‭ elani Cauilan‬

M
‭S. Kamai‬
‭EDEE 490/492‬
‭11 March 2024‬

‭Assignment 1: How Well Do You Know Your School Community & Culture?‬

‭ ne‬‭school‬‭factor‬‭that‬‭is‬‭significant‬‭to‬‭me‬‭is‬‭the‬‭fact‬‭that‬‭Pohakea‬‭Elementary‬‭is‬‭a‬‭Title‬‭I‬
O
‭school.‬ ‭According‬ ‭to‬ ‭the‬ ‭Arch‬ ‭report,‬ ‭Fall‬ ‭enrollment‬ ‭for‬‭the‬‭school‬‭year‬‭2022-23,‬‭484‬
‭students‬‭enrolled‬‭total.‬‭94.4%‬‭of‬‭the‬‭student‬‭population‬‭is‬‭enrolled‬‭for‬‭the‬‭entire‬‭school‬
‭year.‬ ‭57%‬ ‭of‬ ‭schools‬ ‭are‬ ‭receiving‬ ‭free‬ ‭or‬ ‭reduced‬ ‭cost‬ ‭lunch.‬ ‭5.3%‬ ‭of‬ ‭students‬ ‭(26‬
‭students)‬ ‭in‬‭Special‬‭Education‬‭programs,‬‭and‬‭11.5%‬‭(56‬‭students)‬‭with‬‭limited‬‭English‬
‭proficiency.‬ ‭Looking‬ ‭at‬ ‭school-wide‬ ‭student‬ ‭ethnicity‬ ‭for‬ ‭the‬ ‭school‬ ‭year‬ ‭2022-23,‬ ‭the‬
‭top‬ ‭3‬ ‭ethnicities‬ ‭at‬ ‭Pohakea‬ ‭are‬ ‭41.3%‬ ‭of‬‭the‬‭school‬‭'s‬‭student‬‭population‬‭are‬‭Filipino‬
‭which‬ ‭is‬ ‭200‬ ‭students,‬ ‭15.2%‬ ‭Native‬ ‭Hawaiian‬ ‭(74‬ ‭students),‬ ‭and‬ ‭12.8%‬ ‭White‬ ‭(62‬
‭students) followed by Hispanic, Japanese, and mix.‬

‭ ohakea‬ ‭uses‬ ‭SBA‬ ‭assessments‬ ‭to‬ ‭drive‬ ‭how‬ ‭much‬ ‭of‬ ‭an‬ ‭impact‬ ‭teachers‬ ‭need‬ ‭to‬
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‭make‬ ‭in‬ ‭their‬ ‭Tier‬ ‭1‬ ‭instruction.‬ ‭Based‬ ‭on‬ ‭the‬ ‭Baseline‬ ‭Measurements‬ ‭in‬ ‭2021-2022‬
‭scores,‬ ‭Pohakea‬ ‭students‬ ‭scored‬ ‭43%‬ ‭proficiency‬ ‭on‬ ‭SBA‬ ‭math,‬ ‭52%‬ ‭proficiency‬ ‭on‬
‭SBA‬ ‭ELA,‬ ‭42%‬ ‭proficiency‬ ‭on‬ ‭HSA‬ ‭Science‬ ‭Bridge,‬ ‭43%‬ ‭of‬ ‭classroom‬‭teachers‬‭were‬
‭trained‬ ‭on‬ ‭clarity‬ ‭instruction‬ ‭and‬ ‭have‬ ‭experience‬ ‭writing‬ ‭learning‬ ‭intentions‬ ‭and‬
‭success‬ ‭criteria.‬ ‭100%‬ ‭of‬ ‭Pohakea’s‬ ‭classroom‬ ‭teachers‬ ‭attended‬ ‭state‬ ‭professional‬
‭development‬ ‭on‬ ‭the‬ ‭shifts‬ ‭and‬ ‭standards‬ ‭of‬ ‭the‬ ‭Hawaii‬ ‭Core‬ ‭Standards‬ ‭in‬ ‭Social‬
‭Studies.”‬ ‭Teachers‬ ‭will‬ ‭be‬ ‭using‬ ‭formative‬ ‭assessments‬ ‭to‬ ‭measure‬ ‭Tier‬ ‭1‬ ‭Instruction‬
‭such‬ ‭as‬ ‭Problem‬ ‭Solving‬ ‭Work‬ ‭Analysis,‬ ‭iReady‬ ‭Math‬ ‭&‬ ‭ELA‬ ‭Proficiency‬ ‭and‬ ‭Growth‬
‭Data,‬ ‭DIBELS‬ ‭Benchmark,‬ ‭Classroom‬ ‭Reading‬ ‭Data,‬ ‭STEMscopes‬ ‭Assessments,‬
‭Writing Class Reports, Interrater Grade Level Documents, and Anchor Pieces.‬

I‭n‬‭the‬‭school‬‭year‬‭2023-2024,‬‭we‬‭hope‬‭to‬‭see‬‭an‬‭increase‬‭in‬‭math‬‭and‬‭ELA‬ ‭proficiency‬
‭by‬‭5%‬‭from‬‭the‬‭prior‬‭year‬‭as‬‭measured‬‭by‬‭SBA.‬‭Currently,‬‭Pohakea‬‭will‬‭be‬‭taking‬‭part‬‭in‬
‭Yuureka‬ ‭Tier‬ ‭1‬ ‭Math‬ ‭PD‬ ‭and‬ ‭implementation,‬ ‭develop‬ ‭a‬ ‭deeper‬ ‭understanding‬ ‭of‬ ‭the‬
‭Math‬ ‭CCSS‬ ‭in‬ ‭order‬ ‭to‬ ‭plan‬‭ahead‬‭for‬‭potential‬‭barriers,‬‭using‬‭formative‬‭assessments‬
‭to‬ ‭develop‬ ‭and‬ ‭drive‬ ‭effective‬ ‭instructional‬ ‭mathematics‬ ‭practices‬ ‭for‬ ‭teachers‬ ‭and‬
‭students,‬ ‭and‬ ‭continue‬ ‭to‬ ‭use‬ ‭a‬ ‭schoolwide‬ ‭problem‬ ‭solving‬ ‭process‬ ‭to‬ ‭make‬
‭instructional‬ ‭decisions.‬ ‭In‬ ‭math,‬ ‭Pohakea‬ ‭has‬ ‭found‬ ‭effective‬ ‭instructional‬ ‭practices‬‭in‬
‭focusing‬‭on‬‭foundational‬‭numeracy‬‭and‬‭number‬‭sense,‬‭Math‬‭CCSS‬ ‭learning‬‭intentions‬
‭and‬‭success‬‭criteria,‬‭Design‬‭for‬‭Barriers,‬‭(UDL)‬‭and‬‭RTI.‬‭In‬‭ELA,‬‭effective‬‭instructional‬
‭ ractices‬ ‭are‬ ‭focusing‬ ‭on‬ ‭foundational‬ ‭literacy/‬ ‭morphology‬ ‭using‬‭the‬‭Orton‬‭Gillinghan‬
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‭approach, ELA CCSS learning intentions and success criteria, UDL, and RTI.‬
‭In‬‭social‬‭emotional‬‭learning,‬‭Pohakea‬‭will‬‭be/‬‭is‬‭currently‬‭using‬‭the‬‭Core‬‭Program,‬‭PBIS‬
‭such‬‭as‬‭Student‬‭Recognition,‬‭Bucket‬‭Fillers,‬‭SEL‬‭Journals,‬‭and‬‭maintaining‬‭schoolwide‬
‭expectations.‬ ‭We‬ ‭will‬ ‭also‬ ‭be‬ ‭practicing‬ ‭the‬ ‭3‬ ‭Take‬ ‭Cares‬ ‭:‬ ‭take‬ ‭care‬ ‭of‬ ‭myself,‬ ‭take‬
‭care of others, take care of this place.‬

‭ y‬‭kindergarten‬‭classroom‬‭consists‬‭of‬‭students‬‭with‬‭Asian‬‭Pacific‬‭Islander‬‭background,‬
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‭White,‬‭Black,‬‭and‬‭interracial‬‭mix.‬‭In‬‭our‬‭kindergarten‬‭data‬‭team‬‭meeting,‬‭we‬‭took‬‭a‬‭look‬
‭at‬ ‭our‬ ‭quarter‬ ‭2‬ ‭Math‬ ‭and‬ ‭ELA‬ ‭progress‬ ‭to‬ ‭see‬ ‭how‬ ‭our‬ ‭students‬ ‭are‬ ‭meeting‬
‭proficiency.‬ ‭Based‬ ‭on‬ ‭our‬ ‭SY‬ ‭23-24‬ ‭Grade‬ ‭K‬ ‭iReady‬ ‭Math‬ ‭diagnostic,‬ ‭in‬ ‭my‬‭mentor’s‬
‭classroom,‬ ‭in‬ ‭the‬ ‭beginning‬ ‭of‬ ‭the‬ ‭year‬ ‭10%‬ ‭of‬ ‭the‬ ‭class‬ ‭(2‬ ‭students)‬ ‭were‬ ‭on/above‬
‭grade‬ ‭level‬ ‭and‬ ‭90%‬ ‭of‬ ‭class‬ ‭(18‬ ‭students)‬ ‭were‬ ‭one‬ ‭grade‬ ‭level‬ ‭below.‬ ‭Mid‬ ‭scores‬
‭jumped‬‭to‬‭6%‬‭of‬‭the‬‭class‬ ‭(6‬‭students)‬‭coming‬‭up‬‭to‬‭on/above‬‭grade‬‭level‬‭and‬‭65%‬‭of‬
‭class‬ ‭(13‬ ‭students)‬ ‭scored‬‭one‬‭grade‬‭level‬‭below.‬‭By‬‭looking‬‭at‬‭the‬‭data,‬‭about‬‭half‬‭of‬
‭the class improved.‬

I‭n‬‭the‬‭first‬‭semester,‬‭my‬‭assigned‬‭classroom‬‭was‬‭inclusion‬‭prior‬‭however‬‭we‬‭have‬‭one‬
‭male‬‭kindergartener‬‭who‬‭was‬‭tested‬‭for‬‭SPED‬‭for‬‭behavior‬‭and‬‭academics.‬‭Currently‬‭in‬
‭the‬ ‭second‬ ‭semester‬ ‭he‬ ‭is‬ ‭now‬ ‭in‬ ‭an‬ ‭FSC‬ ‭classroom‬ ‭with‬ ‭one‬‭male‬‭paraprofessional‬
‭tutor‬‭1:1.‬‭Another‬‭student,‬‭a‬‭female‬‭kindergartener,‬‭was‬‭in‬‭the‬‭process‬‭of‬‭collecting‬‭data‬
‭to‬ ‭give‬ ‭evidence‬ ‭that‬ ‭she‬ ‭needs‬ ‭support;‬ ‭however‬ ‭she‬ ‭and‬ ‭her‬ ‭family‬ ‭moved‬ ‭back‬ ‭to‬
‭Samoa‬ ‭due‬ ‭to‬ ‭family/‬ ‭home‬ ‭circumstances.‬ ‭As‬ ‭of‬ ‭March‬ ‭2024‬ ‭there‬ ‭are‬ ‭now‬ ‭18‬
‭students in a general education classroom and 1 FSC student.‬

‭ he‬‭current‬‭level‬‭of‬‭academic‬‭achievement‬‭mainly‬‭focuses‬‭on‬‭kindergarten‬‭literacy.‬‭The‬
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‭kindergarten‬ ‭students‬ ‭were‬ ‭finally‬ ‭able‬ ‭to‬ ‭write‬ ‭their‬‭names‬‭by‬‭the‬‭first‬‭semester.‬‭One‬
‭recent‬ ‭instructional‬ ‭and‬ ‭support‬ ‭resource‬ ‭we‬ ‭received‬ ‭from‬ ‭our‬ ‭RTI‬ ‭coach,‬ ‭Mrs.‬
‭Nacapuy‬‭shared‬‭“Phonomical‬‭encoding”‬‭from‬‭a‬‭Professional‬‭Development‬‭Meeting‬‭from‬
‭a‬ ‭program‬ ‭called‬ ‭Letrs.‬ ‭The‬ ‭RTI‬ ‭coach‬ ‭and‬ ‭kindergarten‬ ‭teachers‬ ‭have‬ ‭noticed‬ ‭that‬
‭kindergarteners‬ ‭understand‬ ‭conceptual‬ ‭knowledge‬ ‭of‬ ‭words‬ ‭but‬ ‭they‬ ‭struggle‬ ‭with‬
‭decoding‬‭words‬‭in‬‭order‬‭to‬‭read‬‭it.‬‭For‬‭example,‬‭if‬‭you‬‭show‬‭a‬‭picture‬‭and‬‭the‬‭word‬‭“pig”‬
‭and‬ ‭say.‬ ‭“This‬ ‭is‬ ‭a‬ ‭pig.‬ ‭How‬ ‭do‬ ‭you‬ ‭say‬ ‭pig?”‬ ‭Students‬ ‭might‬ ‭normally‬ ‭respond‬ ‭with:‬
‭“oink”.‬ ‭We‬ ‭as‬ ‭teachers‬ ‭want‬ ‭the‬ ‭students‬ ‭to‬ ‭spell‬ ‭out‬ ‭the‬‭sound‬‭of‬‭the‬‭word‬‭p-i-g.‬ ‭To‬
‭address‬ ‭the‬ ‭learning‬ ‭challenges‬ ‭that‬ ‭exist,‬ ‭we‬‭are‬‭going‬‭to‬‭use‬‭manipulatives‬‭such‬‭as‬
‭cubes‬ ‭to‬ ‭help‬ ‭break‬ ‭apart‬ ‭sounds‬ ‭and‬ ‭decode‬ ‭words.‬ ‭This‬ ‭strategy‬ ‭came‬ ‭from‬ ‭a‬
‭program‬‭called‬‭Letrs‬‭that‬‭teaches‬‭students‬‭how‬‭to‬‭have‬‭phonological‬‭awareness.‬‭To‬‭go‬
‭into‬ ‭depth‬ ‭on‬ ‭how‬ ‭we‬ ‭will‬ ‭use‬ ‭manipulatives,‬ ‭we‬ ‭will‬ ‭use‬ ‭cube‬ ‭manipulatives.‬ ‭For‬
‭example,‬ ‭we‬ ‭would‬ ‭lay‬ ‭out‬ ‭the‬ ‭cubes‬ ‭along‬ ‭with‬ ‭the‬ ‭syllables.‬ ‭Example:‬ ‭B‬ ‭-‬ ‭a‬ ‭-‬ ‭t‬ ‭.‬
‭Change‬ ‭it‬ ‭to‬ ‭“mat”;‬‭which‬‭letter‬‭are‬‭we‬‭changing?‬‭The‬‭first‬‭letter.‬‭By‬‭implementing‬‭this‬
s‭ trategy,‬‭we‬‭hope‬‭to‬‭have‬‭the‬‭students‬‭train‬‭their‬‭brain‬‭to‬‭focus‬‭on‬‭one‬‭letter‬‭sound‬‭at‬‭a‬
‭time.‬ ‭We‬ ‭will‬ ‭plan‬‭to‬‭use‬‭manipulatives‬‭to‬‭help‬‭students‬‭break‬‭down‬‭sounds‬‭of‬‭a‬‭word‬
‭so they are more familiar with reading a word.‬
‭Pohakea‬‭Elementary‬‭has‬‭recently‬‭been‬‭given‬‭funds‬‭resulting‬‭in‬‭our‬‭curriculum‬‭coaches‬
‭providing‬‭each‬‭classroom‬‭in‬‭grades‬‭K-2‬‭manipulatives‬‭for‬‭English‬‭language‬‭arts.‬‭We‬‭as‬
‭kindergarten‬ ‭teachers‬ ‭intend‬ ‭to‬ ‭use‬ ‭it‬ ‭starting‬ ‭the‬ ‭month‬ ‭of‬ ‭March.‬ ‭We‬ ‭will‬ ‭use‬ ‭it‬ ‭as‬
‭supplements‬ ‭to‬ ‭teaching‬ ‭such‬ ‭as‬ ‭facilitating‬ ‭small‬‭group‬‭instruction‬‭during‬‭ELA‬‭and/or‬
‭working‬ ‭with‬ ‭our‬ ‭RTI‬ ‭students‬ ‭to‬ ‭better‬ ‭support‬ ‭them‬ ‭with‬ ‭their‬‭letters‬‭and‬‭sounds.‬‭At‬
‭the‬ ‭end‬ ‭of‬ ‭the‬ ‭school‬ ‭year,‬ ‭kindergartners‬ ‭should‬ ‭be‬ ‭able‬ ‭to‬ ‭read,‬ ‭write,‬ ‭and‬ ‭say‬ ‭all‬
‭letters‬‭of‬‭the‬‭alphabet‬‭as‬‭well‬‭as‬‭count‬‭to‬‭100‬‭with‬‭no‬‭errors.‬‭Our‬‭kindergarten‬‭phonics‬
‭learning‬ ‭targets‬ ‭being‬ ‭able‬ ‭to‬ ‭read‬ ‭and‬ ‭write‬ ‭sentences‬ ‭and‬ ‭sounding‬ ‭out‬ ‭in‬ ‭order‬ ‭to‬
‭make words.‬

‭Identify 5 key people in your school community.‬

‭Name‬ ‭Title‬ ‭ ole and/or‬
R ‭ xplain why this‬
E
‭function‬ ‭person is crucial to‬
‭the social culture‬

‭Nicole Blomberg‬ ‭School Counselor‬ ‭ onitors school‬

M ‭ icole Blomberg‬
‭attendance,‬
‭monitors absentee‬
‭reports school‬
‭behavioral plans‬
N
‭has been employed‬
‭at Pohakea since‬
‭2007. She knows‬
‭the overall school,‬
‭students, staff,‬
‭parents and‬
‭environment. She‬
‭takes care of mild‬
‭to severe‬
‭misbehaviors,‬
‭conducts behavior‬
‭interventions, and‬
‭overall makes her‬
‭rounds around the‬
‭school campus to‬
‭make sure we are‬
‭addressing the‬
‭needs of the whole‬
‭child.‬

‭ r. Ontai -‬
D ‭Vice Principal‬ ‭ upervises casual‬ V
S ‭ ice principal‬
‭Machado‬ ‭employee positions‬ ‭oversees casual‬
‭employee positions‬
‭such as EA, PPT,‬
‭PTT, substitute‬

‭Sherice Shiroma‬ ‭ indergarten‬
K ‭ nows the‬
K ‭ he main leader‬
‭General Ed‬ ‭classroom best, in‬
‭Teacher & Grade‬ ‭charge of‬
‭Level Chair‬ ‭classroom‬
‭management,‬
‭content, playground‬
‭duties, and Mrs.‬
‭Shiroma in‬
‭particular leads‬
‭grade level‬
‭meetings as the‬
‭Grade Level Chair.‬
‭Jessica Nacapuy‬ ‭RTI Coach‬ ‭ orks with RTI‬
W ‭ ulls RTI students‬
‭students in all‬
‭grade levels‬
‭Gina Acosta‬ ‭SASA‬ ‭ he lead in the‬
T ‭ ommunicates and‬
‭front office.‬
‭Also second in line‬
‭if Principal or Vice‬
‭Principal is not‬
‭available‬
t‭eachers, adult‬
‭supervisors. If you‬
‭need an extra body‬
‭in the room to‬
‭assist with your‬
‭classroom, your‬
‭point of contact is‬
‭the Vice principal‬
‭so they could‬
‭arrange that for‬
‭you.‬
T
‭and facilitator in the‬
‭classroom. All‬
‭activities are run by‬
‭the teacher.‬
‭Expectations,‬
‭classroom‬
‭management, and‬
‭work ethic of‬
‭classroom students‬
‭and staff follow the‬
‭expectations of the‬
‭teacher. Even if the‬
‭teacher is‬
‭physically absent,‬
‭students should‬
‭know the‬
‭expectations and‬
‭follow them.‬
P
‭aside during class‬
‭time to provide‬
‭differential‬
‭instruction in math‬
‭or reading.‬
C
‭facilitates requests‬
‭to where it needs to‬
‭be communicated.‬
‭ esponsible for PO‬
R
‭orders for teachers‬