-RTI, AVID, ELL strategies continue at PD focus areas

-Data Teams supported

-PD provided to support Science 8 teachers using Gizmos to supplement the curriculum

SY17-18

-Consultants contracted to coach & support Data Teams, -ELL strategies & Math department

-iReady implementation support


SY18-19

-Consultants hired to provide PD, coaching and support (Building Instructional Coherence—giving staff a common language to discuss classroom instruction)

-Consultant re-contracted to continue work with all


11

Math teachers

- Professional development & coaching contracted to support implementation of new Math curriculum

-Additional professional development contracted to support Year 2 Implementation of iReady—using data and tools to support Data Teams process and student intervention


2. Academic supports need to be incorporated into their systemic structures so all student needs are addressed:

a. strong RTI program

b. teachers skilled at personalized education

c. communication about student learning with parents & community

d. strong system of academic & behavioral support to pre-empt intervention

a. RTI & building teachers’ skills in personalizing education within their classrooms to support students

SY16-17

-SMP full day program is added to Master Schedule with staff member, counselor and referral process in place

-SMP Study Skills elective classes added to Master Schedule with staff member, counselor and referral process in place (January 2018 for Semester 2)

-STAR remains in place for Universal Screener

-All 9 Interdisciplinary Teams go through Data Teams process to create intervention plans for targeted students.

-Tier I strategies continue to be addressed through Professional Development

-Leadership looks at different universal screener systems to address intervention needs; selects iReady Diagnostic & Online Instruction

-Each interdisciplinary team uses Wheel time differently for support and/or intervention.

SY17-18

-SMP continues with both full day program supported by Study Skills elective classes with 2 teachers, counselor and referral process

-iReady provides individualized online instructional path for each student addressing skill needs identified by Diagnostic Tests (3 per year)

-All teachers provided access to intervention materials


12

through iReady Teacher Toolbox as well as diagnostic and instructional data for rostered students

-Each interdisciplinary team uses Wheel time differently for support and /or intervention

-Summer Intervention Program contracted for 26 incoming 6th graders from our two Title I feeder elementary schools

SY18-19

-SMP continues with a full day program supported by Study Skills elective classes with 2 teachers, counselor and referral process

-iReady continues as universal screener & online instructional path for each student

-PD was provided to support teachers in using iReady data and tools for intervention

c. Communication about student learning with parents and community

SY16-17

-Grade 6 Open House, Grades 7 & 8 Open House, SCC (School Community Council) Parent Night, Family College Night, Student Showcase Night—school data and priorities are shared with the community & feedback is sought through survey forms

-Students are assisted with setting up Infinite Campus (IC) Student Portals

-Parents/families are sent information regarding IC Parent Portals

-Teachers are encouraged to use IC grade book (no POs are approved for alternate grading programs)

-Synervoice, reader boards & school website continue to be used.

SY17-18

-Grade 6 Open House, Grades 7 & 8 Open House, SCC Parent Night & Student Showcase—school data and priorities are shared with the community & feedback is sought through survey forms

-IC use continues—teachers are encouraged to use the


13

grade book (no PO policy continues)

-Parents and students are encouraged to use their IC portals to monitor academic progress & attendance

-iReady Diagnostic data shared with students and families as well as goals set by students (Exploratory Wheel)

-Synervoice, reader boards & school website continue to be used

SY18-19

-Grade 6 Open House, Grades 7 & 8 Open House, Student Showcase (scheduled Spring 2019)—school data & priorities shared & feedback, input sought through survey forms

-IC use continues—teachers are encouraged to use IC grade book (no PO policy continues)

-Parents & students are encouraged to use their IC portals to monitor academic progress & attendance

-iReady Diagnostic data shared with students and families as well as goal set by students (Wheel or ELA/Math classes)

-Synervoice/School Messenger, reader boards & school website continue to be used


14

Chapter II: Student/Community Profile and Supporting Data and Findings

Mission Maui Waena Intermediate is a community of diverse learners

whose members are effective and reflective decision makers.

Our instruction is based on Hawaii Common Core Standards

and Benchmarks that students can successfully achieve.

We provide support for all students as they develop into 21st Century

learners who are college and career ready

Vision We strive to develop committed, technologically competent, responsible,

and respectful citizens who are empowered to Soar to Excellence.

Introduction Maui Waena Intermediate School (MWIS) opened in September 1989 with 250 7th and

8th grade students from Kahului Elementary School, doubling in size the following year with an additional 250 7th and 8th grade students from Lihikai Elementary School. MWIS added Grade 6 in 1993, increasing total enrollment to 850. Pomaikai Elementary added its students to MWIS in 2008. MWIS currently serves 1155 students in grades 6-8. It is one of Hawaii’s largest middle schools and primarily draws students from the Kahului area, a smaller number from Wailuku. Maui Waena’s three feeder schools are located in Kahului and two of the schools share similar cultural, demographic and socioeconomic characteristics. The majority of MWIS students live within the boundaries for Maui High School in Kahului while a smaller number are zoned for Baldwin High School. Maui Waena has maintained its accreditation since 1997; the last full self-study was completed in SY 2012-2013 with a mid-cycle visit in March 2016.

In SY 2016-2017, MWIS administration changed. Mr. Yap, who had been principal at Maui Waena for many years, became Maui High School’s interim principal in January 2017; he applied, interviewed and was appointed as MHS Principal in May. When Mr. Yap moved to MHS, Mrs. McCandless, a long time MWIS Vice Principal, stepped up as interim principal; applied, interviewed and was appointed MWIS Principal in June 2017.


15

Student/Community Profile Data Demographic Data

The continued development of housing in Central Maui has led to consistent growth of Maui Waena’s student population. The demographic change in the larger community is reflected in the school’s student demographics.

Table 1: Community Profile

Maui High Complex 2000 US Census 2010 US Census Percentage Change

Total Population 41,634 51,920 24.71%

Percentage of population aged 5-19 19.70% 18.20% -1.50%

Median Age of Population 37.5 39.6 6%

Number of Family Households 9630 11,562 20.10%

Median Household Income $48,679 $75,378 55%

The median household income increased 55% from 2000 to 2010. This may be attributed to the fact that several nearby housing developments have attracted upper middle class families. Most families within our geographic boundaries are in the middle class income bracket and are employed in tourism and service

Table 2: Title I Services

SY 15-16 SY 16-17 SY 17-18

Official Enrollment (Fall of preceding school year) 1143 1104 1176

# of Students FRL 622 604 560

Percent of Total Enrollment 54.4% 51.0% 47.6%

Despite the fact that the median income increased as per the 2010 Census, MWIS’ consistent Title I eligibility reflects the socio-economic diversity of the surrounding community. Half or nearly half of our students’ families qualify for Free or Reduced Lunch (FRL), indicating that a substantial portion would not be considered upper middle class.

The decline in FRL numbers at MWIS is not reflected at the Title I feeder elementary schools: Kahului Elementary, 56%; Lihikai Elementary, 64%; (Pomaikai does not qualify for Title I.) MWIS recognizes an increasing need to support families in completing and returning free and reduced lunch applications—online and hard copy—throughout SY17-18 and beyond.


16

Student Demographics Steady increases in enrollment, recent declines (< 1%) notwithstanding, have impacted all

school resources. The opening of O building with a computer lab and 8 classrooms in Spring 2017 has mitigated some of that impact; however, space remains at a premium.

Table 3: Student Profile

SY 15-16 SY 16-17 SY 17-18

Fall Enrollment 1143 1183 1176

# and % entire school year 1106 (96.7%) 1140 (96.3%) 1141 (97%)

# and % SPED 86 (7.5%) 111 (9.3%) 106 (9%)

# and % ELL 107 (9.3%) 109 (9.2%) 134 (11.3%)

% By Gender (Female:Male) 46:54 47: 53 47:53

Despite the overall increase in student enrollment since August 2015, the student population has been stable in that a high percentage of students begin and end the year enrolled at MWIS. While the gender ratio has remained essentially unchanged, the Special Education and English Language Learner populations have increased. There were an additional 24 EL students in SY 17-18, nearly 3% of the school population, despite the overall decline in enrollment. The EL population increase in particular has implications for all school resources, especially for classroom curriculum, instruction and assessment.

Table 4: Attendance and Absences

State Goal: 95% SY 15-16 SY 16-17 SY 17-18

Average Daily Attendance 95.40% 95.18% 95.17%

Average Daily Absences 8.1 8.1 8.7

Chronic Absenteeism1 12% 12% 13% 1 Chronic absenteeism is defined as any student with 15+ absences, excused or unexcused.

MWIS’ average daily attendance continues to meet HIDOE’s goal of 95% although just barely. Despite the small decline in enrollment for 17-18, the average daily absences did increase a small amount while the chronic absenteeism increased. The school’s CSSS and Peer Review processes continue to address absenteeism on a case-by-case basis.

Table 5: Student Ethnicity

Ethnicity SY 2015-16 SY16-17 SY 17-18A

Native American <1% <1% <1%

Black 1.2% <1% 1.1%


17

Chinese 1.5% 1.4% 1.2%

Filipino 51.4% 50.0% 48.2%

Native Hawaiian 18.1% 18.7% 17.5%

Japanese 5.5% 6.5% 7.1%

Korean <1% <1% <1%

Portuguese 1.1% 1.3% 1.7%

Hispanic 4.1% 3.6% 4.3%

Samoan <1% <1% <1%

Indo-Chinese <1% <1% <1%

Micronesian 7.6% 7.5% 7.7%

Tongan 1.3% 1.6% 1.9%

Guamanian Chamorro --- <1% <1%

White 4.8% 5.4% 5.8%

Other Asian --- <1% <1%

Other Pacific Islander <1% <1% <1%

Student ethnicity remains relatively stable since SY15-16; most of the changes are less than 1%. Filipino students continue to make up the largest group in the student population. The Languages table below highlights both the cultural and language diversity of the MWIS community.

Table 6: Five Most Common Languages (after English)

SY 17-18

Student 1st Language

Ilokano (12%)

Marshallese; Tagalog (4%)

Spanish (2%)

Chuukese; Japanese; Pohnpeian; Tongan (1%)

Most Used by Students

Ilokano (10%)

Marshallese; Tagalog (4%)

Spanish (2%)

Tongan; Pohnpeian (1%)

Chuukese (<1%)


18

Most Spoken at Home

Ilokano (16%)

Tagalog (5%)

Marshellese (4%)

Spanish (2%)

Cebuano/ Visayan; Chuukese; Pohnpeian; Tongan (1%)

This is reflective of the ethnicity data where Filipino remains the most common identified ethnicity while also reflecting the increase in diversity of students from other Pacific Islands. The increasing diversity of home and student languages has implications not only for the ELL staff but also for the school as a whole: it can be very difficult to provide translation and interpretation services to facilitate school-home communication, particularly for individual classroom teachers. For example, the school website (www.mauiwaena.com) offers translation services but only Japanese, Spanish and Filipino are listed out of all the languages listed in the table above, limiting the translation service’s usefulness for families and community members.

Student Conduct Table 7: School Incident Summaries

School Year 2015-16 2016-17 2017-18

School Enrollment 1143 1183 1176

Number of Incidents 743 831 592

Number of Repeat Offenders 174 147 159

Percentage of all students as Repeat Offenders 15.22% 12.43% 13.52%

There was a significant decrease in incidents in SY17-18; while the enrollment declined <1%, there was a 29% decline in the number of incidents. SY 16-17 saw a significant change in school administration personnel. In January 2017, the longtime principal, Mr. Yap, became Principal at Maui High School; Mrs. McCandless, formerly a MWIS VP, became interim Principal for MWIS and a teacher stepped in to serve as an interim VP. The changes in principal were made permanent in June 2018. While the 3rd VP position remained vacant for the Fall semester, another teacher stepped in as interim VP starting in January 2018. A permanent VP began in Fall 2018, completing the administrative team.

Table 8: Suspensions

SY 2015-16 SY 2016-17 SY 2017-18

# % # % # %

Non-suspended 998 87% 1075 91% 1065 91%


19

Suspended 1451 13% 1082 9% 1113 9%

Suspension: Class A 132 45% 63 39% 67 41%

Suspension: Class B 154 53% 83 51% 80 49%

Suspension: Class C 6 2% 15 9% 15 9%

Suspension: Class D 1 0% 2 1% 0 0

1: 145 students! 293 suspensions Classes A-D 2: 108 students ! 163 suspensions Classes A-D

3: 111 students!162 suspensions Classes A-D

While the percentage of students who were suspended stayed the same from 16-17 to 17-18—an overall decline from 15-16—the actual number of students increased, although only by three. The total number of suspensions also declined over the three-year period.

Staff Demographics Table 9: Certified Staff

SY 15-16 SY 16-17 SY 17-18

Teaching Staff

Total Full-Time Equivalent (FTE) 61 68 70

Regular Instruction 53 56 59 (84%)

Special Education 7 11 10 (14%)

Supplemental Instruction 1 1 1 (1.4%)

Teacher Headcount* 61 68 70

Teachers' average years of experience 12.5 11.8 12.2

Students per Teaching Staff

Regular Instruction 19.9 19.1 18.1

Special Instruction 12.2 10 10.6

Administrative and Student Services Staff Administration** 7 6 6

Librarian 1 1 1

Counselors (Grade Level, High Risk) 4 4 4

MWIS has a teaching staff of 70, including: Technology Coordinator; two Curriculum


20

Coordinators; one Testing & Data Coach. The Administration count includes: the principal; two Vice Principals; the Registrar; the Student Activity Coordinator. Note: the Student Activity Coordinator is a ½ position, currently held by a 10-month teacher who also teaches Student Government & Yearbook classes.

Table 10: Teaching Qualifications & Experience

Teachers Total #

% Licensed

% Emer-gency Hires

Avg. Yrs Exp

Staff w/ 5+ Yrs at MWIS

#/%

Staff with Advanced Degrees

#/%

Teachers in non-

HQ positions

Classes Taught by HQ

teachers

SY 15-16 61 96.70% 3.20% 12.5 39/64% 22/36% 9 86%

SY 16-17 68 94.10% 5.80% 11.8 40/59% 24/35% 12 78%

SY 17-18 70 100% 0 12.2 39/56% 23/33% 13 86%

SY 17-18 reversed two staffing trends. First, despite the increase in teachers, 100% were licensed; no emergency hires took place, and second, the experience level of the teaching staff overall increased slightly. Regardless, despite the relatively stable count of staff with experience at MWIS and with advanced degrees, the increase in staffing as whole means that the percentage of the overall staff in these two areas continues to decline. The majority of the non-HQT classes are Special Education. These teachers need to be HQ not only in Special Education but also their content area if they are teaching a pull out class, as well as teachers working in the Special Motivation Program. Note: There is one National Board Certified Teacher on staff.

Perceptual Data

Table 11: School Quality Survey (SQS)

Percent of Positive Responses

SY 15-16 SY 16-17 SY 17-181

Survey Return Rate

Students: 39.1% Student: 54% Students: 87.9%

Parents: 13.5% Parents: 18.3% Parents: 21.3%

Teachers: 41.2% Teachers: 100% Teachers: 100%

Safety

Students 63 65.8 58.6

Parents 72.2 74.1 73

Teachers 67.9 73 62.4

Well-Being Students 67.1 67.8 N/A

Parents 85.1 85.1 81.7


21

Teachers 80.5 80.5 67.5

Satisfaction

Students 76 74.5 N/A

Parents 78.5 74.1 75.9

Teachers 53.8 63.8 56.4

Involvement/ Engagement

Students 51.8 51.7 N/A

Parents 73.1 67.3 56.2

Teachers 76.1 73.1 53.2 1 In SY17-18, students were only surveyed on Safety. The other three categories of questions were eliminated.

Return rates have been increasing for both teachers and students, which may be a result of using time within the school day (Wheel) for students and teachers to complete the survey. With one exception, the positive responses declined for every group in all areas. The leadership team will need to consider how to address this. Additionally, more work needs to be done to engage the families and community.

Table 12: Tripod Survey Summary

Fall 2015 Fall 2016 Fall 2017

7Cs: Overall Score 63 63 64

Care 62 62 63

Challenge 74 72 73

Control/Classroom Management (as of 2016) 51 48 48

Clarity/Clarify (as of 2016) 71 67 68

Captivate 65 63 64

Confer 51 59 63

Consolidate 66 68 69

The overall score has not changed in any significant way over the past 3 years while there has been an upward trend in both Confer and Consolidate. The increase in the Confer rating may indicate that students feel more ownership in their learning process as well as more voice.

Table 13: School Climate: Positive Student Responses (moved from SQS to Tripod in SY17-18)

2017-2018

School Climate 74%

Climate of Instruction 76%


22

Climate of Safety and Relationship 73%

Although the questions and surveying instrument changed, the composite scores above indicate that a significant percentage of the students feel positively about the school, their classes and their relationship with the adults on campus.

Learning Data The sources for the Learning Data are the Smarter Balance Assessment English Language

Arts (SBA ELA) and Smarter Balance Assessment Math (SBA MATH), which has been in place since SY 2014-15. The Hawaii State Assessment for Science (HSA Science) will be changing in Spring 2019 to Bridge to the Next Generation Science Standards. iReady replaced STAR as the universal screener in Fall 2017. Students took the diagnostic tests in August and December 2017. The 3rd diagnostic for Spring 2018 was made optional given already heavy testing schedule for semester 2.

Table 14: iReady Diagnostic Results

SY 2017-18

Diagnostic 1: August 2017 Diagnostic 2: December 2017

Reading At & above grade level

1 grade below

2+grades below

At & above grade level

1 grade below

2+grades below

All students 24% 19% 57% 29% 19% 52%

Grade 6 20% 24% 56% 29% 28% 43%

Grade 7 26% 17% 57% 30% 13% 57%

Grade 8 24% 16% 60% 28% 16% 55%

Math

All students 23% 35% 42% 29% 38% 33%

Grade 6 32% 38% 30% 36% 40% 23%

Grade 7 20% 37% 42% 25% 38% 37%

Grade 8 16% 31% 52% 26% 35% 40%

It was immediately noticed that the MWIS intervention triad was inverted—students needing the most intervention, those more than two grade levels behind in their skills, comprised the largest group and were more than half of the entire student body. While Diagnostic 2 indicated that more students overall and in all three grades were testing at or above grade, a significant percentage of students remained two or more grade levels below in their skills. The SBA results indicate a similar pattern where 51% of students were below grade level in Language Arts and 69% below grade level in Math. These results clearly indicate that MWIS


23

needs to continue to strengthen classroom curriculum, instruction and assessment as well as RTI Tiers 1-3.

Table 15: Student Achievement: SBA

ELA SY 2015-16 SY 2016-17 SY 2017-18

Academic Plan Targets 52% 52% 48%

All students 45% 42% 49%

Low SES 35% 31% 36%

Disabled (SpEd)1 13% 6% 6%

Limited English (EL) 8% 2% 4%

Asian 55% 51% 56%

Pacific Islander 22% 23% 29%

Asian/ Pacific Islander 46% **

Native Hawaiian 26% 24%

Black n/a n/a 60%

Hispanic 34% 34% 45%

Native American n/a n/a n/a

White 50% 44% 72%

Multiple Chosen2 43% 50%

Math SY 2015-16 SY 2016-17 SY 2017-18

AcPlan Targets 39% 39% 32%

All students 28% 27% 31%

Low SES 18% 19% 19%

Disabled (SpEd)1 5% 2% 4%

Limited English (EL) 4% 3% 2%

Asian 35% 35% 39%

Pacific Islander 9% 13% 15%



Black n/a n/a 0%


24

Hispanic 13% 18% 27%

Native American n/a n/a n/a

White 33% 38% 41%

Multiple Chosen2 22% 27% 1 Refers only to students taking the SBA, not the alternate assessment. 2 Reflects changes in Longitudinal Data System (LDS) reporting

categories

Spring testing results showed growth in ELA and Math in nearly every demographic as well as the student body as a whole; most having made up the ground lost between Spring 2016 and Spring 2017. The achievement gaps between IDEA students and English Learner students compared to all students persist. These achievement gaps are the reasons why MWIS was put into TSI-CU (Targeted School Improvement—Consistently Underperforming) status in Fall 2018.

The Spring 2018 SBA ELA scores surpassed the goals set in the Academic Plan 2017-2020 for the first time since the implementation of the SBA test, and Math scores were within 1% of reaching the goal.

Table 16: iReady Reading Domains 2017: Students scoring below grade level

Phonological Awareness Phonics High Frequency

Words Vocabulary Literary Text: Comprehension

Non-Literary Text:

Comprehension

Fall Winter Fall Winter Fall Winter Fall Winter Fall Winter Fall Winter

Grade 6 0% 0% 14% 11% <1% 2% 80% 74% 75% 66% 77% 69%

Grade 7 0% 0% 13% 11% 2% <1% 77% 71% 71% 70% 71% 69%

Grade 8 0% <1% 9% 7% <1% <1% 76% 72% 73% 71% 76% 75%

When the staff met to review the results of the Fall diagnostic, the decision was made (8 of 9 teams) by to focus on Vocabulary instruction since the highest percentage of students were below grade level in this skill (one team’s data showed non-fiction text comprehension as its weakest area). Each interdisciplinary team wrote SMART goals based on their team’s data and agreed to a plan to address vocabulary explicitly. One 8th grade team who had a higher percentage of students scoring below grade level in non-literary text comprehension decided to fold vocabulary strategies into their plan to address those comprehension skills. The results from the Winter Diagnostic show the decrease in the percentages of students scoring below grade level in both areas of comprehension as well as vocabulary skills.

Table 17: SBA ELA Performance by Claim

Below Standard At/Near Standard Above Standard

15-16 16-17 17-18 15-16 16-17 S17-18 15-16 16-17 17-18

Grade 6

Reading 30% 34% 34% 53% 48% 49% 17% 18% 18%

L & S1 17% 21% 20% 69% 64% 65% 14% 15% 15%


25

Writing 24% 28% 25% 55% 52% 54% 21% 20% 21%

R & I2 16% 25% 24% 58% 50% 50% 26% 25% 26%

Grade 7

Reading 33% 39% 36% 52% 46% 46% 14% 16% 18%

L & S 19% 27% 18% 69% 66% 70% 12% 7% 12%

Writing 30% 30% 22% 52% 51% 51% 18% 19% 27%

R & I 18% 31% 22% 66% 49% 50% 16% 20% 28%

Grade 8

Reading 31% 37% 36% 51% 47% 42% 18% 16% 22%

L & S 22% 18% 23% 69% 73% 63% 9% 9% 13%

Writing 32% 34% 27% 57% 54% 55% 11% 12% 17%

R & I 24% 26% 27% 57% 59% 49% 19% 15% 23%

1 Listening & Speaking 2 Research & Inquiry

Reading Comprehension has been, with one exception, the claim with the highest percentage of students scoring at the lowest levels over time and across all three grade levels. Additionally, the weakness in reading comprehension impacts both the SBA Math and HSA Sciences test as well as proficiency in the other content areas. The school continues to focus on implanting school-wide literacy strategies with a primary focus on the AVID WICOR (Writing Inquiry Collaboration Organization Reading) strategies.

Graph 1: SBA ELA Levels of Proficiency


26

MWIS staff was encouraged by the increase in students scoring as proficient or higher. At the same time, we recognize that more than half of our students still score as less than proficient and that the school needs to continue to work to support these students towards greater proficiency.

Table 18: SBA ELA Levels of Proficiency over Time

LEVEL 1

NOT MET

LEVEL 2

NEARLY MET

LEVEL 3

MET

LEVEL 4

EXCEEDED

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 6 21.6% 26.7% 23.9% 27.8% 28.4% 28.0% 37.0% 31.4% 33.3% 13.6% 13.6% 14.8%

Grade 7 29.8% 31.4% 23.5% 27.5% 28.0% 24.7% 34.2% 31.5% 37.9% 8.5% 8.2% 13.9%

Grade 8 28.3% 26.8% 29.2% 31.8% 34.1% 26.9% 33.6% 32.6% 31.3% 6.2% 6.7% 12.7%

All 26.5% 28.6% 25.5% 28.9% 30% 26.5% 35% 31.8% 34.2% 9.6% 9.6% 13.8%

Spring 2018 shows several positive trends. First, the percentage of all students scoring at Level 1 and Level 2 were at the lowest percentages in three years; at the same time, the percentages of students scoring at Level 4 increased in all three grade levels. Grade 7 in particular showed an increase in Levels 3 & 4 and a decrease in students scoring in Levels 1 & 2. Grade 8 nearly doubled the percentage of students scoring in Level 4 compared to the previous year.

Graph 2: SBA ELA Trend


27

This follows the same group of students from Grade 6 in SY15-16 through Grade 8 in SY 17-18 and the percentage of the Class of 2018 who scored proficient each year. Table 16 clearly shows that while the percentage of students exceeding in Grade 6 was nearly the same as the percentage of students exceeding in Grade 6, the overall proficiency rates declined each year while the percentage of students scoring in Levels 1 & 2 increased each year. While it is not uncommon for proficiency rates to decline between Grades 6 and 8, the ELA hopes the improving the articulation within each house will begin to reverse this trend.

Table 19: iReady Math Domains 2017: Students scoring below grade level

Numbers & Operations

Algebra & Algebraic Thinking

Measurement & Data Geometry

Fall Winter Fall Winter Fall Winter Fall Winter

Grade 6 60% 56% 75% 70% 53% 50% 71% 65%

Grade 7 74% 69% 75% 69% 65% 65% 81% 78%

Grade 8 78% 69% 82% 75% 70% 61% 83% 73%

After reviewing the results of the first diagnostic with the math consultant, contracted for SY17-18 to work with the math teachers throughout the year, it was noted that the first two domains are considered foundational skills and since a higher percentage of students were scoring below grade level in Algebra and Algebraic Thinking and this domain included word problems as well as algorithmic problem solving, this would be the area that the math teachers would be strengthening with their teams’ focus on Vocabulary. It should be noted that, with one exception, the percentages of students scoring below grade level declined in all four domains across all three grade levels.

Table 20: SBA Math Performance by Claim over Time

Below Standard At/Near Standard Above Standard

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 6

Concepts & Procedures 33% 44% 43% 35% 40% 44% 31% 16% 13%

Problem Solving 37% 40% 50% 42% 47% 40% 22% 13% 10%

Communicating Reasoning 31% 37% 34% 48% 47% 53% 21% 16% 12%

Grade 7


Problem Solving 51% 44% 46% 39% 45% 39% 10% 11% 15%



28

Grade 8


Problem Solving 45% 40% 17% 40% 45% 67% 15% 15% 16%


With three exceptions, the Concepts and Procedures has remained the lowest scoring claim over time and across all three grade levels. According to SBA, the Concepts and Procedures claim tests whether students can “explain and apply mathematical concepts and interpret and carry out mathematical procedures…” (SBA, 2012) There may be a connection between students struggling in this area with the reading comprehension weaknesses shown in the SBA ELA claim data.

Graph 3: SBA Math 2018 Levels of Proficiency

In each of the three grade levels, Level 1—Not Met—is the largest group; this echoes the predicted results from the Universal Screener. Level 2 is nearly the same size as the total percentage of students who were proficient—Levels 3 & 4 combined. The table below breaks down the levels of proficiency for the past three years of testing. Table 21: SBA Math Levels of Proficiency over Time

LEVEL 1

NOT MET

LEVEL 2

NEARLY MET

LEVEL 3

MET

LEVEL 4

EXCEEDED

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 6 36.8% 33.9% 36.4% 35.0% 33.4% 32.4% 20.3% 21.6% 19.4% 8.0% 10.8% 11.9%


29

Grade 7 39.5% 48.1% 41.5% 36.6% 30.6% 29.6% 14.3% 12.3% 16.2% 9.8% 8.7% 12.7%

Grade 8 37.2% 40.9% 41.1% 32.1% 30.1% 27.1% 17.9% 15.1% 14.7% 12.8% 12.7% 17.0%

All 37.8% 41.1% 39.7% 34.7% 31.5% 29.7% 17.4% 16.5% 16.7% 10.0% 10.8% 13.9%

The greatest change in Spring 2018 testing shows a decline in the Level 2 percentages across all three grade levels, the smallest groupings for the three years of data. The percentages of students scoring more than proficient, Level 4, also increased across all three grade levels and are the largest groups of the three years of data. It should also be noted that Grade 7 saw a noticeable increase in the percentage of students scoring in Level 3—a nearly 4% gain from the previous year.

Graph 4: SBA Math Trend

This line shows the progress of the same group of students from Grade 6 in SY15-16

through Grade 8 in SY17-18. Although there was a decline in the percentage of proficient students in Grade 7, the MWIS Class of 2018 rebounded and improved to 31% proficient in Grade 8. It is important to note that this is the same cohort that more than doubled the percentage of exceeding students from 8% in Grade 6 to 17% in Grade 8. The Math department is hoping that the implementation of the new math curriculum in all three grade levels will increase the vertical alignment between each grade and allow students to better retain and build on their proficiency from the previous years.

Table 22: STRIVE HI Growth Data

SY 2015-16 SY 2016-17 SY 2017-18

Math MGP 35 36 45

ELA MGP 42 38 47


30

Math Gap Rate 63% 24 points* 29 points

ELA Gap Rate 48% 29 points* 33 points *STRIVE HI Report changed from % to points.

ELA Math

2016-2017 2017-2018 2016-2017 2017-2018

Non-high need students 60% 68% 42% 48%

High need students 30% 35% 18% 19%

Gap 29 points 33 points 24 points 29 points

Although the MGP for both ELA and Math improved in Spring 2018, the movement was from the very low growth band to the low growth band, indicating room for improvement. Additionally, although the achievement gaps in both ELA and Math grew, the breakdown of proficiency percentages shows growth in ELA for both high need as well as non-high need students. In Math, the high need student proficiency rate had a negligible increase while the non-high need student proficiency rate increased by 6%. This echoes the achievement gaps for IDEA and EL students as well. This persistent achievement gap for both ELL and IDEA students is why MWIS is now in TSI-CU status as of Fall 2018.

Table 23: HSA Science Student Achievement

SY 15-16 SY 16-17 SY 17-18

Academic Plan Target 47% 41% 53%

All Students 47% 51% 47%

Low SES 35% 45% 30%

Disabled (SpEd)1 10% 6%

Limited English (EL) n/a 6% 4%


Pacific Islander 32% 29%


Black n/a 0%

Hispanic 42% 44%

Asian 52% 57% 53%

Native American n/a N/A


31

White n/a 55% 67% 1 Refers only to students taking the Hsawaii State Assessment for Science, not the alternate assessment

In Spring 2018, the Science 8 teachers, after meeting with administration and the Curriculum Leadership Team, conducted a trial run of new Science curriculum rather than using that time for intervention strategies to target and assist students who had not yet scored as proficient or higher on HSA Science. Their reasoning was that with the upcoming shift to the Next Generation Science Standards (NGSS), the curriculum took precedence, particularly since the HSA Science test will be changing to the Bridge test in Spring 2019. As a result, the final proficiency rates for Science were lower than anticipated.

Graph 5: HSA Science Proficiency Trend

As previously noted, the Grade 8 Science teachers chose a trial of a new Science

curriculum, in anticipation of implementing NGSS. The curriculum trial took place during the time when the 8th grade science students would have been analyzing their results of their first testing opportunity and working towards improving their understanding for the second testing opportunity. The teachers and the leadership team agreed that looking ahead to NGSS implementation was beneficial, particularly since 2018 was the last administration of the HSA Science; the Bridge Assessment will be given in Spring 2019.

Table 24: ELL WIDA data

2015-2016 2016-2017 2017-2018

Entering

Grade 6 2% 1 5% 2 14% 6

Grade 7 0% 0 13% 5 5% 2


32

Grade 8 5% 2 14% 5 2% 1

Emerging

Grade 6 12% 5 27% 11 17% 7

Grade 7 15% 6 13% 0 26% 11

Grade 8 11% 4 14% 21 21% 9

Developing

Grade 6 60% 25 51% 21 62% 26

Grade 7 63% 25 50% 9 51% 22

Grade 8 49% 18 20% 7 71% 31

Expanding

Grade 6 24% 10 17% 7 7% 3

Grade 7 23% 9 11% 4 16% 7

Grade 8 35% 13 6% 2 7% 3

Bridging

Grade 6 2% 1 0% 0 0% 0

Grade 7 0% 0 0% 0 2% 1

Grade 8 0% 0 0% 0 0% 0

Reaching

Grade 6 0% 0 0% 0 0% 0

Grade 7 0% 0 0% 0 0% 0

Grade 8 0% 0 0% 0 0% 0

# Students 119 114 129 1WIDA test changed to WIDA ACCESS 2.0 January 2016.

Despite the change in WIDA Access, the bulk of MWIS EL students, across all three grade levels, continue to score in as Developing band in their overall language acquisition. This level of language skill acquisition falls in line with the continued achievement gap between EL students when compared to the overall student population. MWIS recognizes that supporting our EL students in all aspects of proficiency continues to be a priority need.


33

Table 25: ELL Exit Data

# of EL students exited from program

% of EL students exited from program

2015-2016

10%

2016-20172 2 <1%

2017-2018 1 <1% 2January 2017 was the first administration of WIDA Access 2.0

The change in number and percentage of EL students exiting the EL program and moving to monitoring status changed drastically after the implementation of WIDA Access 2.0. The MWIS leadership is aware of the sharp reduction in exiting students as well as the sharp decline in EL students identified as On Track and is working to identify root causes for this change.

School Process Data

Curriculum Model MWIS teachers plan their units of instruction with “the end in mind” so that instruction

culminates in aligned summative assessments. The instructional model begins with a Do Now or Bell Ringer and progresses through instructional activities that gradually increase students’ independence in learning—the I Do, We Do, You Do model—using a variety of formative assessments to gauge student learning. Continued professional development has led to the need to refine understanding that this model is not necessarily a linear construct to be followed in lockstep. Teachers vary instructional activities and strategies throughout the process to differentiate and scaffold rigor to address diverse student learning needs. Several content areas are adapting the model so that students construct and revise their learning. Success with this framework requires consistent and targeted support through professional development and additional resources for both staff and students.

Professional Learning Communities (PLC) Professional Learning Communities has been an embedded structure in the MWIS bell

schedule for nearly 10 years; however, its time has been curtailed since SY 2014-15. PLC meeting time for content area teachers is once a week for 45 minutes; there is a second 45-minute weekly meeting for Interdisciplinary Teams. Content PLCs are tasked with curriculum, instruction and assessment alignment and analysis—both vertical and horizontal when appropriate. Teams PLCs are tasked with routines, procedures, and team activities as well as student concerns. Each department is allotted one collaboration day when subs are paid for so that the teachers have extended, uninterrupted time to collaborate on curriculum, instruction and assessment needs as well as addressing school-wide initiatives and priorities.

English Language Arts Curriculum SpringBoard (College Board) remains the primary curriculum materials for grades 6-8,


34

regular education as well as Special Education, having been adopted in SY 2014-15. SpringBoard addresses standards through a variety of teaching and learning strategies using individual, consumable student workbooks. Beginning in SY 2017-2018, more teachers began using the SpringBoard digital platform, which allows students to work online in the digital version of the workbook. SpringBoard’s curriculum continues to be challenging for all students, especially ELL and SPED, and teachers create and use other resources to modify the content and delivery of instruction. The department is consistent about using SpringBoard’s Embedded Assessments and rubrics as summative assessments. To teach evidence-based writing, the ELA department created an acronym known as TECC (Topic sentence, Evidence, Commentary, Conclusion). Several ELA teachers work closely with the other content area teachers on their team so that the writing expectations are consistent. The students also use many outline and /graphic organizers to organize their thoughts and information in a more coherent manner prior to writing.

Math Curriculum The Math department began working with Wesley Yuu, a math consultant from Honolulu,

in SY16-17, focusing on the rigor of its curriculum, instruction and assessment. That work was continued in 17-18 with a different consultant contracted from Catapult Learning for 20 visits spread across all 10 months of the school year. The consultant coached, modeled lessons and supported the Department Head in restructuring PLCs, department meetings and collaboration days to better meet the needs of both students and staff. The teachers began to address vertical and horizontal alignment needs, culminating in the research and selection of Carnegie Learning Solutions (2018 ed.) to replace GoMath and HIDOE Algebra curriculum starting SY 18-19.

Science Curriculum The MWIS Science department adopted in SY 2016-2017 iScience, an online digital text,

as the main text for all grades 6-8, with grade 6 receiving training and support to implement in Fall 2017. Unfortunately, both the Science 6 teachers and students struggled implementing both a new curriculum source and delivery system, and the decision was made to discontinue iScience in Grade 6. Science teachers support evidence based writing, using the CER (Claim Evidence Reasoning) graphic organizer with Science content writing as well as school-wide AVID WICOR strategies. The Science teachers found a need to supplement the iScience curriculum and were unsure if it would meet their needs while shifting over to the NGSS. Consequently, the Science 8 teachers and students participated in trial of a new curriculum, STEMScopes with both the 6th and 7th grade teachers visiting the classrooms and exploring the digital resources. In Spring 2017, the department decided to implement STEMScopes for SY 18-19. Grade 8 plans to use a combination of print and digital resources while Grade 7 plans to use primarily digital resources. In December 2018, Grade 6 agreed that STEMScopes would best meet its students’ needs; the department created a three-year plan to phase in an integrated approach to NGSS.

Social Studies Curriculum Social Studies teachers rely on a combination of textbooks, supplemental and teacher-

created materials to provide students with up-to-date information. Social Studies teachers assign and assess evidence-based writing and provide a variety of summative assessments, including essays, projects and other performance based tasks. The department has included geography


35

content in their Do Nows to build student schema. Student growth in geography is tracked through a pre, mid and post-test administered in grades 6, 7 and 8 respectively. Recently the SS teachers received in-service training on the upcoming C3 —College, Career and Civic Life—Framework, which takes an inquiry approach and asks students to apply their content knowledge and understanding, communicate evidence-based conclusions and take action. The department began reviewing and evaluating its resources while planning for implementation. Grade 6 teachers, whose curriculum focuses on World History, chose an updated textbook in anticipation of implementing the C3 Framework.

SpEd Curriculum The SPED ELA teachers align their curriculum to standards by adapting and modifying

SpringBoard content and assessments to meet their students’ unique learning needs. However, because SpringBoard does not provide a comprehensive program that supports SPED and ELL students, SPED teachers supplement with other resources and texts, both print and digital, and by selecting certain SpringBoard activities can be modified to address student’s individualized needs and abilities. The CBI teacher uses ELA curriculum from a variety of programs—Primary Phonics, Read Naturally, Phonics for Reading and Edmark Reading. As students progress in their reading skills, they are moved to higher levels. GoMath and teacher made materials are used with accommodations for individual student needs. Writing, Science and Social Studies are integrated into ELA and Math instruction. For the same reason, the SPED Math teachers used a combination of Go Math! and supplemental materials. The Special Education Math teachers fully participated in the process that led to the selection of Carnegie Learning Solutions (2018 ed.); all the math teachers received implementation professional development in Summer 2018 and will receive follow up coaching from both the outside consultant as well as the Carnegie coach. The Special Education Math teachers will receive support in modifying the curriculum materials for their students.

Health/PE The Maui Waena physical education curriculum follows the HCPS III across the three

grade levels. The physical education program consists of the Fitness Gram testing, Body Mass Index, bi-weekly “fun runs”, Circuit Training, Tabata training, team sports activities, reiki, Zumba, yoga, and RIPPED circuit training. The Physical Education curriculum includes the Fitness for Life textbook to enhance learning about personal fitness skills. Each grade for P.E. focuses on three chapters from the textbook to scaffold learning throughout the student’s time in physical education classes at Maui Waena.

The Health curriculum at Maui Waena also follows the HCPS III and implements skills based learning during both 6th and 7th grade. There are seven content standards that are taught over the two years of health that include: Personal Health and Wellness, Tobacco Prevention, Physical Activity and Nutrition, Mental and Emotional Health, Promoting Safety and Preventing Violence and Unintentional Injury, Alcohol and Drug Free Lifestyle, and Pono Choices-Sexual Health & Responsibility. Using the current data from the Youth Risk Behavior Survey, the Maui Waena health teachers have also incorporated both cyber-bullying/bullying and vaping prevention based on the current trends of Maui county intermediate students. Both the 6th and 7th grade health curriculums have been aligned and scaffolded to fit the needs of the students at Maui Waena.


36

Fine Arts The Fine Arts department encompasses music—band and ukulele—and visual art

electives. In the visual arts electives, students participate in a variety of contests and arts fair; MWIS students placing and winning ribbons at several Maui County Fairs. Additionally, students have continued to add murals on the school campus, increasing school pride and the learning environment. Both staff and students have continued to add tile to the columns on building A, adding to the flower-themed mural and artwork. Currently there are two visual arts teachers and three teachers with full music lines: Band 6, Band 7, Band 8, Ukulele 7, Ukulele 8 and Music 6.

Technological Support MWIS has, as of SY 2016-17, implemented and maintains a 1:1 tech program through the

purchase and maintenance of laptops and secured charging stations. Each core content teacher’s classroom has a secure cart/charging station with 30 student laptops and a printer. Every elective teacher has been given the option of student laptop cart as well. Two additional computer labs are available on a first come, first served sign up basis while students, during their free time, can use the library desktop computer stations. This supports staff and student access to online and digital tools, subscriptions and texts. The MWIS Technology Coordinator has a four person staff that maintains the various school databases as well as provides IT support for the staff.

Google Apps for Education MWIS continues to implement and utilize the Google App tools to support staff and

students. All staff and students have a school Gmail account, and an increasing number of staff uses Google Classroom to support student achievement and collaboration. The staff is increasingly using the Drive and other tools to collaborate professionally; however, there remains a range of both comfort with and ease of use among the staff members. The Hawaii Dept. of Education still restricts the use of Google Apps with regards to student privacy concerns, leading to bifurcated communication channels: some communication threads must take place through Lotus Notes while others can happen through Drive. It’s an ongoing discussion among the staff and leadership team to be consistent.

SSIR Changes to the SY 2014-15 Bell Schedule removed the daily, campus-wide reading time;

since then, it’s been up to each individual Interdisciplinary team whether or to not to use Exploratory Wheel time for reading beyond the assigned content. In Fall 2017, an attempt was made to split the 35 minute daily Wheel time with 15 minutes of reading and the rest for other activities, e.g. iReady online instruction, Falcon Features. Teachers formed an ad hoc committee to determine the best use of the Exploratory Wheel time. In the end, the staff agreed that SSIR or independent reading would remain optional with each team deciding what worked best for their students.

iReady At the end of SY 2016-2017, MWIS leadership decided to replace the IXL English and

Math subscription which supported skill remediation and practice as well as the universal


37

screener, STAR, with the iReady Diagnostic and Instruction online program. Implementation training began in August 2017 with the ELA and Math teachers, and students took the first diagnostic tests in August and the second after Thanksgiving. The leadership team decided to make the third diagnostic optional due to the heavy testing schedule in quarter 4. Weekly Exploratory Wheel time was set aside for students to work on their individualized online instructional path to address identified skill gaps. The ELA and Math teachers also received additional professional development in Fall 2017 and Fall 2018 to assist them in understanding and utilizing iReady’s data and tools.

Facilities The 8th grade Math and Science teachers, the SMP and Media students and teachers

moved into the newest classroom building, O, in Spring 2017. At the end of SY 2016-17, many of the remaining 6th, 7th and 8th grade teachers moved classrooms so that grade level classes could be in proximity to one another. Heat abatement efforts continue; large ceiling fans were installed in the cafeteria in Fall 2018, and the AC systems in the library and administration building are scheduled for repair/replacement in Summer 2019. Conditions on the playfield continue to be a concern for the PE/Health department. The high estimated costs remain an obstacle.

Programs

SpEd Services To address the instructional needs of Special Education students, students who qualify for

SPED services in Math and/or ELA are able to receive specialized instruction in a pull out class based on individual need. For SPED students who need additional support, the Content Mastery Center (CMC) is available to assist with their assignments/projects. An Educational Assistant assists the CMC teacher in giving students individualized support. The SPED Teacher communicates with core content teachers via grade level PLCs to ensure horizontal articulation. SPED teachers also have a “SPED monitoring” period that they utilize to provide in-class support to students in general education classes or modify general education curriculum to make it more accessible for students. Other supports and services are addressed via specialized accommodations, supplementary aids and direct services (such as behavioral counseling, speech/language therapy, occupational therapy etc.) that are stated within student IEPs.

ELL The goal of MWIS’ English Language Learner program is to identify, support and

develop the needs of English Language Learners. There are two full time staff members as well as 9 EAs. The second teacher allows the program coordinator time within the school day to address the needs of the program. The EAs work with both core content teachers as well as EL students to provide support in the classrooms in addition to tutoring and assistance during Exploratory Wheel and afterschool. Each EA works with one of the nine Interdisciplinary Teams to build and maintain the relationships between the classroom teacher and the EA. Imagine Learning, a digital program, offers EL students additional support and skill acquisition. The needs of this population as well as persistent achievement gaps was the basis for the decision to include more EL strategies in the PD provided to staff; WIDA 2.0 in-service in Fall 2017; Language Objectives were added to the Focus Walls in Fall 2017 and Jane Hill’s PD in


38

November 2017. Supporting the staff in meeting the learning needs of EL students remains a priority for PD.

AVID/AVID Elective The first AVID elective class, grade 8, was added to the 2016-2017 master schedule as

part of MWIS goal to become an AVID middle school. A 7th grade AVID elective was added to the 2017-2018 master schedule. The AVID Site Team continues to work with the school leadership to provide training and support in school wide implementation of AVID WICOR strategies. Support was provided for staff to attend AVID Institutes: Oahu, January 2018; Oahu, June 2018; California, June 2018; working towards the goal of AVID training for all interested staff members. In addition, all nine interdisciplinary teams agreed to implement and support the AVID binder for all students. After realizing the difficulty of asking nearly 1200 students to purchase a 2” binder in an area with limited office supply stores, the Leadership Team decided to use Title I funds to purchase a “starter set” (binder, dividers, pencil pouch and ear buds) for all students in SY18-19.

Band Band is a performance-based class that fulfills the goals and objectives of a standards-

based music education program. There are several concert events throughout the year that give students the opportunity to share their talents with other schools and draws in parent involvement from the community. These opportunities provide for social, intellectual and emotional growth and character building. The 8th grade Symphonic Band participates in a concert exchange each year with an outer-island band. Occasionally, 8th grade students also perform with Maui High School’s band, thereby creating a natural flow of students from one school to the next and vertically aligning the programs’ goals, expectation and procedures. This process ensures the smooth transition from middle school to high school. The band program has also started to incorporate WICOR/AVID strategies within the curriculum to support the school’s direction into AVID. The Maui Waena Band Boosters provide support to both the students and the program.

STEM program MWIS STEM programs include Media electives for both grades 7 & 8 as well as a

Technology elective for grade 8. Media 7/8 is a semester long class utilizing a STEM Works Lab, creating digital media for a variety of purposes and audiences with connections to the after school program which encompasses Hiki No, Robotics, Student Television Network as well as gardening. An additional 8th grade media elective focuses on the skills necessary to create, produce and broadcast the daily bulletin and announcements over to the whole school. The Technology 8 elective classes focus on the Design Thinking Process Project Based Learning, programming, coding as well as Hawaiian Culture and Technology. Students have participated in the Cardboard Challenge, Revolutionize Your Learning Environment in addition other projects. Maui Waena STEMWorks partners with the Maui Economic Board and the Friends of Maui Waena to support the afterschool activities, tournaments and travel.

Social Emotional Learning Rachel’s Challenge was fully implemented in SY 2016-2017 with all students

participating in the anti-bullying learning. In Fall 2017, the Counseling department began


39

researching and reviewing curriculum to meet the Social Emotional Learning (SEL) requirements from HIDOE; consequently, Rachel’s Challenge was not implemented. The PE/Health teachers did address similar content through their curriculum. The counselors continue to work with the interdisciplinary teams and students. In Fall 2018, the 6th grade counselor created a schedule to meet with each 6th grade homeroom to address bullying concerns and prevention. The counseling department will be implementing Learning to Breathe curriculum with identified groups of students starting January 2019 through May 2019.

PBS & Renaissance The Positive Behavior Support (PBS) Committee met regularly each school year. Their

goal is to continue to make it part of the school’s culture to recognize and celebrate the positive contributions of staff and students. The members continued monthly Character Traits, Gotchas, Student of the Month, Falcon Flyers/Falcon Store, and Staff Recognition. In addition, several committee members have been working with the committee, staff and the administration to revive and revitalize the Renaissance program.

UPLINKS program The UPLINKS program continues through the current school year. Federally funded,

UPLINKS provides free after school and summer support to all MWIS students who enroll. UPLINKS provides homework assistance, tutoring, character development, pregnancy prevention as well as enriching, interest-based activities—Sports Training and Conditioning, craft exploration, music and visual arts. Enrollment remains open throughout the school year.

Special Motivation Program (SMP) The Special Motivation Program (SMP) began in SY 2016-2017 with two levels of

support: SMP Study Skills—an elective class to provide support to students while they maintained their regular classes; SMP—a full day program where students are supported while using an online program to earn units needed for promotion. The SMP teacher also provides supplemental and enrichment activities to re-engage these students with their learning. The SMP teachers work with the SSC, counselors and staff to identify students requiring additional support. The referral process and needs of the students in SMP are evaluated regularly.

Credit Recovery Students who failure in a core content class put that at risk of retention were given the

opportunity over the summer to earn the needed unit through a web-based program, ACELLUS. The SMP teachers were trained in ACELLUS so that SMP students would not face the additional risk of retention, particularly grade 8 students, and would be promoted with their peers.

Decision Making Processes MWIS staff members participate in the decision making process through several avenues:

Curriculum Leadership Team, PLCs, Steering, Peer Review, Department meetings, Grade level meetings, AVID site team as well as PBS.

The Steering Committee, which meets monthly, is comprised of all of the content area department heads as well as representatives of the classified staff, counselors, administration, the


40

Librarian, the Registrar, SSC, and the Curriculum Coordinators. Budget issues and needs are discussed during Steering, and minutes are archived in the Drive; the Department Heads are frequently tasked with seeking and reporting feedback from the teachers in their departments. The PO processes and timelines are discussed during Steering meetings.

The Curriculum Leadership Team (CLT) is made up of the department heads for the content areas, the ELL coordinator, an AVID teacher as well as Admin and the Curriculum Coordinators. These monthly meetings focus on the curricular decisions for the school, including professional development. In addition, the CLT reviews and monitors the Academic Plan each semester, taking on the role of ART Review.

Minutes are expected for each meeting and are published in the appropriate folder on Drive. Teachers can also request a link to the documents via Lotus Notes. There is a common template for minutes that each PLC is expected to use and save to the Drive.

MWIS uses its data to drive its decisions. The sources include, but are not limited to: SBA, HSA, WIDA, SSIR, Tripod, SQS, LDS and classroom visits as well as reports from outside agencies—ELL, Title I, and WASC.

Health and Safety The Safety Committee meets quarterly to review policies and events to ensure a safe,

clean and healthy environment for staff and students. MWIS has passed its yearly Fire and School Inspections, and the SRO—School Resource Officer—is on campus to assist staff and students maintain a safe place to learn. Additionally, video security cameras are in key positions around campus to assist.

RTI Response to Intervention (RTI) is part of the Comprehensive Student Support System

(CSSS). CSSS provides intervention, support and services to students facing learning challenges. RTI is a level one CSSS support, addressing instruction and learning needs in the classroom setting.

RTI has three levels of intervention with varying intensity, duration and supports to address student learning needs. MWIS’ focus on WICOR strategies, as part of its AVID implementation, is intended to assist all classroom teachers in their Tier 1 interventions to meet the needs of most students within the classroom instruction. This is an ongoing challenge as the staff works to meet the needs of a growing and changing student population. The challenge of finding time, resources and staff to address a pressing need for a school-wide Tier 2 intervention is ongoing while SMP is addressing the needs for Tier 3 intervention.

RTI is continues to be a focus for professional development for MWIS. Use and understanding of the new universal screener, the iReady Diagnostic, is being supported through professional development both from Curriculum Associates as well as through Catapult Learning contracted support. The MWIS RTI form has been developed, adjusted through feedback, and provided to teachers to better document, track and provide data for both parents and evaluation.


41

SUMMARY

1. The Mission and Vision were not reviewed prior to the start of the self-study. The Principal determined that Fall 2017 had other competing priorities and the self-study process itself took priority starting in Spring 2018. Feedback from the staff survey indicated that the majority of the staff feels the Mission and Vision adequately reflects MWIS; however administration plans to address the Mission and Vision during April/May 2019.

2. MWIS has not yet implemented Na Hopena A’o. In Fall 2018, there was a brief presentation of the components and goals of this policy; while some staff members have deeper knowledge and understanding, there is no coherent school-wide implementation at this time.

3. MWIS lacks a school-wide process for assessing and reporting on the General Learner Outcomes. Although there is an expectation that the GLOs are posted in every classroom, they are not part of the focus walls or a specified part of the school’s learning walks. At this time, they are inferred but not explicitly supported.

Student Learning Needs 1. Reading Comprehension and Math skills and the other priority needs identified in Fall

2017 continue to be an area of growth for all Maui Waena students but particularly for EL and IDEA students. While some growth was seen in Spring 2018, the achievement gaps persist and the majority of all students are below standard/grade level in their skills.

2. MWIS RTI process is inconstant and does not address the needs of most students. The results of the first diagnostic test show the majority of students 2 or more grade levels below and a small percentage at or above; ideally these proportions would be reversed. While a continued focus on Tier 1 strategies will help all students, there is a lack of comprehensive Tier 2 interventions.

3. Electives and Exploratory Wheel continue to be an area of growth. Middle School students need to be encouraged to explore their interests to find out what they’re good at; however, balancing the needs of 1100+ students, a master schedule and a 4 over 6 period bell schedule is an ongoing issue.

Implications 1. Despite the progress made since the mid-cycle visit in March 2016, MWIS needs to

continue to work towards stronger, more coherent RTI through supporting the data team process and through its professional development plan.


42

2. MWIS needs to continue to support teachers in ensuring students are ready for high school through rigorous and relevant curriculum, instruction and assessment—through the data teams process, PLCs, collaboration and professional development.

3. MWIS needs to ensure its continued support for the programs currently in place that support students, e.g. AVID, STEMWorks, UPLINKS, I & M; at the same time, specific metrics need to be assessed to better determine the impact and effectiveness of these programs.

Questions

1. How will MWIS balance the need of students for intervention with their need to explore their interests through Wheel and their electives?

2. How can MWIS better address the needs of all learners?


43

Chapter III: Self-Study Findings 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, 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 do; 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

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 is somewhat effective. After a 2018 staff survey, it was evident that the vision and mission statements accurately reflects our school’s current beliefs and needs. Mission and vision statements are posted in most classrooms. There is a need to post in 100% of the classrooms. 85.5% of teachers surveyed agreed the mission accurately reflects our schools current beliefs and needs. 95.7% of teachers surveyed agreed the vision statement accurately reflects our schools current beliefs and needs. MWIS students are a diverse group of learners whose families nationalities originate from an array of nations located throughout the globe with a variety of learning abilities. According to the 2017 report 50% of our students are Filipino, 18.7% Native

www.mauiwaena.com Posted Vision Statements Posted Mission Statement 2016-2017 SSIR (School Status and Improvement Report 2017-2018 SSIR


44

Hawaiian, 6.5% Japanese. Other nationalities can be found in the SSIR report. MWIS students are effective and reflective decision makers. Our students demonstrate the ability to reflect through several types of platforms which include a weekly media program, visual arts photorealism, concert reflections, S.M.A.R.T. goals and achievement reflections in health, student government planning, learning and reflection logs, decision making as a health benchmark, PE fair, AVID students reflect on mid-quarter progress in order to set realistic SMART goals, and teachers regularly use exit tickets and lesson reflections at the end of class. We provide a standards-based curriculum as stated in our mission. Math and English both follow common core standards. Science 6-8 will be transitioning to the Next Generation Science Standards by the school year 2019-2020. Our academic plan is developed annually and monitored/reviewed each semester around the state mandated implementation of the three Academic Goals; student success, staff success, and successful systems of support.

Effective and Reflective Evidence Standards-based curriculum ELA-Springboard Math-Carnegie Science-STEM Scopes SS-World History Academic Plan 17-18 HIDOE’s Strategic Plan BOE and DOE Strategic Plan Pacing Guides

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 in the development/refinement of the vision and mission, General Learner Outcomes, and the school’s Academic Plan. Findings Supporting Evidence

The effectiveness of the processes that ensure involvement of the entire school community in the development/refinement of the vision and mission, General Learner Outcomes, and the school’s Academic Plan is somewhat effective. The initial creation of Maui Waena Intermediate School’s vision and mission statements included the involvement of the entire school community. Teachers and administration took a primary role during the creative process of the Vision/Mission and classified staff,

Vision/Mission Statements Minutes ● School Community

Council ● Steering Committee

GLO posters ● HIDOE ● MWIS


45

parents and our community had a secondary role with advice, input and approval. The General Learner Outcomes are state created and mandated for all schools to aspire to and teach through.

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 adequately 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. The MWIS School Community Council meets several times a year and posts their meeting minutes and agendas on the school website. The council is comprised of the principal, a teacher representative, a staff representative and a community member. Topics include the progress of the academic and financial plans, Title I grant progress and other funding issues. The General Learner Outcomes and the Vision/Mission Statements are published to the school’s website . Curriculum coordinator surveyed staff in regards to feedback on current Mission/Vision statements. Feedback to be reviewed.

Vision/Mission Statements General Learner Outcomes Academic Plan School Community Council minutes Staff survey School website School/Student/Parent Compact

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.


46

Findings Supporting Evidence

The process for regular review/revision of the school’s vision, mission is adequate. The last review/revision of the mission/vision statement occured in April 2015 with staff involvement and approval.

The school is NOT implementing an effective process for regular review/revision of the school General Learner Outcomes. The HIDOE regulates the GLO regular review/revision.

The regular review/revision Academic Plan is adequate and is based on student needs and global trends and is reviewed each semester by curriculum leadership. The needs of the students are assessed each year through the CNA, part of Title I compliance.

Staff was surveyed in Fall 2018 in regards to feedback on current Mission/Vision statements. Feedback was reviewed and Plan is to review/revise by the end of SY 18-19.

Mission/Vision Poster Staff meeting minutes GLO ● HIDOE ● MWIS

Academic Plan Staff survey


47

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

The school community understands the governing authority’s role, including how stakeholders can participate in the school's governance, to a consistent degree.

● Stakeholders in the school community are kept

informed and can participate in the school’s governance in a variety of ways.

● Parents are informed of school-wide events via the School Messenger. Parents receive notifications from the school via voice and/or text messages.

● Parents and students are informed of school policies and procedures in the student planner that is provided to each student. 92% of staff surveyed indicated that they review with students the policies and procedures set forth in the planner. The planner also serves as a communication vehicle for sharing notes between parents and teachers.

● Parents can access student grades, assignments and attendance via the Infinite Campus Parent Portal.

● Parents are invited to participate in the Grade 6 Parent Orientation and the Open House for Grade 7 & 8 Parents, in which 88% of the teachers surveyed participated in 2018. During these events, parents are informed of DOE and school policies and procedures. Food was provided at the Open House to encourage attendance.

● Parents are invited to attend the Student Showcase, where food was again provided to encourage

● School Messenger Log ● Student Planner ● Parent information

regarding Infinite Campus Parent Portal; Log of Parent Portal usage

● Staff Survey ● Notices and attendance

data from Grade 6 Parent Orientation and Open House for Grade 7 & 8

● Notices to parents about the Student Showcase; photo documentation of the showcase; attendance data

● School Quality Survey and data therefrom

● School Community Council minutes


48

attendance. Information about school-wide test scores is shared during the gathering. The Student Showcase provides the school the opportunity to display student work and share student performances.

● Parents, students and teachers are asked to give feedback via the School Quality Survey. Student and teacher surveys are done online (students during the school day, teachers during the teacher work day) to ensure maximum participation. Parent surveys are distributed to each student with a self-addressed envelope so that parents can easily mail it in to the school.

● Parents and community members are invited and encouraged to participate in the School Community Council, which meets regularly to discuss, clarify, and gain support for school initiatives, policies, and events. However, a majority of teachers (64%) are not aware of the actions of the SCC.

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 Below are examples of how stakeholders understand the relationship between the governing authority’s decisions, expectations, and initiatives that guide the work of the school:

● Approximately 58% of the staff indicated that they

understand the role of the governing authority however >53% indicated that they do not understand how they can participate in the governance of the school.

● 74% of the staff indicated that they understand their responsibilities as set forth by the governing authority.

● In addition, 54% of the staff said that they are made aware of the decisions, expectations, and initiatives of the governing authority and 46% indicated that they understand such decisions, expectations, and initiatives. Further, 68% of the staff said that they

● Staff Survey ● Wellness Committee

documentation, minutes, banner

● Testing Data Collection (iReady)

● Agenda, minutes, notes from PD training in data analysis

● Agenda, minutes, notes from PD training in promoting language acquisition for all students, and especially for English Language


49

were not informed of the DOE Implementation Plan “Na Hopena A’o” and 84% said that they did not understand this implementation plan.

● The school has implemented initiatives based on priorities established by the governing authority.

● The DOE initiative for promoting school wellness resulted in the establishment of a Wellness Committee at the school. Maui Waena Intermediate was recognized by the state for the school’s efforts with an Award of Excellence in Wellness.

● The school has invested resources and time to analyze data on standardized tests in math and language arts (formerly used STAR testing, now using iReady) in order to inform instruction. These efforts are in accordance with the DOE’s statewide initiative to improve student achievement and college and career readiness.

● In accordance with DOE directives, there has been an increased emphasis on teaching vocabulary and vocabulary acquisition for all students, with an emphasis on strategies that will aid vocabulary acquisition for English Language Learners.

Learners

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

There is consistent and clear understanding about the relationship between the governing Board and the responsibilities of the faculty and staff. ● Relevant information from the governing authority is

provided to all staff (teaching and non-teaching) at the start of the school year in the MWIS Opening Packet.

● Superintendent’s Memos are distributed bi-weekly to all staff members via Lotus Notes, keeping faculty and staff informed of DOE initiatives/policies.

● Documents in school opening packet (CH. 19, responsibilities of teachers, responsibilities of administrators, etc)

● Superintendent memos on email and/or distributed via mailboxes

● DOE Website ● Mandatory Videos (with


50

● Staff (teaching and non-teaching) view state-produced mandatory training videos annually (at the start of the school year) on topics including fire safety procedures, blood-borne pathogens, mandatory reporting requirements, FERPA, hazardous materials, student restraint, and workplace violence.

● Principal’s weekly memos address and promote school-wide initiatives/points of emphasis.

● All staff members have access to information regarding school-wide practices and procedures via the on-line Staff Handbook.

● All staff members have access to information regarding statewide policies and initiatives via the DOE website.

sign-in sheets) ● DOE Implementation

Plan “Na Hopena A’o”: Three Goals (Student Success, School Success, Successful Systems of Support)

● Principal’s memos ● Staff handbook


51

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 is a continuous improvement cycle that a) assesses data to determine student needs, b) is collaborative and has a commitment of all stakeholders that determine and implements strategies and actions and c) monitors results.

A3.1. Prompt: Comment on the effectiveness of the school improvement planning process to ensure that it assesses data to determine student needs, is broad-based, collaborative, and fosters the commitment of the stakeholders, including the staff, students, and parents. Findings Supporting Evidence

The effectiveness of the school improvement planning process to ensure that it assesses data to determine student needs, is broad-based, collaborative, and fosters the commitment of the stakeholders, including the staff, students, and parents is effective. Teachers use iReady, WIDA, HSA, SBA data and teacher tests/student work samples to determine placement of students in groups to meet the individual needs of students. All SPED students take the GRADE Reading Assessment Test and all ELL students are tested with WIDA. The results of these tests help teachers place students in groups to meet their individual needs. Using an analysis of the data mentioned above, collaboration days in departments and professional development days are scheduled so teachers can monitor the results of the data, discuss how to best use that data to meet the needs of students, and to learn how to use new strategies to help them meet the needs of their students. The student planner is a communication tool between parents and teachers. It is used to inform parents of student missing work, student behavior, and upcoming events.

Scores from iReady, SBA, teacher tests and student work samples, GRADE Reading Assessment Test, WIDA Ukulele and band performances Collaboration and PD day sign-in sheets - topic chosen by PLC as determined by their needs and CC as determined by school needs, i.e., data analysis. Academic Plan SCC minutes/agendas Parent Surveys


52

Parents are given an Infinite Campus (school grading program) account so that they can check their child’s grades, while also checking for missing work. The students also have an Infinite Campus account and are able to check their grades and check if they have missing work. Students enrolled in band and ukulele have performances to which parents and the community are invited. This allows all stakeholders to hear the learning of the students and provide feedback. Each grade level has an open house at the beginning of the school year. Parents and students are invited to visit the classrooms and meet the teachers. Teachers are asked to be available to meet parents and give a general overview of the curriculum for the year. As part of Title I compliance, school priorities and goals are shared with parents and community members who are asked to respond through survey questions. In addition, the SCC must approve of the Academic Plan each spring. Comments and concerns brought up through this process have impacted the Academic Plan. At the end of the year, the school sponsors a Student Showcase where teachers share what was accomplished by the students throughout the year. The school uses AVID WICOR strategies to help with rigor and relevance, college and career readiness, and differentiation. Professional development has occurred to teach the staff AVID WICOR strategies. Differentiation strategies have been taught during other professional development days. Teachers use the strategies to meet the needs of their students. Data teams by each PLC take place so teachers can look at data from iReady and other data to help teachers make decisions on how to best help their students.


53

A school-wide adjustment to Wheel was made to focus on ELA and Math, based on iReady scores. iReady English and iReady Math are to be worked on during Wheel on Monday and Wednesday. Homeroom teachers on those two days hand out computers and the students go to their account and work on their iReady lessons and/or take tests. The number of iReady days has been adjusted after data and feedback from teachers and administration. The results of the Staff Survey show that a greater effort is needed to ensure broad-based and collaborative planning and decision-making processes.

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 The school adequately ensures 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 through the following: The population at the school has increased by approximately 75 students in the past 3 years. The SPED student population increased from 79 to 111. The SPED teacher number has gone from 7 to 11, increasing as the population has increased. The SPED EA/Aide/PTT has increased due to student growth. The ELL population has decreased from 123 to 109. There has been and remains one full-time ELL teacher, and a number of ELL EA/Aide/PTT which has decreased due to student population.The increase in overall student population has correlated to an increase in the teaching staff. The number of SPED, ELL, and Gen Ed teachers matches the increase in students to the school.

Demographics Data team meetings PLC meetings grade level meetings team meetings Collaboration days PD days Maui Waena 21 PD hours for SY 2015-2016 Maui Waena Professional Development for SY 2015-2016 Maui Waena 21 PD hours for SY 2016-2017 Maui Waena Professional Development for SY 2016-2017 Maui Waena 21 PD hours for


54

Each teacher, or the PLC together, writes a pacing guide at the end of the current school year for the next school year. The pacing guide includes the standards, the vocabulary, and the lessons that will be taught. Some teachers also show how the lessons will be differentiated to meet the needs of the various students. The students themselves, based on the analysis of their data, determine the topics covered and the teacher learning at collaboration and professional development days. In 2016 and prior, PD topics were based on the 6 Priority Strategies (Common Core, CCSS, EES, ART, I&M, Formative Instruction/Data Teams) and school goals/priority areas. Beginning SY17-18, the state switched over to the “Strategic Plan” which reorganized the state’s priorities into three main goals vs. the 6 Priority Strategies. Two years ago, a survey of the staff showed which priority strategies, aligned with the AcPlan goals, would be the focus of the PD days/hours. Also In SY15-16, the school leadership took action in implementing three main initiatives that were relevant to our school’s AcPlan and the 6 Priority Strategies: 1) becoming an AVID school and using schoolwide WICOR strategies, 2) providing Google training, so teachers and students could move forward with technology and 21st century skills; and, 3) Refining the Data Teams process as part of Tier I RTI support. That year, the first PD Day focused on the AVID WICOR strategy of Marking the Text with implementation and follow-up provided in ensuing PD Hours. In addition, the Google Lead Team inserviced the staff on how to use Google Apps. The PD Day in Jan. 2016 was used to support teachers in Tier 1 strategies of RTI in addition to the data teams process that had begun at the beginning of the school year. Some teachers are measuring their students’ attainment of the GLOs. As a school, this process is lacking. This committee is unsure that the GLOs, or information about the students

SY 2017-2018 Maui Waena Professional Development for SY 2017-2018 Staff survey


55

learning the GLOs, are used when writing the AcPlan. The use of GLOs has not been a priority at the school and we are unclear if there is a plan to make it a priority.

General Learner Outcomes

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

The allocation of all resources supports the implementation, monitoring, and accomplishment of the Academic Plan on a consistent degree. The population of students at the school determines the amount of money (Title I) the school receives via the weighted student formula, which impacts the number of teachers hired. The AcPlan is written by the Academic Review Team (ART) and is made up of the members of the Curriculum Leadership Team (they do double duty). Pull-out days are provided for ART to meet, review/revise and write out next-steps for the AcPlan. This review is completed twice a year - at the middle and at the end of each school year. See notes in A3.2 above, for information on how professional day trainings were chosen and how teachers utilize the information learned.

Title I PD days PD Workshops Trainings Collab days AcPlan Minutes of ART and Curriculum Leadership Team

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 The school’s Leadership Team/Academic Review Team monitors the progress of the implementation of the Academic Plan on a consistent degree.

AcPlans on file, Minutes of meetings of Steering, ART, and Curriculum Leadership teams


56

The ART is made up of the members of the Curriculum Leadership Team. These two groups are made up of the school’s Administration and the Curriculum Coordinators.This group reviews, monitors, revises, and finalizes the AcPlan. This is done twice a year - at the middle and at the end of each school year. The school’s Steering Committee is made up of the Department Heads and Administration. This group looks at the AcPlan, takes the information to the individual department members for feedback, and then takes that feedback to the ART for further review/revision of the AcPlan. The SCC, which is composed of parents and community members meet once per quarter to discuss issues pertaining to the school as a whole.

School Community Council (SCC) Minutes on Maui Waena Website ART team minutes are on MWIS website

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

The SCC reviews and monitors the Academic Plan and provides opportunities for stakeholder input and feedback to an adequate degree. Jeanne Korotsky, Jacqui McCandless, Lisa Morrison are the three faculty on the SCC committee. The minutes of meetings are posted on the school website. The meetings provide an opportunity to present the AcPlan and provides stakeholders an opportunity to submit feedback. As previously stated, parent and community members, beyond the SCC, are asked for input and feedback on the priorities of the Academic Plan at each open house.

SCC - Quarter 4 meetings SQS - teachers, parents, and students SCC Parent Night Open House 6th Grade parent Night Title I annual meetings


57

Complex Initiatives, including Articulation of Schools in Complex

A3.6 Indicator: The school’s leadership is involved in regular articulation discussions with other schools in the Complex to support K-12 Complex initiatives.

A3.6 Prompt: To what extent does the school regularly engage in articulation with other schools within the Complex? To what extent does the articulation support addressing Complex initiatives effectively? Findings Supporting Evidence

The school regularly engages in articulation with other schools within the Complex to a consistent degree.

The extent to which the articulation supports addressing Complex initiatives effectively is consistent.

The principal is new this 2017-2018 school year. She attends the New Principal Academy, as well as the Complex principals’ meetings. This allows for regular articulation with the complex principals, as well as many different principals from around the state. The Vice Principals are certified and meet monthly at the adult education center to collaborate on issues and initiatives. Maui Waena band directors attend a monthly meeting with all the other Maui Band directors to discuss curriculum and Complex initiatives. They meet to coordinate the annual “Maui County Intermediate Massed Band” performance, which is usually in February. The Curriculum Coordinators meet with the Principal on a weekly basis, as well as Complex/District CCs on a monthly/quarterly basis. These meetings allow for discussion and articulation between schools within the complex. SSC’s and SPED DH, 504 coordinators have quarterly district meetings. Topics discussed at SPED/SSC district meetings are statewide initiatives that deal with SPED issues, including eligibility criteria. One statewide initiative is for each school to have and use a universal screener. The schools in the Maui High Complex

Principal meetings VP meetings CC meetings SPED SSC meetings 504 meetings


58

are moving to use iReady as their universal screener. MWIS adopted iReady for SY 2018-2019. For the prior years, MWIS used STAR Reading and Math as the universal screener. As new initiatives are adopted by the state and/or complex, the Principal explains why the initiative was chosen, how the initiative will be adopted in our school, and how the school will improve by the use of said initiative.


59

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’s leadership works with the state and complex personnel in the process of hiring staff to ensure all information regarding background, preparation and training as designated by state personnel policies and procedures has been reviewed.

A4.1. Prompt: Evaluate the effectiveness of how the school leadership works with the state and complex personnel in the process of hiring staff to ensure all information regarding the background, preparation and training as designated by state personnel policies and procedures has been reviewed. Findings Supporting Evidence

The school Administration and SASA work with the State and Complex personnel in the process of hiring staff to ensure all information regarding the background, preparation and training as designated by state personnel policies and procedures has been reviewed in an effective manner. School leadership requests a list from the District Office with qualified applicants for the posted position(s). Teachers also need to be licensed in the State of Hawaii, which ensures that we have teachers that are qualified to teach in their subject area. After those lists have been exhausted, schools receive additional lists for those applicants who are willing to teach but do not have a teaching background. In 2016-2017 School year, 94.1% (64 out of 68) of teaching staff were fully licensed and 78% of classes were taught by HQ teachers. In 2017-2018, 100% of the teaching staff were fully licensed and 86% of classes were taught by HQ teachers.

Mentor Program District Vacancy List for staffing Job Posting Information TATP 1 & 2 (Certificated Staff) On-going recruitment and interviews throughout the school year (Classified Staff) Hawaii State Teacher Board Information HQT information School Status and Improvement Report

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


60

promote quality student learning and teaching.

A4.2. Prompt: Evaluate the process to assign staff members to maximize their expertise and provide an appropriate orientation process to ensure ALL staff members are qualified and prepared for their responsibilities in order to promote quality student learning and teaching.


The process to assign staff members to maximize their expertise and provide an appropriate orientation process to ensure ALL staff members are qualified and prepared for their responsibilities in order to promote quality student learning and teaching is effective. Maui Waena offers all new faculty members a “New Teacher” orientation day, prior to the start of the school year. This allows for new teachers to be given a head-start on acclimating to our campus. Staff survey results show that 65.2% of teachers believe that the “New Teacher” orientation helped prepare them for their responsibilities in order to promote quality student learning and teaching. Teachers are on-board with how to use the resources available on campus to assist them with their day-to-day responsibilities. Additionally, there is a teacher mentor program available for new teachers. New teachers are paired with a district/state trained mentor on our campus to assist them during their initial years of teaching. Maui Waena holds meetings after school. This is an opportunity for veteran teachers to mentor new teachers through PLC, Team, Grade Level, and Department meetings. We have PLC and Team meetings weekly. Department, and Grade Level meeting rotate monthly. At the beginning of each school year, there are Admin-directed PD days that all teachers attend. During these days, policies and procedures are reviewed with all staff. This is when all mandatory beginning of the year forms and training videos are addressed. 100% of Staff is given an “Opening of the Year” folder that contains a variety of documentation that outlines the school and state policies and procedures. For the past 3 school years, teachers have been allocated a $200 purchase order. These funds are used by teachers to ensure they have the basic supplies required for the day-to-day operation of their classrooms. Department-specific purchase orders are used for other materials that may be required for teacher implementation of curriculum.

Teaching lines/ assignments HQT info ESSA Info New Teacher Orientation Day (Agenda, feedback form for participants) PD programs run by campus/etc Teacher Mentor Program Year opening PO for classroom supplies Start of the year Admin-directed days (required forms, videos, opening of the year packet/folder) Staff meeting sign in sheets


61

The State of Hawaii Department of Education has fulfilled the requirements for Highly-Qualified Teachers (HQT), as outlined under previous NCLB law. With the change to ESSA, the HQT requirement has essentially remained in place, but is now referred to as “Hawaii Qualified” Teachers. Because Maui Waena is an intermediate school, there is a mixture of both elementary certified and secondary certified staff. Therefore, when teaching lines and position assignments are constructed, the specific licensure for each staff assigned must adhere to ESSA/HQT requirements.

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; these are understood by administration and staff.

A4.3. Prompt: Evaluate the written policies and procedures that define responsibilities, operational practices, decision-making processes for administrators and faculty. Determine the degree of clarity and understanding of these by administration and staff. Findings Supporting Evidence

The written policies and procedures that define responsibilities, operational practices, decision-making processes for administrators and faculty is effective.

The clarity and understanding of the written policies and procedures by administration and staff is effective. 100% of Staff are given an Opening Day packet. In that packet are Administrative Responsibilities for the Principal and Vice-Principals. There is also another handout for Administrative Guidelines, which talk about various topics such as: parking, work day for teachers, the alarm system, and other topics. Additionally, all Department of Education employees receive an Opening of School Year Packet for School Year 20XX-20XX, which include more responsibilities and operational practices such as: internet access, student behavior support system, leave of absence… Steering meetings are held monthly. Each department as well as Support Staff (SSC, Technology, Counselors, Registrar…) and Administration are represented at this meeting. At this meeting, issues that affect the school (non curriculum) are

LN Faculty handbook Opening Packet/Folder Hard copy Contract Organizational hierarchy ART monitoring report State strategic plan State policy 102-15 (graduation requirements) 55by25 state plan Peer Review Process Results from Staff survey


62

brought to the table. Department Heads are then tasked to make decisions at the meeting and/or take issues back to their department for input. Staff survey results show that 72.4% of teachers feel that they have a clear (either clear or mostly clear and understandable) degree of understanding of the school’s written policies and procedures that define responsibilities, operational practices, decision-making processes for administrators and faculty. Educator Effectiveness System: All new teachers were given access to EES training provided by the district at the beginning of the school year while teachers on staff were trained throughout the year by the administration. Training will continue to be provided at the school level for all teachers on cycle.

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

The existing structures for internal communication, planning, and resolving differences is somewhat effective. The primary method for internal communication is through the use of Lotus Notes. Additionally, the use of G Suite tools has also allowed staff members to collaboratively construct and edit various internal documents, such as meeting minutes and the school AC/Fin plan. Currently, the method used to resolve differences on our campus is through the use of the school’s APC committee (run by our campus HSTA representatives). This primarily consists of an open dialogue between concerned parties to reach a common understanding. All MWIS Staff members have a Lotus Notes account. 100% of Certificated Staff have accounts that are set up. Classified

CNA Staff analysis Lotus notes GAFE (Google Admin Panel Report, Gmail, GCal, Classroom, Drive) Steering Curriculum Department PLC Peer Review Process Grade Level Team Meeting Staff Meeting Safety Wellness Department 3-year plans


63

Staff accounts are set up upon request, based on need. Also, any staff member that has a Lotus Notes account also has a GSuite account that allows them access to our Drive, Gmail, Calendar, and other Google tools. The use of Google tools allows for better communication and more collaboration between staff and also offers greater flexibility in how they are used. Documents such as Department 3-year plans, and minutes (Steering, PLC, Department, Team, Curriculum…) are located and accessible by 100% of Certificated Staff and Classified Staff, upon request. However, although our campus has been a “Google School” since the 2015-2016 school year, there is still a significant portion of staff members who are either unwilling or not confident in their ability to use this set of tools available to all. Staff surveyed showed that 63.8% of teachers feel that the school has effective structures for internal communication, planning and resolving differences.

Ac/Fin Plan Principal’s Message Results from Staff survey


64

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 with time, personnel, materials, and fiscal resources to facilitate all students achieving the General Learner outcomes and academic standards? Provide evidence and examples. Findings Supporting Evidence

The support of professional development/learning with time, personnel, materials, and fiscal resources to facilitate all students achieving the General Learner outcomes and academic standards is effective.

Examples follow: At Maui Waena Intermediate, the leadership and faculty are consistently involved in professional development that focuses on identifying student learning needs throughout the year. Leadership provides many opportunities for staff to be involved in ongoing professional development during and after school hours. The state provides 6 waiver days each school year. Our HSTA contract currently provides for 21 professional development hours annually since SY ‘13 - ‘14. Collaboration Days are offered to departments once per semester where substitutes are provided so teachers can collaborate on curriculum during the school day.

State/District/Complex/School level professional development opportunities are also offered through the Development, Educate, Empower, Excel (PDE3) website. Faculty members sign up for these PD’s on their own to improve their practice.

Two years ago, a survey of the staff showed which priority strategies aligned with the academic plan goals that would be the focus of the PD days/hours. In SY15-16, the school leadership took action in implementing our school’s priority

PD Hour Agendas MWIS Academic-Financial Plan HSTA Contract Catapult - Anatomy of a Lesson Template EL/WIDA PD Inservice Info AVID Site Team Minutes PDE3 Website Collaboration Day Minutes PD Days and 21 Hours SY ‘16 - ‘17 PD Days and 21 Hours SY ‘17 - ‘18 SBA Scores in data files, search by school C3 Framework for Social Studies


65

strategies of becoming an AVID school and using schoolwide WICOR strategies; providing Google training, so teachers and students could move forward with technology and 21st century skills; refining the data teams process as part of Tier I RTI support. That year, the first PD Day focused on the AVID WICOR strategy of Marking the Text with implementation and follow-up provided in ensuing PD Hours. In addition, the Google Lead Team inserviced the staff on how to use Google Apps. The PD Day in January 2016 was used to support teachers in Tier 1 strategies of RTI in addition to the data teams process that had begun at the beginning of the school year. The school provides teachers the opportunity to attend AVID trainings off-island. In the last 3 years, we have budgeted in the Academic Plan enough Title I funds to send approximately 10 teachers to an AVID training yearly. Approximately 32 members of the staff are AVID-trained, and we hope to get the majority of our staff trained by 2020. In SY17-18, the data team process by grade level teams was completed in a three part process led by Catapult. iReady data and SBA data were used to determine the school’s professional development needs. At the beginning of this school year, there were administration directed PD days. During these days, policies, procedures, and effective teaching strategies (led by Catapult) were covered. During these days, mandatory beginning of the year forms and training videos were addressed. Each staff member was given an opening of the year folder that contained a variety of documentation that outlined the school and state policies and procedures which helped to insure that all staff were on the same page on school policies and with the Catapult training on the anatomy of a lesson by activating, assessing, and aligning relevant knowledge (ARK) conducted on the second PD day. Catapult continued their work with our staff this school year. An example of this was in this SY18-19) we were suppose to have an additional waiver day for professional development that our staff voted on and agreed to. This additional waiver


66

day was cancelled due to the closing of all Maui schools because of an impending storm. It was originally planned to be on Teacher Input (TIP) and Student Active Participation (SAP) followed by Catapult coaching. The cancellation delayed these plans, so on the next PD on 11/1, Catapult will include parts of TIP/SAP and Identifying Student Success (ISS) followed by more rounds of coaching that will look at all parts of a lesson. The TIP/SAP strategies were briefly covered at the September 26, 2018, staff meeting. This school year on August 29, 2018, our Curriculum Coordinator, Cheyenne Gazmen-Stook, and our English Learners Coordinator, Mayumi Fukuoka, conducted a PD hour on supporting our English language learners. Each grade level team then identified Can Do Strategies that we can use with our EL students to support them in the classroom. This PD has been provided annually for the last few school years. ● GLOs were not reviewed as part of a PD day and are not

consistently or implicitly taught or measured. ● The support of professional development and resources

has helped to facilitate most students achieving the academic standards. This can be measured through the increases in SBA scores from SY16-17 to SY17-18. Math showed an average of 3% growth and ELA showed a 7% growth schoolwide.

In order to support the math department, Carnegie curriculum materials were ordered this year to implement math core standards. The school purchased a trainer to train the math teachers on using the curriculum in July, so that teachers would be prepared to teach the curriculum. Teachers were given stipends to attend the training since it occurred before the official start of school. Last year, Maui Waena initiated a complex-wide training of the Social Studies C3 framework. The school paid for subs to cover all 9 SS teachers, so they could attend. SS teachers are now implementing C3 units into their curriculum as a result of the training.


67

Data Driven Professional Development

A5.2. Indicator: The school uses an effective data analysis process to determine professional development needs.

A5.2. Prompt: How effective is the school’s data analysis process to determine professional development needs? Findings Supporting Evidence

The school’s data analysis process to determine professional development needs is effective.

The Curriculum Leadership Team uses multiple data points to determine the school’s professional development needs. The team, made up of department heads, CCs, and Admin., identifies areas of growth that the staff needs to address schoolwide. The staff also looks at SBA and iReady data to provide input on use of PD hours through staff surveys. In addition to iReady and SBA, the leadership team is involved in the ART process, so they review the Academic plan and use additional data points, such as the Strive HI report and WIDA scores, to analyze areas of need. Aligning the data analysis with the goals stated in the Academic Plan, the leadership team identified these areas of growth: reading comprehension, math problem-solving skills, literacy strategies for EL learners, and using Data Teams to support these growth areas. Decisions for professional development are based on these needs areas derived from data analysis. In March 2016, the mid-term Visiting Committee recommended that we focus the PDs, especially the 21 hours. Since then, we’ve tried to keep PDs focused on best instructional practices for reading, math, and EL learners along with PD to support those areas. In SY16-17, SBA and STAR data showed the need to focus on reading, math, and EL & SPED populations. Data teams were led by VP Sue Forbes, which focused on using the data to raise achievement levels in reading and math. At the same time, Wesley Yuu was hired to provide PD and work with the math department on strengthening mathematical practices. In SY17-18, SBA data again showed the need to focus on reading, math, and our EL & SPED populations. After analyzing the iReady data, vocabulary was the reading skill that needed the most growth. Hence, data teams were led by Catapult and the school-based Curriculum Coordinators, which focused on using iReady data from

PD Agendas Strive HI Report SY17-18 Strive HI Report SY16-17 Strive HI reports DOE site Curriculum Leadership Minutes & Pull-out days Schoolwide Data Points SY17-18 ART Analysis SYs16-18 Curriculum Leadership Minutes SYs16-18 Data Teams Grade 6 Data Teams Grade 7 Data Teams Grade 8 Anatomy of a Lesson Template BIC Observation Form


68

the first Diagnostic to improve reading through vocabulary skills. A refresher on the data teams process was needed as many of the staff were new. We then went through the process of collecting data, analyzing, creating instructional strategies, and sharing outcomes within interdisciplinary teams. After the 2nd Diagnostic, our students showed growth in reading and math. Spring 2018 data shows an increase in reading from 42% to 49%. Concurrently, our math SBA scores had not shown growth, so a Catapult consultant, Sara Scales, was hired to work more closely with the math department. Math teachers met regularly in grade level data teams to track their data and discuss instructional strategies. Sara visited math class roooms to see that best practices were carried out and provided support, including co-planning and modeling. Spring 2018 math data shows an increase from 28% to 31%. However, the SBA and Strive HI data shows there continues to remain a large achievement gap in our EL & SPED populations. Because our EL students are mainstreamed into all classes, there needs to be more consistency in implementation of EL strategies in all classrooms. Having provided numerous PD hours on EL strategies and not seeing significant growth in achievement levels, the leadership team approved hiring Catapult to provide coaching for the following school year SY18-19 in implementing cohesive instruction school wide. In SY18-19, Catapult has provided PD on Building Instructional Coherence followed by coaching in the core subject areas. Through class visits by Catpault coaches, CCs, and colleagues, there is a noticeable improvement in consistency of lesson objectives and lesson delivery. Areas still needing improvement are teachers providing more modeling and more student partnering and collaborative talk, which will help all learners, especially our EL and SPED populations as evident in the Catapult coaching notes on the BIC Observation Forms. In math, Sara continues working with our math dept. and providing coaching support and PD. To continue the data teams process, the staff met in a PD hour and analyzed iReady reading scores that shows a continued need to improve reading comprehension by providing vocabulary instruction. Overall, time to follow-through with data teams is needed quarterly.


69

Accountability and Evaluation

A5.3. Indicator: The school implements effective support strategies and accountability processes in order to promote professional growth of staff.

A5.3. Prompt: How effective are the school’s support strategies and accountability procedures to promote professional growth of staff? Findings Supporting Evidence

The school’s support strategies and accountability procedures to promote professional growth of staff is effective. MWIS provides teachers with effective support strategies through: ● Curriculum Leadership Team Guidance ● Teaming ● PLC - Department and Grade Level by Subject ● 21 PD Hours. Attendance is taken at PD hours and

Admin. Follows-up with staff who have missed hours. ● PD Days. After each PD Day, teachers are asked to

incorporate the PD content into their lessons, whether it’s collaborative conversations, EL strategies or MTT. When implementing MTT the first time, teachers brought back samples at a PD and helped one another clarify the process.

● Collaboration Days by Department. Several departments have brought in student work to show implementation of a best-practice strategy. Oftentimes at Collab Days, teachers have a mini-training on a strategy, such as note-taking, implement the strategy in their classrooms, and bring student samples back for further discussion. CCs can follow-up with further clarification.

● Data Teams SY17-18 ● Building Instructional Coherence (BIC) and Coaching

SY18-19. PD Days on BIC are tied to coaching, which teachers are then given feedback on. For example, after the last round of coaching, one thing the Catapult Coach, Gayla Gower, mentioned is that there needs to be more student collaborative talk and teacher modeling in the classroom. At the 2nd PD, she then provided strategies to accomplish this. The Catapult coaches and

Exit Slips Teams filled in regarding meeting with Catapult (see link from 5.2 - iReady Diagnostic Results by GL) Smart Goals from Data Teams from each GL Team (see link from 5.2 - iReady Diagnostic Results) GL Team Minutes PLC Minutes by Department PLC Minutes by Grade Level Curriculum Leadership Team Minutes ‘16-’17 Curriculum Leadership Team Minutes ‘17-’18 Curriculum Leadership Team Minutes ’18-19 Collaboration Day Minutes BIC Coaching Data Summary BIC Observation Form


70

curriculum coordinators then look for these strategies during their class visits and comment on what they’ve observed and suggest next steps if needed. Hence, the school provides support and accountability measure for professional growth.

● ART Review

Measurable Effect of Professional Development

A5.4. Indicator: There are effective operating processes that determine the measurable effect of professional development, coaching, and mentoring on student performance.

A5.4. 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

The processes in determining the measurable effect of professional development, coaching, and mentoring on student performance is effective. MWIS leadership conducts formal (EES) and informal classroom observations. Teachers cannot opt out of EES. It is required of all teachers based on the Bargaining Unit 5 (BU5) contract. Teachers in the enhanced track have mandatory evaluations. Streamlined teachers have their ratings carry over from the previous SY and complete individual professional development plans (IPDPs) which they share with administration. During SY 17-18 Catapult consultant Sara Scales worked 2 days a month with the Math department to help student achievement and Build Instructional Coherence within the department. As a result the entire department agreed upon using a common curriculum, Carnegie Learning, for the SY18-19 and teachers attended a 2 day summer training. Along with Professional Development on BIC (Building Instructional Coherence), Catapult Consultants provide classroom coaching and feedback to teachers on their lesson implementation. These coaching rounds are tied to the content of each PD. The coaches write reports and leave comments on ‘next steps,’ and they follow up with those next steps at each

EES Observation Information EES Observation Questions Math Catapult Consultant-Sara Scales Catapult Consultants-Lindsay Mochkatel, Alia Ashley, Gayla Gower (coaching) iReady Diagnostic Results-Grade 6 iReady Diagnostic Results-Grade 7 iReady Diagnostic Results-Grade 8


71

visit. Examples of positive outcomes on student learning is there have been more evidence of student collaborative discussions and teachers taking more time to review the lesson objectives with students. PD hour team data from our Common Formative Assessments helped teachers target areas of growth and use instructional strategies (meaningful sentences, academic vocabulary, Frayer model) embedded in the curriculum to raise achievement. Led by Catapult, results showed iReady gains in all grade levels. In SY17-18, through interdisciplinary teams, teachers used iReady data to track student achievement in reading and math. From the 1st Diagnostic to the 3rd Diagnostic, students increased in reading proficiency from 23% to 33%. In Math students increased from 23% to 36% proficiency. iReady training this year has had more of a positive outcome on students in that students can now track their results of each module on a Data Tracker sheet. This gives students immediate feedback on how well they are learning each module and provides teacher with feedback on which skills need to be retaught. Two years ago, AVID-trained teachers on the Site Team initiated using binders as a school wide organizational tool for students, which is now a school wide practice. Without that professional development, these teachers may not have had the knowledge and motivation to plan such an initiative. The binders help students organize their work and aid them in becoming self-directed learners. Through the state’s Induction and Mentoring program, beginning teachers on campus are assigned a school-based mentor. Mentors and mentees discuss lesson planning, student academic and behavioral concerns, and they create solutions. This has resulted in positive outcomes for students and a better learning environment. There are many requirements in the I&M program that result in teachers giving up their personal time to meet; however, mentors and mentees are doing the best they can to meet these requirements given the time allotted.

● Stipend requirement form


72

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.

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

Resources are allocated to meet the school’s vision, mission, General Learner Outcomes, the academic standards, and the Academic Plan on a consistent degree. Resources are available to hire qualified staff through funds allocated through WSF (Weighted Student Formula), which are distributed to the school based on student enrollment. Additionally, funds are provided for special subgroups (SPED, Title II, and Title III Grant). Funds are distributed and aligned to the Academic Plan and other school goals collaboratively by the staff. During SY16-17, MWIS had 69 (94.1%) licensed teachers (5.8% of which were emergency hires) and 13 non HQT; however, there were no emergency hires in SY17-18 and 100% of the teaching staff was licensed. The district also has funds held at the district level to pay for qualifying teachers who are seeking HOUSSE points to become Highly Qualified in the particular content area. These funds are also used to pay for teachers to get reimbursed after taking the Praxis. Professional development is planned and provided for within the Academic Plan. Professional development is available through various entities

Mission/Vision Poster GLO Poster Academic Plan Financial Plan-SASA PDE3 Course Offerings on request Staff Calendar


73

(DOE, HSTA, private and public universities). They are offered and approved through the HIDOE's professional development database PDE3. Online resources are available through the DOE intranet site that provides professional development through videos, lesson plans, and other resources for use in teaching. Our school calendar provides professional development days for all certificated staff. Two hundred dollars is also allocated to each new teacher at the beginning of the school year to purchase classroom supplies.

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 Leadership and staff are frequently involved in resource allocation decisions. Leadership and staff are frequently involved in resource allocation decisions, which is evident throughout the detailed notes taken at staff steering meeting. Ensuring that both leadership and staff are involved in allocation decisions has greatly impacted student learning by effectively allocating finances to meet the schools mission to develop technologically competent students that can excel in our changing society. For example, in 2016-17 new Chromebooks were purchased to support every core subject, achieving the school’s goal of 1:1 technology. Resources continue to be allocated to support and update/replace the technology plan.

Steering Notes - Allocations Financial Plan/Budget Academic Plan Chromebook funding 1 to 1 initiative 8-3-16

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.


74

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

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 can be found in the Academic Financial Plan and monitored by Administration and staff. The steering minutes for SY18-19 are not shared on Google but have been shared through Lotus Notes.

Department Meeting Notes Academic Financial Plan Budget timeline/responsibilities Steering Meeting Notes Admin MWIS Opening Packet DOE Opening packet

Well-Qualified Personnel

A6.4. Indicator: Resources are available and used to enable the hiring, nurturing, and ongoing professional development of a well-qualified staff for all programs, supporting the school’s vision, mission, General Learner Outcomes, and identified student learning needs.

A6.4. Prompt: Determine if the resources are available and used to enable the hiring, nurturing, and ongoing professional development of a well-qualified staff for all programs, supporting the school’s vision, mission, General Learner Outcomes, and identified student learning needs. Findings Supporting Evidence

The resources are available to enable the hiring, nurturing, and ongoing professional development of a well-qualified staff for all programs, supporting the school’s vision, mission, General Learner Outcomes, and identified student learning needs.

Hiring is done through HIDOE all teacher salaries are not in our control, deducted from WSF funds. These funds and other monies are used to hire non instructional employees. Often these funds are also used to buy positions as necessary, based on need. Evidence for resources used to determine the hiring, nurturing, and ongoing professional development of a well qualified staff for all programs can be viewed in the academic plan under schoolwide implementation of schoolwide AVID strategies.

Technology Dept. Office PLC’s Catapult 21 Professional Development Hours Mentoring PLC’s Department Meetings Grade Level Meetings Collaboration Pull-Out Days Comprehensive Needs Assessment - WASC Drive


75

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 The policies and procedures for acquiring and maintaining adequate instructional materials and equipment are effective. 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 can be found in Staff Handbook/Opening Day Packet for Staff. These were originally moved to the Lotus Notes Database for full staff access; documents slowly migrated to the MWIS Staff shared folder on Drive as well as hard copies given at the opening staff meeting every August. All the documents were finally fully migrated to to the shared folder in Fall 2018. Acquisition: steering and budget timeline are outlined and updated in Staff Opening Day packet each year & reviewed Maintenance: print materials through librarian (check in, stamping, discarding & recycling); Academic Plan informs Title I expenditures outlined in FRF(approval process requires rationals based on CNA & AcPlan enabling activities.) Technology: tech room, school-level database, tagging, tech support tickets, tech plan Communication: opening day packet, Steering Meeting, Department meeting--3 year plan, PO process--justification form

Librarian Curriculum Coordinator Technology Dept. Office

- copies/records of purchase orders

- policies/procedures for PO handbook

Steering agenda/minutes Budget timeline/responsibilities Title I funds support 1:1 Chromebooks Purchase Orders per department

Facilities Conducive to Learning

A6.6. Indicator: The school’s facilities are adequate, safe, functional, well-maintained, and support a learning environment conducive to the educational program based on the school’s mission and General Learner Outcomes.

A6.6. Prompt: Determine the extent to which the facilities enable the school to maintain a safe,


76

functional, and well-maintained learning environment conducive to the educational program based on the school’s mission and General Learner Outcomes. Findings Supporting Evidence Based on the Accident and Injury Reports, the school maintains a safe, functional, and well maintained learning environment conducive to the educational program reflecting our school’s mission and General Learner Outcome on a consistent basis. MWIS playfield needs to be addresses and resurfaced.

Injury Reports Safety/Accident Reports Safety Meeting Notes Steering Notes Budget-Site SQS - 2018


77

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

Summary (including comments about the identified preliminary student learning needs):

Criteria in Category A are being met on a consistent degree…

● Resources are available and allocated for student needs/achievement based on planning process evidence/findings (A3.1, 3.2, 3.3, 3.4)

● Communication between staff and administration needs improvement (A4.4) ● Intentional and explicit planning needed - bridge gap between seasoned staff and new staff

Maui Waena provides parents many opportunities to be involved in the education of their children, including the SQS, parent nights, Student Showcase, and access to Infinite Campus. The planner continues to be an effective and frequently utilized tool to communicate expectations to the students, as well as to communicate with parents and develop student accountability. The majoity of staff members participate in Open House and Parent Night, and parents and students are encouraged to attend. The staff is systematically informed with information at the start of the new school year about staff responsibilities, administrative responsibilities and procedures to ensure the safety of the school community. The school continues to use the School-Home Compact created in SY09-10, and it continues as part of the student planner. There needs to be a more concerted effort to collaborate with all staff members on decisions affeting the school in general. Communication with staff about decisions, expectations and initiatives needs improvement so that more of the staff is aware of, understands and participates. Na Hopena A’o and the staff’s reported lack of awareness and understanding is an example. These criteria impact the school’s ability to address one or more of the identified preliminary student learning needs from Task 2 on a consistent degree….

● Reading, Writing/Oral, Math...understanding and comprehension needs improvement ● Problem solving skills need improvement ● How (and what) are we using to address the above issues with resources?

The Vision and Mission statements were revisited in 2012, 2015, and 2018 via a staff survey, where most teachers were in agreement that our mission was based on student needs and current educational research.

Category A: Organization: Vision and Purpose, Governance, Leadership, Staff, and Resources: Areas of Strength Planner

Staff Handbook (LNotes/Opening Packet)--updated yearly/as needed

Website--SCC minutes/agenda


78

Induction & Mentoring; EES understanding, support

Technology 1:1

PD plan--cohesion

Staffing/hiring compliant with HIDOE

Articulation with MHS

6th Grade Parent Night; 7th & 8th Grade Open House; Showcase

Infinite Campus—student & parent portals

Category A: Organization: Vision and Purpose, Governance, Leadership, Staff, and Resources: Areas of Growth Vision & Mission not addressed since 2015

GLOs are not assessed or embedded in school processes

Staff awareness of & participation in SCC

Full staff input/participation in AcPlan/ART process/monitoring

Full staff participation/awareness of school governance

Staff Handbook in process of migrating from LN to GDrive

Communication split between LN & Google--overlap/gaps/comfort level of staff varies

Understanding /awareness of PD plan by staff

Communication between staff and administration: expectations, initiatives, decisions—RTI, data eams

Staff --younger, fewer years of experience of teaching, in HIDOE, at MWIS

Articulation with 3 feeder elementary schools

Parent/Community Attendance at Open House, Orientation Night small fraction of total

Low parent SQS participation

Na Hopena A’o--low staff understanding


79

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 an effective curriculum based on current educational research and thinking that supports the academic standards.

B1.1. Prompt: Comment on the effective use of curriculum based on current educational research and thinking that supports the academic standards.


Overall, there is an effective use of curriculum by the school based on current educational research and thinking that supports the academic standards and is reflected in the pacing guides. All curriculum purchased is reviewed by each department to insure they are research and standards-based. ELA: ELA dept. uses the state-recommended SpringBoard text, which contains research-based strategies to teach grade-level texts. The department is consistent and cohesive about planning lessons and assessments in the curriculum in each grade level while supplementing units to address the needs and interests of our learners. Math: The new Carnegie Learning Math Solution curriculum was purchased this year, which was rated ‘meets expectations’ in edreports.org. Teachers have been trained and are consistent department-wide in teaching the curriculum, and a math coach is provided to support implementation. Science: 7th and 8th grade teachers are implementing the STEMscopes curriculum this year based on the New Generation of Science Standards (NGSS). 6th grade is purchasing STEMScopes, and next year all grade levels will be using the STEMScopes curriculum. Social Studies: S.S. curriculum is based on content standards unique to each grade level. Most teachers are trained in the C3 Framework and are gradually structuring units accordingly. Teachers have reviewed the new standards coming out next school year and plan to incorporate them as they update their pacing guides. Electives: Curricula are standards-based, relevant, and incorporate

Pacing guides SY18-19 in department folders Student Evidence folder


80

WICOR best-practice strategies. Schoolwide strategies. Teachers use research and standards-based curriculum across disciplines. Strategies that are practiced school wide within the curriculum are Marking the Text and writing the gist. Data Teams and iReady. The use of Data Teams helped teachers target areas of growth and use instructional strategies embedded in the curriculum to raise achievement. In SY17-18, through interdisciplinary teams, teachers used iReady data to track student achievement in reading and math. From the 1st Diagnostic to the 3rd Diagnostic, students increased in reading proficiency from 23% to 33%. In Math students increased from 23% to 36% proficiency.

6th Grade Data Teams 7th Grade Data Teams 8th Grade Data Teams

General Learning Outcomes and Academic Standards Addressed

B1.2. Indicator: The school consistently addresses the General Learner Outcomes and academic standards at each grade level, subject area, course, and/or program to ensure the same high expectations for all students.

B1.2. Prompt: Evaluate to what extent the General Learner Outcomes and academic standards are consistently addressed at each grade level, subject area, course, and/or program to ensure the same high expectations for all students. Findings Supporting Evidence Pacing Guides: All content area pacing guides are created to provide teachers with a framework to incorporate academic standards into lessons. General Learner Outcome (GLO): GLOs are accessible in student planners and are posted in classrooms. In a staff meeting, teachers discussed and concluded that one of the main areas students struggled with was organization, which is part of being a Self-Directed Learner. Hence, the AVID Site Team created a plan for all students to use binders to stay organized and time is given in Wheel for students to check their grades and organize binders. While GLOs are embedded in curriculum, instruction, and assessment, they are not always explicitly taught or assessed. Course Syllabus: Course syllabi are used to show how rigorous each teacher will be covering the academic standards in their content area. A template with specific information is given to all the teachers at the

● Pacing guides in department folders

● Course Syllabus ● GLO posters in

classrooms ● Lesson objectives

posted in classrooms


81

beginning of the year to include in their respective syllabus. Components of the syllabus include academic standards, grading and homework policy. Although encouraged, not all course syllabi include content standards and General Learner Outcomes. Academic Language: The use of Academic Language is beginning to be addressed throughout Maui Waena in classrooms. Academic Language is a way to help students improve their communication skills using higher level vocabulary. This vocabulary is linked to content standards, and allows students to understand key concepts needed to improve student learning and to practice being effective communicators. Evidence includes classrooms’ focus wall, student work,and walkthrough evidence. Acellus: The Acellus Learning Program is a computer based curriculum used as an alternative for students in selected programs, pulled out of regular education classes or completing credit recovery. Content standards are addressed through the program as students are entered into the curriculum and exited based on grade-level content standards. Individual Education Plan (IEP): Each Special Education student is equipped with an individual education plan (IEP) to assist with learning. All IEP goals are set for individual student growth and based on academic standards improve student learning. Lesson Objectives: Lesson Objectives are located on classroom Focus Walls and are based on content standards. According to the school staff survey data, 100% of classrooms have Lesson Objectives posted on the Focus Wall.

Congruence with General Learner Outcomes and Academic Standards

B1.3. Indicator: The curriculum is congruent with the General Learner Outcomes, academic standards, and policies and requirements related to the assessment of students’ progress toward graduation.

B1.3. Prompt: Evaluate the degree to which the curriculum is congruent with the General Learner Outcomes, academic standards, and policies and requirements related to the assessment of students’ progress toward graduation.


82

Findings Supporting Evidence Curriculum is consistently congruent to academic standards, policies and requirements related to the assessment of students’ progress toward graduation. GLOs are not explicitly stated in the pacing guides. Pacing Guides: All departments at Maui Waena Intermediate have updated pacing guides yearly. All department pacing guides are aligned across grade level identifying academic standards taught. The academic standards are aligned to state guidelines which progress students toward graduation. Course Syllabus: Although GLOs are not specifically named, they are indirectly addressed through mastery of content. All courses are required to get their syllabi approved by administration. Syllabi highlight standards, content, classroom policies/expectations, and grading system used to assess student growth. Focus Walls: Focus walls consist of lesson objectives which identify the content & skills that teachers expect students to perform. According to the school staff survey data 84.1% of classrooms provide learning objectives on their focus wall. In addition, during class visits, data shows that all teachers visited have their learning objectives posted and refer to them at least once during the lesson. WICOR Strategies: The staff has been inserviced on WICOR strategies like Marking the Text (MTT), GIST, Cornell Notes and Costas Levels of Questioning. These strategies are tools that students can utilize in order to understand the academic content and achieve at a high level. AVID Student Binders: AVID Student Binders were implemented last year and are used to help students learn to be organized, which is also an aspect of the GLO Self Directed Learner. Since


● Student Evidence folders for WICOR strategies

● Learning Objectives posted on Focus Walls in classrooms

● AVID Student Binders


83

this practice is also used at the high school level, it’s a way to help the students transition to high school and beyond.

Curriculum Planning Process

B1.4. Indicator: The school’s curriculum review, evaluation, and planning processes that engage key stakeholders are effective and ensure student learning needs are met through a challenging, coherent and relevant curriculum that includes mapping/pacing in all content areas.

B1.4. Prompt: Evaluate the effectiveness of the curriculum review, evaluation, and planning processes that ensure student learning needs are met through a challenging, coherent, and relevant curriculum that includes mapping/pacing in all content areas. Findings Supporting Evidence

We are effective in the process we use to review, evaluate and plan curriculum. Time is allotted each week for teachers to regularly review the curriculum via weekly PLC meetings and collaboration days provided each semester. Teachers use PLC meetings and Collab days to align and refine the curriculum horizontally and vertically. Time is taken to discuss what is working and what needs work. Core teachers are able to reflect on ‘gaps’ they see in the grade level. Our weekly PLC notes were updated this year to keep discussions focused on curriculum, instruction, and assessment. Curriculum mapping/pacing guides are consistent this year schoolwide.


● PLC Minutes in dept. folders

● Collaboration Day notes in dept. folders

Student Work — Classroom Learning Targets

B1.5. 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.

B1.5. Prompt: Evaluate to what extent the examination of student work samples and observed student engagement demonstrate the implementation of a standards-based curriculum and the General Learner Outcomes. Findings Supporting Evidence Teachers regularly examine student work that shows students are meeting the standards through formative and summative work, such as teacher observations, exit slips, reflections, science interactive notebooks, essays, projects. Data Teams. In SY17-18, monthly Professional Development time was dedicated to Data Teams in which teachers brought in samples

● Student Evidence folder

● PLC minutes in dept. folders

● Admin. Walkthrough notes

● Pacing Guides


84

of student work, examined and discussed strengths and weaknesses to develop academic vocabulary. In SY18-19, we are continuing the data teams process as part of our regular rotation of PD topics during the 21 hours. PLCs. Depending on the focus of each department and grade-level PLC, teachers have an opportunity each week to examine student work based on Common Core standards through PLC discussions. In the PLC template it is encouraged that teachers bring in student work as a means of identifying student learning needs. This is a new practice at our school, and while some PLCs have done this, it is not yet a regular practice.

● 6th Grade Data Teams



● PLC Minutes Template

Walk throughs. Student engagement is observed by teachers on a daily basis and by other members of the staff on a monthly basis. In previous years, generally, the Principal conducted walk throughs and gave informal feedback. This practice still continues with the addition of Catapult consultants and members of the Curriculum Leadership Team, such as the CCs, testing coordinator, and department heads using the BIC model. The math Catapult consultant visits each classroom during her 2-day visit and provides immediate feedback. Department Collaboration Days. During Collaboration Days this year, it is required that all teachers conduct class visits. Teachers are using the BIC Model as a basis of the class visits of which ‘content manipulation’ is a part of the observation. During this time and throughout the lesson, it is evidence whether or not students are engaged.

● Principal Weekly Schedule

● Catapult OWL graph report

● Google form responses

● Minutes from Curriculum Leadership Collaboration Days SY18-19

Although the General Learner Outcomes are not always taught explicitly with each lesson, evidence of the GLOs can be seen in student work samples that show quality, effective communication, complex thinking, to name a few.

Accessibility of All Students to a Variety of Programs

B1.6. Indicator: A relevant and coherent curriculum is accessible to all students and addresses their needs so they can make appropriate choices and pursue a full range of college/career and/or other educational options.

B1.6. Prompt: Evaluate students’ access to a relevant and coherent curriculum that addresses their needs and support in making appropriate choices in order to pursue a full range of college/career and/or educational options.


85

Findings Supporting Evidence Through the core and elective classes, curricula are relevant, coherent, and provide skills necessary for students to have options in making choices college and career options. Whether it’s through various forms of writing, problem-solving, decision-making, communication, collaboration, organization, or goal-setting, all students have access to a relevant and coherent curriculum and are provided opportunities to explore their strengths to help them make informed decisions about their future. Fine Arts-Music. Band and music electives are offered at all grade levels to students with or without previous experience playing an instrument. Students perform several times throughout the year at school, district, and community events. Students often reflect on their performances and set individual goals on how to improve their performance. For example, after a Massed Band performance with other schools in the complex, students are asked to analyze/consider the perspective of the career as a musical director/conductor, demonstrating real-world application of their learning in music. These performances and reflections are a consistent practice with in the music department. Career Technical Education. Students are provided opportunities to research real-world problems, such as the plight of coral reefs, and devise solutions. Students research careers in the Industrial and Engineering Technology fields and are challenged to determine the credibility of online sources. Media. Students use various media programs to complete real-world tasks and explore career options in the tech and media world. Family and Consumer Sciences. This assignment provides students with a variety of learning approaches: technology integration, critical thinking and collaboration. Students are challenged to interview a person in their chosen career that they have researched. In this assignment, students are

Pacing guides in department folders Student Evidence folders CTE standards Technology/Career Exploration project Career Tech evidence folder AVID Elective 8 7th Gr. Career Day 2017, 2016, 2015 Fine Arts Media 3-year plan AVID 7 Elective MWIS Stem Program Pacing guides in department folders Physical Education, 8th Grade ELA/SS Q3 Assignment 7th Grade Health 7th Grade Physical Ed 6th Grade P.E,/Health


86

reflecting on the financial, social, and emotional aspects of parenting in modern day Hawaii. AVID elective. In this AVID assignment, students are actively applying WICR strategies by applying the Marking the Text (MTT) strategy in preparation for a Socratic Seminar. Students participating in the Socratic Seminar are honing effective communication skills in an interdisciplinary study. PE and Team Sports. In this assignment students create a personal goal that they will aspire to accomplish. This reinforces intentional and reflective decision-making as students create goals that they feel are both relevant and attainable. CSAP. Field trip to MHS,CSAP presentations/Field trip to MHS 7th Grade Career Day. Guest speakers from the community volunteer to speak to 7th grade students about various careers and career choices. Students evaluate the presentations and are asked to reflect on possible career choices they may be interested in. ELA/SS mini-unit. Demonstrates indicator B1.6 by requiring students to research potential college/career options for their future. In middle school, students are introduced to the post-secondary options available. Health. Students create personal goals related to health and fitness and reflect on the effectiveness of their goals. This reinforces intentional and reflective decision-making as students create goals that they feel are both relevant and attainable. Students also explore the effects of real-world influences, such as smoking and drinking, and explore options and solutions to making healthier lifestyle choices. PE. Students create personal fitness goals that they will aspire to accomplish. This reinforces intentional and


87

reflective decision-making as students create goals that they feel are both relevant and attainable.

Integration Among Disciplines

B1.7. Indicator: There is curriculum integration among disciplines at the school.

B1.7. Prompt: Evaluate to what extent there is curriculum integration among disciplines. Findings Supporting Evidence? The integration of disciplines exists in small pockets in the school. It has not been the focus in the past several years, and there is very little time allotted in the school schedule to provide planning time for integration. While collecting evidence, we discovered there are two types of integration of disciplines and created our own definitions to identify the various types: “direct integration” and “indirect integration”. ● Direct integration is where two or more teachers formally

collaborate, plan, and implement into each others content according to standards. For example, Team 73 teachers planned and implemented an Interdisciplinary Unit on heroes and careers.

● Indirect integration occurs informally when a teacher may be infusing other content materials into their discipline. For example science teachers including math skills into a lesson.

According to the evidence provided (survey questions and student work) there seems to be little direct integration among disciplines at the school. According to the staff survey only about 8% of teachers participate in an Interdisciplinary Unit (IDU). However 31% of teachers say they discuss integration ideas with team members. Currently there is more indirect integration with about 42% of teachers incorporating other disciplines indirectly into their curriculum (survey and student work). For example PE incorporates math skills through time charts. Social Studies incorporates English grammar when grading research assignments, posters, and presentation slides.

Staff Survey Results Student Evidence folders


88

Real World Applications – Curriculum

B1.8. Indicator: All students have access to real world applications of their educational interests in relationship to a rigorous, standards-based curriculum.

B1.8. Prompt: Evaluate the opportunities that all students have to access real world applications of their educational interests in relationship to a rigorous, standards-based curriculum. Findings Supporting Evidence Students have multiple opportunities to access real world applications of their educational interests in relationship to a rigorous, standards-based curriculum. CTE: Students worked on gaming and coding projects to create an interactive video game, thereby supporting real-world technological skills that can be applied directly to the science and technology fields.

Student Evidence folder

ELA: Students write informative, narrative and argumentative essays and read rigorous texts. These are real-world skills which are applicable to college and career readiness. In 7th grade ELA and SS teamed up to create a college research project which informed and honed their research skills (applicable to both college and career readiness).

ELA/SS Student Work Samples

Visual Arts: The art department had students analyze the link between art and emotion. The students utilized graphs to copy a picture from a photo by gridding the photo. This relates to engineering, honing skills focused on detail orientation and fine motor based. Students compete in by submission of items for the Student Showcase. at the end of the school year, where families come and work is shown and shared by the school.

Fine Arts Festival Photo Grid Student Samples WASC Fine Arts evidence folder

Band: Students perform in the public several times a year and reflect on their concerts, which prepares them in both the workplace and college (self analysis, reflection, teamwork, communication etc).

Student Band Reflections

Counselors: Counselors submitted goals for students in the Behavior Support Plans and demonstrates their ability to learn problem solving and coping skills which are crucial in both college and career readiness.

Student Behavior Support Goals Counselor Articulation Notes

Social Studies: All students participate in Kids Voting during election years, which brings students into the real-

Ancient civilizations/ citizenship roles student work


89

world scene of evaluating candidates and voting. Students learn about cultural family roles, how those categories affected society and time. On Team 7.3, students researched colleges and present their findings. 8th grade SS students researched citizenship and the constitution and make connections to rights and responsibilities as citizens.

Science: Students study real life occurrences and phenomenon, such as cell division, wave formation at sea, note taking, weather patterns, earthquake formation, energy, gravity, sound waves. They are constantly making connections to real life events to better understand their world while preparing them for college and career terminology and content.

Science Research and Response Grade 7 Science evidence folder Grade 8 Science evidence folder

SPED: CBI takes students out to the community, they organize shopping lists and trips (utilizing math, conversation/problem solving and decision making skills). The students learn to make change/use money to purchase items, read a map and ride public transportation. Students cross traffic lights independently, reading traffic signs and navigating themselves safely to the destination.

SPED evidence folder

Math: 7th grade students analyze equations and word problems based on real-world scenarios (hourly wages, budgeting, division, multiplication, word problems, per grade level standards). 7th grade students use knowledge of area, scale, and maps to create a zoo map ‘to scale’. 7th grade students create percentages of prices to analyze deals. 8th grade students use volume, proportions and calculation to ‘build’ a castle and fit candy in a jar. 8th grade students role play being a candy company, design a container, the shape of the candy, the cost and how to package the candy via calculation. 6th grade students apply fractions and graphic organizers to find the GCF. This applies to the ‘real world’ in that students gain fluency in skills needed for organizing their thoughts, doing bills, budgeting, and money/finance related math (fractions). Fractions can also be used in fields such as engineering, accounting, and other math based career fields.

Math evidence folder Grade 7 Math evidence folder Grade 8 Math evidence folder

Health/PE: Students learn to create real life SMART goals based on fitness, academic, and career pursuits. Students track and monitor themselves in weekly journals, analyzing

PE-Health evidence folder ● Goal Setting: Health Goal

Setting, SMART Goals,


90

the effects their food may have on themselves and any changes they may need to make to reach their goals.

iReady Goals

School-Wide: The school utilizes a Positive Behavior Support System to encourage students in good behavior. Students receive gotcha awards, similar to real-world occurrences employees being recognized for performance. Student organization is demonstrated via binder checks, planner filling out, sectioning and organizing classroom homework and assignments so that students will be successful in their careers. Students choose their electives during registration based on interest. Students participate in Student Council and moderate between peers and administration concerning issues and decisions. According to the September 2018 Self Survey/Self Study: 94% of respondents said they incorporate real-world skill applications within the classroom curriculum at some point weekly or at least quarterly, depending on the content area.

● Daily use of School Planner & AVID Binder School wide

● Positive Behavior Support (PBS) (character traits, gotcha awards, student of the month,

Evidence folder ● Grade-Level Registration

(Choose electives based on interest)

● Uplinks (after school, career exploration)

● Student Council ● Daily use of School Planner

& AVID Binder School wide

Staff Survey Results

Articulation and Follow-up Studies (especially for high schools)

B1.9. 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.

B1.9. 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 follow-up studies of graduates and others regarding the effectiveness of the curricular program? Findings Supporting Evidence Articulation with other schools in the complex happens annually for some events, such as SPED night, our Parent Night in which feeder schools are invited to, and AVID recruitment; while other events arise out of special interests initiated by our school or others in the complex. These efforts have been proven to be effective based on comments by participants and by completion of objectives for those meetings and events. In general, compared to articulation with Maui High School, there is less articulation with the three feeder schools and the local university.

● MHS Visit to 8th grade classes 1/23/18

● Teamwork w/Baldwin and (evidence/data)

● Relationship within SPED Dept’s w/other schools (standards, goals, etc)


91

Articulation with MHS: ● Annually, SPED Dept Head goes to feeder elementary

Schools to attend qualification meetings, share assessment forms, and help with transitional meetings at the High School level as well.

● MWIS SpEd department invites all high school SpEd Department Heads (DH) to Semester 2 Collaboration Day to review grade 8 cases & share information (as of SY17-18)

● High School SpEd DHs are invited to annual IEP meetings for transition meetings throughout year (grade 8 students)

● Annually, MHS AVID Site Team come to our campus to meet with potential AVID candidates through information meetings and follow-up interviews.

● Annually, our band performs with MHS twice a year and MWIS band students attend football games at least once a year to encourage students to enter the band program at MHS.

● 8th grade math goes to Maui High and confers with the teachers to create cohesive content.

● In the past Maui High Science has come to MWIS and integrated with 8th grade science classes.

● Last year, ELA8 teachers met with English 9 to share students samples of work and discuss transition strategies. Teachers felt the day was instrumental in understanding students’ growth between the two grade levels.

● Last year, teachers from Maui High School walked through 8th grade MWIS classrooms to view best practices. Impressed by the fact that no students had their cell phones out on campus, they devised a new cell phone policy that went into effect at MHS SY18-19.

● MWIS AVID students took a field trip to visit MHS AVID elective students.

● MHS AVID elective students presented their binders to our staff to show organizational strategies as part of the AVID program. Their presentation gave teachers a better understanding of the AVID elective at MHS and helped us adopt to binders schoolwide the following year.

● MHS Seniors presented their Senior Projects to our staff at a PD hour to show the type of college/career readiness skills

● Suzuki/media tracking student success

● MHS AVID recruitment at MWIS

● MHS AVID elective students PD Hour SY15-16

● MHS Senior Projects PD Hour SY16-17

● ELA8 teachers met with MHS 9th grade teachers & Lokelani ELA8 teachers to support students transitioning to MHS

● SpEd Collab Minutes ● Staff Survey Results


92

needed by senior year. ● In the planning stages is a MHS video to be presented at 8th

grade matriculation so students to help students transition. ● ELA 8 went to Wailea Hotels; introduced to hiring and

career managers. ● MWIS does not do any official ‘follow up studies’ with

students that graduate to 9th grade. However, through various meetings with Maui High School teachers mentioned above, they have provided feedback on how we can better support students in meeting standards of various disciplines.

Articulation with feeder schools: ● Invitation sent to feeder schools about our Parent Night at

the end of the year. Surveys from parents show that parents enjoy the Parent Night, and it provides them with helpful information.

● Kahului Elementary 5th grade teachers visited math and ELA classrooms to align best practices in curriculum with theirs. Kahului El. teachers commented that the visit was very informative and discussing curricular practices was helpful.

● MWIS Student government leaders make presentations at feeder schools

● Students were recruited from two feeder schools for the summer program provided by Catapult. In a survey, students said they enjoyed the summer program and would recommend to others.

Kahului visit to MWIS 2018 Catapult Summer Program 2018 student responses

Articulation with universities/colleges: ● 6th grade students take a field trip to UHMC Maui Campus

and discuss career options.

Monthly/quarterly meetings occur in the district and complex where participants raise concerns, answer questions, and are provided updates that can be shared with the staff: ● Principal meetings ● Vice-Principal meetings ● Title I, Curriculum Coordinator, Testing Coordinator

meetings


93

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

Summary, Strengths, and Growth Needs


Maui Waena Intermediate School uses curriculum based on current educational research and Common Core State Standards, HCCPS III for Social Studies, NGSS for science or national standards tied to elective courses in physical education, health, and fine arts. These standards are reflected in each department’s pacing guides, which are updated regularly during department Collaboration Days twice a year and discussed weekly in PLC meetings. These meetings and discussions insure that the curriculum is coherent horizontally by grade level and vertically within grade levels. Throughout these discussions, adjustments in the curriculum are made and students’ needs that are not met by the curriculum are shared and discussed to find possible solutions.

All curriculum purchased is reviewed by each department to insure that they are current, rigorous, and relevant. Teachers meet weekly in grade level PLCs to discuss curriculum and students’ learning needs. Departments meet once a semester to review the curriculum and make adjustments in their pacing guides. While the curriculum is aligned with state and national standards and GLOs are embedded in the implementation of the curriculum, GLOs are not consistently or explicitly taught or assessed school wide. Rather, the emphasis has been placed on Lesson Objectives posted on each Focus Wall that show the content and skills for each lesson based on the content standards that are taught throughout the lesson.

The examination of student work occurs more consistently schoolwide as part of the Data Teams process during the 21 PD Hours. With the reduction of PLC time to 45 min./wk. three years ago and the accumulation of new teachers over the years, there had been little time to engage in a thorough Data Teams process. Hence, last year the staff was reintroduced to the Data Teams process during the 21 PD Hours using iReady data. This year, we are continuing the process using iReady data. Informal data teams also takes place in various grade level PLC meetings and Collaboration Days in which teachers bring in student work, discuss strengths and needs, and next steps. Monthly walkthroughs and class visits by the Principal and instructional coaches help to insure that instructional coherence is in place, student engagement is observed and student work during instruction shows evidence of quality standards-based learning.

Students at Maui Waena Intermediate have access to a relevant and coherent curriculum that addresses their needs and support in making appropriate choices to pursue a range of college and career (CCR) options. Some of these CCR choices are evident in elective classes where clear real-world experiences are part of the curriculum, such as in band, CTE, and media. Core subjects also play a part in challenging students to use critical thinking skills to read, write, and communicate. Having these skills prepare students for appropriate decisions about future college and career options. Overall, students have multiple opportunities throughout the day to engage in real-world applications of learning.


94

Curriculum integration has not been a focus of the school and there is little time in the school day to collaborate with team members on integrated units. Rather, the focus has been to strengthen our Tier 1 instruction in the classroom; hence, the hiring of Catapult to refine our teaching practices during the lesson cycle. Standards-based lesson objectives are now consistently visible on each wall, and the components of good instruction based on the BIC (Building Instructional Coherence) model are taught on Professional Development days and followed-up through the coaching process.

Articulation with other schools in the complex have been effective in providing support for teachers and students, especially with Maui High School. More articulation with feeder schools may help students transition to the expectations and rigor of middle school.

Category B: Standards-based Student Learning: Curriculum: Areas of Strength Evidence shows… ● Student work shows alignment with standards-based curriculum. ● Schoolwide strategies, such as Marking the Text (MTT), communicating

reasoning are evident in student work. ● We have gotten back to implementing data teams to examine student work

aligned with common core reading and math standards after not consistently doing it schoolwide the last two years.

● Academic language, collaborative conversations, and vocabulary awareness have become areas of focus to support ELL and all students.

● Time is provided via weekly PLC meetings and collaboration days each semester to all departments to review and evaluate their pacing guides vertically and horizontally and discuss best-practice strategies.

● Real-world application is found in all classes. ● BIC professional development and coaching is helping with instructional

cohesion, evidence of learning targets, and best practices. Category B: Standards-based Student Learning: Curriculum: Areas of Growth

● There is very little evidence of curriculum integration, only from Team 73. ● In the last two years, with PLC time taken out of the school day and moved to

once a week after school, there is not enough time for data teams to be done during PLC meetings.

● Suggest planning data teams into the PD hours in a timely way so that data cycles can be completed and the process is useful and relevant.

● Review the GLOs and create a plan to explicitly incorporate GLOs into the curriculum.

● Pacing Guide completion is inconsistent. ● Articulation with feeder schools and UH Maui College is less prevalent than

with Maui High School.


95

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 adapt instruction to meet individual student needs by varying content, processes, products, and/or the learning environment. This includes the use of inclusive practices and multi-tiered supports for students that need diverse instructional methods, including special education and English learners.

C1.1. Prompt: How effectively do instructional staff members adapt instruction to meet individual student needs by varying content, processes, products, and/or the learning environment? To what extent is there use of inclusive and multi-tiered supports for students that need diverse instructional methods, including special education and English learners?


Teachers adequately adapt instruction using teaching strategies presented in Professional Development days, as well as utilizing the RTI Process, IEP and 504 plans, CMC, ELL, and other pull out programs.

Teachers also use data teams in content PLCs to look at data to identify student learning needs.

Teachers adequately use 2 of the 3 tiers in the RTI process.

Although the school has outside the classroom help for SPED and ELL students, and there is a variety of staff who have expertise in helping these students, the data shows that what we are doing is not fully effective. Both groups did show growth, but the gap has not closed.

Referral Process: To intervene, all teachers use the same referral process. A student that is identified by a teacher in a meeting go through a 4 week period of documentation of Tier 1 intervention.

RTI form CMC ELL IEP plans 504 plans – WASC Evidence Folder


96

Accommodations & Modifications: 504 plans are created during a meeting of teachers, counselors, and parents after the interdisciplinary team has completed the referral process and documented the Tier I interventions and results. IEPs are developed following the completion of the documentation of Tier I interventions and the certification of student need per IDEA guidelines. Both 504 plans and IEPs are implemented by the team teachers to support the students’ learning needs.

504 Plan – WASC Evidence Folder SpEd referral process

Differentiating Instruction: According to the survey taken by the staff at Maui Waena, there were many types of strategies used by classroom teachers for student centered instruction. The three most common were: cooperative learning group roles, clock partners and think-pair-share. In SY18-19, the Building Instructional Coherence Professional Development has focused on Student Active Participation strategies to support student-centered classrooms.

Teacher Survey

MWIS offers a variety of options when a completely different environment is needed to support student learning. These include: Library: Signing up classes as well as sending individual students CMC: Content Mastery Center for IDEA students who need support, extra time or a quiet space Field: for example, art, science and other classes use the field as needed Computer Lab: teachers have the option of reserving either of the computer labs to support student learning EL support: Each team’s EL EA is available during wheel in the library to provide 1:1 or small group support to EL students These options are provided by the school for teachers to utilize to help with teaching content.

Seating Chart, Library reservation book, computer lab, computer: student ratio, hawaiian studies, CMC,


97

PLC Teachers use the PLC Meeting Template to guide their meetings to focus on instruction. Some PLCs include instructional strategies in their Pacing Guides, although this is not required.

Group notes – WASC Evidence Folder PLC Minutes in Department Folders/MWIS Staff/Drive

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 know the learning targets for each area of study so that they know beforehand the standards/expected performance levels and what they need to do to meet these. Findings Supporting Evidence

Teachers consistently use their Focus Walls to provide learning targets for students.

Throughout semester 1 of SY 18-19, students are showing increasing awareness and understanding of posted learning targets as documented by instructional coaching observation data.

Most teachers consistently provide rubrics, particularly those already provided by adopted curricular programs, on some of their assessments and/or projects so students can know the expected performance levels.

Each teacher is expected to provide a class syllabus at the start of each school year so that students know the grading scales and how grades are calculated.

Some, although not all, teachers post current student work to provide exemplars of expectations.

CLT Focus Walk Data 12/6/18 OWL/BIC data (Fall 2018) Class syllabus folder Pacing guides (sample) Staff Survey

Students’ Feedback

C1.3. Indicator: The school’s instructional staff members use students’ feedback in order to adjust instruction and learning experiences.

C1.3. Prompt: Evaluate the effectiveness of the use of students’ feedback to adjust instruction and learning experiences. Findings Supporting Evidence

Based on our findings, while teachers consistently collect students’ feedback to adjust instruction, no evidence was collected to show how instruction and learning were adjusted


98

as a result. 100% of teachers will review and reflect on the Tripod survey results to foster the best learning environment. It is expected that teachers will use the survey results to institute changes to support their areas of need. However, there is no follow up for all staff to ensure this occurs.

Tripod Survey

42% of teachers reported daily collecting students’ feedback and adjusting their lessons. 29% teachers reported weekly adjustments 8.7% biweekly. This indicates that nearly 80% of the staff reported adjusting instruction and student learning based on student feedback. This percentage does not account for non-classroom teachers who were included in the survey. The most commonly reported strategies used for student feedback were: Exit Passes Thumbs Up Thumbs Down Fist to 5 Fingers

Staff survey

Many teachers encourage students to write lesson reflections. Teachers can gauge the level of knowledge retention and check the fluency of content knowledge application.

Student Work display

Teachers use formative assessments to determine if the students have a clear understanding of the content taught. The results may determine if the teacher needs to revisit a particular lesson.

Student work samples

Teachers use summative assessments to determine if the students learned the content taught. The results may determine of the teacher needs to reteach.

Student work samples

Many teachers incorporate reflections after lessons or projects. Examples might include 1. What went well? 2. What was struggle? 3. What would you do differently next time?

Reflection sheets


99

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 All teachers are current in the instructional content taught and research-based instructional methodology, including the integrated use of multimedia and technology. Maui Waena Intermediate School teachers effectively use multimedia and technology in the delivery of their curriculum. Some of the sites and programs subscribed to and are readily available to the staff are: Digital SpringBoard, Live Board, Google Data, Google Classroom, Brainpop, Flocabulary, Kids Discover, Newsela, iReady Math & Reading, Mobymax, Gizmos, STEMScopes Many teachers also use online interactive activities, Edulastic, online research, Powerpoint/Slides, Kahoot Teachers have access to many professional development trainings such as: 20 Coaching sessions each school year with Catapult consultant for math department teachers (SY17-18; 18-19) Year 1 and Year 2 Implementation training for iReady math and reading C3 Framework professional development for all Social Studies department (last year)

Teacher survey result on C2.1 WASC evidence folders labeled C2.1 Training minutes and attendance with Catapult instructor and curriculum coordinator Training minutes and attendance with Catapult instructor and curriculum coordinator Training minutes and attendance Sign in sheets and training minutes Department/PLC minutes Team/Counselor minutes Individual inventory ( Kristy Iha in charge) WASC evidence folder labeled C2.1


100

NGSS and STEMScopes for science department training began in SY17-18 in anticipation of NGSS implementation.

PLC minutes and WASC evidence folder labeled C2.1

Teachers as Facilitators of Learning

C2.2. Indicator: Teachers are facilitators in a student-centered classroom.

C2.2. Prompt: Evaluate and comment on the extent to which teachers are facilitators in a student-centered classroom. Provide examples.

Teachers use a variety of instructional strategies to accomodate the various learning styles of students. Some of these instructional strategies include student projects and performances; media productions; jigsaw; collaborative conversations and problem solving strategies. Some teachers provide students a choice of activities, assessments and projects, excursions or events. Teachers are facilitators in a student-centered classroom to a moderate degree. Findings Supporting Evidence MWIS provides a variety of student centered instructional strategies: ● Think-pair-share ● Whole group discussion ● Small group discussion ● Hands-on ● Peer collaboration ● Presentations ● Research ● Reflection

MWIS WASC Digital Evidence Collection

Staff survey showed that 52% of responding staff indicated that they are facilitating a student-centered classroom “very often’

Staff survey

In Quarter 2 of SY 18-19, Instructional Coaches began collecting data for observed strategies that require students to actively participate in their learning. The data is too raw to use to draw conclusions.

Coaching data

Most research projects allow students a measure of choice in research topic.

WASC Evidence (Pontanilla, Grant, Tomoso)

Variety of Learning Approaches

C2.3. Indicator: Teachers ensure that students are involved in learning through a variety of processes and activities that support the different learning styles of students.

C2.3. Prompt: Evaluate the degree to which teachers ensure that students are involved in processes and activities that support the different learning styles of students.


101


Most staff use instructional strategies that appeal to visual, auditory and kinesthetic learners embedded in their lesson plans and/or class activities.

MWIS staff members integrate multimedia and technology.

All instructional areas have access to computers/digital devices with 84% of teachers choosing to have a computer cart in their classroom.

Staff survey 1:1 tech plan

Staff provides accommodations and modifications according to 504 plans and IEP.

Accommodations include but are not limited to:

preferential seating, extended time, utilizing assisted learning spaces and alternative testing environment.

Some teachers provide learning opportunities through WICOR lesson planning. This allows students can apply their own style of learning to assignments.

https://drive.google.com/open?id=1BLaAlWZRgJ86CvaKqSOzCzOu1YMrGQxRlMpAgvMqfYI Novikoff Business Plan Science: Interactive Notebooks https://drive.google.com/open?id=1NRgoQJ4xH-CYr2rbXIwX3Me_yCNtOtgv Note Taking Cornell Notetaking in Various subjects WICOR Lesson Plans https://drive.google.com/open?id=10md47S8QddiZ17U4Qea8h7x1WFCfNlcD Band https://docs.google.com/presen


102

tation/d/1BvEhOnvignabOW6Y3psKi82kRj08DEm_SWWe5EIxD9A/edit?usp=sharing Student Memory Book

iReady assessments assign individualized lessons so students can bridge the gap between their current performance levels and standardized grade levels The staff agreed (Fall 2017) to schedule Exploratory Wheel time to support students in their iReady lessons.

Exploratory Wheel iReady data

Across the campus, teachers consistently utilize Marking the Text reading strategies to address all learning styles.

https://drive.google.com/open?id=1R3jN7HliQpwPL6xe4QHOzCR92W_MGDyg

Integration of Technology

C2.4. Indicator: Teachers facilitate students’ effective use of technology tools to support and enhance their learning.

C2.4. Prompt: Evaluate the extent to which students effectively use technology tools to assist them in achieving the academic standards and the General Learner Outcomes. Findings Supporting Evidence

Teachers use and have available a variety of tools with which to facilitate students’ effective use of technology. While the GLOs are NOT explicitly assessed at MWIS, students’ effective use of these technology tools can be assessed through their achievement of standards in the final products. MWIS students are learning to become self-directed learners and beginning to be responsible for their own learning.

41% of teachers surveyed reported using technology tools in their classroom and/or assign home projects.

Staff survey

100% of classrooms have a cart or access to computers 1:1 tech plan

Teachers were evenly split between using an online classroom to post and/or accept assignments and not using an online forum.

35% of responding teachers report having used an online assessment program for content area summative grading.

Available instructional tools include but are not limited to:

Elmo Projector, Whiteboard, Posters, Encyclopedias,


103

Atlases, Textbooks, Chromebooks, Carnegie Learning, iReady Reading and Math software, Word Walls, STEMscopes, graphic organizers, YouTube, videos, DVD’s, Brainpop, Flocabulary, KidsDiscover, microscopes, Kahoot, WordlyWise, SpringBoard, DOL (Daily Oral Language), SCOPE magazine. Code.org, calculators, Power Point Presentations, Maui Waena subscriptions to databases

71% of responding teachers utilize Google Apps.

Creative and Critical Thinking, Problem Solving, and Application

C2.5. Indicator: Teachers involve students in activities where they can express their opinions, perspectives, and explore their curiosity to demonstrate thinking, problem solving, and application of the knowledge and skills.

C2.5. Prompt: Evaluate and comment on the extent to which teachers involve students in opportunities for expressing their opinions, perspectives, and explore their curiosity to demonstration thinking, problem solving, and application of the knowledge and skills.


Most teachers provide students a variety of opportunities to express their opinions, perspectives and explore their curiosity.

30% of responding staff indicated they provide this opportunity at least once a month with the rest almost evenly divided between once a quarter, once a semester, once a year. Electives STEM/Media Students work in production teams to pitch ideas for stories, create videos, put together the show and air it to an authentic audience of peers every Friday AVID Students work in a group to create any object from a board game to a scaled house model using discarded cardboard. Yearbook Students collaborate to create a theme, design pages, and

Staff Survey STEM works Falcon Features student created 15 minute weekly news show. AVID Cardboard Project Yearbook development


104

produce the entire yearbook on a tight schedule. Core Content Science Grade 6 Cardboard Chair Challenge allows each team to research and design its unique chair. Social Studies Students choose their projects for a particular unit (skit, play, google slide, essay), student choice research (choose person, place or event or research and present) Language Arts Students have opportunities to make their voices and opinions heard in all grades language arts classes through argumentative writing pieces. Math Some math classes offer the students an opportunity to use their math skills to create a “candy company” complete with designer packaging that is sized correctly. Team 7-3 Career Exploration 7th grade team, AVID and media all classes research colleges and careers In SY 18-19, additional evidence of student opportunities to express opinions and prove mastery can be found through implementation of instructional best practices--Student Active Participation strategies--in varying degrees in all classes.

Science Chair project Unification Project example of argumentative writing 8th grade candy project Students researching college and presenting poster, creating informational videos AVID Team Huddle Avid 4 Corners Think, Pair, Share

Real World Experiences

C2.6. 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: Age-appropriate opportunities for real world experiences such as hands-on learning, problem-based learning, and community projects are available to all students.)

C2.6. Prompt: Evaluate the degree to which 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: Evaluate the degree to which age-appropriate opportunities for real world experiences such as hands-on


105

learning, problem-based learning and, community projects are available to all students.)

In reviewing the evidence and findings, Maui Waena is strong in offering opportunities

and activities related to real world experiences in all grade levels and across all content areas. A majority of teachers offer a number of these opportunities during the quarter. Findings Supporting Evidence According to the staff survey: 26.1% of teaching staff implement real world experiences and applications into their curriculum 0-2 times a quarter 11.6% of teaching staff implement real world experiences and applications 3-4 times a quarter 42% of teaching staff implement real world experiences and applications into their curriculum 5 or more times a quarter The remaining 20.3% of staff are NCT (non-classroom teachers) * The majority of teaching staff (almost half) report that they incorporate real world experiences or applications such as hands-on learning, problem based learning and community projects etc. into their instruction at a frequency of 5 or more times each quarter. A majority of activities and opportunities focus around student reflections, goal building and applying prior and gained knowledge to real world situations or preparing students for bigger life transitions. In the Fine Arts, CTE/AVID and Media, students are provided with opportunities to participate within the community through entering competitions or performing in public venues. In PE/Health, students learn the importance of setting goals and tracking personal fitness. Other

● Staff Survey Fine Arts ● Grade 7 & 8 Winter Concert

Reflection ● Grade 7 2018 Winter Spring Concert

Reflections ● Grade 8 Maui District Middle School

Massed Band Reflections ● Grade 8 Art Exhibition Unit Plan

(Lesson Plan) AVID/CTE ● Student presentations on pollution

impacting the environment ● Study Skills: keyboarding and coding

activities Media · Opportunities for students to prepare and participate in major competitions on island and in different states PE/Health ● Grade 6 SMART Goals Template ● Grade 7 You Can Reach Your Goals! ● Grade 7 Letter to a Bully ● Grade 7 Exit Pass on Bullying ● Grade 7 Wellness Test ● Grade 6-7 P.E. Fair ● Grade 6-7 Maui Waena Physical

Education Fitness Gram ● Grade 8 Fitness Gram Pretest


106

activities center around emotional health and bigger life transitions or challenges that affect one’s emotional and physical health. 6th grade provides opportunities for students to develop a cultural awareness and participate in hands on activities of various cultures via a community kupuna who teaches Hawaiian culture and language to 6th grade Social Studies classes throughout the school year and a grade wide Culture Day in May. However, exposure or incorporation of ethnic culture or languages in instruction is not prevalent in other grade levels. Science classes use a variety of mediums to teach Science concepts in the real world through hands on labs/projects, virtual labs, as well as textbook and interactive notebook assignments. 7th and 8th grade Science are currently in their first year of the STEMScopes curriculum. In Language Arts, students use rigorous curriculum (SpringBoard) that incorporates various text and topics/activities that relate to real world situations or current events. Students read high level texts and learn how to develop their voice to communicate their ideas on different topics for different audiences through writing. Teachers use Springboard strategies and graphic organizers within their instruction. The curriculum rigor level is high which helps prepare students for college and careers that center around strong communication and writing skills. iReady and other supplemental activities/lessons are being utilized to support the needs of students who need functional reading and writing skills. In the current school year, the Math department has incorporated a new curriculum (Carnegie) and are in the early stages of implementation. The curriculum, like SpringBoard, is proving to be very

Social Studies ● Grade 6 Analysis of School Mural

and Relation to Hawaiian Culture w/Kupuna (community teacher)

● 6th grade Culture Day at the end of the school year

Science ● Grade 6 Build a Model (Design

Challenge) ● Grade 6 Make a Food Web Poster ● Grade 7 Leaf Lab 2 ● Grade 7 Microscope Investigation ● Grade 7 Cell BluePrint ● 8th Grade Trial A No Heat in the

Mantle Lab (IDEA student example)

● Grade 8 Ocean Floor Project ● Grade 8 Ocean Floor Project

ELA ● · Springboard curriculum 6th – 8th

grade ● Grade 7 Research Project on

College/University ● Grade 8 Speak Like a Scholar ● Grade 8 Heroes by Chance, Heroes

by Choice ● Springboard units on

argumentative/persuasive writing on real world topics across all grade levels

● iReady practice lessons with school wide focus on vocabulary

Math ● Carnegie units ● Grade 8 Candy Project ● Grade 7 Word Problems Real World

Situations ● iReady practice lessons focusing on

areas low skills


107

rigorous which is beneficial to students who will strive for higher education after high school. Teachers use Carnegie strategies within their instruction. Special education teachers follow the curriculum and pacing of general education but modify (shorten or simplify lessons and tasks) to address student needs. iReady and other supplemental activities/lessons are being utilized to support the needs of students who need foundational skill development or functional math instruction. The special education department has a Community Based Instruction program in which curriculum and instruction is centered around individual needs and gearing students for the high school workplace readiness program and being contributing/independent members of the community. Students go into the community to practice purchasing items at stores and commuting via foot and public bus transportation. Throughout the month, community members are invited to interact with students (i.e. animal therapy) in the program. However funding is limited and there is currently no exposure to career readiness opportunities.

SPED ● Community Based Instruction Grades

6 – 8 Community Outing Materials/Schedules

● Grade 8 SPED ELA Argumentative Essay – Violent Video Games


108

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

Summary, Strengths, and Growth Needs


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.

Maui Waena understands and implements an array of activities and strategies to address student access to learning. Through PD days, Wednesday meetings, extended PD hours and PLCs, the staff is purposefully trained in areas of differentiation, streamlining performance tasks and using student feedback to adjust their curriculum. Over the years, our school has implemented Focus Walls with fidelity and this year (actually started last year) we added Lesson Objectives with has been a main focus.

MWIS is using strategies to shift our student proficiency data to move students out of the red into the yellow and from yellow to green. Some strategies include: Do Now, Exit Slips, AVID strategies, Student Collaboration, Student Projects and just taking time to ask individual students how they’re doing.

To address high-quality challenging instruction, we have adopted Carnegie for Math, STEMScopes for Science, SpringBoard for ELA and Grade 6 Social Studies purchased a new textbook and upper grades are researching their future curriculum. Along with these curriculum adoptions, the staff supports the iReady program (diagnostic tool) that is used in math and ELA by doing it in their Wheel two times a week.

Consistently addressing the GLOs has been a challenge for us. We are purposeful in implementing our standards-based curriculum but overlook teaching the GLOs. This is an overarching observation and our school plan will address this concern.

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.

As mentioned above, MWIS has purchased new curriculum for our core classes (with the exception of ELA which has been using SpringBoard since its adoption by the DOE and Grades 7 & 8 Social Studies which are still researching) to create a rigorous and relevant curriculum. Through various instructional activities, teachers are implementing strategies for students to experience engaging classroom activities.

Prioritize the strengths and areas of growth for Category C.

Category C: Standards-based Student Learning: Instruction: Areas of Strength ● Learning objectives in classrooms


109

● Focus Walls ● Class syllabi ● Technology available for classroom use ● Moderate degree of student-centered classroom facilitation strategies ● Multiple opportunities for real world experiences ● Common WICOR strategies ● Common Student Active Participation strategies ● Curriculum supports, trainings and professional development opportunities. ● Weekly department /content grade level PLC meetings ● Weekly cross-curricular team meetings ● Classrooms and teachers provided with a variety of multimedia tools

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

● Inconsistent use by staff to use student feedback ● Increase use of online interactive lessons, activities ● Increase & consistent use of student-centered classroom facilitation strategies ● Increased, consistent use of differentiation strategies to support all learners ● Increased outreach to community individuals to reach all three grades, all content areas ● Provide more college/career exposure across all three grade levels ● Provide more programs/instruction on career readiness to balance focus on

academic/college focus ● Lack of focus on GLOs ● Increased the use of online interactive teacher:student lessons and activities ● Increased IDU lessons and activities

bringing in more outside community individuals across grade levels and content areas ● providing more college/career exposure across all grade levels ● providing more programs/instruction on career readiness


110

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 to collect, disaggregate, analyze, and report state/complex/school performance data to all stakeholders.

Findings Supporting Evidence The assessment processes to collect, disaggregate and report state/complex/school performance data to all stakeholders is effective. The process of analyzing data is adequate. Professional Development is provided to all staff and time is given to reflect on students areas of strength and weakness. Some teachers dive deep into the analysis of their data and use that information to help modify and drive instruction while others use only schoolwide data. Tripod:

- Data is collected quickly - one period of instruction - Data is sorted into 7 categories - Concerns about prompts stated negatively being

misunderstood - Data is reported individually to all staff - Based on individual data, each teacher analyzes and

completes a written reflection - Overall data is shared with the entire staff and non-

classroom teachers use this data to provide their own reflections.

iReady:

- Diagnostic tests for ELA and Math - Administered three times per year - Each teacher uses approximately 2-3 class periods to

administer the diagnostic - Data is reported to the entire faculty

- ELA and Math departments discuss iReady data and use data to form their CFA’s

- All results shared during staff PD

Tripod data was collected and distributed to individual teachers for reflection iReady data collected 3 times throughout the year and shared with all stakeholders HSA: 8th Grade Science SBA: ELA and Mathematics WIDA: collected and shared with teachers Report Cards and Mid-quarter progress reports


111

- Reading data analyzed and reflected on during staff PD

- Math results were briefly discussed as a whole staff

- Data is reported to students and parents after each diagnostic test.

- Reports are sent home to parents and students - Data is categorized for parents and students - Students and parents used data for goal setting - ELA & Math teachers discuss results with

students individually SBA:

- Collection of data lengthy - ELA - five classes - Math - three classes

- Data dissemination is not done in a timely manner to drive instruction

- Students have moved on to the next grade before results are received

- Data presented and analyzed by staff - Staff is asked to identify strengths, challenges

and implications - Data used to monitor overall progress and set

goals schoolwide - Math department analyzed Claims and Targets

WIDA:

- Collection of data is effective - No core class time lost - administered during

ELL period - 4 domains analyzed that include Reading, Listening,

Speaking and Writing - Provides data which is used to group students

accordingly to specific level in (Champion of Ideas) curriculum starting SY 18-19

- Data reported to students, parents and teachers. IPT

- Starting 18-19 the school will be using the IPT Online Assessment to monitor ELL students.

- Results will be shared with the staff. HSA Science:

- 8th only - 3 class periods used for administering the test


112

- Data analyzed by grade level and also department - Science teachers are asked to identify strengths,

challenges and implications - Data used to determine levels of proficiency and

set department and school wide goals. - Data is reported to teachers, students and parents.

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 standards-based grades, growth, and performance levels are determined. Findings Supporting Evidence The impact and effectiveness of the basis for which student’s grades, growth and performance levels are determined are adequate. Three of four cores subjects have are somewhat consistent due to shared curriculums being implemented.

- State standards are the basis for assessment and grades. - Each department is required to create a yearly/quarterly

pacing based in the CCSS - Some department include common summative

assessment - Performance levels for Science, Math and ELA are

determined by their department curriculum. - ELA - SpringBoard - Math - Carnegie Learning - Science - STEMScopes - Social Studies performance levels are at the

discretion of each teacher. There is no shared process for determining performance levels.

- Shared common summative assessments in Math, ELA and Science.

- iReady assessments are used to determine growth - Standards Mastery is used in ELA/MATH

Departments to facilitate the Data Teams process and evaluate student success.

- All departments use data from iReady diagnostics to determine student performance levels

iReady Report Cards Common Core State Standards Pacing guides PLC shared student work Data teams SpringBoard Curriculum Carnegie Math Curriculum Science STEMScopes (7th & 8th grade) Shared rubrics Shared common summative assessments Collaboration Day minutes


113

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 results-driven continuous process.

Findings Supporting Evidence The school is somewhat effective in modifying school programs/processes, PD and resource allocation based on a results-driven process. The school evaluating and improving instruction are based on assessment data. Overall student scores have improved, however subgroup populations, such as ELL and SPED, have not. Since the start of SY 2018-19, our administration and staff have participated in school wide professional development to improve and build instructional coherence across the entire school with the assistance of Catapult Learning. For example, we have had two whole faculty PD day (7/30 and 11/1), multiple walkthroughs in the core and elective courses in order to ensure (BIC) the core instructional model is followed. Money allocation process requires all department to update their 3-year plan based on the school Academic Plan, which is in turn based on student needs, as determined by student data.

Assessment Result Modification

ELA scores showed students struggled in vocabulary and reading comprehension.

● Mandatory use of iReady during advisory

● PD hours dedicated to teaching AVID practices (MTT, Cornell Notes)

● PD Days contracted through Catapult focusing on instructional coherence

-SBA (ELA & Math) -HSA Science -WIDA PD resources MTT posters Data teams iReady Catapult - PD, coaching AVID strategies BIC Observation Sheet


114

● Schoolwide implementation of data teams focusing on vocabulary and reading comprehension.

● Remedial summer program for identified incoming students

Math scores showed minimum growth.

● Mandatory use of iready during advisory

● PD hours dedicated to teaching AVID practices (MTT, Cornell Notes)

● PD Days contracted through Catapult focusing on instructional coherence

● Hiring Catapult consultant for Math department

● Remedial summer program for identified incoming students

● Changed curriculum to Carnegie

Science scores ● STEMScopes to support transition to NGSS

WIDA scores having been declining.

● PD hours dedicated to strategies for ELL students (2017-present)

● Recommending new staff attend WIDA workshops

● Working in grade teams to identify


115

students for extra aid

● Implementing new curriculum in 18-19

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 and to provide appropriate interventions. Findings Supporting Evidence The systems used to monitor progress of all students toward meeting standards and GLOs as well as provide appropriate interventions are ineffective. The school has a number of supports to help all students succeed, but inadequacies in Tier 2 of the RTI process and the overall unfamiliarity with the RTI process are prevalent.

- Teachers are confused about the RTI process - 67% of the staff are familiar with the RTI process

with 19% being very familiar with the process while 48% are only somewhat familiar. Overall however, most staff feel the RTI process is confusing and that Tier 2 is inadequate.

- Disagreement over the effectiveness of RTI stage 2 - Support Teachers are aiming for an expedited Tier

2 intervention in order to obtain services for students who have been overlooked, before they reach high school

- Classroom teachers feel Tier 2 is largely absent - School utilizes the Comprehensive Student Support

System (CSSS) - Weekly team and PLC meetings allow time to

monitor and discuss strategies for helping struggling students

- Looping counselors allows for stronger relationships with students and easier transitions between grades.

RTI form iReady goals IC GLO posters IEPs/3 year evaluation 504s Progress Reports Comprehensive Student Support System-Implementation Staff Survey


116

- Infinite Campus, mid-quarter report cards and report cards allows parents, students and faculty to monitor grades.

- iReady diagnostics allow students, parents and faculty to see progress in ELA and Math, while also providing ability appropriate instruction and practice.

- WHEEL is used for iReady practice and homework support.

- Study Skills class for students struggling to keep up with academics. Students required to update grade/homework check weekly. Students receive focused help on completing assignments.

- IEP for Special Education students at 100% compliance.

- Extended School Year for qualifying SPED students.

- 504’s to address behavioral issues that affect academic success.

- EA’s provide academic support for ELL students during lunch, recess and after school

- Peer review - allows counselors to discuss how to support students who struggle academically and behaviorally

- After school tutoring provided through the AVID Program called AVID Tutorology in SY17-18 (Done through Uplinks After school Program) This program provided student academic support.


117

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 Assessments

D2.1. Indicator: Teachers use a variety of appropriate formative and summative assessments to measure student progress toward acquiring academic standards and the General Learner Outcomes.

D2.1. Prompt: Evaluate the effectiveness, the appropriateness, and the frequency of the use of formative and summative assessments to determine student achievement. Findings Supporting Evidence The effectiveness, the appropriateness, and the frequency of the use of formative and summative assessments to determine student achievement are somewhat effective. Data teams is an ongoing process.

- 89% of teachers claim their summative assessments measure students learning toward achieving proficiency in all standards.

- 82% of teachers administer formative assessments frequently and use that information to modify instruction.

- Students report favorability rating of 78% to the prompt: “My teachers checks to make sure we understand what s/he is teaching us.”( Based on Tripod Survey)

- 60% Favorability rating to the prompt:”My teacher knows when we understand and when we do not.”

- Data teams for school year 18-19 are being implemented once a quarter through the grade level PLC’s. ELA/MATH will use the Standards Mastery Assessments through iReady and determine CFA’s.

- Other departments will determine their CFA’s based on their current standards being addressed.

- PE/HEALTH Steps recorded on pedometers to meet goals that are measured every 2 weeks in Pedometer Program; Chapter tests and reviews in Fit for Life Program along with student observations and grade monitoring on Infinite Campus

Staff Survey Embedded assessments Pacing guides Student work samples iReady Fit 4 Life Pedometer Program Formative/summative assessments Tripod Results Data teams


118

Student Reflections

D2.2. Indicator: Students are provided frequent opportunities to reflect/assess on their learning and determine what they can do to achieve their learning goals.

D2.2. Prompt: Evaluate the effectiveness to which students are provided frequent opportunities to reflect/assess on their learning and determine what they can do to achieve their learning goals. Findings Supporting Evidence Our school is somewhat adequate in providing frequent opportunities for students to reflect/assess on their learning. The majority of teachers provide opportunities to reflect, but they do not occur frequently schoolwide. Goal setting is consistent in ELA, Math, PE, and ELL, but inconsistent in other departments.

- 67% of teachers self-report that they give students frequent (daily or weekly) opportunities to reflect.

- 9% of teachers self-report that they give students frequent (weekly) opportunities to create or revise goals.

- Students set goals once a quarter based on their iReady Diagnostic results in both math and ELA.

- Learning goals for Math, PE (SMART Goals), ELL (based off WIDA) and ELA

- Cornell Notes (widely used) embeds the reflection process into note taking.

iReady goal setting/goal sheet Tripod Results Student reflection--Journals, Learning Logs, Reading Logs, Double Entry Journals Cornell Notes AVID strategies Math AVID Strategies Practice Charts (Band) Teacher-Student Conference through math and ELA (iReady) Practice charts Self-assess drawings Reflections on performances with goal setting Reflect on project based learning Self evaluations Exit passes Cornell Notes summary Quarter reflections Socratic Seminar self-assessment/goal setting Used iReady data for reflection and goal setting Quarter reflections Reflection on Carnegie Math lessons Exercise log with reflection Etiquette reflection SQ4R (Read, Recite, Review, Reflect) Study Method Cornell Note summaries Staff Survey


119

Teacher Feedback to Students

D2.3. Indicator: Teachers provide timely, specific, and descriptive feedback in order to support students in achieving learning targets, academic standards, and General Learner Outcomes.

D2.3. Prompt: How effective is teacher feedback in supporting students in achieving learning targets, academic standards, and General Learner Outcomes? Findings Supporting Evidence Teachers report that teacher feedback is somewhat adequate in supporting students achievement of learning targets, etc. but concrete evidence is difficult to provide because a lot of feedback is given informally. Except for in a few classes, GLOs are not formally addressed.

- Students participate in goal setting once a quarter in their math and ELA through teacher conferencing and set personal goals using their iReady data.

- Rubrics are used to communicate expectations for assignments.

- Informal student conferences take place in various classrooms.

- GLOs posters are in most classrooms - Students reported a 69% favorability rating when given

the prompt: “The comments that I get on my work in this class help me understand how to improve.” (From the Tripod Student Perception Survey 17-18)

- 84% of teachers self-report that student work demonstrates that their feedback shows improvement in student work.

Tripod Results IC Google Doc Comments Rubrics iReady Informal Student Conferences GLO posters Tripod results Staff Survey

Using Assessment Data

D2.4. Indicator: Assessment data are used to make decisions and modify instructional practices within the classroom setting.

D2.4. Prompt: Evaluate the effectiveness of modified instructional practices based on assessment data used within the classroom setting.

Findings Supporting Evidence Teachers are somewhat effective at modifying instructional practices based on assessment data. We do not have a formal method for determining the effectiveness of our modified instructional practices at this point. We know that our teachers use a variety of informal and formal assessments while teaching, but we don’t have a method of gauging the effectiveness of the modifications implemented. However, students reported that teachers were explaining things in a way they understood when they struggled. Additionally, SBA (17-

Exit passes Formative assessments Data teams iReady SBAC HSA WIDA Student work


120

18) and iReady (18-19) scores have improved in reading which was an area where modified instructional practices were used which led us to a somewhat effective evaluation.

- Students reported a 78% favorability rating to the prompt, “If you don’t understanding something, my teacher explains it in a way I understand.”

- Data teams - Utilized iReady data to focus on improving student vocabulary at the team level. Majority of teachers felt that Data Teams for school year 17-18 were not effective, because it was done through interdisciplinary teams. For school year 18-19, Data Teams are being done through content area teams.

- WIDA Scores - Used to modify teaching for ELLs. Can

Do Descriptors are also used with the WIDA ACCESS Scores to identify student English Proficiency level. The school is purchasing textbooks based on WIDA levels for 18-19 school year.

- Reading comprehension strategies (Marking the Text/gist

writing/vocabulary strategies/Cornell Notes) adopted schoolwide in response to low reading scores on SBA and iReady. SBA (17-18) and iReady (18-19) scores have improved but we hesitate to attribute all of the improvement to these new strategies.

Tripod Results

Demonstration of Student Achievement

D2.5. 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.

D2.5. Prompt: Evaluate how a variety of standards-based curriculum-embedded assessments demonstrate student achievement of the academic standards and the General Learner Outcomes. Findings Supporting Evidence Our school is effective in using a variety of assessments to demonstrate student achievement in the academic standards. Our school implicitly teaches GLOs and only a few teachers explicitly assess them. Based on the WASC digital evidence collection and the pacing guides gathered from teachers from all departments, students are meeting the academic standards.

- Teachers have posted the GLO posters in their room. - 74% of teachers uses a variety of formative and

summative assessment per teacher survey

WASC digital evidence Student work Pre-and post-assessments Performance tasks Presentations Pacing Guides of all depts. Staff Survey


121

HIDOE/ACS WASC Category D. Standards-based Student Learning: Assessment and Accountability: Summary, Strengths, and Growth Areas


D1 - Overall, Maui Waena is somewhat effective at using data to drive school planning as a results driven process. Maui Waena is effective at gathering and reporting data. Additionally Maui Waena has been responsive to the data, identifying students needs and addressing them through PD, programs and allocation of resources. However, the school is not yet seeing improvement in student achievement for all student populations, most notably ELL and SPED students. Additionally, there is some confusion over the school’s RTI process.

D2 - Overall, Maui Waena teachers are somewhat effective at assessing student learning and modifying teaching in order to meet the needs of every student. Teachers are effective in evaluating academic standards but most teachers do not assess GLOs explicitly. Most teachers regularly use formative assessments to modify their instruction and give feedback; however the school does not have a formal method of gauging the effectiveness of such modifications or feedback. Finally, teachers provide opportunities for student reflection and goal setting, but these occur inconsistently, especially in the area of goal setting.

Category D: Assessment and Accountability: Areas of Strength ● Effective systems for gathering information ● School is responsive to identified areas for improvement (trainings, PD, updating

curriculum) ○ School has implemented iReady to address identified areas of strength and

weakness in Math and ELA ○ Adopting consistent school wide practices

● Teachers modify instruction/curriculum based on both formative and summative assessments

● Teachers regularly use formative assessments

Category D: Assessment and Accountability: Areas of Growth ● School needs to determine how to address GLO’s in a consistent manner ● Consistency in the area of student reflection and goal setting ● Implementing a self-sustaining data teams process ● RTI process needs to be clear to all staff ● RTI Tier 2 process is complicated ● School needs a method for determining whether feedback and teaching modifications are

effective


122

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.

Findings Supporting Evidence MWIS is somewhat effective in creating school-wide strategies and processes for the regular engagement of parents and the community, including being active partners in the teaching/learning process and are effective in creating school-wide policies. MWIS sends letters home, updates the marquee and uses School Messenger to communicate with families and guardians. MWIS administration and teaching staff also utilize planners, the school website, and parent-student-counselor meetings to keep families and guardians informed on student progress and school events.

- Infinite Campus has been very helpful in keeping accurate records of grades and attendance, which are posted for students and parents to see. All students and parents are given their own logins to monitor students’ academic progress as well as student attendance. However, not all teachers consistently post in progress grades for students and parents to monitor.

- All teachers are expected to send mid-quarter progress reports and quarterly report cards home to parents to alert them of their child’s academic progress. Some teachers require a parent signature to confirm parents received the reports, however it is not consistently done school wide.

- 6th, 7th, and 8th grade parent orientation encourages families attend to obtain information for their student

● Infinite Campus ● Progress Reports ● Report Cards ● Credit Recovery Protocol ● www.mauiwaena.com ● MWIS Band Boosters ● Electronic Marquee used

to give information to the community

● Planners used for school-parent communication: homework log, calendars, school resources, school rules, notices/deficiencies

● Teacher and parent communication regarding attendance, grade, and behaviors throughout the school year via phone, email, planners, and letters home.

● MWIS School Community Council


123

to be better prepared for the intermediate school year. Parent Night includes basic school information and expectations as well as a tour of campus.

- Our school website provides information for school-home-community. The website includes links to upcoming events, portals, school information, and parent/student/teacher resources. The website is updated as needed.

- Parent, student, teacher meetings are set up to discuss academic and/or behavioral concerns.

- Parents of special education students are provided progress reports on student’s progress on their individual IEP goals.

- The “Pono Choices” program has a parent night which gives parents the opportunity preview the curriculum their student will be learning in 7th grade health class

- STEMworks parent night and “Stemmys” gives parents the opportunity to see what students are working on or have created during the program.

- Vice Principal consistently follows up at truancy court. - MWIS band and ukulele performs around the community

throughout the year with the help of parents in the band boosters and community members.

- Maui Waena STEMworks program has a partnership with the Maui Economic Development Board to help run STEMworks labs during and after school. They also work with the YMCA, Maui United, and Rotary Club to produce videos.

On the other hand, the school is somewhat ineffective when it comes to consistent parent involvement in feedback and participation in activities.

- Communication of unexcused absences with parents is inconsistent.

- Homeroom teachers are expected to contact home when a student has 5 unexcused absences, however only 58% of teachers currently are following this procedure.

- 34% of teachers check student planners daily for a parent signature.

Parent Night ○ 2017

● 6th Grade Parent Orientation

● 7th, 8th & ELL Open House at the beginning of the year

● Open Door Policy (Parent & Administration)

● “Pono Choices” Parent Night- 7th Grade Sexual Health and Responsibility program each semester ○ Parents attend

Parent Night to preview curriculum

● Art Show at the Maui Arts and Cultural Center

● MWIS student art displayed at the Maui County Fair

● Student artwork displayed in the Localicious Art and Poetry calendar

● Maui Waena STEMworks program partners with the Maui Economic Development Board, YMCA, Maui United, and Rotary Club.

● STEMWorks parent night ● “Stemmys” awards and

fundraiser for MWIS STEMworks program

● DOE Family Court Referral Form


124

Student-Parent-Staff Collaboration

E1.2. Indicator: Parents, students, and staff collaborate in developing and monitoring a student’s personal learning pathway, college/career, and/or other educational options.

E1.2. Prompt: Evaluate to what extent parents, students, and staff collaborate in developing and monitoring a student’s personal learning pathway, college/career and/or other educational options.

Findings Supporting Evidence MWIS is adequate in collaborating with parents, students, and staff to develop and a student’s personal learning pathway, college/career and/or other educational options. However, we are somewhat ineffective in continually monitoring each student’s personal learning pathway.

- AVID strategies are used across campus to support college-readiness skills. We have 46 students enrolled in the AVID elective course for both 7th and 8th grade.

- Teachers and students are encouraged to wear college or armed forces attire on the first Friday of every month.

- Community members volunteer for career day to educate students about some careers that are available in our community for all 7th graders.

- Maui and Baldwin High school provide a presentation about their academy/learning pathways for MWIS 8th graders to determine what career pathway they want to choose for high school courses, with the input of the students 8th grade teachers and parents.

- Students choose electives for 7th and 8th grade as well as the band elective for incoming 6th grade graders. Parents and teachers give input on student registering for electives for the next school year.

- All 6th graders are given the opportunity to take a campus tour of University of Hawaii Maui College

- Students and parents are given course selection forms to choose the electives for their personal learning pathway.

- STEMworks mentorship program works with former MWIS students (about 3-5 per year) who come back and help run our robotics program. These volunteers log over 200 volunteer hours.

- After school media and CAD volunteers are former

● Advancement Via Individual Determination (AVID)

● Registration for electives during middle school and high school course selection with parents and teacher involvement

● Student’s Showcase to demonstrate student success

● Band Concerts (community & on campus)

● Parent-Student- Teacher conferences - set up via grade-level counselor at the parent or teachers’ request

● Credit Recovery Meetings with Parents

● Family College Night ● 7th Grade Career Day ● Maui High Academy

Showcase ● BHS Registration ● 6th grade visit to UHMC

for campus tour ● STEMworks Mentorship

program with former MWIS students

● STEMworks college and


125

MWIS students and community members, which log over 200 volunteer hours

- In the past school year, 7 former students have come to do college or career presentations to the STEMworks program.

career presentations for students in the program

Community Resources

E1.3. Indicator: The school uses community resources to support students, such as professional services, business partnerships, non-profits, organizations, military, etc.

E1.3. Prompt: Evaluate the effectiveness of the school’s use of community resources to support students.

Findings Supporting Evidence MWIS is effective when it comes to the use of community resources to support students.

- The school has been represented in the Maui News for honor roll, school activities, and various awards.

- MWIS band performances occur across the community at various times of year including Queen Ka’ahumanu Mall, Maui Mall, Maui High, local elementary schools.

- MWIS uses a variety of community buildings and parks to educate and support student activities.

- All 7th graders participate in a career day activity. Community members come to classes and speak about their career. This allows students to be exposed to various community members and careers.

- Students in the STEMworks program and media classes create videos to educate their peers on local events and community organizations during “Falcon Features” with a weekly show. The STEMworks program also participates in community service projects throughout the school year. Currently the after school program has about 125 students enrolled daily and is open to all students. They also work with the Maui Economic Development Board to help run STEMworks labs during and after school and with community programs like the YMCA, Rotary Club, and Maui United to produce

● Community volunteers for school garden in previous school years

● MWIS band brings in community conductors and professional musicians

● MWIS band participates in a Maui District band activity

● MWIS Band Boosters ● School website includes a

section to contact school with comments or concerns from community

● Band performance at Keiki Fun Day

● Upward Bound Program for 8th Grade


● https://drive.google.com/open?id=1T3rU2tRM53c45R5Xp1rp11Le8DwQRUHJ

● Career Day for 7th grade ● R.E.A.C.H. Program works

with community organizations and utilizes


126

videos. - MWIS uses the MEO (Maui Economic Opportunity)

youth services program to educate all 6th graders about the consequences of underage drinking and bullying prevention. Approximately 85 6th grade students from MWIS are nominated to participate in an annual leadership program provided by MEO.

county and public school facilities for sporting events ○ Wailuku Gym ○ Lahainaluna High

School Gym ○ Maui Regional

Sports Park ● Community fundraisers in

school cafeteria ● Binhi At Ani Community

Center for school events ● Maui News articles ● Members of the Polynesian

Voyaging Society come in to speak to students

● AVID program brings in college students and former AVID students

● Maui Now Articles ● (CBI) Queen Kaahumanu

Center Field Trip ● Mayor of Maui comes to

play chess with the MWIS chess club

● 8th grade physical education brings in various fitness instructors to expose students to types of fitness

● STEMWORKS ○ Maui Economic

Development Board

○ Maui United ○ YMCA ○ Rotary Club ○ rummage sale

fundraiser with community support


127

○ “Falcon Features” news show where students interview community members on various topics and community organizations

○ STEMworks community service videos

○ “Stemmys” awards and fundraiser for MWIS STEMworks program at Binhi At Ani Community Center

● Hawaii Professional Engineers sponsor the Math Counts event at MWIS

● Kahului Community Center Park used for off-campus evacuation

● Maui Economic Opportunity (MEO) Youth Outreach in Health Education courses ○ Peer Leadership

training ○ Students nominated

by peers in each health class

○ Peer Leadership award dinner with parents at MEO facility

Parent/Community and Student Achievement

E1.4. Indicator: The school ensures that the parents and school community understand student


128

achievement of the academic standards and General Learner Outcomes through the curricular/co-curricular program.

E1.4. Prompt: Determine the adequacy and effectiveness of the school’s strategies to ensure that parents and school community understand student achievement of the academic standards and General Learner Outcomes through the curricular/co-curricular program. Findings Supporting Evidence MWIS uses a variety of strategies to ensure that parents and the school community understand student achievement of the academic standards and General Learner Outcomes through the curricular/co-curricular program. MWIS is effective when it comes to academic standards and ineffective when it comes to ensuring understanding of achievement of the General Learner Outcomes.

- School syllabus policy: every teacher must have a syllabus that explains the grading policy. The syllabus must be approved by an administrator.

- 71% of teachers receive about 90-100% of their syllabi returned and signed by a parent.

- Announcements, Progress Reports, and Report Cards are sent home on Tuesdays.

- 79% of teachers use “deficiency” forms for students who are failing their course to communicate with parents.

- 72% of homeroom teachers reported using the “Tuesday Folder”

previously or the AVID binder currently to send home information to parents. 28% do not use use this form of communication to send home information to parents.

- CBI teacher have daily communication with the CBI through communication logs and or phone calls to inform parents of the progress of the student and to work together as a team to support the progress of the student.

- SPED teachers send grade checks and quarterly progress reports to parents of students who have IEPs. .

- There is an upgraded electronic marquee that can be updated more frequently to communicate with the community about student achievement and successes. Teachers can send announcements through a Google Form, which is sent to the

● Progress Reports ● Student failure letter

to parents ● Deficiencies sent

out by teachers ● Report Cards ● Infinite Campus’

parent portal ● 7th and 8th grade

Open House ● 6th grade Parent

Night Orientation ● Student Showcase

to show student work throughout the school year

● Mandatory Syllabi ● “Tuesday Folders”

or section in student binder-used to send home school/student information to parents

● Announcements Spreadsheet, showing dates for electronic marquee messages

● IEP students take home progress reports quarterly


129

student activities coordinator and is updated daily if needed. While classrooms have the GLO’s posted, we do not explicitly teach GLO’s or use them consistently in classrooms on campus and therefore we are ineffective.

as well as grade checks throughout the quarter.


130

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 processes/procedures in place (e.g. School Safety Committee) that increases safety awareness, builds enthusiasm for safety programs, and ensures students’ physical health and safety.

E2.1. Prompt: Comment on the effectiveness of the processes/procedures (e.g. School Safety Committee) and its roles and responsibilities in ensuring a safe, clean, and orderly environment that supports students’ physical health and safety. Findings Supporting Evidence MWIS is primarily effective in the processes/procedures in place that increases safety awareness, builds enthusiasm for safety programs, and ensures students’ physical health and safety.

- All class room are equipped with telephones, phone contact lists, fire alarms and fire extinguishers.

- Our school principals, security, special needs workers and custodians all carry walkie-talkies for quick response to whatever comes up at any moment.

- AEDs located in front office, cafeteria, and on a security officer’s cart.

- 84% of teachers reported having emergency procedures posted in their workspace or classrooms.

- 96% of teachers reported having posted evacuation maps in their workspace or rooms

- MWIS has upgraded the security camera system and Alert Alarm system to increase school safety. .

- Maui Fire Department does yearly inspections for fire extinguishers and electrical equipment in all classrooms on campus.

- Front Office has MSDS manuals. - 80% of the parents who took the school quality survey

reported they feel their child is safe at school. 15% responded neutral when asked.

- 75% of the parents who took the school quality survey reported they feel their school grounds and facilities

● School safety committee quarterly meetings

● Fire, shelter in place, lockdown, tsunami, earthquake, off-campus evacuation drills

● School Messenger i.e. hurricane warnings 2018.

● Emergency Response Plan ● Construction Safety (O

Building) ● School Quality Survey

(SQS) ● Protocol for on-campus

fights ● Opening packet at

beginning of year for teachers with safety protocols and emergency procedures

● Evacuation maps by doors ○ On campus ○ Off campus

● Maps for zones- out of bounds

● Material Safety Data Sheets (MSDS)


131

are safe for their child. 21% responded neutral when asked.

- The new School Messenger is used to send out information quicker to families. We receive a report on this informing when the job is complete indicating when families are called, how many times a call is placed, and how many calls are answered.

- All teachers receive an opening packet at the beginning of the year with emergency procedures/protocols and materials for classroom.

- Course syllabus communicates to parents and students the classroom and course behavior expectations. 71% of teachers receive at least 90% of their syllabi returned and signed by a parent.

- School planner provides students with hall passes, school rules, expectations, and safety policies.

- 77% of the students who took the school quality survey reported their school has clear rules to maintain students' safety at school, 17% responded neutral when asked.

- 84% of the parents who took the school quality survey reported their child's school has clear rules to maintain students' safety at school, 13% responded neutral when asked

- Immunizations are made available to staff members.

- Maui complexes were recognized on the news for our safety drills and emergency preparedness.

- Staff and students practice emergency procedures

throughout the year to ensure students and staff know what to do in case of an emergency. However, the off campus evacuation was only practiced once a year. We now have quarterly drills for fire, shelter in place, lock down and earthquake. Teachers and staff get feedback from administration if there needs to be improvements in these practices.

- All 9 Science teachers are using the GoGuardian

● Missing Student Protocol for teachers

● Automated External Defibrillator (AED) - 3 on campus

● School Resource Officer (SRO)

● Classrooms updated and checked to pass fire inspections yearly to pass fire code

● Curb to Curb transportation services for special needs students

● Mandatory safety training videos for all staff members

● Immunizations (Hep A and B available for staff)

● Bomb threat procedures listed by classroom phones for staff

● Hall passes: Content Mastery Center (Special Education Resource Room), health aide, school-wide pass

● Science lab safety procedures for students at all grade levels in each classroom embedded within curriculum. ○ 8th Grade Lab

Safety Contract ● Emergency showers and

eyewash stations in science labs.

● Physical Education safety based curriculum and specific rules for units


132

program. A majority of ELA and Social Studies teachers have also started or have signed up to start using this program.

- 31% of classrooms are using GoGuardian to help monitor student activity on the computers.

- All teachers are assigned a location during morning

recess to monitor the behavior of the students. The expectation of the teachers is to monitor student behavior, enforce school rules, be proactive in regards to problem behaviors, and provide a visual for students who need assistance or a friend.

- 64% of students who responded to the school quality

survey felt students MWIS who violate safety rules are disciplined, 27% were neutral when asked.

- Administration, Tech Team, Grade level counselors,

Select teachers have GoGuardian and Geofence to monitor students on computers. All students have access to computers in their classrooms and homerooms.

- 31% of classroom teachers are using GoGuardian to help monitor student activity on the computer as well as the MWIS tech department, administration, and counselors.

- All staff is required by HIDOE to watch safety videos, such as FERPA, blood-borne pathogens, and natural disasters.

- Custodial staff receives yearly safety training.

- All students, parents, and staff are given the school quality survey each year to provide feedback to help improve our school. However, the following percentages of responses were returned to the school to be analyzed.

- 100% of teachers responded to the SQS - 87.9% of students responded to the SQS - 21.3% of parents responded to the SQS

- Respective teachers who see SPED, 504, and SBBH

● Classroom emergency toilet and supplies for lockdown

● Upgraded security camera system on campus

● Alert alarm system for MWIS campus

● Teachers are required by administration to have a syllabus to share with students and families for each course.

● Schoolwide Internet safety presentation 2017-2018

● GoGuardian and Geofence programs to monitor student safety and electronic usage

● Safety training for kitchen workers

● Hazardous Waste removal program

● Custodial training pertaining to safety and procedures

● Health room located in office with trained health aid worker for students

● School counselors and School Based Behavioral Health Specialists (SBBH) available for suicide prevention/crisis ○ Counselors self-

harm crisis plan ● SPED, 504, and SBBH

student’s behavior support plan is given to teachers

● Rachel’s Challenge Anti-


133

students have a copy of individual student’s Behavior Support Plan, which outlines the individual safety and behavioral procedures for each particular student. .

Bullying Program ● First aid and CPR safety

training available for staff with trained EMS

● Mandatory yard duty during morning recess. Schedule is listed in opening packet.

● Morning broadcast to share daily messages, special announcements, and safety reminders

● Benches created for student use on campus

● PA announcements ● 7th grade students learn

basic first aid and CPR in health classes

● Student Identification Cards worn every day along with student uniforms

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

MWIS has an effective discipline and behavior management system that supports learning, growth, and development. We are more consistent in follow-through of student discipline and behavioral supports. We have a PBIS program to reinforce positive behaviors, but this program is not well supported by school-wide participation and therefore is somewhat ineffective.

- Based on behavioral reports starting in SY15-16, there

were 1134 total verified offenses entered into ECSSS. In SY17-18 there were 830 verified offenses entered. Class A and B offenses decreased by 67%, Class C

● Behavior Support Plans written by SBBHs

● Crisis Plan ● Pre-referral ● Referral ● School-wide expectations

in planner ● 504 Student Plans ● Special Education ● Special Motivations

program (SMP)


134

offenses decreased by 42%, but Class D increased by 31%. When we look at the data, and the decreasing of verified offenses in A, B, and C, indicates that the school climate and culture is improving and why it feels calm on campus.

- 31% of teachers reported using the pre referral form and 68% reported not using the pre referral form to track students behavior

- 68% of teachers write referral forms to turn in to administration about behavior.

- The increase in Class D offenses means we are dealing with the little things, such as no IDs, disruptions, and physical contact, which means we are not having the more serious infractions. When teachers are asked “why” they thought the change happened, they shared that they are turning in more referrals as they felt the incidents were being handled quickly, efficiently, and the student behavior would improve after a visit to our vice principal that handles discipline.

- 81% of teachers call home to parents in regards to student behavior in their class.

- Grade level counselors are available to students for academic and emotional support for students. We have one counselor to each grade level to help track students and meet with students in need of support. Grade level counselors are helpful in discussing student supports during weekly meetings with teams.

- School Based Behavioral Health, SBBH, counselors meet with students to support emotional needs of students with Behavior Support Plan plans. These SBBH counselors also run small group counseling sessions to help students.

- Our school encourages and emphasizes positive behavior on campus using programs like “student of the month”, “Gotcha” awards, Falcon Flyers and character trait of the month. However, not all PBIS programs are being consistently supported by teacher participation.

- 91% of teachers have school wide student behavior

● Student Service Coordinator (SSC)

● Vice principal in charge of discipline

● Safety Care/Physical Restraint Training for Staff (QBS)

● Schoolwide Behavior Data 15-16



● Schoolwide 3 year disciplinary data

● Schoolwide 3 year verified offenses

● Positive Behavior Support committee

● Student of the month nominated by teams to acknowledge outstanding performances in the classroom

● “Gotcha” awards for positive behavior

● Character trait of the month

● Falcon Flyers awarded to students for positive behavior; can be redeemed at school (Falcon) store

● Morning broadcast to share daily messages, special announcements, and student awards

● Renaissance Student Reward Program


135

expectations posted in their classrooms, 9% do not have the behavior expectation posted.

Culture of Trust, Respect, and Professionalism

E2.3. Indicator: The school has a culture where all stakeholders are respected, welcomed, supported, and feel safe at school: socially, emotionally, intellectually, and physically.

E2.3. Prompt: To what degree does the school create a culture where stakeholders are respected, welcomed, and supported, and feel safe in school? Findings Supporting Evidence MWIS sets a culture where all stakeholders are respected, welcomed, supported, and feel safe at school socially, emotionally, intellectually, and physically. Based upon the Spring 2018 School Quality Survey and as supported by the evidence gathered, our school promotes an overall average rating of 3.7, based on a five point Likert scale regarding our “school culture”. The responses show our school promotes a good sense of “well-being”.

- Vice Principals and Curriculum Coordinators meet and orientate new teachers to ensure they get everything they need to be successful and work with the teachers throughout the year

- Each May the school invites all special educations students and their families to attend a specialized event called Moving to the Middle. The school partners with community agencies to support students and parents with the students transition to middle school. This allows families a time to meet middle school staff, tour the school campus and answer questions about attending middle school. Each year the the cafeteria is completely full with families who attend this event.

- It has been observed that the Assistance Dogs of Hawaii are an effective emotional support for students with special needs. It was observed that one student who had severe behavior problems and a fear of dogs, verbally expressed and showed by his actions that the Canine program effective supported his behaviors. This was shown by improvement of the students behavior with correlation to the canine visits.

● Students voted on teacher of the month, the past few years but not this current school year.

● Tripod Surveys completed by students

● School Quality Survey (SQS) completed by parents, staff, and students.

● Crisis counseling for students and staff

● Secret Staff Program ● School Wellness

Committee ● Pedometer Step

Challenge for Staff ● Assistance Dogs of

Hawaii- Monthly program with CBI students for emotional support

● Professional Development days and meetings for staff

● Benches created by staff and students for campus use

● After school UPLINKs creating benches for campus use


136

● Motivating mural painted by teacher and students

● Parking lot monitored by administration and School Resource officer, and Security before and after school hours

High Expectations (e.g., Student Code of Conduct) for Learning and Behavior)

E2.4. Indicator: The school has high expectations for students behaving responsibly within a culture that recognizes individual differences and positively impacts learning.

E2.4. Prompt: Evaluate the school’s culture and how it supports high expectations for students behaving responsibly within an environment that recognizes individual differences and positively impacts learning. Findings Supporting Evidence MWIS is somewhat effective in having high expectations for students behaving responsibility within a culture that recognized individual differences and positively impacts learning. Our physical presence of supervision and enforcement of school rules and expectations improved, however the display of rules in classrooms and staff enforcement is still inconsistent.

- School planner provides students with hall passes, school rules, expectations, and safety policies.

- Majority of teachers use the school wide hall pass or the student planner when students are transitioning during class time.

- 91% of teachers have school wide student behavior expectations posted in their classrooms, 9% do not have the behavior expectation posted.

- 77% of the students who took the school quality survey reported their school has clear rules to maintain students' safety at school, 17% responded neutral when asked.

- 84% of the parents who took the school quality survey reported their child's school has clear rules to maintain students' safety at school, 13% responded neutral when asked

● School uniforms ● School IDs ● School Planner ● Rachel’s Challenge anti-

bullying program ● 6th Grade: Academic,

Social/Emotional or Career lessons with Academic counselor

● Student made anti-bullying and safety posters on campus

● 6th, 7th & 8th Grade level student-run council

● “Falcon Flyer” ● School resource officer for

Poi and Kalo programs ● Physical Education

Character Education Project

● Maui Economic Opportunity Peer Leadership training-6th grade health classes


137

- MWIS has 3 campus security and 3 administrators that

patrol campus on golf carts to reinforce school behavior expectations and safety.

- Teachers monitor campus during morning recess to help monitor school behaviors and safety.

- About 38% of teachers post their team’s expectations in their classrooms.

- “Rachel’s Challenge” bullying prevention program was presented school wide for three years. A school club was created called “Friends of Rachel” was to support kindness school wide and in the community. As of SY17-18, Rachel’s Challenge was discontinued and is now ineffective because it has not been facilitated for the last 2 years and is inconsistently done during 6th grade health.

- Our 6th grade counselor has met with all homerooms and provided lessons on topics based on student and teacher needs. By the end of the 2018 fall semester, 36 lessons on counseling services and bully prevention.

- Maui Economic Opportunity Peer Leadership training for the Underage Drinking Prevention Program has been implemented for the last 5 years and provides peer leadership training to about 85 6th grade students a year.

● College and Career Readiness Google Classroom and Technology Contract

● Bulletin board on campus to promote testing tips

Diversity

E2.5. Indicator: The school promotes and provides learning experiences that reflect a culture of diversity of its representative student population.

E2.5. Prompt: Provide examples and evaluate the effectiveness of how the school promotes and provides learning experiences that reflect a culture of diversity for its representative student population. Findings Supporting Evidence MWIS is adequate in promoting and providing learning experiences that reflect a culture of diversity

● 6th Grade Culture Day ○ All 6th grades students


138

for its representative student population. We include many Hawaiian learning experiences and activities throughout the year. However, we could do more to promote activities that recognize the 50% of our student population, which is Filipino.

- Every school year all 6th grade students participate in Culture Day, celebrating and sharing the different cultures here on campus it has. All students participate in diverse cultural activities, games, or arts, as well as watch cultural performances and sing cultural songs.

- Kupuna Biga is scheduled to teach Hawaiian

culture in each of 6th grade social studies classes once a week for the school year. She is our Hawaiian cultural liaison for the school.

- All 7th grade students participate in a social

studies curriculum that includes the culture and history of the Hawaiian islands and other islands of the pacific.

- Almost every 7th grade student at MWIS

participates in the sexual health and responsibility unit called “Pono Choices”. The curriculum includes Hawaiian cultural values and beliefs to teach students about Hawaiian history and culture as well as promoting responsible decision making and attitudes towards their sexual health.

- Makahiki games is a event where students

participate in ancient Hawaiian cultural games against other schools.

- MWIS provides opportunities for all students regardless of their socioeconomic status including field trips, after school educational

participate in activities and watch performances

● Members of the Polynesian Voyaging Society come in to speak to students

● 7th and 8th grade social studies curriculum includes Hawaiian and polynesian history and culture.

● 7th Grade Luau ● 8th Grade Banquet - Ukulele

performances and leis given to each student

● Kupuna Biga in charge of Hawaiian cultural activities through 6th grade social studies

● Gardening Club ● Makahiki festival field trip

○ representatives from our school

○ Participation in variety of activities at Makahiki Festival

● Makahiki games taught and played during physical education classes

● 6th grade field trip to see Hokulea at Maalea Harbor

● Mural on building with Hawaiian island flowers used for art discussions

● 7th grade Sexual health and responsibility unit - Pono Choices

● Flags in the office ● Community Speakers ● “Falcon Features”- weekly student

created show ● Motivating murals painted by

teacher and students


139

experiences through the UPLINK program, and other opportunities through Title 1.

● Band and Ukulele classes perform a variety of culturally diverse music

● UPLINKS after school program


140

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.

Personalized Support

E3.1. Indicator: The school ensures that every student’s education is personalized, informed by high-quality data, and advances them toward readiness for success in career, college, and community. This includes monitoring and making appropriate changes in students’ personal learning pathways (e.g., classes and programs) based on regular evaluation.

E3.1. Prompt: Evaluate the degree to which all students receive personalized support informed by high-quality data and regular monitoring and assessment to advance them for success in career, college, and community. Findings Supporting Evidence MWIS is adequate in ensuring that every student’s education is personalized, informed by high-quality data, and advances them toward readiness for success in career, college, and community. This includes monitoring and making appropriate changes in students’ personal learning pathways based on regular evaluation.

- MWIS utilizes iReady for both reading and math as a screening tool to determine specific strengths and needs for all students. All students have access to a computer and are provided with individualized lessons, which they work on weekly during wheel. We also use this information for school wide data teams to determine areas of growth in the classroom.

- Students can qualify for honors math (6th,7th) or Algebra (8th) through reference to SBA data, current math grades, and iReady data.

- ELL students are grouped in the master schedule by WIDA reading scores and move together with an educational assistant in all core classes. These students are identified and information is given to all teachers in order to support ELL students during instruction in general education classrooms. Our school also uses WIDA testing to provide students with an elective ELL course to support student academic achievement.

- SPED students are regularly monitored by their index teacher to determine proficiency in achieving their

● Infinite Campus to monitor grades and assignments

● i-Ready Program for Math and Reading- personalized instruction done weekly in each grade level

● Individualized Educational Plan (IEP)

● Response to Intervention in classrooms

● Response to Intervention process

● English Language Learners classes in master schedule

● English Language Learners after school tutoring

● AVID course ● Honors math ● Imagine Learning

English Language Learners before, after, and summer program


141

academic goals and to determine where supports are needed.These students are identified and information is given to all teachers in order to support SPED students during instruction in general education classrooms as well as the Content Mastery Center.

- The Social Studies department received training in the C3 (College, Career, & Civics) Framework standard during SY17-18. The department has begun to plan units using the framework, although it is not yet being implemented.

MWIS is somewhat ineffective in the school wide practice and understanding of the RTI process.

- RTI provides intervention support for students who are in need of additional academic supports in the general education classroom. We have processes in place to create a plan that includes timelines and instructional strategies to support a students individual needs.

- However, the entire RTI process is unclear to all teachers and the RTI process being used and carried out is inconsistent. Teachers were given a professional development day in learning about RTI in a previous school year; however it has not been revisited and re-taught with new teachers.

- The RTI form has also changed throughout the school year making the process unclear from year to year.

- Changes being made in the criteria to qualify for study skills is not clear.

- Communication of students who qualify for additional supports like study skills or high-risk services is not consistently being shared to all teachers involved with the student.

● English Language Learners Educational Assistants in general education classrooms

● English Language Learner tutoring offered before and after school, morning recess, and exploratory wheel time

● Social Studies training of the C3 (College, Career, and Civics) Framework Standards

Variety of Programs

E3.2. 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.

E3.2. 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.


142

Findings Supporting Evidence MWIS is somewhat effective in having processes in place to provide students with opportunities to make appropriate choices and pursue a full range of college/career and/or other educational options. However, there is a lack of consistency in obtaining feedback and applying the feedback to improve the processes of future educational options.

- The school revived the 6th grade visit to UH Maui College to tour the campus and learn about its programs

- As students advance to 7th grade, they participate in Career Day, in which professionals from the community lead presentations to educate students about career options that students choose.

- 8th grade students are offered through elective courses an exposure to deeper career exploration in media, technology, family and consumer science classes through research projects and guest speakers.

- Each year about 25-30 students participate in the Student Television Network competition in varying states across the U.S. During those trips, students are taken on college visits to campuses near the competition and over the past nine years our students have been to 15 different colleges.

- Student showcase gives students an avenue to promote their success i.e. AVID, Robotics, ukulele, and Media Club

- UPLINKS after school program currently has 247 students enrolled. The average daily enrollment is about 120 students. Students get extra help on homework as well as explore a range of activities with their peers.

- 8th grade students are given time to explore various pathways at Maui high school and Baldwin high school through registration and academy showcases.

- Family college night is for families and students to learn about the college planning process, however this program is not done consistently each year.

● AVID Elective Class ● AVID field trips

○ UH Maui College tour

○ College Fair Event

○ Guest speakers ● AVID (High School

visits) ● 7th Grade Career Day ● 6th grade visit to tour

UHMC ● Maui High Academy

Showcase ● Baldwin High School

registration at MWIS for choosing electives for 9th grade

● Maui High School elective registration for high school during 8th grade social studies classes

● Student Television Network college visits

● Career and Technology Education Classes offered on master schedule

● Lahainaluna Boarding Program Informational Meeting


● Maui Economic Opportunity Peer Leadership training-6th grade health classes

● Family College Night


143

Diverse Opportunities

E3.3. Indicator: Students have diverse opportunities to explore, plan, and prepare so that they graduate from high school ready to succeed.

E3.3. Prompt: Evaluate the extent to which students are provided with diverse opportunities to explore, plan, and prepare for future success after graduation.

Findings Supporting Evidence MWIS is adequate in providing students with diverse opportunities to explore, plan, and prepare for future success after graduation. Our school provides opportunities for students to explore their futures through field trips, after school programs and clubs, and career and technology courses in the master schedule. These programs provide all students opportunities to be successful.

- STEMworks is an after school program that gives students opportunities to do activities and competitions involving science, technology, engineering, and math. Currently the after school program has about 125 students enrolled daily and is open to all students.

- UPLINKS is an optional after school program that currently has 247 students enrolled. The average daily enrollment is about 120 students. Students get extra help on homework as well as explore a range of activities with their peers.

- 8th grade students are offered through elective courses an exposure to deeper career exploration in media, technology, family and consumer science classes through research projects and guest speakers.

● Career and Technology Education Classes offered on master schedule

● Field Trips off campus ● Upward Bound Program

for 8th Grade ● Health Occupation

Students of America (HOSA) club


● 6th grade study skills “When I Grow Up” project

● Gardening Club ● STEMworks after school

program ● STEMworks Robotics

Club ● STEMworks Media Club ● STEMworks after school

program ○ STEMworks

attendance ● STEMworks Robotics

Club ● STEMworks Media Club ● STEM field trips

○ Introduce a Girl to Astronomy

○ Botboll Tournament

○ STEM Day Air


144

National Guard field trip

○ Women in Technology field trip

Meeting Graduation Requirements (or end of grade span requirements)

E3.4. Indicator: The school implements academic support programs to ensure students are meeting all graduation requirements.

E3.4. Prompt: Comment on the effectiveness of the academic support programs to ensure students are meeting all graduation requirements or end of grade span requirements. Findings Supporting Evidence MWIS is somewhat effective in implementing academic support programs to ensure students are meeting all graduation requirements. MWIS follows National and State Grade Level Standards for all courses. Maui Waena provides programs to support students in meeting requirements for promotion to the next grade level including Special Motivation Program, Special Education, Study Skills class, RTI, counseling, and credit recovery.

- MWIS has created a special movitations program (SMP) where students go through the RTI process and qualify for this program. They are in a small classroom setting with one teacher. Students work through the computer based curriculum called Acellus. Content standards are addressed through the program as students are entered into the curriculum based on grade level. Students who fail the exam are taken back through lessons that address their areas of growth with a new exam completed at the end.The first year (SY16-17) 16 students in grade 7 and 8 were enrolled and 100% were promoted to the next grade. In the second year (SY17-18)19 students were enrolled in grades 7 and 8 and again 100% of students were promoted.

- Credit recovery program is provided in the summer for students who need to make up credits because they failed a course needed to promote them to the next grade. The credit recovery program uses the Acellus curriculum, which is on the computer. In the summer of

● Grade Level Standards ● Special Motivations

Program (SMP) ● Individualized

Educational Plan (IEP) ● 6th Grade first day of

school schedule to acclimate 6th graders to middle school

● Credit Recovery Plan ● Credit Recovery during

the summer ● Credit Recovery form to

monitor students ● Counseling with SBBH

counselors ● Imagine Learning

English Language Learners before, after, and summer program

● English Language Learners Educational Assistants in general education classrooms

● English Language Learner tutoring offered before and after school, morning


145

2018, the following students participated in the Acellus credit recovery program:

- 6th grade 374 total students in grade level - 15/15 students passed credit recovery over

the summer, about 4% of total 6th graders.

- 2 retained from 6th grade, which was less than 1%

- 7th - 405 total students in grade level - 5/5 students passed the credit recovery over

the summer, about 1% of total 7th graderdf.


- 8th - 394 total students in grade level - 4/4 students passed the credit recovery over

the summer, about 1% of total 8th graders.


- RTI provides intervention support for students who are in need of additional academic supports in the general education classroom. We have processes in place to create a plan that includes timelines and instructional strategies to support a students individual needs so that they are promoted to the next grade level.

- Parent meetings are included throughout the RTI process to help develop a plan for the individual student that includes the student’s teachers and grade level counselor.

- About 250 6th grade students are enrolled in a study skills course for SY18-19 to help promote skills needed to be a successful student.

- For SY17-18, 327 students were enrolled in the 6th grade study skills class. The drop in enrollment for the current school year is due to 6th grade band becoming a year long course.

recess, and exploratory wheel time

● STEMworks after school program ○ STEMworks

attendance ● Academic and Behavior

Plan ● Response to Intervention

process ● Response to Intervention

in classrooms ● RTI Parent/Team

Meetings ● UPLINKS after school

program ● AVID (SMART goals) ● 6th Grade study skills

elective course ● 7th and 8th grade study

skills elective for selected students


146

- Study skills during the 7th and 8th grade years are offered as an elective for specific students in need through the RTI process. However, the criteria has evolved over time and is unclear how students qualify for this course.

Appropriate Services

E3.5. Indicator: The school regularly analyzes data to determine student learning needs and allocates appropriate resources to support student services, such as counseling/advisory services, psychological and health services, or referral services.

E3.5. Prompt: Evaluate how the analysis of data is used to determine student learning needs and the allocation of recourses to student support services, such as counseling/advisory services, psychological and health services, or referral services, including support and services for students who are at-risk.

Findings Supporting Evidence MWIS is somewhat effective in regularly analyzing data to determine student learning needs and allocating appropriate resources to support student services, such as counseling/advisory services, psychological and health services, or referral services.

- Our school follows the State CSSS Guidelines for Comprehensive Student Support. This support system follows ESSA Guidelines in providing Community, School, Child, and Environment support to provide wrap around services for the student.

- Through the CSSS comprehensive student support system, and evaluation/referral process, students are provided supports to address both learning, psychological and health needs.

- The first step is identifying the need of the student though the RTI process and ILI data collection, which provides the school the area of need for students that have concerns or identified as struggling.

- Students that continue to struggle who are suspected of having a learning disability, are referred for evaluation.

- Those that meet eligibility and identified with a disability will be offered special education

● Comprehensive Student Support System (CSSS)

● Core Meeting with grade level counselor, parent, teachers

● Pre Referral/ Request for SST

● RTI Parent/Team Meetings

● Initial Line of Inquiry/ Functional Behavioral Assessment

● Student Support Initial Evaluation Process for SMP, RTI, and SPED

● RTI Pre-Referral Process ● iReady scores ● Initial Line for Inquiry

/Functional Behavior Assessment for teacher to complete about a student

● Special Education students with


147

services and supports for individual needs including an Individualized Education Plan (IEP)

- We have many supports within an IEP to support individual needs like physical therapy, occupational therapy, speech and language therapy, etc.

- Other programs that assist students that are having academic difficulties that do not meet eligibility for specialized instructional supports, could be supported through study skills and Special Motivation programs, which are smaller group settings within the general education program.

- For students with behavioral/emotional/psychological concerns, providing evaluations and wrap around services through the CSSS process enables students to get support both in and out of the school setting. School based counseling (SBBH) and referral through outside services provide the family with additional support.

- For students receiving IDEA services, the data is analyzed and monitored regularly and adjusted when necessary through their IEP goals/objectives and service provider logs in eCSSS. Student progress is analyzed quarterly through student work, assessment scores, and teacher/provider feedback.

- There are many services that we refer or collaborate with to provide various services to students/families with different needs. These services provide support to both students with disabilities and students that have struggles in and out of school.

- The peer review process is done once a week with administrations, grade level counselors, SBBH counselors, and SCC. During formal peer review a social worker, Department of Health representative, and school psychologist are invited to attend the meeting. During this meeting specific student attendance, academic, and behavioral concerns and needs are discussed.

MWIS is somewhat ineffective in the school wide practice and

Individualized Education Plans (IEP)

● Curb to Curb transportation services for special needs students

● Peer Review Evaluation process

● Imagine Learning English Language Learners before, after, and summer program

● Support Services ○ Special

Motivations Program (SMP)

○ Study Skills Courses for 6th graders and for students selected by teachers to be placed in course in 7th and 8th

○ Individualized Educational Plan (IEP)

○ Service Log ○ English Language

Learners ○ 504 Plans ○ Response to

Intervention ○ Response to

Intervention in classrooms

● Related Services ○ Occupational

Therapy


148

understanding of the RTI process for student support. - RTI provides intervention support for students who are in

need of additional academic supports in the general education classroom. We have processes in place to create a plan that includes timelines and instructional strategies to support a students individual needs.

- However, the entire RTI process is unclear to all teachers and the RTI process being used and carried out is inconsistent. Teachers were given a professional development day in learning about RTI in a previous school year, however it has not been revisited and re-taught with new teachers.

- The RTI form has also changed throughout the school year making the process unclear from year to year.

- Changes being made in the criteria to qualify for study skills is not clear.

- Communication of students who qualify for additional supports like study skills or high-risk services is not consistently being shared to all teachers involved with the student.

○ Speech and Language Therapy

○ Behavioral Health ○ Medication

Management ○ Medical Services ○ Psychological ○ Physical Therapy

● Assistance Dogs of Hawaii- Monthly program with CBI students for emotional support

● Extended School Year Services Schedule for Special Education Students

Attendance Policy

E3.6. Indicator: The school has an effective attendance policy and student follow-up process that ensures attendance is valued, encouraged, and supported.

E3.6. Prompt: Evaluate the effectiveness of the school’s attendance policy and the student follow-up process, which ensures that attendance is valued, encouraged, and supported. Findings Supporting Evidence Maui Waena has a somewhat effective attendance tracking and tracking system by implementing a schoolwide attendance policy and procedure.

- Prior to SY16-17, Maui Waena used ESIS to track attendance and switched to Infinite Campus in SY16-17. This has allowed us to improve our processes. It is an on-going process throughout the school year, which involves the use of Infinite Campus, communication between teachers staff, counselors, parents and administration.

- Administration monitors and promotes daily attendance to be logged into Infinite Campus by classroom teachers. The administration will follow up with the teacher

● Attendance Policy (State and School)

● Student Status and Improvement Report Attendance Data school year 2016-17

● MWIS Attendance Procedures completed by teacher

● Mid-quarter and Quarter report card-attendance report

● Infinite Campus for


149

individually to ensure accurate attendance data. - The peer review process is done once a week with

administrations, grade level counselors, SBBH counselors, and SCC. During formal peer review a social worker, Department of Health representative, and school psychologist also attend the meeting. During this meeting specific student attendance concerns are brought up and a plan is discussed to improve attendance.

- When students are absent or tardy from school or a class, they are notified by Synervoice. This occurs each day to help with communication between parents and the school.

- 58% of homeroom teachers call home to parents after 5 absences, which is “protocol” for our school in helping to monitor student absences. However 43% of teachers are not completing the forms if students are absent 5 days to help track students from truancy.

- About 50% of teachers use the student attendance tracking form when a student has 5 or more unexcused absences, which gets turned into the grade level counselor to monitor.

- This means 43% of teachers are not completing the form if a student is absent 5 or more days of school and it is unexcused. The form is used to help track student truancy and is a communication between the homeroom teacher, parent, grade level counselor, and administration.

- Teachers communicate student absent concerns more informally to their grade level counselor via phone call, in person, and by email.

- MWIS student attendance averaged 95.1% daily

attendance for SY16-17. - Students averaged 8.6 days of school missed for SY16-17.

- Based on the above data, areas of growth include all

teachers using the attendance tracking form and the

current attendance tracking ○ Individual and

Summative Attendance Reports

● ESIS for attendance tracking(2016-17)

● Synervoice notification of student absence to parent

● Letter to Parents :Notification of student absences

● Peer Review meetings ● Peer Review Evaluation

process ● Parent meeting for

student attendance concerns

● Social Worker home visits

● DOE Family Court Referral Form


150

routine of calling parents for unexcused absences. Majority of our students attend school regularly throughout the school year

- Having an attendance clerk to help monitor daily student absences and would help improve our overall tracking of student attendance at school.

Transitions

E3.7. Indicator: The school has an effective process in place to support students who are transitioning between grade levels or transferring to a new school.

E3.7. Prompt: Evaluate the effectiveness of the process to support students who are transitioning between grade levels or transferring to a new school. MWIS is somewhat effective in the processes in place for students transitioning from elementary to middle school and middle school to high school.

- Elementary school visits to each feeder elementary school to present information to incoming 6th graders and are lead by MWIS student government leaders. The presentation is tailored to make it age-appropriate and fun, and time included for 5th graders to ask questions.

- For students with special needs, an extra presentation is offered in which students can come on campus to hear the information again and get a daytime tour of the campus.

- In addition, families of special education students are inviting to a nighttime event, Moving to the Middle, when they tour the campus and learn more about community resources available to them.

- At the beginning of the school year, a 6th grade orientation

night invites parents and students to meet teachers and see where their classes are. The first official day of school is for 6th graders only, so they can visit each class, get to know their route through campus, learn the lunch process and school rules without being overwhelmed by the size of our full student body. Students are placed in one of 3 teams when they enter Maui Waena, so that they have teachers in common who

● MWIS “team” structure ● 6th Grade Orientation

Parent Night ○ 6th Grade Parent

Night Schedule

● 7th and 8th grade Open House

● Maui High School elective registration for high school during 8th grade social studies classes

● Baldwin High School registration at MWIS for choosing electives for 9th grade

● Maui High Athletics informational night for incoming freshman

● Elementary school presentations by student government

● Transition day for 6th grade the day before rest of students start

● “Moving to the Middle”- orientation to help


151

get to know them and can work together to support them. Students stay with the same team throughout each grade level so that they can bond with and share common experience with a smaller subset of fellow students.

- As students enter 7th and 8th grade, another parent night is

offered so parents can meet teachers and get information about how to support their child. Parents of English Language Learners are also invited to come meet support staff in that area on that night.

- As 8th graders prepare to transition out of Maui Waena, they have the opportunity to learn about Maui High’s career pathways during demonstrations in the cafeteria by Maui High teachers and students. Students register for their high school classes during 8th grade social studies class when the registrar and counselor from both Baldwin and Maui High school bring information about course options. For students interested in pursuing high school athletics, there is an informational session to which parents are also invited.

- SPED students receiving individual attention with

transition meetings and plans tailored to each student. Students also will set up at time to get a campus tour at the high school to help transition SPED students.

- MWIS is set up in “teams” where students will stay with their team students throughout their middle school career. For instance team 61 students will move to seventh grade to team 71 and then eighth grade to 81. Teachers are able to collaborate within their teams to ensure expectations and transitions work smoothly.

Our process for evaluating the effectiveness of our transition support is mostly informal and therefore may be only somewhat effective. Conversations are held after events to debrief and make changes for the following year, but may not consistently documented through minutes. Student surveys haven’t been conducted in this area, which would help improve

SPED students transition to middle school

● High school showcase ● SPED transition

meetings ● SPED teacher

collaboration day with high school and elementary teachers for transitioning students


152

our processes for transitioning throughout middle school.

Student Perceptions

E3.8. Indicator: The school is aware of the student perspective about personalized support, diverse opportunities, and the school’s attendance policy and transition services through such strategies as interviewing and dialoguing with student representatives of the school population.

E3.8. Prompt: Evaluate the school’s strategies to secure student perspective about the effectiveness of personalized support, diverse opportunities, the school’s attendance policy, and transition services. Findings Supporting Evidence MWIS is somewhat unaware of the student perspective about personalized support, diverse opportunities, and the school’s attendance policy and transitioning services through such strategies as interviewing and dialoguing with student representatives of the school population. The feedback we get from students is generally from the Tripod Survey and the School Quality Survey.

- A student is asked to be a part of the School Community Council to represent the students of MWIS. When an issue arises that needs student input, the student on the SCC will talk to the student government to provide adequate student feedback to the council.

- We are able to get quality feedback from 87% of our students when they take School Quality Survey towards the end of the school year. The survey asks students about safety, facilities, and engagement at school.

- The Tripod survey is given to almost all students about one class they are taking in the first semester of the school year. Students provide feedback on the 7 C’s in their classroom: care, confer, clarity, challenge, classroom management, clarify, captivate, and consolidate.

- Students are limited to give feedback for one class in the first semester of the school year, therefore they are unable to provide any feedback for any other classes or second semester courses.

● Tripod Survey ● School Quality Survey

(SQS) ● Student representative on

the School Community Council


153

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 MWIS is effective in placing and giving students access to challenging, relevant, and coherent curriculum. Our master schedule is created to place students into appropriate classes, including English Learners and SPED students.

- All Math teachers are trained and using Carnegie Learning Math curriculum.

- All ELA teachers are currently trained and using SpringBoard curriculum.

- All ELL teachers and aids are trained and using Champion of Ideas curriculum.

- All SPED Math/ELA are also trained and using and modify the core curriculum.

- All math and ELA teachers also use iReady diagnostics to help determine what levels of reading and math students are in individually. iReady is used to support students individual needs, giving students access to content that is appropriate individually. This program is also supported during students “Exploratory Wheel” time for about 30 minutes each week for math and ELA.

- All students have access to a computer regularly in their classes and homeroom.

- MWIS has created a special movitations program (SMP) where students go through the RTI process and qualify for this program. They are in a small classroom setting with one teacher. Students work through the curriculum called Acellus on computers. The first year (SY16-17)

● Master Schedule ● UPLINKS after school

program ● Credit Recovery for

students during the summer

● Special Education students with Individualized Education Plans (IEP)

● Honors (Algebra 1) ● Math Counts (district and

state) ● Special Motivations

Program ● STEMScopes curriculum

for 7th and 8th grade ● SpringBoard curriculum

for 6th, 7th, 8th ● Carnegie Math

curriculum for 6th, 7th, 8th

● All math teachers are trained in using Carnegie Math

● All ELL students are mainstreamed


154

16 students in grade 7 and 8 were enrolled and 100% were promoted to the next grade. In the second year (SY17-18)19 students were enrolled in grades 7 and 8 and again 100% of students were promoted.

- The RTI process in place where students can also qualify for a study skills class during the 7th and 8th grade. However, some 6th graders are currently in the class. Criteria for students qualifying for the study skills class is unclear.

- ELL students are grouped in the master schedule by reading abilities and move together with an educational assistant in all core classes. As well as identified to teachers so general education teachers can support these students in areas of need during instruction.

- SPED students are included in general education classes, however some students who qualify for SPED pull out classes report to a classroom with a special education teacher to receive instruction in smaller class sizes supports.

- Educational Assistants (EA) attended a paraeducator training program to increase their knowledge and skills to improve student performance in the classroom.

● SPED pull-out classes use Springboard and Carnegie Math

● Imagine Learning English Language Learners before, after, and summer program

● Content Mastery Center for IDEA students

● iReady computer program for math and ELA

● Educational Assistants (EA) attended a paraeducator training

Student Activities

E4.2. Indicator: The school provides students with both curricular and co-curricular activities that promote civic engagement and responsibility and support academic learning experiences.

E4.2. Prompt: To what extent does the school provide students with both curricular and co-curricular activities that promote civic engagement and responsibility and support academic learning experiences? Provide current examples of curricular and co-curricular activities that promote civic engagement and responsibility and support academic learning experiences. Findings Supporting Evidence MWIS offers some curricular and many co-curricular activities for students to get involved in that include academic, athletic, community service, and extra-curricular activities.

- Student government with student representatives are done each year with students nominated by students or teachers and are selected by students to represent their homerooms or grades. Students plan and organize student activities in each grade level with the help of

● Student Activities Coordinator Calendar

● Student Government Agendas/Minutes

● Activity Request Forms ● Field Trip Request Forms ● UPLINKS after school

program ● Penny Drive fundraiser


155

grade level teacher advisors and the student activities coordinator.

- There are many clubs and programs during and after school at MWIS where students have the opportunity to learn about respect and civic responsibility like STEMworks, 4H club, Math Counts, and chess club.

- Through homeroom, teachers promote a character education program and recognize homeroom students who portray core values through a class nominating process.

- The UPLINKS after school program to promote the 5 C’s:

contribution, character, competence, confidence, and connection. Currently UPLINKs has 247 students enrolled. The average daily enrollment is about 120 students. Students get extra help on homework as well as explore a range of activities with their peers.

- The REACH athletics program was not “renewed” after its initial year. Students only have the option of participating on athletic teams like the MWIS Cross-Country and MWIS track team.

- Most Friday’s throughout the school year during student’s “lunch/recess” they are allowed to “check-out” recess equipment to play with their peers and to exercise.

- Approximately 85 6th grade students from MWIS are nominated to participate in an annual leadership program provided by MEO after school. The skills they learn are used during the MEO underage drinking prevention program in their health classes. Students are able to do a service project at MWIS during the leadership training.

- MWIS Band participates in many performances with other schools, community events, and festivals. The students participate in many after school rehearsals and fundraising events as well so that they can travel to other islands to perform with bands at other schools as well as host bands from other schools.

to donate to organizations and local community needs fundraiser to donate to organizations and local community needs ○ Kahului School

Coin Drive ● 6th grade canned food

drive ● All-school canned food

drive ● College/career shirt days

first Friday of each month ○ Requested by

student activities and AVID

● Renaissance Program Campus cleanups

● AVID Field Trips ● Wellness equipment

provided during recess time to promote physical activity

● “Mahalograms” sent by students to say “thank you”

● “Falcons Forever” notes sent by students

● Flag monitors Raising & lowering flag each morning & afternoon

● MWIS Band Concerts ● 4H Club ● Bible Club ● Morning News ● Chess Club ● Math Counts


156

● STEMworks after school program ○ STEMworks

attendance ● “Falcon Features”

weekly news show created by STEMworks after school program


● Student government homeroom representatives meet once a month- 6th , 7th, 8th

● Spelling Bee ● Grade level student

council elected by peers - 6th

● Health class MEO peer leader program service project on campus

● MEO Peer Leader service project on MWIS campus

● Cross country and track programs

● REACH athletics program 2016-2017 ○ Boys Soccer ○ Girls Soccer ○ Girls Basketball ○ Boys Basketball ○ Cross Country ○ Boys Volleyball ○ Girls Volleyball

Meeting Student Needs Through Student Activities

E4.3. Indicator: The school has a process for regularly evaluating the degree to which the school’s


157

student activities are meeting the needs of students and support their learning and personal development.

E4.3. Prompt: Evaluate the school process for regularly evaluating the degree to which the school’s student activities are meeting the needs of students and support their learning and personal development. Findings Supporting Evidence MWIS is somewhat effective in regularly evaluating the degree to which the school’s student activities are meeting the needs of students and supporting their learning and personal development.

- Reflections and feedback are typically done within the planning committee like executive and grade level student councils. Student participant feedback is usually done informally by collecting oral feedback and synthesizing it with teachers and committee members during meetings. In some cases, in events like the 8th grade retreat, only teachers were given opportunities to give feedback.

- In order to incorporate more student voice, we can provide more evaluations and reflections to the participants after events and activities in order to improve student activities

- Evaluations and reflections of some events are done

annually and other activities/events are not consistently done each year like 7th grade Career Day, which were done on paper in some years.

- Student government officers use the 4 Seasons of School Culture framework to plan activities, with an eye to balancing the amount of activities in any one area so that student needs are met. Eighth grade student officers initiated a survey to collect activity ideas from all students.

.

● SAC/Admin meeting agendas

● Field trip justification form to meet GLO and Standards (see Fran for originals of forms)

● Student elected student representatives for 6th, 7th, and 8th work with teachers and staff

● Executive student government meetings

● Principal meeting with student government

● Student-made survey for activity ideas

● Student government reflections on activities: Spooky Movie Night Student Leadership Conference

● Teacher reflection on activities: 8th Grade retreat


158

HIDOE/ACS WASC Category E. School Culture and Support for Student Personal and Academic Growth: Summary, Strengths, and Growth Areas


Maui Waena Intermediate school a safe and welcoming campus, where staff and students work together to support student achievement in the classroom and during curricular and extracurricular activities. With support from the community, we are able to give students opportunities to develop and broaden our learning. Our students and teachers all have access to technology and various internet sources that give us access to be 21st century thinkers and users of safe technology practices. We continue to focus on our successes in the classroom as well as supporting and promoting our students to be college and career ready by the time they graduate high school.

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

- Students are spending more time learning in class with less classroom disruptions and the campus is safer with 67% less Class A and B offenses.

- STEM and media courses and clubs with many awards both local and national - Upgraded electronic marquee, School Messenger, and school website has been added and

can be updated more frequently to communicate with the community - Teacher use of Infinite Campus to track student attendance, give access to student

information, teacher gradebook and communication of grades with students and parents. - Use of programs like GoGuardian has helped to monitor internet safety while at school - RTI process in place, Special Motivations Program, and study skills class for 7th and 8th

grade is now offered - AVID program has grown and expanded including a 7th and 8th grade year course of 46

students. - MWIS offers many curricular and co-curricular activities for students to get involved in. - Implementation of G-Suite schoolwide has allowed students to take more ownership of

creating, sharing and collaborating on their learning materials. - An increase in the number of knowledgeable staff in the tech department has allowed the

increase in technology being used on campus and the efficiency in resolving problems that occur regarding student and faculty technology being used.

- MWIS accesses a variety of community resources to support students - We have many procedures in place to ensure physical safety and well being on campus.

Students have regular access to challenging, relevant, and coherent curriculum by scheduling students including student groups appropriately.

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

- Parent Community Network Coordinator (PCNC) is needed in order to improve parent


159

involvement at school. - Renaissance Program to incorporate more student involvement and community service. - Lack of school wide bullying prevention and character education programs - Reward for academic achievements and growth - School Quality Survey (SQS) feedback from parents-improved 18% 2016-17 to 23% 2017-

18 - Tracking student attendance school wide to reconcile attendance daily if we had a

designated attendance clerk. - Use of student surveys to get more student voice at school - There is a need to clarify and reinforce RTI process and the consistency of how it is used in

the classroom. - Clarifying the criteria of how to qualify students for additional supports like study skills. - We need more student feedback on transitions to and from intermediate school, student

activities, and student perspective on personalized supports.


160

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

Despite growth and gains made as evidenced in Spring 2018 testing, the Student Learning Needs remain as follows:

1. Reading Comprehension

a. The Universal Screener Diagnostic results (SY17-18) indicated that 71% of all students tested were 1 or more grade levels below in their reading skills.

b. Spring 2018 SBA ELA results show 51% of all students tested were below proficiency in their ELA skills in general, and the Reading Claim had the largest percentage of students scoring below proficiency in all three grade levels.

c. The Universal Screener Diagnostic 1 (August 2018) results indicated that 71% of all students tested were below grade level in their reading skills.

d. Reading comprehension skills impact a student’s success in all academic areas as well as successful navigation of the world beyond school.

2. Problem Solving

a. The Universal Screener Diagnostic Results (SY17-18) indicated that 71% of all students tested were below grade level in their overall math skills.

b. Spring 2018 SBA Math results show that 69% of students were not proficient in Math; Concepts and Procedures and Problem Solving were the lowest scoring claims.

c. The Universal Screener Diagnostic 1 (August 2018) results indicated that 73% of all students tested were below grade level.

d. Problem solving skills are embedded in all the Common Core standards as well as the Next Generation Science Standards, the C3 Framework for Social Studies, all other content areas as well as successful navigation of the world beyond school

3. Communicating Reasoning

a. Spring 2018 SBA Math results show that between 30-40% of the students tested at below proficiency in this particular claim.

b. Spring 2018 SBA ELA results show that between 20-30% of the students tested at below proficiency in the Writing claim.

c. The Common Core, NGSS, C3 and all the other content areas set the expectation that students will be able to clearly express their thought process, explain their strategies and defend their choices.


161

Prior to the start of the self-study process, the WASC Leadership Group identified 3 of the 6 Hawaii General Learner Outcomes as focus areas:

1. Complex Thinker

2. Effective Communicator

3. Self-directed Learner

It was felt that the first two most closely aligned with the student learning needs identified through analysis of the learning data and the third aligned with the area of need identified in the early stages of becoming an AVID school.

However, the self-study process and the analysis of the areas of strength and growth have made it clear that Maui Waena does not have an explicit and systemic approach to the GLOs; therefore this area will need to be revisited in depth by the leadership and staff.

After analyzing the compiled strengths and areas of growth, the staff determined the following school-wide issues:

Strengths

1. Technology: school-wide Google, 1:1 technology with Chrome books, tech support and replacing and updating the technology

2. AVID WICOR Strategies (Marking the Text, Binders)

3. School-wide Practices (Focus Wall, Planners & IDs)

4. Curriculum (Consistent Practices)

Areas of Growth

1. GLOs—no explicit school-wide data collection, assessment or reporting

2. RTI—lack of clarity by staff of process; Tier 2 is inconsistent, not systemic; most students not supported; PLCs and Data Teams need consistency, training and support to ensure quality data to support RTI decision-making

3. Parent-Community Support/Outreach—small percentage of families attend most events; more community participation & support for student success, career exploration and skills; no PCNC to coordinate

4. Student Feedback and Reflection—systemic and intentional

5. Celebrate School Success—PBIS

6. Teacher Support—Data Teams, PLC, Interdisciplinary Team, Technology Professional Development


162

Compiled Strengths A. Organization

• Planner

• Staff Handbook (LNotes/Opening Packet)--updated yearly/as needed

• Website--SCC minutes/agenda

• Induction & Mentoring; EES understanding, support

• Technology 1:1

• PD plan--cohesion

• Staffing/hiring compliant with HIDOE

• Articulation with MHS

• 6th Grade Parent Night; 7th & 8th Grade Open House; Showcase

• Infinite Campus—student & parent portals

B. Curriculum ● Student work shows alignment with standards-based curriculum. ● Schoolwide strategies, such as Marking the Text (MTT), communicating reasoning are

evident in student work. ● We have gotten back to implementing data teams to examine student work aligned with

common core reading and math standards after not consistently doing it schoolwide the last two years.

● Academic language, collaborative conversations, and vocabulary awareness have become areas of focus to support ELL and all students.

● Time is provided via weekly PLC meetings and collaboration days each semester to all departments to review and evaluate their pacing guides vertically and horizontally and discuss best-practice strategies.

● Real-world application is found in all classes. ● BIC professional development and coaching is helping with instructional cohesion,

evidence of learning targets, and best practices. C. Instruction

● Learning objectives in classrooms ● Focus Walls ● Class syllabi ● Technology available for classroom use ● Moderate degree of student-centered classroom facilitation strategies ● Multiple opportunities for real world experiences ● Common WICOR strategies ● Common Student Active Participation strategies ● Curriculum supports, trainings and professional development opportunities.


163

● Weekly department /content grade level PLC meetings ● Weekly cross-curricular team meetings ● Classrooms and teachers provided with a variety of multimedia tools

D. Assessment & Accountability

● Effective systems for gathering information ● School is responsive to identified areas for improvement (trainings, PD, updating

curriculum) ○ School has implemented iReady to address identified areas of strength and

weakness in Math and ELA ○ Adopting consistent school wide practices

● Teachers modify instruction/curriculum based on both formative and summative assessments

● Teachers regularly use formative assessments E. Culture and Climate

• Students are spending more time learning in class with less classroom disruptions and the campus is safer with 67% less Class A and B offenses.

• STEM and media courses and clubs with many awards both local and national • Upgraded electronic marquee, School Messenger, and school website has been added

and can be updated more frequently to communicate with the community • Teacher use of Infinite Campus to track student attendance, give access to student

information, teacher gradebook and communication of grades with students and parents.

• Use of programs like GoGuardian has helped to monitor internet safety while at school • RTI process in place, Special Motivations Program, and study skills class for 7th and

8th grade is now offered • AVID program has grown and expanded including a 7th and 8th grade year course of 46

students. • MWIS offers many curricular and co-curricular activities for students to get involved in. • Implementation of G-Suite schoolwide has allowed students to take more ownership of

creating, sharing and collaborating on their learning materials. • An increase in the number of knowledgeable staff in the tech department has allowed

the increase in technology being used on campus and the efficiency in resolving problems that occur regarding student and faculty technology being used.

• MWIS accesses a variety of community resources to support students • We have many procedures in place to ensure physical safety and well being on campus. • Students have regular access to challenging, relevant, and coherent curriculum by

scheduling students including student groups appropriately.


164

Compiled Areas of Growth A. Organization

• Vision & Mission not addressed since 2015

• GLOs are not assessed or embedded in school processes

• Staff awareness of & participation in SCC

• Full staff input/participation in AcPlan/ART process/monitoring

• Staff Handbook in process of migrating from LN to GDrive

• Communication split between LN & Google--overlap/gaps/comfort level of staff varies

• Understanding /awareness of PD plan by staff

• Communication between staff and administration

• Staff --younger, fewer years of experience of teaching, in HIDOE, at MWIS

• Articulation with 3 feeder elementary schools

• Parent/Community Attendance at Open House, Orientation Night small fraction of total

• Low parent SQS participation

• Na Hopena A’o--low staff understanding

B. Curriculum

● There is very little evidence of curriculum integration, only from Team 73. ● In the last two years, with PLC time taken out of the school day and moved to once a week

after school, there is not enough time for data teams to be done during PLC meetings. ● Suggest planning data teams into the PD hours in a timely way so that data cycles can be

completed and the process is useful and relevant. ● Review the GLOs and create a plan to explicitly incorporate GLOs into the curriculum. ● Pacing Guide completion is inconsistent. ● Articulation with feeder schools and UH Maui College is less prevalent than with Maui

High School.

C. Instruction

● Inconsistent use by staff to use student feedback ● Increase use of online interactive lessons, activities ● Increase & consistent use of student-centered classroom facilitation strategies ● Increased, consistent use of differentiation strategies to support all learners ● Increased outreach to community individuals to reach all three grades, all content areas ● Provide more college/career exposure across all three grade levels


165

● Provide more programs/instruction on career readiness to balance focus on academic/college focus

● Lack of focus on GLOs ● Increased the use of online interactive teacher:student lessons and activities ● Increased IDU lessons and activities

bringing in more outside community individuals across grade levels and content areas ● providing more college/career exposure across all grade levels ● providing more programs/instruction on career readiness

D. Assessment & Accountability

● School needs to determine how to address GLO’s in a consistent manner ● Consistency in the area of student reflection and goal setting ● Implementing a self-sustaining data teams process ● RTI process needs to be clear to all staff ● RTI Tier 2 process is complicated ● School needs a method for determining whether feedback and teaching modifications are

effective

E. Culture and Climate

• Parent Community Network Coordinator (PCNC) is needed in order to improve parent involvement at school.

• Renaissance Program to incorporate more student involvement and community service. • Lack of school wide bullying prevention and character education programs • Reward for academic achievements and growth • School Quality Survey (SQS) feedback from parents-improved 18% 2016-17 to 23% 2017-

18 • Tracking student attendance school wide to reconcile attendance daily if we had a

designated attendance clerk. • Use of student surveys to get more student voice at school • There is a need to clarify and reinforce RTI process and the consistency of how it is used in

the classroom. • Clarifying the criteria of how to qualify students for additional supports like study skills. • We need more student feedback on transitions to and from intermediate school, student

activities, and student perspective on personalized supports.


166

Chapter V: Academic Plan

After the staff determined and agreed upon the school-wide strengths and areas of growth, the Curriculum Leadership Team met to review the 2017-2020 Academic Plan with these goals:

I. To ensure the enabling activities continued to support the identified areas of strength. We identified the following enabling activities in the current Academic Plan:

a. Technology: maintaining the 1:1 tech plan, updating and replacing tech equipment—all are addressed in the current Academic Plan through these Enabling Activities

i. Goal 1 EA 4: replace laptops and/or Chrome Books to utilize online software and programs

ii. Goal 3 EA 41: Purchase technological equipment to support the learning environment, continuing as a 1:1 school

b. AVID WICOR strategies: Marking the Text, Binders

i. Goal 1 EA 6: Integrate standards and AVID WICOR strategies to support a school-wide vision of rigor and literacy as well as a school culture to support college and career readiness

ii. Goal 2 EA 31: Implement a plan to address AVID WICOR strategies school wide and continue supporting the AVID electives classes as well as Tutorology to assist students as they transition into and exit from MWIS to prepare for future college and career opportunities

iii. Goal 2 EA 32: Continue building teacher capacity towards becoming an AVID school through AVID off campus training

iv. Goal 2 EA 33: Provide teachers with AVID WICOR strategies

c. Consistent school-wide curriculum practices

i. Goal 1 EA 2: ELA teachers use and supplement as needed the state-selected SpringBoard curriculum and assessments

ii. Goal 1 EA 5: Social Studies teachers will utilize KidsDiscover or similar program and/or print materials to increase students’ comprehension on topics relevant to their respective content areas, to support implementation of C3 Framework as well as support differentiated instruction to support all learners.

iii. Goal 1 EA 7: Math teachers will implement as well as supplement the Go Math (since replaced by Carnegie Math Solutions) to implement standards.

iv. Goal 1 EA 10: McGraw Hill’s iScience program or similar digital and or print materials will be implemented to promote increased understanding of


167

Science content and provide a foundation for implementation of NGSS as well as supporting differentiating instruction.

v. Goal 2 EA 25: Provide professional development opportunities for teachers in best practices.

II. To discuss, revise and/or draft outcomes and enabling activities to address the areas of growth. We made the following revisions, additions:

1. General Learner Outcomes are not explicitly addressed

a. Added to Goal 1

i. Outcome 1: quality student self-reflection on GLOs

ii. Outcome 2: consistent staff understanding of the GLOs

1. EA A: Staff ensures MWIS GLO poster is displayed in all classrooms

2. EA B: Establish baseline of student understanding of GLOs

3. EA C: Establish baseline of staff understanding of GLOs

4. EA D: Identify successful explicit GLOs integration on campus for scale up

5. EA E: Establish plan and expectations

2. RTI process & support is incomplete, inconsistent and not well understood by staff

a. Added to Goal 2

i. Outcome: Build understanding among staff of:

ii. RTI process as a whole

iii. What each Tier is about

iv. Differences among the three tiers

1. EA A: establish baseline of understanding among staff

2. EA B: Embed RTI into the school PD plan moving forward

b. Added to Goal 3

i. Outcome 1: Tier 2 systemic intervention built at Maui Waena

1. EA A: Find out what other middle schools are doing for Tier 2 programs

2. EA B: Determine specifically what we need at our school

3. EA C: Determine RTI Lead(s) & responsibilities


168

3. Parent Community Outreach & Support Improvement—only a small percentage of families attend school events; more community involvement in preparing students for not just college readiness but particularly career readiness, exploration and skill acquisition

a. Added to Goal 3

i. Outcome 1: Increase Career Day Participation and Variety

ii. Outcome 2: Make it easier for parents and families to attend through our scheduling decisions

iii. Outcome 3: Improve social media outreach

1. EA A: VP to work with community groups to ease back to school transitions and paperwork

2. EA B: Investigate social media options & requirements

3. EA C: Evaluate how well IC is working to communicate with parents & students

4. EA D: Add SCC Update to Staff Meeting agendas

4. Student Feedback and Reflection—make this more systemic and intentional

a. Added to Goal 1

i. Outcome 1: Increase learning, activities and support for Student Feedback

ii. Outcome 2: Increase learning, activities and support for Student Reflection

1. EA A: Plan for Student Exit Pass into programs outside the classroom

2. EA B: Plan for interpretation of results for future planning

3. EA C: Begin to embed in process

4. EA D: Vertical sharing and planning with feeder schools & MHS—begin conversations

NOTE: Classroom piece will be addressed after final BIC PD in March 2019.

5. Celebrating Student and School Success

a. Added to Goal 3

i. Outcome 1: increase participation in current PBIS programs

ii. Outcome 2: Re-vitalize current Renaissance program by looking for ways to serve community in more meaningful ways on a regular basis

iii. Outcome 3: Recognize effort, goal setting and success by students within the new initiatives

1. EA A: Look into showcasing what is already happening on campus


169

2. EA B: Find a way to make a bigger push earlier in the year

3. EA C: Look for ways to involve student government—officers and homeroom reps

4. EA D: find some ways to reward without food—e.g. experiences

6. Support Teacher PD needs in Data Teams, PLC, Teams, and new technology

a. EA 27 (in place Goal 2) Provide training opportunities for teachers and students to maximize technological integration

b. EA 42 (in place Goal 2) Expand technology plan to encompass teacher professional development, integration into curriculum, and integration and support of student learning

c. Revised EA 25: Provide professional development opportunities for teachers in best practices (e.g. formative assessment, differentiation, data teams). Besides providing for substitutes, this includes any related costs for intrastate travel (e.g. airfare, rental cars) and PD resources (e.g. online subscriptions) embedding regular time in the PD plan.

PROPOSED REVISED 2017-2020 ACADEMIC PLAN—proposed revisions in purple Where are we now?

Prioritize school’s needs as identified in one or more of the following needs assessments:

● Comprehensive Needs Assessment (Title I Schools)

● WASC Self Study ▪

1. Increase rigor and relevance in all content areas to ensure students are prepared for college and career. (WASC 2016, 4; CNA, 33)

2. Academic supports need to be incorporated into students’ systemic structures so all their needs are being addressed. (WASC 2016, 7)

3. Develop a long-term plan for professional development that includes school-wide expectations as well as individual growth opportunities. (WASC 2016, 6; ELL Summary Report, 5 )

4. The school’s leadership team needs to collaborate and establish a plan to build tangible connections between the school and community. (WASC 2016, 5; ELL Summary Report, 15)

In order to address equity, list the targeted sub group(s) and their identified needs. **Specific enabling activities listed in the academic plan should address identified sub group(s) and their needs.

● ELL students--improved reading, writing, speaking proficiency; improved math proficiency; improved science proficiency

● SPED students--greater rate of inclusion; improved reading, writing, math and science proficiency

● Disadvantaged students--improved reading, writing, math and science proficiency


170

ORGANIZE: Identify your Academic Review Team Accountable Leads.

Name and Title of ART Team Accountable Lead Responsible for implementation of the school’s strategies and initiatives

1. Marianne Wheeler VP 1. EA 15 16 20 21 22 24 25 26 27 28 30 31 32 33 34 35 36 37 52

2. Courtnee Sakamoto-Ribao VP 2. EA 15 16 20 21 22 24 25 26 27 28 30 31 32 33 34 35 36 37 52

3. Cheyenne Gazmen-Stook CC 3. EA 6 15 16 20 21 25 26 27 28 30 31 32 33

4. Jeanne Korotsky CC 4. EA 6 15 16 20 21 25 26 27 28 30 31 32 33 49 50 51

5. Cathy Cabalce Alakai ELA Dept Head 5. EA 1 2 3 28 29

6. Shannon Kealoha Kaia Math Dept Head 6. EA 7 8 9 28 29

7. Kamiki Benavides Science Dept Head 7. EA 10 11 12 13 29

8. Robert Fusato SS Dept Head 8. EA 5 29

9. TBA ELL Coordinator 9. EA 14 21 26 29 43

10. Scott Takakura SSC- 10. EA 15 16 20 23 24 39 40 44 45 46 47 48

11. Sheri Takeno Tech Coord 11. EA 4 27 41 42

12. Kristy Hankinson PE/Health DH 12. EA 29

13. Jodi Riley FA DH 13. EA 29

14. Lisa Morrison CTE DH 14. EA 29

15. Nadine Yamamura, SpEd DH 15. EA 15 16 17 18 19 20 29

16. Mary Dowells, AVID rep, UPLINK 15. EA 31 32 33

Goal 1: Student Success. All students demonstrate they are on a path toward success in college, career and citizenship

� Objective 1: Empowered - All students are empowered in their learning to set and achieve their aspirations for the future.

� Objective 2: Whole Child - All students are safe, healthy, and supported in school, so that they can engage fully in high-quality educational opportunities.

� Objective 3: Well Rounded - All students are offered and engaged in rigorous, well rounded education so that students are prepared to be successful in their post-high school goals.

☐ Objective 4: Prepared and Resilient - All students transition successfully throughout their educational experiences.


171

Outcome: By the end of three years, Rationale: ● SBA ELA 3%-4%-4% overall increase each year--by 2020, 56%

proficiency rate overall

● SBA Math 4%-5%-5% overall increase each year --by 2020, 42% proficiency rate overall

● HSA Science 6%- 6%-5% increase per year-- by 2020, 64% proficiency overall

● ELL students will meet the SY17-18 state’s targets in AMAO #1: 73% will make .5 gains in their overall WIDA Scores; AMAO #2: 19.5% will exit the ELL Program based on literacy and overall WIDA scores.

● Improve inclusion rates from current 19% by 5%-8%-10% to overall inclusion rate of 42% by 2020

● SpEd SBA/HSA gains: ○ ELA 3%, 4%, 4% to an overall 24% by 2020 ○ Math 4%, 5%, 5% to an overall 19% by 2020 ○ Science 4%, 5%, 5% yearly gains through to 2020

● ELL SBA/HSA gains ○ ELA 4%, 4%, 4% to an overall 20% by 2020 ○ Math 4%, 5%, 5% to an overall 18% by 2020 ○ HSA 4%, 5%, 5% gains yearly through 2020

● Decrease chronic absenteeism rate by 1% each year to an overall rate of 9% by 2020.

● Latest SBA score data show cohort proficiency rates decreasing between each grade 6-8 as well as an overall increase in the achievement gap rate. (CNA, 12)

● Latest SBA score data show cohort proficiency rates decreasing between each grade 6-8, in grade 7 as well as an overall increase in the achievement gap rate. (CNA, 13)

● Science HSA data show a yearly increase in proficiency meeting the DOE target in spring 2016, the DOE targets will increase each year. (CNA, 17)

● The most recent available data show that while MWIS made growth each year between SY 13-14 and SY 15-16, AMAO 1, 2 and 3 have not yet been met gains and exit targets have not been met. (CNA, 20)

● The most recent SBA and HSA data show an achievement gap for special education students in all three grade levels. (CNA, 18-19)

● The most recent SBA and HSA test data show a gap between achievement rates of special education students in all grade levels compared to achievement rates of all students. (CNA, 18-19)

● The most recent SBA and HSA test data show a gap between achievement rates of ELL students in all grade levels compared to achievement rates of all students. (CNA, 20-21)

● The most recent attendance data shows a rate of 12% while the state target is 9%. (CNA, 3)

GOAL 1: STUDENT SUCCESS PLANNING Funding Interim Measures of Progress

Desired Outcome

Enabling Activities

(Indicate year(s) of implementation

in next column)

School Year(s) of Activity

ART Accountable

Lead(s)

Source of Funds

(Check applicable boxes to indicate source of funds)

Define the relevant data used to regularly assess and monitor

progress

Increase Reading proficiency in SBA by 3%, 4%, 4% increase each year--by 2020 56% proficiency rate overall

(CNA, 10-12)

1. Purchase SpringBoard consumable student workbooks and utilize the curricular materials to empower student proficiency in CCSS

(WASC, 6; CMTA, 4)

2. ELA teachers use and supplement as needed the state selected Spring Board curriculum and assessments to implement the Hawaii Common Core Standards.

(WASC, 6; CMTA, 4)

3. Access to iReady or similar online program and/or print materials will be purchased to support skill development with the English Language Arts Hawaii Common Core Standards.

2017-2018

2018-2019

2019-2020

C Cabalce Alakai

(ELA DH)

RFusato

(SS DH)

AVID Site Coordinator

Curriculum Coordinators

AVID Elective Teacher

X WSF

X Title I

SpringBoard

$32,000

MobyMax

$1000

Chrome books

$23,500

KidsDiscover.com

$2000

Updated pacing guides in Drive folder at the start of each school year

Collaboration day documents

Professional Development documents

Admin walk through data

Data team documents

iReady data

Usage & other data from online programs

SBA score reports


172

(WASC, 7; CMTA, 4; ELL, 10)

4. Replace laptops and/or Chrome books to utilize online software and programs--e.g. SB Digital, iReady, and Google Drive.

(WASC, 6; CMTA, 4; ELL 10)

5. Social Studies teachers will utilize the Kids Discover online digital library, or similar program and/or print materials, to increase students’ comprehension on topics relevant to their respective content areas, to support implementation of C3 Framework as well as support differentiated instruction to support all learners.

(WASC, 6; ELL, 10)

6. Integrate Hawaii Common Core Anchor Standards and AVID WICOR strategies to support a school wide vision of rigor and literacy as well as a school culture to support college and career readiness.


iReady

$30,000

AVID binders

$6,500

SBA Math 4%-5%-5% increase overall each year --by 2020 42% proficiency rate overall

(CNA, 11; 14)

7. Math Teachers will implement as well as supplement the Go Math curriculum to implement the Hawaii Common Core Standards.

(WASC, 6)

8. Math Department will purchase and use other materials to support differentiation.


9. Access to iReady or similar online program and/or print materials will be purchased and used to support skill development with the Math Hawaii Common Core Standards.


2017-2018

2018-2019

2019-2020

S Kealoha

(Math DH)

X WSF

X Title I

MathiaX or similar

$4000





Data team documents

iReady data


HSA Science 6%- 6%-5% increase per year-- by 2020 64% proficiency overall

(CNA, 17-18)

10. McGraw Hill’s iScience program or similar digital and/or print curricular materials will be implemented to promote increased understanding of Science content and provide a foundation for implementation of the Next Generation Science Standards as well as supporting differentiated instruction.

(WASC, 7)

11. Purchase and use online license for the Explore Learning Gizmos library of interactive online simulations for Science classes or similar digital and/or print materials.

2017-2018

2018-2019

2019-2020

K Benavides

(Science DH)

X WSF

X Title I

iScience

$30,000

Gizmos

$2500

STEM resources

$3000

� Other

� N/A





Data team documents


173


12. Purchase and use STEM resources/ supplies/kits to further implementation in Science and Math as well as elective classes, supporting Next Gen Science standards as well as differentiation.

(WASC, 6)

13. Provide content-related field trips off campus to demonstrate relevancy of curriculum outside of school setting.

(WASC, 6; ELL, 9)

iReady data


4. ELL students will: meet the SY17-18 state’s targets:

AMAO #1:

73% will make .5 gains in their overall WIDA scores

AMAO #2:

19.5% will exit the ELL Program based on literacy and overall WIDA scores.

(CNA, 20)

14. Utilize the Finish Line program and other support texts to assist in improving ELL students’ WIDA ACCESS and Smarter Balanced Assessment scores.


2017-2018

2018-2019

2019-2020

TBA

(ELL Coord)

X WSF

X Title I

� Title II

� Title III

� IDEA

� Homeless

� CTE

� Other

� N/A


WIDA Access Scores




Data team documents

iReady & other online program data


Improve inclusion rates from current 19% to overall inclusion rate of 51% by 2020: SY17-18: 5% increase

SY18-19: 8% increase

SY19-20: 10% increase

(CNA, 18-19)

15. Provide PD for special education teachers to better understand and implement grade level standards through specially designed instruction.


16. Provide PD to assist regular education teachers to service student special populations to access grade level curriculum successfully.

Year 2: Provide inclusion PD to all staff & prepare for co-teaching

Year 3: begin implementing co-teaching


17. Provide and use appropriate texts—digital and/or print—to supplement SpringBoard

(WASC, 7; CMTA, 4)

18. Provide access to online as well as print materials for ELA skills acquisition and practice--e.g. Moby Max or similar.

(WASC, 7; CMTA, 4, ELL, 9)

2017-2018

2018-2019

2019-2020

NYamamura

(SpEd DH)

X WSF

X Title I

support texts

$2500




Admin walk through data=

Data team documents

iReady data


Student master schedule data


174

SpEd SBA/HSA gains:

--ELA 3%, 4%, 4% to an overall 24% by 2020

--Math 4%, 5%, 5% to an overall 19% by 2020

--Science 4%, 5%, 5% improvement each year through 2020

(CNA, 18-19)

19. ELA SPED & ELL students will be able to access NewsELA Pro or similar online program and/or print materials for leveled nonfiction articles to build reading comprehension.


20. Provide PD to assist regular education all teachers in servicing special populations’ successful access of grade level curriculum.

2017-2018

2018-2019

2019-2020

NYamamura

(SpEd DH)

ELA, Math, Science DHs

X WSF

X Title I

NewsELA.com

$4500





Data team documents

iReady data


ELL SBA/HSA gains

--ELA 4%, 4%, 4% to an overall 20% by 2020

--Math 4%, 5%, 5% to an overall 18% by 2020

(CNA, 20-21)

21. Provide PD to assist regular education teachers service student special populations to access grade level curriculum successfully

● ProvidecoachingandfacilitationtoteachersduringtheplanningphasetoscaffoldtheinstructionfortheELLstudentswhentheyarepacingthecontent

● Setasidetimeandmoneytoprovideexplicittraining ● Provideprofessionaldevelopmentand/orcollaborationtimetosupportELLstrategiesandunderstandingoflanguageacquisitionsotheteacherscanbebetterequippedtoworkwiththechangingpopulations.

2017-2018

2018-2019

2019-2020

ELL Coordinator

ELA, Math, Science DH’s

X WSF

X Title I

School wide PD

$8,000





Data team documents

iReady data


Decrease chronic absenteeism rate by 1% a year for each year of the plan

(CNA, 3)

22. Enforce attendance policy as stated in student planner to better support student achievement.(CNA, 2)

23. SSC Clerk and SSC follow the attendance weekly and bring to Peer Review. (CNA, 2)

24. Follow through with the courts on truancy cases. (CNA, 2)

2017-2018

2018-2019

2019-2020

SSC

Admin

X WSF

Attendance Data

Peer Review documents

GLO

-quality student self-reflection on GLOs

-consistent staff understanding of GLOs

A. Staff ensures MWIS GLO poster is displayed in each classroom

B. Establish baseline of student understanding of GLOs

C. Establish a baseline of staff understanding of GLOs

D. Identify examples of successful explicit GLOs integration on campus for scale up

E. Establish plan & expectations


175

Student Feedback & Reflection

-learning

-activities

-support

A. Plan for Student Exit Pass into programs

B. Plan for interpretation of results for future plans

C. Begin to embed in process D. Vertical sharing & planning

(feeder school access MHS)--begin conversations

Holding off on classroom piece until after March PD (ISS/BIC)

Goal 2: Staff Success. Maui Waena Intermediate has a high-performing culture where employees have the training, support and professional development to contribute effectively to student success.

Outcome: By the end of three years, Rationale:

● Professional Development in best practices (e.g. Tier 1 interventions, data teams process) for all teachers

● School-wide implementation of AVID strategies to grades 6-8 by 2020. Summer Institute Training Goal: (SY17-18): send 15 (core group + teachers who haven’t been) 2019 SI (SY18-19): send 15 “ “ 2020 SI (SY19-20): send 15 “ “

● Induction & Mentoring: continuing mentoring at the school level.

● 100% staff trained in most current employee evaluation system each year.

● Three different assessment reports: WASC Revisit, Title I Review, and ELL Review all stressed a need for all teachers to address varying student needs through purposeful, intentional and explicit curriculum, instruction and assessment. (CNA, 33-34)

● Both WASC and Title I identified AVID strategies as ways to address both rigorous curriculum as well as supporting varying student needs in preparing for college and career readiness. (CNA, 33-34)

● Between SY 2014-2015 and SY 2015-2016, the average years of experience of the MWIS teaching staff dropped from 12.5 years to 11.8 years. As staff retires and transfers, newer and younger staff members are coming to MWIS, needing support and mentoring as they begin either teaching or teaching in HIDOE. (CNA, 5)

● Increasing rigor in curriculum, instruction and assessment while supporting varying student needs is addressed throughout evaluation system framework. (CNA, 33-34)

GOAL 2: STAFF SUCCESS PLANNING Funding Interim Measures of Progress

Desired Outcome

Enabling Activities


in next column)


ART Accountable

Lead(s)

Source of Funds


Define the relevant data used to regularly assess and

monitor progress

Professional Development in best practices (e.g. Tier 1 interventions, data teams process including tech PD needs for teachers) for all teachers

(CNA, 33-34)

Build understanding among staff of:

25. Provide professional development opportunities for teachers in best practices (e.g. formative assessment, differentiation, data teams). Besides providing for substitutes, this includes any related costs for intrastate travel (e.g. airfare, rental cars) and PD resources (e.g. online subscriptions) embedding regular time in the PD plan


A. Establish baseline of understanding among staff

B. Embed into PD Plan moving

2017-2018

2018-2019

2019-2020

CC & admin X WSF

X Title I

Outside Provider

$60,000

HCCS support Math & ELA

$14,000

PLC Collaboration

$22,903

PD resources for

MWIS Professional Development Plan

Walk through data

Teacher implementation products

Data team documents & data

Formative and summative assessment data


176

-RTI process as a whole

-what each tier is about

-differences among the tiers

forward 26. Provide teachers & ELL EAs with training on the application of the WIDA Standards Framework for instructional design and assessment in their respective content areas with a focus on the development of academic vocabulary (e.g. Can Do indicators, previewing and reviewing lesson content).


27. Provide training opportunities for teachers and students to maximize technological integration.

(WASC, 7; CMTA, 4; ELL, 5, 9)

28. Provide Math and ELA teachers with specialized training/coaching to strengthen implementation of HCCS.


29. Teachers will utilize various informal--e.g. thumbs up, do nows, exit passes, reflections-- formative assessment strategies to differentiate instruction for all students.

(WASC, 7; CMTAI, 4; ELL, 9)

30. Provide collaboration days each semester for each department’s PLC to address school-wide needs & goals.

(WASC 7; CMTA, 4; ELL, 9)

teachers

$5,000

School-wide implementation of AVID strategies to grades 6-8 by 2020.

Summer Institute Training Goal: (SY17-18): send 15 (core group and teachers who haven’t been)

2019 SI (SY18-19): send 15 teachers 2020 SI (SY19-20): send 15 teachers

(CNA, 33-34)

31. Implement a plan to address AVID WICOR strategies school wide and continue supporting the AVID elective classes as well as Tutorology to assist students as they transition into and exit from MWIS and prepare for future college and career opportunities.


32. Continue building teacher capacity towards becoming an AVID school through AVID Summer Institute off campus training--i.e. registration, airfare & per diem.


33. Provide teachers with training on AVID WICOR strategies

(WASC, 6; Title I, 4; ELL, 5)

2017-2018

2018-2019

2019-2020

AVID site coordinator

Admin

X WSF

X Title I

AVID SI Fees

$10,500

AVID SI Travel

$8100

AVID binders

$7000

AVID Site Team

Action Plan

AVID Site Team Minutes

Walk through data

Teacher survey on effectiveness of AVID strategies

Induction & Mentoring: continuing to foster effective mentoring at the

34. All new teachers will be invited to a school-sponsored orientation day before school starts.

(WASC, 4; ELL, 5)

35. Beginning teachers to the DOE

2017-2018

2018-2019

2019-2020

Admin &

Principal

X WSF

� Title I

X Title II

New Teacher Orientation Agenda and Minutes

ART Data Mentor hours

NTC Learning Zone Data


177

school level

(CNA, 5)

will receive instructional mentoring and support from all support staff on campus.

(WASC, 4, 7; ELL, 5)

36. Substitutes will be provided for collaboration days between mentors and mentee.

(WASC, 4,7; ELL, 5)

� Title III

� IDEA

� Homeless

� CTE

� Other

� N/A

I&M Quarterly School-wide Collaboration Logs

Mentee Pre & Post survey

Collab Day Agenda & Minutes

Mentoring Forum documents

100% staff trained in most current employee evaluation system each year

(CNA, 33-34)

37. All teachers will receive yearly training on the components of the most current employee evaluation system.

(WASC, 4, 7;CMTA. 4; ELL, 4,5)

38. To ensure that all teachers are highly qualified, any non-HQ teachers will have a

professional development plan and access to professional development, assistance, and funding.

(WASC 4, 7; CMTA, 4; ELL, 4, 5)

2017-2018

2018-2019

2019-2020

Admin X WSF

� Title I

X Title II

Sign in sheets

Training documents

PDE3 documents

Goal 3: Successful Systems of Support. The system and culture of Maui Waena Intermediate School works to effectively organize financial, human, and community resources in support of student success.

Outcome: By the end of three years, Rationale:

● 100% of students, referred for Tier II in the Response to Intervention process, will receive timely and appropriate services to address identified needs.

● 1:1 technology will be integrated into curriculum, instruction, and assessment, and will serve to strengthen connection between school and community.(Year 1: teacher focus; Year 2: integration by staff; Year 3: focus on student use)

● ELL students will meet the SY17-18 state’s targets in AMAO #1: 73% will make .5 gains in their overall WIDA Scores; AMAO #2: 19.5% will exit the ELL Program based on literacy and overall WIDA scores.

● Continue implementation plan for Special Motivation Program

● Improved and strengthened Parent-Community Outreach

● Strengthen Curriculum Leadership role

● Provide after school support to all students by providing an environment that supports and extends students’ learning experiences (e.g. UPLINK program)

● While improved Tier I practices in all classroom will address the achievement gap between all students and targeted sub groups, some students will require additional support. (CNA, 18-21)

● Use of Google Apps for Education, SBA, HSA, and WIDA testing as well as online student learning support subscriptions require student and staff internet access. (CNA, 18-21)

● The most recent available data show that while MWIS made growth each year between SY 13-14 and SY 15-16, AMAO 1, 2 and 3 school level targets have not yet been met. (CNA, 20)

● While improved Tier I practices in all classrooms will address the needs of the majority of students, some students will require additional supports, particularly as promotion to Grade 9 requires a prerequisite number of credits. (CNA, 33-34)

● Student success requires cooperation among the school, the home and the greater community. Three outside groups recommended that MWIS work to increase its outreach to parents and the community to support all students in becoming college and career ready. (WASC, 5; CMTA, 4; ELL, 15)

● Improving Tier I strategies and differentiation by staff requires a vigorous data team cycle which begins with Curriculum Leadership focusing on school-wide data. (WASC, 4; CNA, 33-34)

● Providing support after school will benefit any student needing additional time and support in their academic classes as well as giving them an opportunity to explore their interests and acquire new skills. (WASC, 4; CNA, 33-34)


178

GOAL 3: SYSTEMS OF SUPPORT PLANNING Funding Interim Measures of Progress

Desired Outcome

Enabling Activities


in next column)


ART Accountable

Lead(s)

Source of Funds


Define the relevant data used to regularly assess and monitor

progress

100% of students, referred for Tier II in the Response to Intervention process, will receive timely and appropriate services to address identified needs.

(CNA, 18-21; 33-34)

Tier 2 systemic intervention is missing from MWIS

39. Review CSSS Framework with a focus on obtaining timely and appropriate services to address student needs.

(WASC, 7; CMTA, 4; Title I, 4; ELL, 9, 10)

40. Create Tier II program to provide Tier II interventions to address identified student learning needs.

(WASC, 7; CMTA, 4; ELL, 9, 10)

A. Find out what other middle school are doing for RTI-Tier 2 programs

B. Determine specifically what we need at our school

C. Determine RTI Lead(s) & responsibilities

2017-2018

2018-2019

2019-2020

SSC

X WSF

X Title I

SMP and Study Skills Database

CSSS database

CSSS framework document

Maximizing 1:1 technology

(CNA, 18-21; 33-34)

41. Purchase technological equipment to

support the learning environment, continuing as a 1:1 school


42. Expand technology plan to encompass teacher professional development (year 1), integration into curriculum, instruction and assessment (year 2) and integration and support of student learning.(year 3)

(WASC, 7; CMTA, 4; ELL, 9

2017-2018

2018-2019

2019-2020

Tech Coord

X WSF

X Title I

MWIS inventory database

Tech plan

MWIS PD Plan

ELL students will meet the SY17-18 school level targets in AMAO #1:

73% will make .5 gains in their overall WIDA Scores; AMAO #2:

19.5% will exit the ELL Program based on literacy and overall WIDA scores.

(CNA, 20)

43. Provide extended learning opportunities after school and during the summer for ELL students.

(WASC, 7; ELL, 9)

2017-2018

2018-2019

2019-2020

ELL coordinator

Testing/ Data coach

X WSF

WIDA Access scores

Attendance records


179

Implement plan for Special Motivations Program.

(CNA, 33-34)

44. Refine Special Motivation Program (SMP) process to better identify students who need specific and focused interventions to achieve academic success and socio-emotional competence in a self-contained classroom.

(WASC, 7; CMTA, 4)

45. Acquire resources and provide training for teachers to assist with unit recovery for students who have failed core classes.


46. Create community connections within program to support SMP students

(WASC, 5; CMTA, 4)

47. Provide training for teachers in using the Acellus program with SMP students.

(WASC, 5; CMTA, 4)

48. Explore ways to track SMP cohort through grade 12 & beyond (SCC recommendation)

2017-2018

2018-2019

2019-2020

SSC X WSF

X Title I

SMP and Study Skills

database

SMP Referral Flowchart

HS transcripts

Student Interviews

Parent Community Outreach

(WASC, 5; Title I, 4; ELL, 15)

A. Increase Career Day participation and variety

B. Making it easier for parents through our scheduling- e.g. clustering Open Houses on the same night with staggered start times

C. Social Media outreach

49. Parent Nights (e.g. Grade 6 Parent Night, Open House Grades 7 & 8, and Semester 2 Showcase Night); including a parent component for 7th & 8th grade parents about unit accumulation and promotion to the next grade level.


50. Weekly folders (e.g. Tuesday Folders)


51. Increase & improve parent communication by using digital tools to support school-home communication


A. VP working with community groups to ease back to school transitions and paperwork

B. investigate social media options & requirements

C. Evaluate how well IC is working to communicate with parents & students

D. Add SCC Update to Staff meeting agendas

2017-2018

2018-2019

2019-2020

CC Title I � WSF

X Title I

Support Materials

$3642 (estimated)

� N/A

sign in sheets

SCC minutes

Tuesday folder documents

School website

School reader board


180

Strengthen Curriculum Leadership role

(WASC, 4; CNA, 33-34)

52. Quarterly pull out day with stipend to extend work day past 2:45 in order to fully address school-wide data.

(WASC, 4; CNA, 20)

2017-2018

2018-2019

2019-2020

Admin X WSF

X Title I

Curriculum Leadership

Minutes

Stipend paperwork

Provide support program after school for all students

(WASC, 4; CNA, 33-34)

53. UPLINK program will take place on campus and will be open to all students who enroll.

2018-2019

2019-2020

M Dowells X Other

Federal $100,000

Daily Schedule of Program

Evaluation of Program by teachers & students

Average Daily Attendance

Number of Teachers participating

PBIS group in place

-increase participation in current programs (e.g. Character Traits, Student of the Month etc.)

-Renaissance--more information to serve community in a meaningful, regular basis

-recognizing effort, goal setting, and success by students within the new initiatives

A. look into showcasing what is already happening on campus

B. find a way to make a bigger push earlier in the school year

C. look for ways to involve student government--officers, homeroom reps

D. find some ways to recognize and reward without food (e.g. experiences)

Follow up

As MWIS is a Title I school, after final revisions are made in late March/early April, the SCC will be updated about the changes and given an opportunity to give feedback. These changes will also be shared with the community as part of the Student Showcase in May. After that, the revised plan, community feedback, SCC assurances, updated CNA, Title I addendum, TSI-CU addendum will be submitted for verification by the MDO Title I Linker and CAS approval before the end of the school year. In addition, the Curriculum Leadership Team will meet again in April/May to complete the ART review, and the End of Year Monitoring Report will be completed for SY 18-19 by the end of November 2019 and submitted as a Title I compliance report.

All the recommendations, changes and priorities resulting from this process will be shared with the community at the 6th Grade Orientation in July 2019 as well as the Open House in August 2019.


181

Appendices

A. School Strive HI index results • 2015-2016 • 2016-2017 • 2017-2018

B. School Trend Reports • 2015-2016 • 2016-2017 • 2017-2018

C. School Status and Improvement Reports • 2015-2016 • 2016-2017 • 2017-2018

D. National Reporting System Report (Community School for Adults only) E. School Quality Surveys

• 2015-2016 • 2016-2017 • 2017-2018

F. Master Schedule—SY 2018--2019 only G. Graduation Requirements H. Results of student surveys/interviews I. Results of parent/community surveys/interviews J. Current Academic Plan


1