Wasc Visting Committee Final Accreditation Report For Kualapuu

Hawaii Association of Independent Schools
Western Association of Schools and Colleges

Accreditation of
Kualapuu Public Conversion Charter School

Report of the Visiting Committee

March 2, 2016

Committee Members:
Joe C. Rice -
Chair, Retired President & CEO of Mid-Pacific Institute

Pilimai Traub -
Principal of Kua o ka La New century PCS

Lisa Staib -
Instructional Coach, Kamaile Academy

Olani Lilly -
Head of School, Ka Umeke Kaeo Charter School

Casey Asato -
Director of Curriculum, Seabury Hall
I. Introduction: The School Profile

The mission of Kualapuù School is:

To build a strong foundation for lifelong learning so with proper nurturing our keiki will
be able to discover and grow, develop skills and confidence, and, like the uala, withstand
adversity and thrive in an ever-changing world.

The mission of the school speaks to the belief in the capacity of all students to achieve
despite what might be considered challenging life circumstances. This belief is grounded in
the reality of our high population of disadvantaged students.

The Kualapuù School Vision (below) is a dual vision, which encompasses both the
similarities and differences in focus for our dual and parallel commitment to the English
and Hawaiian language programs and frameworks within the school.

English Language Program
Hawaiian Language Immersion

Program
Students from Kualapuù School will:
Students from Kula Kaiapuni o Kualapuù

will:

Demonstrate mastery of the Common Core Demonstrate mastery of the Common
State Standards
Core State Standards

Learn in a safe and positive environment
Learn in a safe and positive environment
that promotes Hawaiian and other cultural be embedded in Hawaiian cultural
values
values, protocols, and language

Be instructed using research and standards Be proficient in the Hawaiian language
based curriculum
through culturally appropriate and
researched-based instructional processes
Kualapuù School is an elementary school that serves students grades pre-K through sixth.
The school opened in 1966 and has since served generations of families from the central
Molokai area and experienced many significant changes in its 48-year history. Major
changes included accepting redistricting of the school attendance areas and demonstrating
curricular flexibility to meet the needs of its student population. The school was
redistricted to include additional students from Manila Camp in the 1987-1988 school year,
and became the first school to adopt the year round school calendar. In addition, the
school became the designated Hawaiian Language Immersion elementary school for the
island in 1993-1994.

Most notably, the school converted from a traditional Department of Education (DOE) public
school to a public conversion charter school in June 2004 under the non-profit organization
Hoòkakoò Corporation. A Detailed Implementation Plan was submitted to the Board of
Education after two years of study. Since becoming a charter school, Kualapuù School has
become a school in "good-standing" out of "restructuring" based on No Child Left Behind
requirements in 2008-2009 (see Chart 1, 2 and 3 below), opened a four-year old pre-K program
in August 2009, and has expanded the school day for an hour longer than traditional DOE
schools beginning 2010-2011 through site-based negotiations with the Hawaiì State Teachers
Association. The school also earned Initial Accreditation with the Western Association of
Schools and Colleges in June 2013. Kualapuù, currently celebrating its 10th year as a charter
school, was the only one of 16 charter schools that earned initial accreditation through the HAISWASC partnership.
Chart 1: READING - Percentage of Students Meeting or Exceeding Proficiency
Year
All Students
Disadvantaged
Asian/Pacific
Islander
(API)
Spring 2002
(Hawaiì State
Assessment HSA)
21
20
20
Spring 2005 (Began

Charter)
41
29
40
Spring 2010 (made

AYP)*
59*
52*
58*
Spring 2011
61
54*
62
Spring 2012
57
52
57
Spring 2013
60
56
60
Spring 2014
(HSA Bridge
Assessment)
57
57
NA
Chart 2: MATH - Percentage of Students Meeting or Exceeding Proficiency

Year
All Students
Disadvantaged
Asian/Pacific
Islander
Spring 2002
(Hawaiì State
Assessment HSA)
Spring 2005 (Began

Charter)
23
18
21
Spring 2010 (made AYP)
61*
55*
60*
Spring 2011
59*
53*
58*
Spring 2012
61*
56*
60*
Spring 2013
62
62
62
Spring 2014
(HSA Bridge
Assessment)
58
56
NA
*Met Adequate Yearly Progress (AYP) Status through the safe harbor provision.
Chart 3: Strive HI Indicators of Achievement (Met Overall in Continuous

Improvement Category)
Year
Proficiency
Indicator
Points
Math
Reading
Science
2012-2013
(Hawaiì State
Assessment)
62%
(25 pts)
60%
(24 pts)
29%
(6 pts)
54 of 100
2013-2014
(HSA Bridge
Assessment)
58%
(23 pts)
57%
(23 pts)
26%
(5 pts)
51 of 100
2014-2015
(Smarter Balanced
Assessment)
43%
(21 pts)
28%
(14 pts)
35%
(9pts)
44 of 125 pts
Kualapuù School also experienced some significant financial difficulties with the planned
spend down of its reserve funds over 4 years, coupled with declining enrollment. The
school entered the 2014-2015 school year with 12 less teaching and support positions than
in 2013-2014. Even with the teacher reduction, the school retained 26 teacher positions for
321 pre-K to sixth grades, for a 1 to 12 teacher to student ratio for the 2014-2015 school
year. With the exception of 2.5 Department of Education-funded special education
educational assistant positions, the school has not reduced any positions in 2015-2016.
Currently, the staff are comprised of 26.5 staff positions and 26.5 full-time faculty with
35% holding graduate degrees, 73% with six or more years of teaching experience and
100% of teaching staff designated as highly qualified. In addition, 32% of staff are
Kualapuù School alumni, including Principal Trinidad.

Despite all of these changes the overall community has, with few exceptions, remained
supportive of the school and its initiatives. The school has lost enrollment by 28% in the
past 4 years. Speculation for the reasons for the decreased enrollment is the lack of on-
island employment opportunities for families with children or moving to a part of the
island without bus service to Kualapuù School. Despite the loss of enrollment, the school
continues to be the largest elementary school on the island, with 89% of students of
Hawaiian ancestry and 86% qualifying for free-reduced lunch status, second only in
enrollment to Molokai High School. Kualapuù is the home school for students from four
locales of Molokai: Kualapuù, Kalae, Hoòlehua, and Kalamaula.

Molokai is a small, isolated community with approximately 7,400 people. It is viewed by
many as one of the few remaining hubs of Hawaiian culture. The primary ethnic groups
(some residents are represented more than once due to mixed ethnicities) on the island are
Native Hawaiian/Part Hawaiian (62%), Asian/Part Asian (42%), and Caucasian/Part
Caucasian (29%). Molokai continues to have the highest unemployment rate in the State
(13.8% Molokai vs. 6.1% State Average in June 2014), worsened by the closure of Molokai
Ranch and the layoff of about 120 employees in 2009. Concurrently, goods and services are
more costly here than in most places in Hawaiì. Access to the other islands is cost-
restrictive for many families, due to the high cost of transportation (air and ferry). To
illustrate the cost of transportation, as of June 29, 2012, a gallon of unleaded gas was $5.39,
about $1.00 more than the city of Honolulu. Gas prices remain steady at $4.51 as of April
19, 2015, with Oahu a dollar less.

Student Demographics: The majority of Kualapuùs students are of Hawaiian or Part-
Hawaiian ethnicity coming from Kualapuù, Kalae, Manila Camp, Kalamaula, and Ho'olehua
Homestead areas. There are very few serious discipline problems among the children and
average daily attendance has been slightly less than the state expectation of 95% for the
past four years. For 2014 -15, the daily attendance rate was 94.6%.

The number of children at Kualapuù School for the 2014-2015 school year was 321
students, 17 less students than the previous year. The total also includes 21 of our pre-K
students (4 year olds). Alumni are not tracked beyond matriculation to a middle school.
The majority of students continue their education at Molokai Middle School with several
students transferring to Kamehameha Schools Kapalama Campus, one or two attending
Akaula School and recently Ìolani School. Alumni are contacted for feedback surveys or
focus groups when needed for relevant studies such as school strategic planning.

There are several unique features at Kualapuù School. First, Kualapuù School is the only
public charter school on the island of Molokai. One key difference from other DOE
elementary public schools is the implementation of our Expanded Learning Time (ELT)
initiative in which we restructured and added an additional 60 minutes of instruction to
each day. The school provides enrichment activities in addition to maintaining core
instructional content. Over the last five years enrichment classes have included
Technology, Ìke Hawai'i, Performing Arts, and Visual Arts. The school also added daily
Physical Education as part of its instruction. As part of ELT, teachers were compensated for
the extra time and prep required for Professional Learning Communities (PLC) and
collaboration for four years (2010-2014).

Second, the schools governing board is the Hoòkakoò Corporation (HC), which is the
states only charter management organization, overseeing the operation of Kualapuù
School on Molokai, Kamaile Academy of Oàhu and Waimea Middle School on Hawai'i
Island. The board is comprised of an executive director, who oversees HC staff, and
volunteer community board members. The school also has a local advisory panel (LAP)
composed of stakeholders including the HC Executive Director, 1-2 HC board members, the
principal, teachers, parents, community and a non-voting student representative, who
support the principal locally on school level decisions.

Kualapuù School is also the home of the only elementary Hawaiian Language Immersion
Program (HLIP) on Molokai and is open to students island-wide. Kualapuù's HLIP
program enrollment has also declined but holds steady with almost one-third of the school
population and provides a unique cultural experience alongside, and integrated with, the
larger English speaking program. Another program at Kualapuù School is the only free,
non-income-based pre-Kindergarten program on the island, which is primarily funded
through grants. This program was started in 2009 and provides early reading exposure by
utilizing the same reading curriculum as the K-6th grade English-program students.

The Visiting Committee Commentary on The School and The Profile

The School Profile is complete, detailed, and provides the WASC/HAIS Visiting Team an
adequate overview of the school as a whole. It provides an excellent overview of its path from a
regular public school in 1966, to a designated Hawaiian Language Immersion school in 1993 and
then to Public Conversion Charter School beginning in 2004.

The schools dual vision notes the similarities and differences between the English Language
Program and the Hawaiian Language Immersion Program. Both visions have students
demonstrating mastery of the Common Core State standards.

There are three charts included that detail student progress and proficiency in Math, Reading and
Science as related to Hawaii State Standards and No Child Left Behind requirements. It is
notable that Kualapuu School made considerable achievement jumps after becoming a public
charter school.

The School Profile also describes the Molokai community in which the school resides and
general information about the economic conditions of island residents and the hardships faced.
This has led many residents to leave the island for work. This has a negative effect on school
enrollment over the past several years.

The profile also briefly describes the governance structure of Kualapuu School. This includes
Hookakoo Corporation, which also governs two additional charter schools, and a Local
Advisory Panel composed of school stakeholders.

II. Assessment of the Progress Report

Discuss the significant changes and the progress made on previous major recommendations
since the schools last self-study. The focus of this section is to discover how the school uses its
self-study and accreditation visits. While the school is required to respond to all major
recommendations, it is not required to implement each. Reasons should be provided for this
decision, and might be influenced by a major change that has occurred at the school since the
time of the last accreditation. A major change might be a new head of school, construction of
new buildings, a major capital campaign, a change in the schools grade level configuration, or
graduation requirements.

The Progress Report presents the schools clear response to the four major recommendations
provided in the Initial Visit: Visiting Committee Report, 2012. Moreover, the Progress Report
reflects a conscious and honest commitment to addressing each of these recommendations and
served as an impetus to enact positive change, or support to maintain previously initiated areas
for progress amid financial challenges. In order to give a clear reckoning of the extent of
significant changes in the course of the last several years as well as the breadth of the schools
response to the accreditation visit, what follows below is a verbatim recitation of the major
recommendations followed by a summary of the schools efforts to consciously meet or exceed
the recommendations
Recommendation #1: Maintain indicators of academic success for reading and math; Add
writing as a school-level outcome.

Kualapuù School has continued to meet academic achievement requirements in reading and
mathematics by maintaining the Continuous Improvement status--a passing category requiring
no intervention under Strive HI criteria (formerly NCLB). In addition, the school has earned
passing marks on the Charter School Commissions newly implemented indicators. Directly
addressing the Visiting Committees recommendation of 2012, the school has administered an
end-of-year writing assessment for grades 3 to 6 since 2010-11. This year, Kualapuù School has
partnered with Kamehameha Schools Literacy Division to provide professional development to
teachers to help them improve writing instruction. Overall, writing scores have improved, though
it is difficult to quantifiably compare the year-to-year gains because of rubric modification by the
Write Source that has added indicators and a different genre of writing.

Evidence: Strive HI Report, Commission Report, writing mid- and end-of year (MOY/EOY)
scores, Writing Rubric, Self-Study, pp. 7, 13; Discussions with Curriculum Coordinators.

Recommendation #2: Develop 21st Century global awareness outcomes (Collaboration,
Communication, Critical Thinking, and Creativity) with particular emphasis on
strengthening the curriculum in technology, physical education and Ìke Hawaiì.

As shown in the Self-Study Progress Report, there is evidence of a commitment to the
development of 21st century global awareness outcomes (collaboration, communication, critical
thinking, and creativity) at the school. In some areas this is more explicitly explained, such as in
physical education and Ike Hawaii, while in others, less so.

Kualapuù School formed committees as part of accreditation and the schools strategic plan to
create indicators and/or outcomes for two of the three curricular areas recommended in the
Visiting Committees report of 2012. These two relate to physical education and Ìke Hawaiì.
The two programs were combined into Puòlo (meaning to bundle) and are now taught through
an integrated PE Ìke Hawaiì curriculum. These indicators and outcomes guide the content and
pacing for these areas and students are expected to meet state benchmarks annually. For
example, in the second quarter Makahiki Unit students learn uma, ulumaika and konane and the
outcome is: Students will demonstrate proficiency of the season through written assessment by
topic per week and through visual assessment, demonstrating the cues of mastery for the games
through psychomotor assessment.

A formal technology curriculum or requirement is currently not in effect at the school. Due to
budget shortfalls starting in the 2014-15 school year, the additional professional learning
community (PLC) and prep for teachers was reduced. Consequently, technology education is no
longer offered as an enrichment class, but is integrated in the classroom and supported by the
addition of a .75 FTE Technology Assistant, whose responsibility it is to maintain technology on
campus and keep the computer lab operational for homeroom teachers to use.

Technology skills among faculty have improved through the use of GAFE (Google Applications
for Education). For example, several teachers took courses on GAFE and administration requires
its use for certain activities. Students use technology for learning applications such as ReadLive,
Reflexmath, and more recently, KidBiz (Achieve 3000). Some teachers teach typing and
computer skills to be able to navigate the technology required for the Smarter Balanced
Assessment (SBA). While indicators have been completed in two of the three content areas,
indicators (outcomes) have not been formally reviewed since 2014.

Evidence: PE and Ike Hawaiì Indicators and Strategic Plan Checklist

Recommendation #3: Refine HLIP instructional framework and strategies for student
success.

The school has demonstrated a clear, robust commitment to the refinement of its Hawaiian
Language Immersion Program (HLIP) as a result of its strategic plan and accreditation process. It
continuously seeks to improve its HLIP with valid, culturally and grade-level appropriate
curriculum, materials, standards, and assessments. As a step in this direction, Kualapuù School
hired an HLIP coordinator to create needed materials, develop assessments, and to assist and
mentor teachers. The schools HLIP program submitted several valuable new models for
assessment and instruction that are providing measurable student achievement data for Hawaiian
language learners. Moreover, the performance indicators, assessments, and books that were
created for in-house use have been well received by HLIP programs throughout the state, and are
recognized as firsts among HLIP schools. These firsts include:

1. A set of culturally relevant performance indicators, measured by Hawaiian-culture
based standards. This was completed and piloted in 2014 and resulted in an HLIP success
rate of 98% in both 2014 and 2015.

2. A Hawaiian Language K-6 grammar assessment created at Kualapuù School that
measures students language proficiency at pre-, mid-, and post-year points. In 20152016, curriculum is being created to support and align with the new grammar assessment.
The assessment has provided an invaluable tool for informing instruction and is used by
HLIP teachers and Response to Intervention teams to identify students that may need
additional supports. Using the new grammar assessment tool, proficiency of 80% and
above has been achieved for all HLIP M-6 classes

3. Two Hawaiian language books written and published to address the lack of early and
middle elementary reading material for post-emergent stage readers. These books, along
with curriculum, were provided free of charge to each HLIP school in the state.

The school continues to find success with the research-based Foundations & Frameworks as its
HLIP reading instruction model because of its flexibility and ease of use with existing Hawaiian
reading material. For HLIP students, the first 30 minutes of school is dedicated to Hawaiian
grammar development across grade levels from K-6. For grades 5 and 6, HLIP students join the
English language classes for 60 minutes of Success For All (SFA) program instruction daily.

Evidence: Hawaiian Heritage Cultural Performance Indicators (KPCCS), Hawaiian Language
Proficiency Grammar Assessment and Scores (KPCCS), Samples of Published Books: Ka Wena
and Ka Moeuhane, published by Amazon Publishing, Foundations and Framework Reading
Instruction Program, N Honua Mauli Ola: Hawaii Guidelines for Culturally Healthy and
Responsive Learning Environments (2002), N Kai Ewalu Hawaiian Language Lessons (UH
Hilo), Self-Study, pp. 14-15; Discussions with faculty.
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Recommendation #4: Assess the feasibility of expansion to 7th and 8th grades.

Exploratory meetings were held by a committee consisting of teachers, parents, administrators,
and Department of Education representatives to consider the expansion of grade levels to include
7th and 8th grades at Kualapuù School. Through open, participative processes, parents and the
community were given the opportunity to provide input on the consideration. This included
consultations with potentially competing middle schools on the island. The committee found that
it was not feasible to move forward with expanded grade levels at this time.

Several important factors played into this conclusion. These include: A decline in school
enrollment by 20% since 2010-2011; a change in the law for the age of mandatory school
attendance; and inconsistent grant funding over the last couple of years that has resulted in cuts
in program and faculty.

Evidence: Committee meeting minutes, Self-Study, p. 16; Discussions with faculty

III. Comments on the Self-Study Process

How effective was the school in promoting and securing the broad involvement and
collaboration of the full school community in creating the self-study?

Rate the school on how effectively they collaborated during the self-study process:
Highly effective
X Effective
Somewhat effective
Ineffective

Rationale:

There is clear indication of broad participation and involvement by the school community in the
review and editing of the self-study. In meetings with those responsible for the writing of the
various sections of the document, participants were open and forthright in their commentary and
responses to questions with regard to their sections. It appears, however, that greater efforts to
incorporate a cross-section of constituents and stakeholders in the creation of the self-study
starting from the initial stages to throughout the drafting and revision process would have
strengthened representation of the whole school community. For example, the process could
have explicitly included parent and community involvement earlier and directly in the self-study
process, rather than primarily relying on surveys, studies, and updates at Local Advisory Panel
(LAP) meetings.

IV. Assessment of Schools Performance

A major component of the Visiting Committee report is the teams thoughtful commentary
regarding the schools performance in light of the 16-accreditation standards found in the new
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manual. This part of the report will be divided into six sections, each of which will address the
accreditation standards included in that sections chapters in the self-study manual. The
organization of the six sections is as follows:

Section I: Institutional Core Values, Purpose, and Aspirations (Chapter 1)

Chapter 1: Mission

Standard 1: The school has a clearly articulated mission statement, formally adopted by the
Board of Trustees that defines its core values and purpose. The mission statement expresses
the schools institutional purpose, distinctive qualities, and vision of education and it informs
all major planning and decision-making.

Context Statement: Kualapuu clearly states the mission of the school at the beginning of this
section. The mission of the school is

To build a strong foundation for lifelong learning so with proper nurturing our keiki will be
able to discover and grow, develop skills and confidence, and, like the uala, withstand adversity
and thrive in an ever-changing world.

The mission has not been revised since 2012. At that time the school community agreed that the
mission was still relevant and reflected the goal of the school. Continuous school improvement
is embedded in the mission and vision.

This section also explains how this mission and the analogy of the uala is directly connected to
the environment and community the students come from. Students in the HLIP and the Fourth
Grade in the English Language program utilize a school oli (chant) to reference the schools
connection to the environmental elements associate with the Kualapuu. Metaphorically the
elements are necessary for the health of the ina and knaka to include haumna (students) of
Kualapuu.

In this section a dual vision is described for the English Language Program and Hawaiian
Language Immersion Program. While there are similarities in the vision there are also slight
differences.

The school has utilized the mission and vision to influence its decision-making in hard financial
times and is working to locate and develop the necessary capacities to be able to financially
support the full implementation and actualization of its mission. However the school community
reports tension between the mission and the need for increased focus on fund development.

Strengths:

Strong descriptions of how the mission is utilized to either maintain or further strengthen
the schools programs. For example the decision to maintain the Extended Learning
Program through financially difficult times. (Evidence: Self-Study p. 22; Meeting with
Education Program)

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The schools works to support the whole-child. To address the physical needs of students
the school works with community organizations to provide food and snack program. To
address the academic needs significant time has been dedicated to reading and includes
writing.

To address the social-emotional needs the school employs the Getting Along Together
Curriculum as well as Response to Intervention. To address the cultural needs, students
participate in Ike Hawaii classes. (Evidence: Self-Study pp. 25-27; Meeting with
Education Program)
Academic success is of prime concern for the school community. The school day has
been extended in order to lengthen the time given to reading in both English and
Hawaiian languages. Three curriculum coordinator positions in reading,
mathematics/science, and Hawaiian Language add to the strength of the program.
(Evidence: Self-Study pp. 24-25; Meetings with curriculum coordinators, faculty
and staff; Meeting with Principal and Vice Principal)

Opportunities, challenges, and needs faced by the school:

Identified that the current EveryDay Math does not have full Common Core State
Standards alignment and the need for increased math time. (Evidence: Self-Study p.25;
Meeting with Education Program)

While financial sustainability is of concern to the school there appears to be a significant
time and resources dedicated to acquiring funding at different levels in the school.
(Evidence: Self-Study p. 27; Meeting with Education Section, Meeting with Mission)

While the school has communication systems in place there are some within the school
community that continue to feel the need for increased transparency related to
administrative and financial information and decision-making. (Evidence: Self-Study p.
27; Meeting with LAP)

While the dual vision clarifies the specific direction of each program it appears to
continue to maintain the school-within-a-school model instead of a single school
identity with a variety of educational options. (Evidence: Self-Study p. 22; Meeting
with Education, Meeting with HLIP, Meeting with School Climate)

Guiding questions for further institutional self-reflection: (Optional)

How would Kualapuu articulate the correlation between Common Core State Standards
and thriving in an ever-changing world?

How would it benefit/hinder Kualapuu to have a shared vision and a single identity that
could incorporate and address the varying needs of its students and their families?

How effective is the school in meeting Standard 1:
Highly effective
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X Effective
Somewhat effective
Ineffective

Rationale:

Kualapuu clearly understands its mission and vision adopted by the board of Hookkoo
Corporation. The mission is distinct to the community connecting the place name and the
significance of uala (Hawaiian sweet potato) to place. The mission has been used made
decisions that would continue and redirect its operations, instruction and curriculum to increase
alignment and achievement even in difficult financial times. While the narrative shares the
amazing work that the school is doing to strengthening the rigor, the cultural piece (what makes
the uala grow) has less presence. While the intent of the dual vision maybe to provide program
specific clarity for families interested in Hawaiian medium or English medium education it
continues to maintain the school-within-a-school model. It is unclear if this is beneficial for
either program.

Strengths and Challenges for Section 1: Institutional Core Value, Purpose, and
Aspirations:
(Boldface Notable Strengths and Significant Challenges from each section)

Strengths:

Strong descriptions of how the mission is utilized to either maintain or further strengthen
the schools programs. For example the decision to maintain the Extended Learning
Program through financially difficult times. (Evidence: Self-Study p. 22; Meeting with
Education Program)
Academic success is of prime concern for the school community. The school day has
been extended in order to lengthen the time given to reading in both English and
Hawaiian languages. Three curriculum coordinator positions in reading,
mathematics/science, and Hawaiian Language add to the strength of the program.
(Evidence: Self-Study pp. 24-25; Meetings with curriculum coordinators, faculty
and staff; Meeting with Principal and Vice Principal)

Challenges:

identity with a variety of educational options. (Evidence: Self-Study p. 22; Meeting
with Education, Meeting with HLIP, Meeting with School Climate)

Section II: Teaching and Learning (Chapters 2-7)

Chapter 2: Educational Program

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Standard 2: Guided by the mission, the school clearly defines its curricular and co-curricular
programs and provides coherent documentation of them. The programs are regularly
evaluated, updated, and strengthened in order to stay current with relevant educational
research, to assure the intended outcomes in student learning, and to prepare students for the
next stage of their academic careers.
Context Statement:
Kualapuu focuses on developing math, reading and writing skills as the foundation for students
to build upon to face the challenges of the future. The most significant change for the school
has, with support from Kamehameha schools, been the adoption of a writing curriculum and
assessment framework. HLIP reading and writing proficiency improvements are the cited
outcomes of this change. The schools curriculum is guided by State Common Core Standards
and the requirements of the high school students would transition to do not constrain the
educational program including Getting Along Together (GAT) and Ike Hawaii. The self-study
cites anecdotal evidence of student success once they have completed their elementary
education. This evidence is collected informally via parent updates, media, middle school
teacher updates and former students. The school identifies its Hawaiian Language Immersion
Program and Success for All curriculums as the strengths of its educational program. The
school is also concerned with serving the whole-child and to that end provides an array of
specials that allow students to explore other interests, GAT.
The Hawaiian Language Immersion Program (HLIP) instructs via the Hawaiian language and
there have been improvements made to the program particularly in the area of an assessmentdriven aligned grammar program. The HLIP Curriculum Coordinator developed a school-based
assessment, which aligns and standardizes grammar skills. Success For All (SFA) is a program
utilized on the English-language side from PreK -6th and grades 5-6 on the Hawaiian-language
side. SFA is a leveled English reading program and is a part of the schools Response to
Intervention model.
The HLIP has also created a Performance-Based Assessment of Hawaiian Cultural Heritage that
measures Mookauhau, Mele/Hula, Noeau Lima, and Kuu Pilikana. This assessment is for
students in grades M - 6. HLIP also aligns its instruction to N Honua Mauli Ola Hawaiian
Cultural Learning Environments Standards.
The school identifies the use of achievement data as a tool to assess its progress in meeting the
mission. The curriculum selected the school believes allows students to be prepared to meet
state and national standards. The curriculum challenges every student including those that are
performing low and high achievers.
The schools Extended Learning Time has identified sustained attendance, re-enrollment and
student requests as measures of success for this program. During the first three years of the
program a parent survey was distributed and the data indicated satisfaction. It is unclear why the
survey did not continue.
Strengths:
The GAT and SFA appear to be a clear place where the English and Hawaiian language
programs come together. (Evidence: Self-Study p. 34; Meeting with Education)
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Success within the HLIP as it relates to the writing and grammar programs. With the
dedication of resources, including assistance from Kamehameha Schools and a dedicated
curriculum coordinator, there is evidence of scaffolding of skills. (Evidence: Self-Study
p. 30; Meeting with HLIP; Classroom Observations)
The HLIP has also created a Performance-Based Assessment of Hawaiian Cultural

Heritage that measures Mookauhau, Mele/Hula, Noeau Lima, and Kuu Pilikana. This
assessment is for students in grades M - 6. HLIP also aligns its instruction to N Honua
Mauli Ola Hawaiian Cultural Learning Environments Standards. (Evidence: Hawaiian
Cultural Heritage Performance-Based Assessment; Meeting with HLIP)
When the school initially instituted SFA leveled program it showed success academically
related to reading in English in both the English medium and Hawaiian medium
programs. The benefits of this program are that it has leveled reading resources and
assessments that direct instruction. (Evidence: Self-Study p. 33; Meeting with Education)
HLIP faculty feels supported by the school administrator. (Evidence: Meeting with
HLIP)


As a school working with the whole child are there measures beyond academic
performance measures that would measure the impact the school is having on the whole
child.

Science is an identified area needing more emphasis across all grade levels.
(Evidence: Self-Study p. 26; Meeting with Education Section; Meeting with Alumni,
HSA-ARCH Data)

The Self-Study report indicates that the school does not have organized efforts to identify
how students learn as a key component of a whole child program. (Evidence: p. 33;
Classroom Observation)

There is an opportunity to share some of the practices of HLIP and resources such as the
Hawaiian Cultural Heritage Performance-based Assessment across the school in order to
create a single school program. (Evidence: Hawaiian Cultural Heritage PerformanceBased Assessment; Meeting with Education; Meeting with HLIP; Classroom
Observations)

There were concerns expressed regarding maintaining an lelo Hawaii environment for
HLIP students and staff. (Evidence: Meeting with HLIP)


How can the school take advantage of already existing resources and practices
particularly within the HLIP to reflect a single school identity?

Highly effective
16
X Effective
Somewhat effective
Ineffective

Rationale:

The school has identified its curricular program focus as reading, writing, and math as key
elements for preparing students for the future. The school has dedicated personnel resources and
time to this curricular focus. The school is currently constrained by the State Common Core
standards and the StriveHi Performance System. The schools use of technology enhances
reading and math learning as well as the completion of projects such as a book report. While
HLIP is considered a strength within the Kualapuu learning community, the school-within-aschool model appears to continue to be intact. There may be opportunities to harness the
expertise and practices within the school to create a single school identity.

Chapter 3: The Student Learning Experience

Standard 3: The school maintains a vigorous and informed focus on the learning of each
student. It has policies, expectations, procedures, assessment systems, and student feedback
mechanisms that enable it to engageand maximize the learning potential ofeach student.
Context Statement:
In this section the school identifies the school wide areas that create a shared behavioral and
academic expectations. The student learning experience takes into consideration the wholechild. These areas include Positive Behavior Intervention Support framework, Everyday Math
Curriculum, Getting Along Together, Success For All (All English medium students and Grades
5 & 6 Hawaiian medium students) Foundations and Framework for HLIP.

The school has had to make some hard financial decisions that have affected class size and the
teacher to student ratio. For example the decision to keep the Extended Learning Time meant
less funding for classroom teachers. Classroom sizes went from 25 or less students to some
classrooms having 30 students.

The experiences for students are primarily collaborative and experiential (hands-on) and
secondarily direct instruction. There are many opportunities and activities to meet the varied
needs, interests and learning styles of the students. All of these activities reflect the mission of
the school. Both school wide curriculum Success for All and Everyday Math are implemented in
groups and provide students with additional skills related to group work. The varied activities
reflect the richness in resources available within the Molokai community.

Curriculum coordinators appear to be at the heart of the discussions and work related to
assessment particularly related to writing. The data team reviews assessment results. The types
of data being reviewed include individual student growth, continuous assessments and follow-up
assessments.

Kualapuu utilizes classroom assessments, state standardized assessments and program indicators
to measure learning quarterly and biannually. Students chart their growth from one assessment
administration to the other. Incentives are used as a tool in some classes to reward students for
17
meeting their goals.

The school is equipped with Smartboards and older students access technology in order to
complete final projects. Teachers utilize online and software programs to support content area
learning in the areas of math and reading. It appears that in the recent past there was a one-to-one
pilot however it is unclear what the schools current computer to student ratio. Technology
evaluations primarily focused on hardware and software use are conducted by the administration
and curriculum.

The primary source for student input in grades 4, 5, and 6 is the Kamehameha Schools Keiki Survey.
School alumni identified the need for increased science training. In response to this input the school
introduced the use of NGSS in the third grade during school year 14-15 this academic year they are
expanding this to the fourth grade.
Strengths:

The school offers many experiences for students through the regular and after
school program. Extended Learning Time helps make this possible. These
opportunities include school wide curriculum for math and reading as well as
student interest classes such as dance, arts, and technology. (Evidence: Self-Study,
p. 38; Meeting with Student Learning Experience)

Math in the HLIP utilizes the language of math in instruction with explanation of
concepts and examples are delivered in lelo Hawaii. (Evidence: Classroom
Observations)

The school devotes a considerable amount of time during the day to group and
collaborative learning opportunities for students. This helps build skills that are key to
success beyond school. (Evidence Self-Study p. 39; Meeting with Student Learning
Experience)

Efforts have been made by the school to seek funds necessary for appropriate technology
resources. These efforts have allowed the school to purchase hardware and software to
enhance student learning. (Evidence: Self-Study pp. 41-42; Classroom Observations)

The preschool program prepares students for success in subsequent years.
(Evidence: Preschool Longitudinal Study; Meetings with Preschool Faculty and
Principal)

The recent revisions to strategic plan 2013 - 2018 incorporated input from alumni
particularly as it relates to improving the science instruction to better prepare students for
middle and high school. (Evidence: Self-Study p. 43; Meeting with Alumni)


While the school has dedicated significant amount of resources to school-wide curricula
such as Everyday Math, Getting Along Together, Success for All, and Foundations and
18
Framework for HLIP, the school reports a lack of fidelity of implementation from teacher
to teacher. (Evidence: Self-Study p. 38; Meeting with Education; Meeting with Student
Learning Experience)
The school reports that it does not have a system for understanding the various learning
styles of its students in order to capitalize on their learning strengths and challenges.
However in the previous section the school does note that many students are hands-on
learners. (Evidence: Self-Study p. 41; Classroom Observation)


Highly effective
X Effective
Somewhat effective
Ineffective
Rationale:
The school has policies, expectations, procedures, assessment systems, and feedback
mechanisms to enable it to engage their students. The school also provides students an array of
opportunities such as art, Hawaiian language, dance, and technology to enhance the educational
experience. For a small community Kualapuu has engaged the community in order to create
these opportunities. The school is also aware of the continued development necessary to increase
the academic achievement of their students. While the school has dedicated significant amount of
resources to school-wide curricula such as Everyday Math, Getting Along Together, Success for
All, and Foundations and Framework for HLIP, the school reports a lack of fidelity from teacher
to teacher. Many teachers utilize different instructional strategies to meet the needs of several
learning styles (i.e. small groups, peer discussions for understanding, different seating options,
movement).

Chapter 4: Faculty and Pedagogy

Standard 4: The school has a clear set of criteria for teacher effectiveness that reflects its
mission and pedagogical goals and that informs hiring, professional growth, and evaluation.
Through regular assessment of pedagogical effectiveness, which includes student-learning
outcomes, the school seeks to strengthen teaching and learning.
Context Statement:
The school currently has 26.5 staff and 26.5 full-time faculty with 35% holding graduate
degrees, 73% with six or more years of teaching experience and 100% of teaching staff
designated as highly qualified. The school uses federal guidelines and state licensing to
determine teacher qualifications, and all teachers meet these guidelines. In the 2013-2014
19
academic year, the school employed 12 less teaching and support positions than in 2013-2014,
but there have been no further staff reductions since.
The school does not have a published set of school-wide values, but in the hiring process,
potential candidates are asked questions, both formally and informally, to see if they would be a
good fit with the culture, mission, and dual-vision of the school. As a result, the vast majority of
faculty has a shared purpose as part of the learning community.
As part of the regular faculty evaluation process, an administrator evaluates all teachers annually,
which includes reviewing student achievement data, and two official classroom visits. If teachers
do not meet proficiency standards, they are placed on an improvement plan with support for a
designated amount of time. Professional development falls into four general areas related to
writing, math, reading, and behavior. Student achievement data is reviewed individually and at
the group level on a quarterly basis to determine appropriate faculty training.
The school employs the Greater Teacher Competency Model (TGTCM) for teacher evaluations.
This negotiated evaluation model was developed by a professional consultant in 2010 and
implemented within the Hookkoo Corporation schools in facultys Professional Growth Plan
(PGP). The PGP model is driven by self-improvement, self-reflection, and personalized supports.
Faculty not achieving a satisfactory level in teaching practices based on PGP ratings are
dismissed within the year. Faculty reviewed and accepted the tool as an evaluation method, and
in a fall 2015 anonymous faculty survey, teachers showed strong support for the process.
The faculty is effectively engaged in the process of assessing and improving teaching and
learning through a variety of ways. These include self-assessments, administrator evaluations of
faculty, full-faculty participation in professional learning through Instructional Leadership Team
(ILT) activities and practices, as well as Response to Intervention (RTI) and Continuous
Improvement Plan (CIP) meetings to identify more targeted instruction or interventions.
Homeroom teachers also assess their homeroom class behavior skills using a Teacher Classroom
Reflection form, which assists the school counselor in assessing and determining strategies and
skills support in the classroom. Through an inclusive, participatory process, faculty have input in
decision-making that impacts teaching and learning. Importantly, the school tracks student data,
which enables the assessment of continuous improvement processes of teaching and learning.
Though there have been recent budget cuts that have led to the reduction of articulation time for
faculty, the school reflects and supports a culture of collaboration. For example, in 2015-2016,
the schools master schedule was readjusted to allow prep times to be more grade-level aligned,
which would help increase opportunities for collaboration at-will. The Solutions Network Plate
(SNP) meetings also reflect how teachers and staff participate in the improvement of areas
impacting student learning such as attendance, parent involvement, and academic achievement.
Important to the process of learning are the social, emotional, and ethical development of the
schools students. Through RTI, the Positive Behavior Intervention Support (PBIS) model, and
Getting Along Together (GAT) curriculum, the school makes clear efforts to support
improvements in General Learner Outcomes (GLO), particularly for the Community Contributor
(the understanding that it is essential for human beings to work together) and Effective and
Ethical User of Technology (the ability to use a variety of technologies effectively and ethically).
Effectiveness of these supports and expectations are measured through quarterly RTI meetings,
the school counselors annual survey of students and faculty, and the vice principals data on
student behavior. However, school-wide GLO rates are currently not monitored or analyzed.
20
Recent budget cuts have hampered the schools efforts to fully support the demand for at-risk
students who might need additional, formal supports.

Strengths:

Clear processes exist dedicated to the improvement of teaching and learning
through the Continuous Improvement Plan (CIP), Response to Intervention (RTI),
and Instructional Leadership Team (ILT) actions. Moreover, the Professional
Growth Plan (PGP) identifies professional development targeted to improve
individual teacher needs for the purpose of improving teaching and learning.
(Evidence: Self-Study, pp. 46-47, 49-51; Kualapuu School Performance Evaluation
& Professional Development Plan; Faculty Employee Handbook; Meetings with
faculty, Curriculum Coordinators, and administration)

All teachers meet federal guidelines and state licensing to determine teacher
qualifications. (Evidence: Self-Study, p. 47; School Accountability Report 2012-2013;
Meetings with Curriculum Coordinators, Team Leads, and faculty)

Program decisions are generally reflective of an inclusive, participatory process as
demonstrated by regular teacher representation on the Local Advisory Panel (LAP),
budget committee, team leaders group, as well as other ad hoc committees such as the
master schedule and bell schedule (Evidence: Self-Study, p. 48; School Quality Survey
2014; Meeting with Curriculum Coordinators, faculty, administration, and Team Leads)

Implementation of Response to Intervention (RTI), the Positive Behavior Intervention
Support (PBIS) model, and Getting Along Together (GAT) curriculum, demonstrate the
schools strong support systems to address the social, emotional, and ethical development
of its students. Moreover, the school measures and reports on these developments through
General learner Outcomes (GLOs), Community Contributor, and Effective and Ethical
User of Technology, which appear on the students report cards. (Evidence: Self-Study,
p. 51; School wide Learner Outcomes (SLO)/General Learner Outcomes (GLO) in
Faculty Employee Handbook; Meetings with Curriculum Coordinators, faculty, and
administration; Classroom observations)


The school needs to find solutions to address the plateau of student proficiency scores of
recent years. (Evidence: Self-Study, pp. 6-7; Kualapuu School Performance Evaluation
& Professional Development Plan; School Quality Survey 2014; ARCH Data; Meetings
with faculty, Curriculum Coordinators, administration, and Team Leaders)
Where appropriate, the school should consider examining the differences in the
interpretation and application of cultural values between the English-medium and
Hawaiian-medium programs so as to provide pedagogical coherence that is aligned with
the mission and dual vision of a single school. (Evidence: Self-Study, pp. 5, 48;
Kualapuu Strategic Plan; Meeting with faculty, Curriculum Coordinators, and
21
In spite of budget cuts, the school should continue its efforts toward building formalized
opportunities for collaboration, such as PLCs, as demonstrated through the Solutions
Network Plate, ILT, RTI, and student team meetings. (Evidence: Self-Study, pp. 50-52;
Discussions with Curriculum Coordinators, team leads, administration, and faculty)
The school should continue its efforts to achieve 100% adoption of Getting Along
Together (GAT) curriculum and the school-wide framework of Positive Behavior
intervention Support (PBIS) by all its faculty as part of its efforts to support students
socio-emotional needs. (Evidence: Self-Study, pp. 51-52; Faculty Employee Handbook;
Meeting with faculty, Curriculum Coordinators, and team leads; Classroom observations)
More formalized support measures should be prioritized for those students identified as
at-risk so that the school can meet the critical needs of its students. (Evidence: SelfStudy, pp. 51-52; Meeting with Curriculum Coordinators, faculty, and team leads)

Guiding questions for further institutional self-reflection:

1. How might Kualapuu provide greater reconciliation between the interpretation and
application of the mission and cultural values between the English-medium and Hawaiianmedium programs to more closely reflect a single school identity?

2. What structures, systems, or tools can Kualapuu create or utilize to provide for increased
collaborative opportunities among teaching faculty that may result in higher student achievement
as measured against performance standards and the schools own expected learning outcomes?

3. In what ways can the GAT curriculum be implemented so that it is more relevant to the
students, especially for the older grades?

4. How can the school improve the implementation and impact of faculty evaluations and
Professional Growth Plans (PGP) so that student achievement improves?


Highly effective
X Effective
Somewhat effective
Ineffective

Rationale:

As illustrated above, the school has a clear set of criteria for teacher effectiveness that is
reflective of its mission, dual-vision, pedagogical goals, hiring process, and teacher evaluation
and professional growth models. Moreover, the school regularly assesses its pedagogical
effectiveness as measured by student learning outcomes for the purposes of improving teaching
and learning. The school has shown significant improvements in student proficiency scores,
however, these have stalled and even fallen slightly in recent years. Due to budget cuts, the
school has been challenged to meet the demand for formalized student supports such as those
provided through RTI, PBIS, and GAT curriculum, even for students identified as at risk.
22
More effective implementation of relevant, high quality, and focused professional development
tied to faculty PGPs may help address this concern. Additionally, some concern exists regarding
the interpretation and application of the dual-medium Hawaiian and English programs by faculty
to provide pedagogical coherence that is aligned with the schools mission and dual vision within
the context of a single school. Collectively, these strengths and concerns are reflected in the
schools score in meeting the indicators of Standard 4.

Chapter 5: Climate and Community

Standard 5: The school maintains a healthy climate that mirrors the mission. That climate is
sustained through highly effective communication and supports the learning and personal
growth of each student. It reflects a commitment to diversity, equity, and inclusion, and it is
evident in the engagement of the school community.

Context Statement:

The school climate at Kualapuu is one of mutual respect between staff, parents, students and the
community. School pride is evident through school events scheduled throughout the school year.
Physical climate of the school is clean, well kept, safe and beautiful. Based on the School
Quality Survey (SQS), students responses were favorable in regards to school climate:
81% of students responding they enjoy coming to school,
75% of students responding that school is safe and clean,
96% of students responding said they could talk to their teacher or principal if they had a
problem
87% of students responding that they believe Kualapuu is a good school.

The School Wide Strategic Planning Committee and Local Advisory Panel (LAP) provide staff,
parents and community members with an opportunity to participate and have a voice in what is
taking place at Kualapuu.

Recurring rituals and school traditions sacred to the school community include May Day,
Makahiki, Piko, Flag Duty, Halloween festivities, spirit week, and student and staff quarterly
recognition. These traditions capture Kualapuu school identity and core values in many ways.
Piko, Makahiki, and May Day directly align with Kualapuus dual vision promoting Hawaiian
cultural values and protocols. Flag raising duty is an honor bestowed on upperclassmen
promoting civic responsibility and reinforcing school pride. Halloween festivities and spirit
week are enjoyed by students annually; however, disrupts the academic focus of students on
these days. The student of the quarter recognizes students for outstanding academic
achievements or behavioral improvements. Student recognition has caused other students to feel
hurt especially when the same students are recognized year after year, promoting elitism and
causing friction. Staff members are nominated by their colleagues quarterly recognizing
outstanding work. The person nominated is given a bowl of freshly grown vegetables from the
school garden and a certificate recognizing their outstanding work.

Pre-K and Kindergarten students are assimilated to the school. New parents are invited to attend
an orientation, classroom events, and receive a handbook. Keiki Steps, a two-week summer
transition program offers kindergartens that have not attended pre-school help adjusting to school
23
routines. Students who have difficulty transitioning prior to grade 3 due to minor social conflicts
or separation anxiety are eligible to receive PSAP services helping them work on transition
goals. PSAP services have been effective because most students meet their transition goals and
transition out of PSAP within a school year. New staff undergoes an orientation where they are
provided a staff handbook and all policies, procedures, and requirements are reviewed in person.
New staffs are introduced to their immediate work team and attend staff meetings to be more
informed. Faculty orientation at the start of the school year includes meeting with curriculum
coordinators to cover classroom expectations and receive a handbook. The orientation process at
Kualapuu is effective because employees, parents, and students can assimilate into daily school
routines.

School events such as May Day, Kupuna Day, Halloween, movie night, and learning
celebrations in Pre-K and Kindergarten are well attended engaging grandparents, volunteers, and
the school community. In 2014-15, some alumni tutored middle school students, but the
program was not sufficient to engage the broader alumni community.

The use of Standard English and the acceptance of new students, specifically of AfricanAmerican or Caucasian descent are the two most difficult diversity issue facing Kualapuu. The
use of Pidgin, Hawaiian, and Ilocano at home poses a challenge to implementing and assessing
CCSS. No systematic diversity based curriculum is available to address issues facing new
students.

Kualapuu parents contribute positively to the school climate by helping to support nonacademic functions including Makahiki, ohana day, lei making, and the Christmas concert.
Most parents are supportive when contacted for academic or behavioral concerns.

Healthy and effective communication between faculty and administration was demonstrated
when faculty felt the math curriculum was not aligned with CCSS. Teachers provided the
administration with evidence to support that it was not working and reasons to change the current
math curriculum. Administration and teachers agreed to guidelines for selecting a new math
curriculum and teachers convened to form a committee.

Kualapuus close-knit school and community trust the current leadership to implement change
focusing on students. It would be difficult for constituents outside the school or community to
undermine the school or leadership team. A recently exposed vulnerability is the lack of funding
and reduction in staff. In 2013-14, the principal prepared the staff for budget cuts, which
resulted in 12 positions lost. Most faculty and staff felt the process was horrible, discouraging
and exclusive. The list was changed several times based on information provided by the union
and program needs. The school climate and trust in administration was shaken; however, no
grievances were filed. Continued financial concerns have staff feeling insecure and distracted
from focusing on student achievement. Although this problem has not been resolved, it is being
addressed through open communication and shared decision-making regarding the budget.

GMO concerns have polarized and divided the Molokai community. When the property across
from the school was acquired by a GMO company, parents threatened to unenroll their children
if farming began. The principal met with both sides and came to an understanding that included
a buffer zone between the farm and the school and disseminated this information to parents and
the community. The successful mitigation of this potential school crisis resulted in no change in
student enrollment, no protest and a new partnership with a community organization.
24

Strengths:

A shared focus on students and trust in the current leadership. (Evidence: SelfStudy, p. 57; Meeting with Climate and Community, Meeting with Admission and
Enrollment, Meeting with HLIP)

Students responses to the 2014 SQS survey is evidence that the majority of students
believe Kualapuu is a good school, is safe and clean, teachers, and the principal are
receptive to students and students enjoy coming to school. (Evidence: Self-Study,
pp. 54-55; Meeting with Climate and Community, Meeting with Students, Meeting
with Parents, Attendance data)

Regular and frequent school events and activities that engage students, parents, and the
community. (Evidence: Self-Study, pp. 55, 59-63; Meeting with Students)

GMO crisis resolved through successful mitigation by Principal Trinidad with parents,
community, and GMO Company. (Evidence: Self-Study, p. 58; Meeting with Climate
and Community)


The school should examine ways to integrate and align CCSS into non-academic
activities such as Halloween festivities and spirit week. Having students create costumes
based on their favorite character in a book would engage students to analyze characters in
their books and create costumes based on their analysis. Spirit week could include
themes that are content driven. Including coming to school dressed as famous historians,
scientist, authors, etc. Students could do short presentations about the people they
selected and embody that person for the day. Integrating non-academics activities with
CCSS would maintain academic focus and a positive school climate can promoted.
(Evidence: Self-Study, p. 55)

A formalized set a criteria needs to be developed when recognizing the student of the
quarter. Current practice challenges Kualapuus school values promoting elitism when
the same students are recognized leaving other students feeling hurt. (Evidence: SelfStudy, p. 55; Meetings with students)

The school may consider its identity as a Hawaiian Focused Charter School (HFCS).
(Evidence: Self-Study; Meeting with HLIP, Meeting with Climate and Community,
Classroom Visitations)


1. How can the school address staff morale, student attrition, and declining enrollment with
Molokais current socioeconomic concerns?

X Highly effective
25
Effective
Somewhat effective
Ineffective
Rationale:

The school has many systems in place to promote school pride, respect, and an overall positive
school climate and culture. In the student meeting, students expressed that they enjoy school,
love coming to school, they feel safe in school and they know teachers care. Parents expressed
that the school is clean and safe. They like the programs being offered and believe that the
programs are helping all students not just at risk students. The Walk to Learn reading program
places students at their reading level addressing gifted and talented students 1st and 6th grade.
Another parent shared they love hearing students chant in the morning. Despite financial
challenges Kualapuu leadership has addressed staff reductions through more open, inclusive
communication and shared decision-making regarding the budget. The resolution between the
GMO Company, parents, and the community demonstrates that the Principal can successfully
mitigate community differences directly impacting the school. In this crisis the school and
community worked cooperatively together to put the health and safety of students first
supporting a collaborative school and community climate.

Chapter 6: Residential Life (NOT APPLICABLE)

Standard 6: The residential life program of the school is designed and structured to reflect the
schools mission, to complement other programs, and to ensure a safe environment that
fosters student personal and social growth.

Chapter 7: Preschool
Standard 7: The preschool offers a high quality, developmentally appropriate program that
fosters both independence and socialization in a stimulating, safe, and caring environment.
The social, emotional, physical, and cognitive development of children is supported by a
qualified, nurturing staff of early childhood educators.
Context Statement:

The prekindergarten program at Kualapuu School serves 4-year-old students. There are XX
students in 2015-2016. This compares to 21 in 2014-2015 and 16 in 2013-2014 and 18 each year
since 2009-2110. Capacity, given current facilities, is 20 students. Currently the prekindergarten
class is made up of school siblings (15%), faculty children (30%) and the rest (55%) without
siblings or other connections. The school gives the children of staff members priority as an
incentive for staff retention. The siblings of current students are also given priority for admission
to the program.

The prekindergarten program is built upon a belief in Whole Child education. They focus on 7
domains, which are fully articulated in the Hawaii Early learning and Development Standards
(HELDS). They are: Emotional, Social, Language, Math, Physical, Gross Motor, and Fine
26
Motor. Curriculum and teaching practices allow for these domains to be age-appropriately
developed throughout the year.

Two main curricular programs are in operation and are purposefully aligned with the curriculum
in grades Kindergarten through Sixth grade. The first program is Curiosity Corner, which is a
part of the highly regarded, research based Success For All, and which is utilized in all grade
levels at Kualapuu School. This program is unique in that it consists of not only child-centered,
thematic activities and projects, ongoing student assessments, yearly preservice and in-service
staff development and, importantly, a home & school family component. The school notes the
successful implementation of the structured and required family/school component as an
essential reason for the programs success with their prekindergarten students. Admission to the
prekindergarten program has a requirement that ALL have the expectation to be partners in their
childs education and participate as parent volunteers during the school year. This helps build
the home/school connection but also a sense of community. The second major curricular
program is the implementation of Getting Along Together curriculum, which focuses on
interpersonal skills and conflict resolution. Again, this program is utilized throughout the entire
school and helps align curriculum across grades but also helps in bringing students and faculty
from the prekindergarten and grades K-6 together as one school. A recent multi-year study by an
outside agency (BERG) showed that prekindergarten students met established goals and were
able to integrate well into the kindergarten program and through to the 2nd grade which was the
extent of the study.

Formative assessment guides the teacher and specialists in their daily work with their students.
Some of this is done through the visual observation of students work, play, and interpersonal
interactions each day. Notes are kept and shared with students to help guide them and with the
childs parents so they can understand what the class is working on, how their child is doing, and
how they can help. The Success For All and Getting Along Together curriculum also have
assessment components that are utilized and helpful in determining student academic
achievement and growth in other domains.

There are many strong components of the prekindergarten program, especially in the areas of
curriculum, parent involvement, and the early intervention for students struggling. There are also
a number of areas reported as major concerns. Chief among them is funding, or the lack of it.
The State of Hawaii no longer provides per-pupil funding for preschool aged children. The
school must now rely on other funding sources. Reserves have been used to support the program
but they are in short supply and the school, by law, cannot charge tuition to fund the program. A
second challenge is the lack of adequate prekindergarten facilities. Specifically there is a lack of
age appropriate playground equipment and a lack of any bathrooms within the prekindergarten
facility. There is a lack of funding for the playground equipment and, even if money were
available, the willingness to spend it on equipment for a program that is year-to-year because of
inadequate funding sources. The bathroom problem is a real concern and is even more so
because the current septic tank system, according to a specialist, cannot handle increased lines
feeding into it.

Strengths:

The development and articulation of a philosophy, vision, and program that
supports the growth and development of the Whole Child. (Evidence: Self-Study, pp.
27
67-68; Observation in prekindergarten classroom; Discussion with faculty and staff)
The articulation of an early childhood program fully articulated with the
curriculum and teaching strategies utilized in grades K-6. Specifically the use of the
Success For All and Getting Along Together programs. (Evidence: Self-Study, pp.
66-67; Classroom Observation; Discussions with faculty in multiple grades)
The successful implementation of programs and strategies that develop the connection
between home and school, and demonstrate the power of having parents and others fully
engaged and assisting in educating their children and supporting Kualapuu School.
(Evidence: Self-Study, pp. 67-70; Discussions with faculty, staff, and parents, Viewing of
parent literature, homework, and volunteer schedules)
The academic success enjoyed by students starting in the prekindergarten program and
continuing through the school in subsequent years. (Evidence: Self-Study, pp. 67-69;
Classroom Observations, Discussions with prekindergarten teacher, principal and vice
principal, and parents; and the multi-year BERC study of the success of prekindergarten
students over time)
The comprehensive communication processes in place to keep parents informed and
engaged. (Evidence: Self- Study, p. 69; Discussions with prekindergarten parents;
Viewing of home/school communications - daily papers, reports on first quarter parent
conferences; Discussion with prekindergarten teacher)

The ongoing and steadfast support of a young and developing early childhood program
that could well develop over time to a model for replication in other schools within the
Hawaiian community. (Evidence: Discussions with Kualapuu community;
prekindergarten teacher; Principal and Vice Principal)

Opportunities, challenges, and needs:

There is a need to find and secure ongoing funding sources to support the
prekindergarten program. This will be a challenge because of a limited number of
local Molokai families, businesses, corporations, and foundations available with the
resource needed to provide the amount needed for long-term stability. (Evidence:
Self-Study - School Profile, pp. 7-8; Self-Study Report - Preschool, pp.70-71;
Discussion with Principal and Vice Principal; Members of Hookkoo Corporation
and Local Advisory Board)

Continue monitoring the long-term and ongoing achievement of students starting in the
Kualapuu prekindergarten and proceeding through the 6th grade. Consider creating
system of tracking students who began in the program and those without the
prekindergarten or preschool experiences. Report results to school community.
(Evidence: Self-Study, p. 67; Discussions with Principal)

There is an opportunity to engage the Hookkoo Corporation - aka School Board and
their Development Department personnel in a specific and time sensitive objective. Time
sensitive because there is no current ongoing financial stream of revenue to support this
28
highly successful, appreciated and needed early childhood program. Consider developing
with them a detailed plan for securing ongoing funding - a plan that details specific
grants, foundations, corporations, businesses and individuals to approach. Include a
timeline and responsibilities for specific people. Prior to this they may wish to consider
developing a detailed multi-year budget for the operation of the program over a 5-year
period. (Evidence: Discussion with Principals and Leadership Team; Report to
Hookkoo Corporation by Islander Institute June 2015; Discussions with Local
Advisory Council and School Board members)

There is a crucial need to address problems associated with not having appropriate
restroom facilities and age-appropriate play equipment. Appropriate play equipment is a
child safety issue.

1. How can you further assess the value received by having the prekindergarten program?
2. Outside of Kamehameha Schools, what other resources are there for the long-term support of
the prekindergarten program? Will you consider charging tuition?

Highly effective
X Effective
Somewhat effective
Ineffective

Rationale:

This rating was given because there are concerns regarding the long-term viability of the
prekindergarten program. The program is currently funded on a year-to-year basis as a result of
a cut in Per Pupil Funding from the State of Hawaii. A new source of revenue will need to be
found. In addition, the lack of bathroom facilities within the prekindergarten building is a
problem, as is a lack of age-appropriate playground equipment. This is balanced, however, by the
strength of the teacher, teaching to the whole child, curriculum, early intervention, and parental
involvement. All these are significant strengths. A longitudinal study by BERC and yearly
achievement tests show that students are succeeding in the program and that the results pass on
from grade to grade. Community support for the program is evident. Other noted challenges are
the lack of appropriate restrooms, age-appropriate play equipment, and communications between
the prekindergarten programs and K-6.

Strengths and Challenges for Section II: Teaching and Learning

Strengths:

29
The HLIP has also created a Performance-Based Assessment of Hawaiian Cultural
Heritage that measures Mookauhau, Mele/Hula, Noeau Lima, and Kuu Pilikana. This
assessment is for students in grades M - 6. HLIP also aligns its instruction to N Honua
Mauli Ola Hawaiian Cultural Learning Environments Standards. (Evidence: Hawaiian
Cultural Heritage Performance-Based Assessment; Meeting with HLIP)
When the school initially instituted SFA leveled program it showed success academically
related to reading in English in both the English medium and Hawaiian medium
programs. The benefits of this program are that it has leveled reading resources and
assessments that direct instruction. (Evidence: Self-Study p. 33; Meeting with Education)
school program. Extended Learning Time helps make this possible. These
opportunities include school wide curriculum for math and reading as well as
student interest classes such as dance, arts, and technology. (Evidence: Self-Study,
p. 38; Meeting with Student Learning Experience)
(Evidence: Self-Study, pp. 46-47, 49-51; Kualapuu School Performance Evaluation
& Professional Development Plan; Faculty Employee Handbook; Meetings with
faculty, Curriculum Coordinators, and administration)
A shared focus on students and trust in the current leadership. (Evidence: Self-Study, p.
57; Meeting with Climate and Community, Meeting with Admission and Enrollment,
Meeting with HLIP)
Students responses to the 2014 SQS survey is evidence that the majority of students
believe Kualapuu is a good school, is safe and clean, teachers, and the principal are
receptive to students and students enjoy coming to school. (Evidence: Self-Study, pp. 5455; Meeting with Climate and Community, Meeting with Students, Meeting with Parents,
Attendance data)
The academic success enjoyed by students starting in the prekindergarten program and
continuing through the school in subsequent years. (Evidence: Self-Study, pp. 67-69;
Classroom Observations, Discussions with prekindergarten teacher, principal and vice
principal, and parents; and the multi-year BERC study of the success of prekindergarten
students over time)

Challenges:

30
(Evidence: Self-Study p. 26; Meeting with Education Section; Meeting with Alumni,
HSA-ARCH Data)
There is an opportunity to share some of the practices of HLIP and resources such as the
Hawaiian Cultural Heritage Performance-based Assessment across the school in order to
create a single school program. (Evidence: Hawaiian Cultural Heritage PerformanceBased Assessment; Meeting with Education; Meeting with HLIP; Classroom
Observations)

While the school has dedicated significant amount of resources to school-wide curricula
such as Everyday Math, Getting Along Together, Success for All, and Foundations and
Framework for HLIP, the school reports a lack of fidelity of implementation from teacher
to teacher. (Evidence: Self-Study p. 38; Meeting with Education; Meeting with Student
Learning Experience)

The school needs to find solutions to address the plateauing of student proficiency scores
of recent years. (Evidence: Self-Study, pp. 6-7; Kualapuu School Performance
Evaluation & Professional Development Plan; School Quality Survey 2014; ARCH Data;
Meetings with faculty, Curriculum Coordinators, administration, and Team Leaders)
Where appropriate, the school should consider examining the differences in the
interpretation and application of cultural values between the English-medium and
Hawaiian-medium programs so as to provide pedagogical coherence that is aligned with
the mission and dual vision of a single school. (Evidence: Self-Study, pp. 5, 48;
Kualapuu Strategic Plan; Meeting with faculty, Curriculum Coordinators, and

The school may consider its identity as a Hawaiian Focused Charter School (HFCS).
(Evidence: Self-Study; Meeting with HLIP, Meeting with Climate and Community,
Classroom Visitations)

There is a crucial need to address problems associated with not having appropriate
restroom facilities and age-appropriate play equipment. Appropriate play equipment is a
child safety issue.

Section III: Financial Sustainability (Chapters 8-10)

Chapter 8: Admissions and Enrollment

Standard 8: The school has published, consistently applied admission and financial aid
policies and procedures that demonstrate a commitment to access and diversity in accordance
with the schools mission. The admission process identifies students and families who are
well matched to the schools program and values. Admission practices are mission-driven
and designed to support the financial sustainability of the school.

Context Statement:

31
Enrollment has steadily declined from 2009 to 2014. Declining enrollment is attributed to
families moving off island for better economic opportunities, the rest transferred to another on
island school. Another factor that contributed to declining enrollment was the change in age to
enter kindergarten in 2014-2015 cutting enrollment for that class nearly in half, a drop of roughly
20 students. There have been isolated incidences for students leaving due to personal preference
or dissatisfaction regarding class size, teacher, daily schedule or extended hours. In each
instance, the administration tried to address and mitigate the issue directly with the parent. The
greatest challenge with enrollment is the declining in numbers. Kualapuu anticipates relatively
low enrollment for 6-7 year. The school needs to be prepared for further decline and restructure
accordingly, especially since enrollment is directly related to funding. The administration and
staff when seeking funding from granting agencies use demographic data.

The Principal makes all final decisions about admissions. Currently, there is no waiting list, and
all students have been admitted for all grade levels for the last five years. However, the HLIP is
in the process of revising their admission policy to add a parent conference requirement and
home support acknowledgment component prior to admission into the HLIP for upper-level
students who lack Hawaiian language exposure.

Kualapuu has 5 ELL students representing 1.5% of the student population. There are 3 being
monitored but have formally exited from the ELL program. Protocols are established for the
acculturation of new ELL students.

Strengths:

Clear procedures and protocols are established for the acculturation of new ELL
students. (Evidence: Self-Study, p 75; Meeting with Admissions and Enrollment staff)


Declining enrollment due to families moving off the island for better economic
opportunities and the change in age to enter kindergarten. (Evidence: Self-Study, pp. 73,
75; Meeting with Admissions and Enrollment staff; Meeting with Finance)

HLIP admission policies have been developed and shared with administration; however,
there is confusion on whether these policies are being shared during the admission
process. The HLIP program receives students who are not prepared to be in the program
making it difficult for the student and the integrity of the program. (Evidence: Self-Study,
p. 74; Meeting with HLIP; Meeting Admission and Enrollment staff)

Kualapuu needs to be prepared for further decline and restructure accordingly since
enrollment is directly tied to funding. (Evidence: Self-Study, p. 73, Meeting with
Admissions and Enrollment staff; Meeting with Finance)


1. How are admission personnel and HC actively involved in the marketing and public
relations activities that promote the school and generate inquiries and applications?
32


Highly effective
Effective
X Somewhat Effective
Ineffective

Rationale:

The justification for declining enrollment was clearly communicated; however, there are isolated
incidents of students exiting that should be closely examined by leadership to prevent future
cases that are not related to moves off island. At the LAP and Admission and Enrollment
meetings it was shared that large class sizes is a reason for some students leaving. Others have
left for personal reasons or to return to their home school for transportation concerns. The
Principal believes that enrollment has stabilized and will not continue to decline. At a recent
enrollment open house that was advertised only one new parent attended the meeting. The
Principal plans to continue advertising and outreach activities to help with enrollment efforts.

Chapter 9: Finance

Standard 9: The school has an operating budget sufficient to carry out the schools mission
with designated sources of funds to support the school program, plant, operations, and
personnel. The schools finances ensure the long-term sustainability of the institution, and
they are regularly reviewed by the Board of Trustees, well managed by a qualified staff,
appropriately documented, and compliant with all applicable regulatory and legal financial
requirements.

Context Statement:

Guided by the HC Board Kualapuu the decision was made to spend down 4 million in school
reserves in 2010. The last year to spend down reserves was the 2013-14 SY. The school is
attempting a sustainable approach to funding to address declining enrollment, through
fundraising, grant writing, and outreach, with the goal to build an endowment. At the end of the
2013-14 SY twelve staff were laid off to address budgetary concerns due to a declining
enrollment. In 2014-15 staff focused on maintaining programs prioritized through the schools
strategic plan and keeping programs sustainable with reduced human resources. Declining
enrollment has directly impacted financial stability. The socioeconomic conditions of the entire
island must be factored when determining operating budgets resulting in continued attrition.
Based on financial data and enrollment trends the school has learned that it must find ways to
increase revenue to maintain school programs. A budget management plan that addresses the
possibility of continued declining enrollment and decreased state per pupil funding.

The operating budget reflects the schools mission to build a strong foundation for lifelong
learning so our keiki will thrive in an ever-changing world. Our strong foundation includes our
ability to provide adequate, safe, clear, and functioning facilities, and to provide a school food
service program that meets federal school food service guidelines, and ground transportation for
33
students to come to school.

The school ensures transparency in its financial operations by involving the teacher Team
Leaders and the Local Advisory Panel (LAP), especially as the budget is being developed.
Meeting minutes are shared on Google docs or shared by teacher Team Leaders. All information
is discussed at LAP meetings that are open to the community and involve representatives from
all stakeholder groups. The school completes an annual financial audit, which is required by and
submitted to the State Public Charter School Commission (SPCSC).

Kualapuus financial concerns to create a budget that accurately predicts per pupil enrollment.
The school is struggling to maintain key programs despite declining enrollment. However, the
greatest financial challenge is maintaining revenue to support existing programs and to have a
clear plan of budget priorities and management if revenue continues to decrease. Plans and
processes in place to ensure Kualapuus future sustainability include:

- HC Development Director to increase fundraising efforts including major grant writing,
- Outreach newsletters to inform the community about Kualapuu, contracting a school
- Contracting school level grant writer(s)
- Hiring of marketing/events coordinator to assist in the implementation of fundraising
efforts
- Increasing parent and staff involvement to organize school events that support school
programs
- Involving all stakeholders to have conversations about prioritizing school programs,
especially in times of difficult financial downsizing.

The school is still in the process of developing and implementing an action plan for financial
sustainability as part of the current strategic plan. The development of Kualapuu Finance and
Resource Management includes the creation of a medium and long-term resource development
plan, and if needed, a comprehensive facilities study.

Strengths:

Collaborative process for the preparation of the annual operating budget involving all
stakeholders. (Evidence: Self-Study, pp. 78-80; Meeting with Finance; HAIS
Dashboard)

Solution Network meetings are opportunities to share quarterly impact data. (Evidence:
Self-Study, pg. 80; Meeting with LAP)

The financial management policies and procedures are effective, as demonstrated by
the annual audits. (Evidence: Self-Study, pp. 81, 84; Meeting with Finance; HAIS
Dashboard)

Accounting procedures that segregate duties between school business office staff, school
administration, HC staff, external accounting providers CSMC, and the HC board.
(Evidence: Self-Study, pp.83-84; Meeting with Finance)

34
Socioeconomic conditions of the entire island have triggered families to move off island
for better economic opportunities directly impacting funding sources based on per pupil
allowances. (Evidence: Self-Study, p. 78; Meeting with Admission and Enrollment;
Meeting with Finance)
Certain times of the year staffing levels in the business office are inadequate requiring
overtime or hiring temporary help (after-school programs or activities, preparation for
annual audits, beginning of the school year). (Evidence: Self-Study, p. 82; Meeting with
Finance)
There is a need to continue exploration for new funding sources. (Evidence: Budget,
Strategic Plan, Financial statement; Meeting with LAP; Meeting with Parents)


1. How will the school develop a multi-year financial strategy based on uncertain
enrollment forecasts?

2. What is the schools procedure for building financial reserve for long-term facilities
needs and unforeseen financial emergencies?


Highly effective
X Effective
Somewhat effective
Ineffective
Rationale:

Despite declining enrollment Kualapuu has been able to maintain key programs by utilizing
their reserve fund. Kualapuu is developing a clear plan of budget priorities and management if
revenue continues to decrease. As outlined above there are clear plans and processes in place to
ensure Kualapuus future sustainability. All stakeholders are taking an active role in fundraising.
The Principal has hired a grant writer, Development Assistant, and is working closely with HC to
help with Kualapuus future financial sustainability. Kualapuus Finance and Resource
Management team will create a resource development plan and comprehensive facilities study if
needed. The school ensures transparency in its financial operations by involving the teacher
Team Leaders and the Local Advisory Panel (LAP), especially as the budget is being developed.
All information is discussed at LAP meetings, which are open to the community and involve
representatives from all stakeholder groups.

Chapter 10: Advancement

35
Standard 10: Consistent with its mission and proportional to its needs and resources, the
school engages in fundraising, marketing, communications, constituency support, and
community relations to attain its goals and ensure its future viability.

Context Statement:

It is important to note that Kualapuu School is a public school and has only had a public charter
school designation since June 2004. As such there is no long-term history in Development and
Fundraising, which is common in private and independent schools. There remains an expectation
from many parents and school supporters that the State of Hawaii is totally responsible for
school funding. However, if a public school has charter status and proceeds to develop and
implement programs and innovations outside of the norm for public schools it has to find or
otherwise raise the needed funding for launching and sustaining the programs. Such is the case
with Kualapuu School as it provides such things as: Prekindergarten for 4-year-olds, Extended
Learning Time (1-hour extended day), Arts, Dental Care, expanded STEM education, Pre
Kindergarten age-appropriate play equipment.

In January of 2013 Kualapuu School received its initial accreditation from Western Association
of Schools and Colleges. At that time there was no mention in the final report of pending
financial hardship due to difficult economic conditions on Molokai resulting from the sale of
Molokai Ranch and the lost of hundreds of jobs. There was also no mention of the State of
Hawaii cutting funding for preschool education or the possibility of declining student
enrollment as a result of economic crisis. The report did mention that Kualapuu School was
forward thinking in prudently saving and creating a substantial reserve to support future plans
described in its strategic plan 2013-2018.

In 2016 the Self-Study reports different conditions. The state has terminated per pupil dollars for
preschool programs. A one-year Grant-In-Aid emergency funding of the schools
prekindergarten program has ended and the school has had to draw upon its reserve fund $2,833,209 in 2012 to $644,864 in 2015. Jobs have disappeared on the island and families are
moving off island for work. The result is a drop in enrollment that also resulted in a drop in per
pupil dollars from the State.

Given the above conditions the school and its governing board, the Hookakoo Corporation,
began serious efforts to raise funds beyond what was raised in previous years for special projects
such as the annual East Coast student trip, playground equipment, and other special activities. In
2013 began a concerted effort to raise funds for the general school program.

Some examples:

In 2012-2013, Kualapuu School completed a 5-year Strategic Plan with 8 priority items.
Among those was to create a medium and long term resource development plan, and to
leverage resources for fundraising with Hookkoo Corporation (HC) and two other HC
schools and partnerships.

In February 2014 a 3-year Development and Campaign for Kualapuu was planned and
launched with a minimum goal of $2 million. Priorities were to support innovative and
successful program. A secondary goal was the establishment of an endowment of $1.5
million.
36

Sample Successful Fundraising 2013-2015:

$270,521, 2-year grant from Office of Hawaiian Affairs for the treatment and prevention
of obesity.
$50,000, Peace Grant from Hawaii Community Foundation to sustain and expand
Getting Along Together curriculum.
$50,000, grant from Hawaiian Airlines for STEM education.
$3,900, grant from Verizon Foundation to build science curriculum in 3rd grade.
$63,629, grant from Monsanto for $15,000 and science education.
Free Student Dental Services from partnership with Molokai Community Health Center,
UH Burns Medical Center, DentalQuest Foundation and the Department of Native
Hawaiian Health.
$450,000 Grant from Kamehameha Schools for the Hawaiian Language Immersion
Program.
$515,954 additional pending grants.

Kualapuu School also moved forward, in conjunction with Hookkoo Corporation (HC), in
developing a comprehensive development and fundraising program, which included the first ever
Campaign for Kualapuu with a goal to raise $2 million and the possibility of creating an
endowment to sustain program and future innovations. This year the school contracted a
development assistant who will work with the Development Director hired in 2014 by the
Hookakoo Corporation. It is too soon to determine results from the additional staffing.

Strengths:

The development of a 5-year Strategic Plan that addresses key elements for student
success, leadership and governance, communication and outreach, finance and
resource management. (Evidence: Strategic Plan 2013-2018, SS p.19)

The development of a long-range development and fundraising plan by Kualapuu School
and HC. Creation of an annual fund campaign, major gifts program, prospect
development, and stewardship activities are ongoing. (Evidence: Long-Range
Development and Fundraising Plan; Campaign for Kualapuu materials; Self-Study pp.
89-92; Discussion with school leadership and HC governing board members)

The robust grant writing over the past several years. (Evidence: See above listing of
successful grants; Self-Study evidence materials; discussion with school leadership)

The launch of the Campaign for Kualapuu. The 3-year campaign has another year of
implementation. There have been gifts made by 100% of the HC board. (Evidence:
Long-Range Development and Fundraising Plan; Documentation of Campaign for
Kualapuu School; Discussion with Principal, Vice Principal, and HC)

The hiring of a Development Director by HC to focus on fundraising for the three charter
schools under its governance umbrella. (Evidence: Self-Study p. 91; Long-range
development and fundraising plan; discussions with governing board members, Principal
and Vice Principal)
37
The contracting of a Development Assistant, along with the Principal, Vice Principal and
staff at HC, to focus on fundraising. (Evidence: Staffing reports; discussion with
Principal and Vice Principal)


The school is facing its greatest challenge with a lack of ongoing and sustainable
funding for many of its innovative and most successful programs. Chief among
those threatened are the pre-kindergarten program, extended learning time, staffing
for the new development position, and enrichment programs like Ike Hawaii,
technology, and the arts. A loss of enrollment, families moving away from Molokai,
an elimination of state funding for the pre-kindergarten program, and a poor
economy all contribute to looming major program cuts over the next several years.
The development and fundraising efforts put in place by the HC board and the
school must continue and be expanded. (Evidence: Self-Study pp. 7-8, 78, 85, 93;
HAIS Dashboard, pp. 15-16; Discussions with Principal, Vice Principal, and HC
board members; Development Calendar)

Kualapuu School has established a number of communication avenues to keep parents
and supporters informed. These include classroom teachers communicating with parents,
school-wide bulletins and newsletters, parent conferences, and the daily letter from the
prekindergarten program. HC has established expanded communications with
businesses, corporations and potential donors to share information about the school.
Because of financial concerns, the school should develop a detailed marketing plan to
further expand existing communications and partnerships beyond the local community.
(Self-Study Advancement, pp. 88-92; Meeting with HC board members; Meeting with
Principal and Vice Principal)

Kualapuu School and HC should consider expanding the list of potential donors to the
Campaign for Kualapuu to include school faculty, staff, and leadership. It is important
to other donors, corporations, and foundations to know that the school is totally behind
the campaign and goals of the school. The important message is not about dollars raised
but the percentage of supporters. The HC board is at 100%. (Evidence: Self-Study pp.
89-90)

The Campaign for Kualapuu provides an opportunity for the school to develop a longterm plan to maintain contact and develop further relationships with alumni over the past
49 years. This will prove to be a challenge as any independent elementary school head
can attest to. It is somewhat easier for high schools and colleges. There are a number of
former independent/private elementary school heads on the HC board that could provide
guidance. (Evidence: Self-Study p. 90; HC board list; Discussion with HC board
members, Executive Director, and school leadership)

1. How will the administration and board justify the hiring of fundraising staff verses hiring
38
teachers to lower class sizes or offer specialized classes such as art, music, tutoring, or the
Extended Learning Time, etc.?

2. How will the school fund the time needed for adequate staff in-service and PLCs?

Highly effective
X Effective
Somewhat effective
Ineffective

Rationale:

The rating of Effective was given because of a number of factors. First, the school has done an
admirable job of seeking out grant opportunities and getting a number of them funded. HC and
the school have collaborated well to develop and launch a major 3-year fundraising campaign.
The principal and vice principal have done an excellent job of managing shrinking revenue and
keeping basic and innovative programs like the prekindergarten program going, communications
with parents and the community have been expanded and activities to bring parents,
grandparents, and the community at large into the school have increased. They did not receive
highly effective because financial concerns continue regarding sustainable revenue and the
Campaign for Kaulapuu is has not yet reached its goals. The establishment of an endowment
and money for capital expenditures are still future goals.

Strengths and Challenges for Section III: Financial Sustainability

Strengths:

HLIP admission policies have been developed and shared with administration; however,
these policies are not being shared during the admission process and the HLIP program
receives students who are not prepared to be in the program making it difficult for the
student and the integrity of the program. (Evidence: Self-Study, p. 74; Meeting with
HLIP, Meeting Admission and Enrollment)

the annual audits. (Evidence: Self-Study, pp. 81, 84; Meeting with Finance, HAIS
Dashboard)

The robust grant writing over the past several years. (Evidence: See above listing of
successful grants; Self-Study evidence materials; discussion with school leadership)

Challenges:

There is a need to continue exploration for new funding sources. (Evidence: Budget,
39
Strategic Plan, Financial statement; Meeting with LAP; Meeting with Parents)
school must continue and be expanded. (Evidence: Self-Study pp. 7-8, 78, 85, 93;
HAIS Dashboard, pp. 15-16; Discussions with Principal, Vice Principal, and HC
board members; Development Calendar)

Section IV: Operations (Chapters 11-13)

Chapter 11: Human Resources

Standard 11: The school maintains positive working conditions, fair and consistent
personnel policiesincluding hiring and evaluation practicesand appropriate
compensation. A collaborative culture with open communication is fostered to create an
optimal environment for the community of the school.

Context Statement:

Based on the personnel data from the schools dashboard, all faculty members are fully licensed
and highly qualified, over 30 years old, half with at least five years of teaching experience, and
10 teachers have advanced degrees. The principal graduated from Kualapuu and has been
consistently leading the school since 1996. Teachers have worked at the school for an average of
6 years, many who stayed through the transition to a charter school. The staff has a diversity of
backgrounds in terms of skills, talents, and expertise. There are a large percentage of women and
Native Hawaiians, which is reflective of the community and the student body.
Even with the declined enrollment and funding, the student to staff or teacher ratio has held
steady at 1:13 over the last five years. Although the decline did change the personnel
organizational structure by down-sizing all departments including instructional staff, office staff,
cafeteria staff and redistributing tasks or creating systems to work more efficiently. It also
increased emphasis on funding for administration and staff, increased class size, and diminished
recruitment and hiring.
Kualapuu School has benefit policies that are in place to attract, retain, develop, and support
employees. The school offers the State compensation package for leave, health benefits, and
retirement benefits that is offered to all public school teachers and staff. Employees may also
choose to participate in optional benefits to include flexible spending accounts and IRS plans.
Other benefits include a stipend for working in a designated hard to staff area, attaining
national certification, or transferring from regular education teaching to special education. From
40
2010, the teachers had an increased pay rate of 10% to account for the extended school day but
lost this salary enhancement in 2014 due to loss in funding. The school modified the Hawaii
DOE school calendar with input from staff to make the calendar more agreeable to teachers and
beneficial to student learning. The schools free pre-K program grants a preference of admission
to staff children. They can hire directly rather than open positions to all DOE teachers first.
The current employee performance evaluation process works on promoting positive change and
growth. In the Professional Growth Plan (PGP) model, each teacher discusses an area of focus
based on the five criteria from the Great Teacher Competency Model with an administrator,
develops a timeline for professional growth activities, collects evidence of impact on student
learning, reflects on achieving the goals, and determines next steps. This model allows for
individual teacher needs and provides for growth and support for both new and seasoned
teachers. Based on the PGP ratings, 100% of teachers who were less than satisfactory have
improved in teaching practices. In the Fall 2015, teachers completed a survey which concluded
95%-100% of respondents strongly agreed/agreed that criterion 1-5 supported improvement in
their teaching and 86% of respondents strongly agreed/agreed that the PGP plan supports their
improvement of teaching. Also the number of candidates working toward national certification
has increased and this indicates the schools commitment to providing a faculty of life-long
learners.
The schools greatest challenge in the area of human resources is the recruitment of highly
qualified teachers due to the geographic location and being designated as a hard to staff area.
The Hawaii University system has not kept up with the demand of highly qualified teachers or
determining the intention of mainland candidates can be challenging. The school will continue to
provide their teachers with the compensation incentive for recruitment and retention as agreed
upon by HSTA and DOE. Even with this geographic challenge, Kualapuu has been successful
in identifying and hiring candidates as evidenced by the 100% teachers licensed and highly
qualified in 2014-2016.
Strengths:

Consistent, highly qualified faculty with many years of experience and a wealth of
knowledge, working together with the same principal, fosters a team culture, problem
solving mentality, and positive morale. (Evidence: Self-Study pp.7, 96-97; HAIS
Dashboard; School Status and Improvement Report 2014-2015; meeting with principal
and human resource personnel)

Benefit policies are in place to attract, retain, develop, and support employees through the
State compensation package. Additionally, Kualapuu offers the teachers a modified
school calendar, a preference of admission to the pre-K program, and a salary differential
for hard to staff area, attaining national certification, and transferring from regular
education teaching to special education. (Evidence: Self-Study pp.97-98, Staff
Handbook)

The teacher evaluation model allows for self-reflection and analysis to promote
meaningful discussion regarding individual needs and identify areas for continued
professional development. (Evidence: Self-Study pp.16, 46, 48, 99; Initial Visiting
Committee Report 2012; Performance Evaluation and Professional Development Plan;
41
meeting with principal and human resource personnel)
Kualapuu School hired HLIP coordinator to create needed materials, develop
assessments, and to assist and mentor teachers. (Evidence: Self-Study pp.14, 134; Initial
Visiting Committee Report 2012; Strategic Plan 2013-2018; curriculum samples;
classroom observations)
Providing a fund development specialist at the school level to take the burden off the
school staff, which would shift the focus back to academic achievement, increase morale,
and avoid teacher burnout. (Evidence: Self-Study pp. 24, 58; Fund Development Plan;
meeting with LAP, HC Director, and board)


Need to consider the effects of the following decisions based on declined enrollment and
funding. (Evidence: Self-Study pp.14, 23, 39, 58, 82, 89, 96; organizational chart; Initial
Visiting Committee Report 2012; meeting with principal and human resource panel)

Larger class size
Increased emphasis on funding for administration and staff
Limited time for collaboration with teachers
Reduction of specialized classes for ELT

Geographic location of the school is the biggest barrier to effective recruitment. Although
hiring teachers is not a priority at this time due to declining enrollment, finding effective
substitutes proves to be more challenging. If funding becomes available, the school
would reimburse new hires for their moving expenses in addition to the hard to staff
recruitment and retention incentive. (Evidence: Self-Study pp.98-99, meeting with human
resources panel)

The school continues to find ways to be transparent with communication about
decision making, especially with the budget, between administration, staff, and
constituents (i.e. team lead meetings, Google drive, LAP meeting). (Evidence: SelfStudy pp. 27, 48, 58, 122, 124, 132, 134, 136; meeting with human resource
personnel)


1. Is the PGP model effective in improving teaching practice and student achievement?
2. Given limited resources, what is the most cost effective way to impact student learning?
Think about lower class sizes, curriculum coordinators, counselor, ELT, etc.

Highly effective
X Effective
Somewhat effective
Ineffective

42
Rationale:

For Standard 11 the school receives Effective for maintaining positive working conditions that
are supportive and professional. The personnel policies, including recruitment and evaluation
practices, are fair and consistent and meet all legal labor laws and regulations. Salaries and
benefits are sufficiently competitive. Continuing professional development is offered through the
evaluation process. There remain concerns about effective use of time for collaboration and PLC,
and developing clear, transparent decision making, and communications.

Chapter 12: Facilities: Buildings and Grounds

Standard 12: The physical plant supports and enhances the mission of the school and enables
the school to implement its program effectively. The physical plant is a safe, well maintained,
secure, and healthful environment for students and adults. The school is regularly attentive to
the physical plant, creating and executing plans for the current maintenance and future
development of the facilities in support of the mission and programs.

Context Statement:

The school campus resides on a large 11-acre property with wide-open spaces and wellmaintained grounds for various types of indoor and outdoor instruction. The maintenance of the
facilities is adequate and the school complies with local, state, and federal codes and regulations
for health, building, and safety considerations (i.e. ADA, fire, safety, emergency preparedness).
The schools environmental impact and long-term sustainability of the physical plant is a
priority, which is evident by installing photovoltaic solar panels systems in 2009 to offset the use
of fuel and reduce the electricity charges to the school. The school also initiated an after school
gardening program to serve in school lunches to help students and faculty eat healthier and learn
about sustainability.
The school follows Hawaii DOE capital improvement protocols for renewal, repair, and
replacement of facilities. This protocol causes delays in an efficient turnaround for
improvements in the facilities (i.e. steepness of ramps, roofing, resurfacing basketball courts).
The facilities infrastructure also does not support the development of expanding the pre-K
program to have adjoining bathrooms. Another challenge is the constant rain on campus, which
restricts the space for outdoor activity to the hallways or inside the classrooms for recess and PE.

Strengths:

The school campus is on a large 11-acre property with wide-open spaces, wellmaintained grounds, and clean facilities including classrooms, bathrooms, and
cafeteria, to support the educational program. (Evidence: Self-Study pp.16, 101,
134; Initial Visiting Committee Report 2012; campus observation)

As a commitment to sustainability, the school installed photovoltaic solar panels systems
to offset the use of fuel and reduce the electricity charges to the school. (Evidence: Self-
43
Study pp.16, 102; Initial Committee Report 2012)
The school has an after school gardening program, which is self-sustaining through the
selling of the produce and served in school lunches to promote a healthier lifestyle.
(Evidence: Self-Study pp.16, 103; Initial Visiting Committee Report 2012; campus
observation)
The school complies with applicable local, state, and federal codes and regulations for
health, building, and safety considerations. (Evidence: Self-Study p.101, emergency
plans, Student-Parent Handbook)


There are ADA compliant ramps around campus but students must go excessively far to
use them and due to the steepness, need supervision. This is a loss of instructional time
for the students. Also, the ramps at each end of the administrative building are extremely
slippery when wet. (Evidence: Self-Study pp.102-103, 135; meeting with facilities panel;
campus observation)

The constant rain on campus impedes outdoor activity including physical education and
recess. There is a need for a large permanent covered pavilion or a gym so students arent
confined to a classroom or hallways for physical activities. (Evidence: Self-Study pp.102,
135)

Expanding the pre-K program to have an adjoining bathroom is a need expressed by the
school but the existing infrastructure cannot support it. In addition the play structure is
not age appropriate. (Evidence: Self-Study pp.71, 102-103, 135; campus observation)

Facility issues such as roofing, ramps or resurfacing the basketball court are put on the
Hawaii DOE capital improvement project list and this timeline is out of the schools
control. (Evidence: Self-Study pp.102, 135; meeting with health, safety, and wellness
panel)
The school develops a comprehensive Facilities Study based on input for the current
strategic plan in order to prioritize projects to share with prospective funders/partners.
(Evidence: Strategic Plan 2013-2018 Goal 8, Facilities Study December 2013, Self-Study
p.135, meeting with facilities panel and principal)

Administration, custodial staff, health aide, and cafeteria staff communicate about
personnel and financial resources for facilities: buildings and grounds. (Evidence:
meeting with facilities panel)

Guiding questions for further institutional self-reflection: (optional)

Highly effective
X Effective
Somewhat effective
44
Ineffective

Rationale:

The rating was given because the physical plant supports the educational program and is a safe,
well maintained, secure, and welcoming environment. The school has sufficient financial
resources for plant maintenance and repair, and regularly reviews emergency plans and safety
procedures. The school complies with applicable local, state, and federal codes and regulations
for health, building, and safety considerations. Kualapuu focuses on the environmental impact
and long-term sustainability of the physical plant. There is still a need for adjoining bathrooms
and appropriate outdoor structures to the pre-K program, a covered space for physical activities
during the rainy season, and a larger office and library space. Although the facility is owned by
Hawaii DOE, there are concerns about the safety of the ramps.

Chapter 13: Health, Safety, and Wellness

Standard 13: The school has established and effectively implemented policies and procedures
that promote the health and ensure the safety of students and adults on campus and at school
events. The health, safety, and wellness of members of the school community are supported by
compliance with all relevant legal and regulatory requirements. The school takes
responsibility for educating community members and for promoting policies, habits, and
practices that encourage and sustain individual and community wellness.

Context Statement:

The school meets the minimum requirements for the legal and regulatory requirements for
health, safety, and wellness policies and practices. The cafeteria sanitation maintains a passing
rating under the Department of Health rating system. A committee revised the health and
wellness policy to include physical fitness requirements and an annual review. The school has a
safety committee that meets quarterly to review any safety concerns that determined a need for
more CPR trained staff. At the beginning of each school year the staff reviews and practices the
most common safety, emergency, and evacuation procedures that are published in the faculty and
parent-student handbooks. The school conducts monthly fire drills, lockdowns are practiced
twice a year, has JPO (Junior Police Officers) on the field for recess and help direct morning
traffic, implements the Getting Along Together (GAT) curriculum, and all emergency response
staff have walkie-talkie radios to call for assistance and provide assistance. Each populated room
on campus has fire drill and/or evacuation procedures posted near the exits. In an actual
emergency, parents receive a timely notification via the school connects phone and email system.
The school has a school-wide behavior expectations matrix that guides student behavior in
different settings on campus. The vice principal oversees student behavior referrals, mostly for
disruption, and policies and procedures in regard to issues of harassment, bullying, etc. There has
been a 50% decrease in student incidences of violent behavior since the implementation of the
vice principal position in 2010. Teaching the GAT curriculum including the peace path and class
council, and the anti-bullying and harassment training for teachers have also been effective in
reducing these incidences. The school counselor also provides support services for students at
RTI Tier 1 or 2. The vice principal and student support services coordinator implemented student
45
data teams (RTI) meetings to review behavior data. Each homeroom teacher assesses his or her
behavior skills using the Teacher Classroom Reflection Form that is used during RTI meetings.
Safety policies are evaluated through student discipline reports (DIRS), Kamehameha Schools
survey, and the School Quality Survey (SQS). Students reported in the 2013-2014 SQS, 80% or
more of students surveyed reported positive responses to student safety and well-being.
However, only 50% of student respondents agreed with the statement I feel safe from bullying
at school.
Behavior expectations for the buses are included in the school wide behavior expectations and
published in the student handbook. There are JPOs assigned to each bus to help report minor
incidents and bus drivers have a report form to inform the school of major bus incidents.
Educational assistants provide after school supervision for students waiting for and boarding the
buses.
The social skills and conflict resolution curriculum GAT teaches students interpersonal skills
from anger management strategies to using I-messages to explain their feelings. Weekly class
councils are held in homerooms for the teacher and students to discuss academic and behavioral
issues, and set class goals. The curriculum also utilizes the peace path painted on sidewalks on
several areas of campus, a simple conflict resolution framework to solve minor interpersonal
conflicts. Peer mediators are also available. Students may be referred to the counselor and with
parent permission issues are discussed as needed.
Field trips, which include overnight trips, require an agenda and trip itinerary with a form to be
approved by the principal, travel forms, and parent permission forms. A parent meeting is held
for overnight trips. The ratio for chaperones is 1 adult to every 10 students. The procedures are
adequate and effective since there have been no major incidents and problems in this area.
Kualapuu School values health and wellness and it is a priority, evidenced by the significant
time, funding and partnerships devoted to programs such as Physical Education (PE); the fresh
fruit program; 5K races; 100K bike ride; annual flu shots, vision, and hearing; and dental project.
The school has partnered with Na Puuwai to address the unhealthy eating through an obesity
grant funded through OHA (Office of Hawaiian Affairs), which provides holistic student and
family support and education in nutrition, behavior health, and fitness. Health classes are offered
to students during the school day and parents at evening presentations at least quarterly. The
counselor provides support for grandparents or single parents as needed and makes referrals to
agencies that can provide the support needed. Annually the school counselor partners with a
foundation to come in and provide a good touch/bad touch presentation. The school distributes
backpacks filled with food provided by charities to low-income families and provides free
breakfast and lunches through a federal program. The school partners with Maui Police
Department to provide DARE (drug abuse resistance education) to 3rd and 5th grade students
annually. All of these practices support the schools community members challenges of
unhealthy eating habits, single parent or grandparent caregiver homes, and drug abuse.

Strengths:

The school wide social skills and conflict resolution curriculum (GAT) helps children
develop empathy and compassion, manage their behavior, and understand and cope with
their feelings. The conflict resolution tool Peace Path, weekly council meetings, and peer
mediators also support students with solving conflicts and issues. (Evidence: Self-Study
46
pp. 63, 108; Winter 2015 newsletter; video; classroom observations; meeting with health,
safety, and wellness panel)
The school meets the minimum requirements for the legal and regulatory requirements
for health, safety, and wellness (i.e. CPR trained staff, cafeteria sanitation,
immunizations, emergency forms, first aid procedures, fire drills). The school is
adequately prepared for emergencies because of the proactive and responsiveness of the
safety committee. (Evidence: Self-Study pp. 105, 106, 134)
The school increased emphasis on student behavior through the implementation of
the vice principal position, teaching the GAT curriculum, anti-bullying and
harassment training, student behavior data team meetings (RTI), Tier 1 or 2
behavioral supports from the school counselor, Teacher Classroom Reflection
Form, and developing a school-wide behavior expectation matrix. These systems are
in place to address concerns regarding how students feel about their safety
according to school surveys. (Evidence: Self-Study pp. 25, 47, 51-52, 106-107;
Kualapuu School Behavior Expectation matrix; Strategic Plan 2013-2018 Goal #4
p. 22; classroom observations; conversations with counselor, parents, and teachers)
The school partners with many organizations and foundations to promote health and
wellness of its students and adults (i.e. Coffees of Hawaii, public health nursing, Na
Puuwai, Lions Club, Office of Hawaiian Affairs, Consuelo Foundation). (Evidence:
Self-Study pp. 60, 107; Winter 2015 Newsletter; Strategic Plan 2013-2018 Goal #4 p. 22;
meeting with health, safety, and wellness panel)
While focusing on the development of the whole child in the school plan, the school
developed and defined health and wellness competencies/values as an indicator of student
success. (Evidence: Strategic Plan 2013-2018 Goal #1 pp. 8, 17-18; Self-Study p. 133)
In order for the school to develop 21st Century global outcomes emphasizing on
strengthening curriculum for PE, a PE committee was created in July 2012 to develop
outcomes for each grade level aligned to national expectations and presidential fitness,
and the school adopted the Health Alliance Framework. (Evidence: Strategic Plan 20132018 Goal #2c p. 19-20, Initial Visiting Committee Report 2012, Puolo/Ike Hawaii and
PE Curriculum Map and Indicators; classroom observation)

Measuring the effectiveness of educating constituents and adults on the practices that
promote the health and wellness of students at the school (i.e. BMI, OHA grant,
partnership with Na Puuwai). (Evidence: Self-Study p.108; meeting with health, safety,
and wellness panel)

Continue to address the three major problems facing the local community: (Evidence:
Self-Study p.110; meeting with health, safety, and wellness panel)
Unhealthy eating habits, which leads to other health issues such as diabetes or
heart disease
Single parent or grandparent caregiver homes
Drug abuse

47
Opportunities, challenges, and needs faced by the school: (List or explanation)

Consider getting more CPR trained staff by allocating funding for annual materials and
time for training. The school would like at least 1 staff member to be CPR certified on
field trips. (Evidence: Self-Study pp.106, 109; meeting with health, safety, and wellness
panel)

On 2014-2015 SQS, less than 50% of student respondents agreed with the survey
statement of I feel safe from the mean kids at my school. Continue having the school
counselor monitor the GAT curriculum and survey students to decide on next steps.
(Evidence: Self-Study p.107, SQS, KS survey)

Revisit Wellness Policy and align to current partnerships and practices. (Evidence:
Strategic Plan 2013-2018 Goal #2c p. 19-20; meeting with health, safety, and wellness
panel)


1. In what ways can the GAT curriculum be implemented so that it is more relevant to the
students, especially for the older grades?


X Highly effective
Effective
Somewhat effective
Ineffective

Rationale:
The school is Highly Effective in meeting Standard 13. Safety is a priority in all on-campus and
school-related settings at all times. The school provides adequate instruction and supervision to
reduce hazards to health and safety. Sufficient personnel and financial resources are allocated for
maintaining the health and safety of students. There is a regular, systematic review of safety
procedures and practices. The school is in full compliance with all applicable local, state, and
federal safety and health codes and regulations. Kualapuu takes responsibility for educating
community members and promoting policies, habits, and practices that encourage and sustain
wellness. The school meets the physical, academic, social-emotional, and cultural needs of its
students through a whole-child approach to education.

Strengths and Challenges for Section IV: Operations

Strengths:

Consistent, highly qualified faculty with many years of experience and a wealth of
knowledge, working together with the same principal, fosters a team culture, problem
solving mentality, and positive morale. (Evidence: Self-Study pp.7, 96-97; HAIS
48
Dashboard; School Status and Improvement Report 2014-2015; meeting with principal
and human resource personnel)
The school campus is on a large 11-acre property with wide-open spaces, wellmaintained grounds, and clean facilities including classrooms, bathrooms, and
cafeteria, to support the educational program. (Evidence: Self-Study pp.16, 101,
134; Initial Visiting Committee Report 2012; campus observation)
according to school surveys. (Evidence: Self-Study pp. 25, 47, 51-52, 106-107;
Kualapuu School Behavior Expectation matrix; Strategic Plan 2013-2018 Goal #4
p. 22; classroom observations; conversations with counselor, parents, and teachers)

Challenges:

Need to consider the effects of the following decisions based on declined enrollment and
funding. (Evidence: Self-Study pp.14, 23, 39, 58, 82, 89, 96; organizational chart; Initial
Visiting Committee Report 2012; meeting with principal and human resource panel)
Larger class size
Increased emphasis on funding for administration and staff
Limited time for collaboration with teachers
Reduction of specialty classes for ELT
constituents (i.e. team lead meetings, Google drive, LAP meeting). (Evidence: SelfStudy pp. 27, 48, 58, 122, 124, 132, 134, 136; meeting with human resource
personnel)
The school develops a comprehensive Facilities Study based on input for the current
strategic plan in order to prioritize projects to share with prospective funders/partners.
(Evidence: Strategic Plan 2013-2018 Goal 8, Facilities Study December 2013, Self-Study
p.135, meeting with facilities panel and principal)
On 2014-2015 SQS, less than 50% of student respondents agreed with the survey
statement of I feel safe from the mean kids at my school. Continue having the school
counselor monitor the GAT curriculum and survey students to decide on next steps.
(Evidence: Self-Study p.107, SQS, KS survey)

Section V: Institutional Stewardship and Leadership (Chapters 14-15)

49
Chapter 14: Governance

Standard 14: The school has an active, engaged, and committed governing board comprised
of members whose collective and individual strengths support and advance the school. The
Board of Trustees clearly understands and acts on its responsibilities, ensuring that its size,
composition, and practices enable it to be effective. The Board of Trustees sets and
safeguards the mission, and it hires, evaluates, and supports the Head of School. The board
also holds fiduciary responsibility for the institution, and it strategically plans for the
schools future.

Context Statement:

Hookkoo Corporation is the governing board of Kualapuu School on Molokai, as well as for
Kamaile Academy of Oahu and Waimea Middle School on Hawaii Island. It is the states only
charter management organization. It is comprised of six (6) board members (soon to be
expanding to 11) serving as a committee of the whole. Members include the Executive
Director, and every member representing Education, Budget and Finance, Development, and
External Relations. The board has recently begun a process of transition in terms of its
composition and organization that may lead to changes in the basic governance structure,
staffing, and meetings. One important change over the past two years is the board affirming its
fiduciary responsibilities and hiring a development specialist. A second change is that the board
is developing a process of examining and evaluating their own work. They recently hired an
outside consulting firm, Islander Institute, to look into the work of the board, their relationship to
each school as a charter management organization, and, importantly include feedback from each
school community as to board member composition, corporate structure and oversight and
support functions. Two of Kualapuu Schools sister schools have recently gone through
accreditation and governance issues were examined as part of that process.

The HC board has also established, at each school, a Local Advisory Panel (LAP). Two board
members are assigned to this committee of school and community representatives. LAPs
purpose is sharing of information between the board and the school community. It also serves to
advise the board and school administration on various issues. There seems to be some degree of
confusion regarding the function of the LAP and relevance of their work as evidenced by the
2015 Islander Report, comments from members of the LAP and school community.

There is good communication between school leadership and the board in terms of reporting
academic achievement of students from state and quarterly in-school assessments. There are
systems in place for transparent viewing and sharing financial budgets, expenditures, and
revenue. This information is analyzed and compared to Strategic Plan 2013-2018 goals. The
principal has a principal report template that is utilized at quarterly board meetings and used to
share progress on the schools strategic plan.

Strengths:

The Hookkoo Corporation (HC) fulfills all baseline requirements. They have formally
adopted bylaws, file appropriate federal 990 tax forms, have approved policies that are
current, keep written records of all meetings, assume fiduciary responsibilities for
Kualapuu School as well as for two other Hawaiian Charter Schools, and systematically
50
evaluate the Principal and recently their own performance as a board with the hiring of an
outside consultant firm, Islander Institute, and through formal WASC accreditation
processes at Kamaile Academy and Waimea Middle School (Evidence: Self-Study p.
113; Discussion with HC Executive Director and Board)
The HC board for its advocacy for Charter Schools with the Hawaii Legislature,
Department of Education, and the broader Hawaiian community. (Evidence: Meeting
with HC board and Executive Director, Discussion with Principal)
The HC board and Executive Director for their continual and long-term support of the
Principal at Kualapuu School which demonstrates appreciation of her progressive
leadership and sends a positive message to faculty, staff, parents, and school supporters.
(Evidence: Self-Study p.116; Discussions with administration, faculty and staff)

The HC board and Executive Director for hiring a Vice Principal who is a strong
supporter of the schools vision and mission and complements the strengths of the
Principal. (Evidence: Self-Study pp. 118, 121; Discussion with Principal)

The HC for initiating a self-evaluation of its performance and relationship to its school by
contracting Islander Institute. Their report was completed in June 2015. Then in
December 2015 they completed a written report detailing their responses to the critical
items in the Islander report. There were four major findings: 1) Lack of Trust, 2) Lack of
Unity, 3) Lack of Working Structure, and 4) Lack of Stability. Each point was addressed
with specific action items. This response was then shared with the Kualapuu School
community. (Evidence: June 2015 Islander Institute report; December 2015 HC written
response)


There is a clear need for continued clarification of the differing roles of the HC board,
Executive Director and the school administration. (Please note that the HC board
commissioned the Islander Institute Assessment of their work. A response report was
prepared in short order and has been shared with the larger school committee. This is a
good start to address issues). This clarification extends to the role served by the Local
Advisory Panel (LAP). (Evidence: June 2015 Islander Institute report; HC Response to
Islander Assessment Report; Discussions with LAP, Principals and HC board members)

There is an opportunity for the HC board to use the June 2015 Islander Institute report
and their December 2015 response paper to broaden communications and input between
the board and school community and build trust between all parties. (Evidence: Islander
Institute Report; HC Response Report; Self-Study pp. 118-119)

There is an opportunity and need for the HC Board and Executive Director, plus school
administration, to find ways to build a closer relationship between the three charter
schools it manages. (Evidence: Discussions with faculty, staff, and school
administration, Islander Institute Report)

The greatest challenges ahead for Kualapuu School is financial sustainability for the
many progressive programs not offered at other schools. Chief among them is the
51
prekindergarten program, Extended Learning Time, Dual Vision addressing Hawaiian
Language Studies as well as English Language Studies, Staffing for Development
Assistant, Enrichment classes in the Visual and Performing Arts, Physical Education, Ike
Hawaii and Technology. There is an urgent need to move forward with the newly
created Development and Fundraising Plan. (Evidence: Self-Study: Advancement, pp.
88-93; Discussions with Principals, LAP, and HC board members and Executive
Director; Discussions with faculty and staff)


Highly effective
X Effective
Somewhat effective
Ineffective

Rationale:

The rating of Effective was given for a number of reasons. First, while the school is facing
serious financial problems in the next couple of years, the HC board and Executive Director has
responded by clarifying their fiduciary responsibilities, and then by developing a comprehensive
Advancement/Fundraising plan that is in the early stages of implementation. Secondly, there is
evidence that the board is restructuring and developing explicit plans for addressing other
important issues and perceptions regarding their work. Their decision to hire Islander Institute to
conduct an assessment of their work has resulted in data that will help guide their efforts.
Concrete changes include the previously stated board restructuring, and adding board members
from Molokai, increased communication efforts with the different school communities and the
more extensive inclusion of the school in strategic planning.

Chapter 15: Administration

Standard 15: The administration effectively leads the school in assessing, planning, and
innovating, as well as in managing the educational program and the overall operations of
the school. The administration takes responsibility for establishing and maintaining a
healthy, collaborative, and supportive environment for teaching and learning, and it actively
promotes ongoing school improvement.

Context Statement:

The administrative team at Kualapuu School is strong and headed by the principal and vice
principal. As noted in the Self Study report, they are two accomplished leaders with
complementary skills, knowledge, and experience. The principal is progressive, driven, focused
on rigor and high expectations for students, faculty and staff. The vice principal is likewise
skilled, knowledgeable (recent PHD in Educational Leadership), and is an excellent problem
52
solver. Both are well liked and respected.

The administrative team has an expanded leadership group consisting of curriculum
coordinators, team leaders, and the Local Advisory Panel (LAP). There is a good communication
system in place consisting of distinct scheduled meetings with the expanded leadership team and
then monthly faculty meetings. There has been some concerns raised that faculty feel left out of
some of the more important discussions and decisions. Of particular note are discussions
regarding the budget and finance. Many staff also feels that their quarterly meeting are too few
and wish more frequent opportunities for direct communication and input with the principals.
While this is not a big concern it is amplified by recent financial concerns, drops in student
enrollment, and faculty and staff reductions.

The principal works closely with the Hookkoo Corporation HC) in setting the overall goals
and direction for the school. In the view of some school personnel HC was viewed as very topdown in their management and oversight. A case in point is the strategic planning process.
However, in the past year HC has clarified its role as setting policy and providing management
support for the school including Human Relations support, financial record keeping, hiring and
evaluating the principal, and other business activities. The school is assuming a leadership role as
the strategic plan is monitored, goals evaluated, and new ones formed. Another big change has
been a shift of emphasis from the school to HC for fundraising. This includes the creation of a
Development position, a Development and Fundraising plan, and the launch of Campaign for
Kualapuu School for 2 million dollars. These are seen as positive changes and growing support
and trust for the leadership at the school and that the principal, executive director, and HC are
working collaboratively to support students, faculty, and staff.

Strengths:

The principal and vice principal are both viewed as exceptional leaders with the support
and respect of faculty, staff, parents, and the school community. HCs support of the
principal is evident in that she is the longest serving principal in HCs three charter
schools and continues to receive praise from the HC board and throughout the school
community. (Evidence: Self Study, p. 121; Islander Institute 2015 report; Discussions
with faculty, staff, and parents)

The principal for her focus on student achievement, moving the school from
restructuring to a rating of good standing. The progressive changes the
principal has made have been exceptional. These include: Extended Learning Time,
Pre-kindergarten Program, free dental services for students, program to educate
students and families about obesity and reduce obesity in students, curriculum
alignment pre-kindergarten through the sixth grade, among others. (Evidence: SelfStudy School profile, p. 6-7; School and State Testing Data; Discussions with
faculty, LAP, HC Executive Director and board members)

The principal has hired an outside contract development assistant and a part time grant
writer to assist the school in Advancement activities. This will help in marketing the
school, research, and applying for grant opportunities that are relevant to the schools
needs. This person will also interface with the Development Specialist working with the
HC Executive Director on the overall Development and Fundraising Plan. This is a bold
53
but necessary move by the principal as she looks to ensure funding for current essential
programs facing a loss of funding and for new program initiatives to address focus on
addressing the education of the whole child. (Evidence: Self-Study. pp. 88-93;
Conversations with leadership team, LAP and HC Executive Director)


The school is facing serious financial concerns given the drawdown of their reserve
fund, a loss of enrollment, and the possible lack of long-term funding for the
prekindergarten program. This provides an opportunity to expand communication
avenues between leadership, faculty and staff - especially, and to parents and the
community to garner internal and external support. There is a perceived lack of
communication, input, and involvement when it comes to major programs like
budget, finance, and possible job reductions. To the extent prudent, stakeholders
should be communicated with directly and not through intermediates like team
leaders or simple written communications. (Self-Study. pp. 7-8, 124-125; Discussions
with faculty and staff)

There is a need for the principal and vice principal, in concert with faculty, to develop a
comprehensive plan that addresses the leveling out, and recent dip, of student
achievement as indicated on required assessment and evaluative testing. (Evidence:
Meeting with members of school leadership team, principal and vice principal; Title I
report; HAIS Dashboard; Test Data Reports)


X Highly effective
Effective
Somewhat effective
Ineffective

Rationale:

The leadership at Kualapuu School is strong and has proven capable of continuing to improve
on student achievement, curriculum, and programs with the support of an exceptional faculty,
staff, and a supportive HC board. The principal and vice principal are viewed as skilled,
knowledgeable, and focused on a rigorous and meaningful program for all students. They
support and care about faculty and staff. The principal works collaboratively with the HC board
and Executive Director. Normally the usual communication avenues and systems employed by
the school would be considered sufficient but given the island economy, lower enrollment, and
lower financial reserves, leadership will expand efforts to keep all facets of the community
informed and given an opportunity for appropriate input.

Strengths and Challenges for Section V: Institutional Stewardship and Leadership

54
Strengths:

The HC for initiating a self-evaluation of its performance and relationship to its school by
contracting Islander Institute. Their report was completed in June 2015. Then in
December 2015 they completed a written report detailing their responses to the critical
items in the Islander report. There were four major findings: 1) Lack of Trust, 2) Lack of
Unity, 3) Lack of Working Structure, and 4) Lack of Stability. Each point was addressed
with specific action items. This response was then shared with the Kualapuu School
community. (Evidence: June 2015 Islander Institute report; December 2015 HC written
response)

alignment pre-kindergarten through the sixth grade, among others. (Evidence: SelfStudy School profile, p. 6-7; School and State Testing Data; Discussions with
faculty, LAP, HC Executive Director and board members)

Challenges:

The greatest challenges ahead for Kualapuu School is financial sustainability for the
many progressive programs not offered at other schools. Chief among them is the
prekindergarten program, Extended Learning Time, Dual Vision addressing Hawaiian
Language Studies as well as English Language Studies, Staffing for Development
Assistant, Enrichment classes in the Visual and Performing Arts, Physical Education, Ike
Hawaii and Technology. There is an urgent need to move forward with the newly
created Development and Fundraising Plan. (Evidence: Self-Study: Advancement, pp.
88-93; Discussions with Principals, LAP, and HC board members and Executive
Director; Discussions with faculty and staff)

There is a need for the principal and vice principal, in concert with faculty, to
develop a comprehensive plan that addresses the leveling out, and recent dip, of
student achievement as indicated on required assessment and evaluative testing.
(Evidence: Meeting with members of school leadership team, principal and vice
principal; Title I report; HAIS Dashboard; Test Data Reports)

Section VI: Institutional Improvement and Sustainability (Chapter 16)

Chapter 16: Self-Assessment, Decision-Making, and Change

Standard 16: The school regularly engages in assessment practices that include the collection,
analysis, and effective use of relevant data. This data is employed in evaluating the schools
educational programs, as well as in informing decision-making in other areas of school
operations. The school readily identifies and promotes changes needed for school
55
improvement in a manner that marshals sufficient resources and garners the community
support necessary for successful implementation.

Context Statement:
Kualapuu utilizes a broad range of assessment and evaluation systems to collect data, which is
then used to make crucial instructional, curriculum and program decisions for students, faculty,
and the school as a whole. This data is also used to inform the State Charter School
Administration, Hookakoo Corporation (local school board), parents, Local Advisory Panel,
and for purposes such as grant applications for Title I funding and Kamehameha Schools. It also
is utilized by curriculum coordinators and team leaders as indicators for faculty and staff inservice and for developing appropriate interventions for students in need of additional
instructional assistance or other types for services.

Examples of extensive assessment and evaluation collection includes: Smarter Balanced
Assessment - State Common Core Standards; Hawaii State Assessment for Hawaiian Language;
Classroom Curriculum Based Assessment - Success for All (Reading), Getting Along Together
(Social, Behavioral); Everyday Math Curriculum; and STEM. The Curriculum Coordinators
working with grade level teachers utilize this data to measure the success of each student and to
plan interventions as needed.

This data is also examined to evaluate current instructional programs and for the launching of
new programs. Examples of this are the Extended Learning Program, the Prekindergarten
Program, and the piloting of a new math program. In addition to these examples, collected and
analyzed data was central to the creation of the schools strategic plan.

Strengths:

The creation and focused attention to the recently updated strategic plan (2013-2018) is
notable in that it is comprehensive and addresses the key elements successful schools
focus on: Student Learning and Achievement, Curriculum - Instruction - Assessment,
Governance and Leadership, Support Services, Communication and Outreach, and
Finance and Resource Management. The goals set are specific and obtainable. They
include specific action items and timelines. (Evidence: Self-Study p. 127; Strategic Plan)

The systematic use of data to inform decisions related to student learning. These
include the formation of Extended Learning Time and Pre-kindergarten Program,
the development of the Strategic Plan, piloting a new math curriculum, and the
creation of in-house curriculum and materials such as the new Hawaiian Grammar
Assessment and Reading Books. (Evidence: Self-Study p. 127-132; Meetings with
Curriculum Coordinators, Faculty, and Administration)

The open and frank sharing of assessments and data with faculty and staff, parents,
potential donors/supporters and other stakeholders. This includes the creation of the SelfStudy, Title I Grant, and Reports to Hookkoo Corporation, The Charter School
Commission, and periodic School Status and Improvement Reports. (Evidence: SelfStudy; HAIS Dashboard; Title I report; LAP and HC board meetings; parent newsletters)

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There is a definite need to continue collecting and analyzing data regarding the value of
the Extended Learning Time (ELT) program and its link to student achievement. The
BERC study was unable to pinpoint specific elements that worked to improve
achievement, though other schools utilizing ELT have shown a positive link. We
recommend further research into how other schools validate ELT and institute additional
data collection that has worked for them. (Evidence: Self-Study p. 130; Meetings with
Curriculum Coordinators, leadership, and faculty)
The self-study notes that the school collects a myriad of data but a portion of it is not
utilized to inform curriculum, teaching, or program decisions that they value. This reality
presents an opportunity for the administration, faculty, and staff to review assessments
given and data collected to determine what has relevance and a specific purpose. This
process also serves to find gaps in assessment and data collection and provides evidence
when approaching possible funders. (Evidence: Self-Study. p. 132, 134; Discussions with
faculty and administration)
The State of Hawaii has produced assessments for students in Hawaiian Language
Programs. However, the tests have changed a number of times and cannot be utilized to
chart student progress longitudinally. There is a need for the school to continue to
develop its own in-house assessments modeled after the school-created Hawaiian
Grammar Assessment. (Evidence: Self-Study p. 130; Meeting with Curriculum
Coordinators)
With the creation of the strategic plan came the job of implementing the plan under the
timeline and resources available. Central to the revised strategic plan was the
involvement of key stakeholders in discussions. Communication began with the creation
of the plan (school utilized a consultant, focus groups, surveys and data) and throughout
its implementation and evaluation. Key stakeholders must also be included when
developing plans that address crucial needs and opportunities identified in Kualapuu Self
Study. (Evidence: Self-Study p. 129, 131; Discussions with faculty and staff; Leadership
team meeting)
The opportunity and a need exist for the school to focus its staff/faculty training on
improving student achievement. (Evidence: Meetings with Curriculum
Coordinators, Team Leaders, Principal, Vice Principal, and faculty members)


Highly effective
X Effective
Somewhat effective
Ineffective
Kualapuu is effective in its collection, analysis, and use of data for self-assessment, decisionmaking, and strategic planning. In the past they have been especially strong in using data to
inform decisions regarding student achievement and needed interventions. However, given the
leveling of student achievement scores over the past three years, there needs to be a renewed
57
effort on this front. The use of data to drive program reforms such as Extended Learning Time,
Prekindergarten, Hawaiian Immersion Program, Student Health Initiatives, among others, is very
evident and supported by the entire school community. Title I and the State Charter School
Commission requires extensive assessment and evaluation of student achievement and school
programs.

Strengths and Challenges for Section VI: Institutional Improvement and Sustainability

Strengths:

Assessment and Reading Books. (Evidence: Self-Study p. 127-132; Meetings with
Curriculum Coordinators, Faculty, and Administration)

Challenges:

improving student achievement. (Evidence: Meetings with Curriculum
Coordinators, Team Leaders, Principal, Vice Principal, and faculty members)

Summary listing of the Notable Strengths and Significant Challenges:

Notable Strengths:

school programs. Extended Learning Time helps make this possible. These
opportunities include pre-kindergarten, school-wide curriculum for math and
reading as well as student interest classes such as dance, arts, and technology.

the annual audits.
The school campus is on a large 11-acre property with wide-open spaces, well-
58
maintained grounds, and clean facilities including classrooms, bathrooms, and
cafeteria, to support the educational program.
according to school surveys.
Assessment and Reading Books.

alignment pre-kindergarten through the sixth grade, among others.

Significant Challenges:

identity with a variety of educational options.


constituents (i.e. Team Lead, Google Drive, LAP meeting).

There is a need for the principal and vice principal, in concert with faculty, to
develop a comprehensive plan that addresses the leveling out, and recent dip, of
student achievement as indicated on required assessment and evaluative testing.

improving student achievement.

59
school must continue and be expanded.
IV.
Summary listing of the 16 Chapter Ratings

Standard 1: The school has a clearly articulated mission statement, formally adopted by the
Board of Trustees that defines its core values and purpose. The mission statement expresses
the schools institutional purpose, distinctive qualities, and vision of education and it
informs all major planning and decision-making.
Highly effective
X Effective
Somewhat effective
Ineffective

Standard 2: Guided by the mission, the school clearly defines its curricular and cocurricular programs and provides coherent documentation of them. The program is
regularly evaluated, updated, and strengthened in order to stay current with relevant
educational research, to assure the intended outcomes in student learning, and to prepare
students for the next stage of their academic careers.
Highly effective
X Effective
Somewhat effective
Ineffective

Standard 3: The school maintains a vigorous and informed focus on the learning of each
student. It has policies, expectations, procedures, assessment systems, and student feedback
mechanisms that enable it to engageand maximize the learning potential of each
student.
Highly effective
X Effective
Somewhat effective
Ineffective

Standard 4: The school has a clear set of criteria for teacher effectiveness that reflects its
mission and pedagogical goals and that informs hiring, professional growth, and evaluation.
Through regular assessment of pedagogical effectiveness, which includes student learning
outcomes, the school seeks to strengthen teaching and learning.
Highly effective
X Effective
Somewhat effective
Ineffective

60
Standard 5: The school maintains a healthy climate that mirrors the mission. That climate is
sustained through highly effective communication and supports the learning and personal
growth of each student. It reflects a commitment to diversity, equity, and inclusion, and it is
evident in the engagement of the school community.
X Highly effective
Effective
Somewhat effective
Ineffective

Standard 6: The residential life program of the school is designed and structured to reflect the
schools mission, to complement other programs, and to ensure a safe environment that
fosters student personal and social growth. NOT APPLICABLE
Highly effective
Effective
Somewhat effective
Ineffective

Standard 7: The preschool offers a high quality, developmentally appropriate program that
fosters both independence and socialization in a stimulating, safe, and caring environment.
The social, emotional, physical, and cognitive development of children is supported by a
qualified, nurturing staff of early childhood educators.
Highly effective
X Effective
Somewhat effective
Ineffective

Standard 8: The school has published, consistently applied admission and financial aid
policies and procedures that demonstrate a commitment to access and diversity in accordance
with the schools mission. The admission process identifies students and families who are
well matched to the schools program and values. Admission practices are mission-driven
and designed to support the financial sustainability of the school.
Highly effective
Effective
X Somewhat effective
Ineffective

Standard 9: The school has an operating budget sufficient to carry out the schools mission
with designated sources of funds to support the school program, plant, operations, and
personnel. The schools finances ensure the long-term sustainability of the institution, and
they are regularly reviewed by the Board of Trustees, well managed by a qualified staff,
appropriately documented, and compliant with all applicable regulatory and legal financial
requirements.
Highly effective
X Effective
61
Somewhat effective
Ineffective

Standard 10: Consistent with its mission and proportional to its needs and resources, the
school engages in fundraising, marketing, communications, constituency support, and
community relations to attain its goals and ensure its future viability.
Highly effective
X Effective
Somewhat effective
Ineffective

Standard 11: The school maintains positive working conditions, fair and consistent
personnel policiesincluding hiring and evaluation practicesand appropriate
compensation. A collaborative culture with open communication is fostered to create an
optimal environment for the community of the school.
Highly effective
X Effective
Somewhat effective
Ineffective

Standard 12: The physical plant supports and enhances the mission of the school and
enables the school to implement its program effectively. The physical plant is a safe, well
maintained, secure, and healthful environment for students and adults. The school is
regularly attentive to the physical plant, creating and executing plans for the current
maintenance and future development of the facilities in support of the mission and
programs.
Highly effective
X Effective
Somewhat effective
Ineffective

Standard 13: The school has established and effectively implemented policies and procedures
that promote the health and ensure the safety of students and adults on campus and at school
events. The health, safety, and wellness of members of the school community are supported
by compliance with all relevant legal and regulatory requirements. The school takes
responsibility for educating community members and for promoting policies, habits, and
practices that encourage and sustain individual and community wellness.
X Highly effective
62
Effective
Somewhat effective
Ineffective

Standard 14: The school has an active, engaged, and committed governing board comprised
of members whose collective and individual strengths support and advance the school. The
Board of Trustees clearly understands and acts on its responsibilities, ensuring that its size,
composition, and practices enable it to be effective. The Board of Trustees sets and
safeguards the mission, and it hires, evaluates, and supports the Head of School. The board
also holds fiduciary responsibility for the institution, and it strategically plans for the
schools future.
Highly effective
X Effective
Somewhat effective
Ineffective

Standard 15: The administration effectively leads the school in assessing, planning, and
innovating, as well as in managing the educational program and the overall operations of
the school. The administration takes responsibility for establishing and maintaining a
healthy, collaborative, and supportive environment for teaching and learning, and it actively
promotes ongoing school improvement.
X Highly effective
Effective
Somewhat effective
Ineffective

Standard 16: The School regularly engages in assessment practices that include the
collection, analysis, and effective use of relevant data. The data is employed in evaluating
the schools educational programs, as well as in informing decision-making in other areas
of school operations. The school readily identifies and promotes changes needed for school
improvement a manner that marshals sufficient resources and garners the community
support.
Highly effective
X
Effective
Somewhat effective
Ineffective

II. Summary listing of any Baseline Requirements to which the schools response was No
- Educational Program - No, because the school is not a secondary school.
63
-
Admissions - No, because they are a public school and do not give financial aid nor utilize
HAIS admission policies.
Financial - No, because they do not have investments.
Governance - No, because the school is not required to use a 990.
Self-Assessment/Use of HAIS & NAIS annual data collection - No, because the school is not
a member nor a private independent school.

Wasc Visting Committee Final Accreditation Report For Kualapuu

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Wasc Visting Committee Final Accreditation Report For Kualapuu

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Hawaii Association of Independent Schools

Western Association of Schools and Colleges

Report of the Visiting Committee

I. Introduction: The School Profile

Hawaiian Language Immersion

Students from Kualapu`u School will:

Students from Kula Kaiapuni o Kualapu`u

Chart 1: READING - Percentage of Students Meeting or Exceeding Proficiency

Spring 2005 (Began

Spring 2010 (made

Chart 2: MATH - Percentage of Students Meeting or Exceeding Proficiency

Spring 2005 (Began

Spring 2010 (made AYP)

Chart 3: Strive HI Indicators of Achievement (Met Overall in Continuous

The HLIP has also created a Performance-Based Assessment of Hawaiian Cultural

meeting their goals.

Guiding questions for further institutional self-reflection: (Optional)

Guiding questions for further institutional self-reflection: (Optional)

students to come to school.

Opportunities, challenges, and needs faced by the school: (List or explanation)

Chapter 14: Governance

How effective is the school in meeting Standard 14:

solver. Both are well liked and respected.

Summary listing of the Notable Strengths and Significant Challenges:

Clear processes exist dedicated to the improvement of teaching and learning

Summary listing of the 16 Chapter Ratings

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