Common use of Remaining Assets Clause in Contracts

Remaining Assets. ‌ In the event that the School closes, the School shall return any remaining public assets to the State, provided that any outstanding obligations of the School are fulfilled first pursuant to Section 302D-19, HRS. APPENDICES‌ Exhibit A: Educational Program Exhibit B: Performance Frameworks (Academic, Financial, and Organizational) Exhibit C: Education Service Provider Requirements Exhibit D: Intervention Protocol Exhibit E: Renewal, Non-renewal, and Revocation Exhibit A: Educational Program‌ School Name: Kanuikapono Public Charter School Shortened School Name: KANU PCS Mission and Vision: To nurture lifelong learners able to embrace the world of our ancestors and the 21st century; skilled and community minded with aloha and respect for self, family, and the environment. To cultivate the 21st century learning community, grounded in native education and community renewal. Essential Term #1: Our learning `ohana will practice and perpetuate Hawaiian language, values, culture, arts, and history. Essential Term #2: Students will demonstrate a strong set of core academic skills and behaviors. Essential Term #3: Students will actively support their community and environment through civic leadership, aloha `åina, and stewardship. Essential Term #4: Students will solve complex problems using appropriate processes and procedures. Essential Term #5: Students exhibit self-confidence, readiness to face challenges and demonstrate the ability to work and think independently as well as to collaborate and cooperate with others. Targeted Geographic Area: Kauai Instructional Sites and Maximum Occupancy: ▇▇▇▇ ▇▇▇▇▇▇▇▇▇ ▇▇., ▇▇▇▇▇▇▇, ▇▇ ▇▇▇▇▇ ▇▇▇ ▇▇▇▇▇▇▇▇: 320 Educational Service Provider: N/A Does the school have a virtual learning program? □ Yes X No Maximum enrollment of the virtual learning program: Maximum percentage of total student population enrolled in the virtual learning program: Grades served by the virtual learning program: _______ Does the school have a blended learning program? □ Yes X No Maximum enrollment of the blended learning program: Maximum percentage of total student population enrolled in the blended learning program: [ Grades served by the blended learning program: Exhibit B: Performance Frameworks (Academic, Financial, and Organizational)‌ The Academic Performance Framework consists of two sections: Student Academic Outcomes and Value Added.

Remaining Assets. ‌ In the event that the School closes, the School shall return any remaining public assets to the State, provided that any outstanding obligations of the School are fulfilled first pursuant to Section 302D-19, HRS. APPENDICES‌ Exhibit A: Educational Program Exhibit B: Performance Frameworks (Academic, Financial, and Organizational) Exhibit C: Education Service Provider Requirements Exhibit D: Intervention Protocol Exhibit E: Renewal, Non-renewal, and Revocation Exhibit A: Educational Program‌ School Name: Kanuikapono Na Wai Ola Public Charter School Shortened School Name: KANU PCS Na Wai Ola Grade Levels that Comprise Each Division: Elementary: K-6 Middle: n/a High: n/a Mission and Vision: To nurture Our mission is to provide a first class private school education in a nurturing environment which ensures academic success for ALL students at a Public School Price. All Na Wai Ola students shall have confidence in the ability to achieve at the highest level as lifelong learners able to embrace the world of our ancestors and the 21st century; skilled who can become productive leaders and community minded contributors in a global society with aloha Hawaiian Culture and respect for selfvalues as guiding principles. 1: An education program that is comprehensive, familychallenging, purposefully integrated, relevant, and the environmentbased on Hawaii Common Core standards. To cultivate the 21st century learning communityOur academic program is designed to enable our students ot meet school, grounded in native education state and community renewal. Essential Term #1: Our learning `ohana will practice and perpetuate Hawaiian language, values, culture, arts, and historyfederal benchmarks for Hawaii State Assessment Testing (HAS) on a consistent basis. Essential Term #2: Students will demonstrate A school priority is for a strong set level of core classroom instruction that appropriately meets the intellectual and developmental needs and characteristics of every student. We have extended the academic skills day to 4:30pm. This allows our students to receive one-on one academic and behaviorspersonal management support from our academic and support staff. Essential Term #3: Students will actively Our education program teaches and emphasizes personal accountability for academic success. Our students are provided with organization and structure that support their community academic and environment through civic leadership, aloha `åina, and stewardshippersonal management skills within the academic day. Essential Term #4: Students will solve complex problems using appropriate processes and procedures. N/A Essential Term #5: Students exhibit self-confidence, readiness to face challenges and demonstrate the ability to work and think independently as well as to collaborate and cooperate with others. N/A Targeted Geographic Area: Kauai Hilo, Hawaii, Lower and Upper Puna district on the Big Island of Hawai’i Instructional Sites and Maximum Occupancy: St. ▇▇▇▇▇▇▇ ▇▇▇▇▇▇ 18-▇▇▇▇ ▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇▇ ▇▇., ▇▇▇▇▇▇▇, ▇▇ ▇▇▇▇▇ ▇▇▇ ▇▇▇▇▇▇▇▇Max Occupany: 320 206 Educational Service Provider: N/A Does the school have a virtual learning program? □ ☐ Yes X ☒ No Maximum enrollment of the virtual learning program: Maximum percentage of total student population enrolled in the virtual learning program: Grades served by the virtual learning program: _______ Does the school have a blended learning program? □ ☐ Yes X ☒ No Maximum enrollment of the blended learning program: Maximum percentage of total student population enrolled in the blended learning program: [ Grades served by the blended learning program: Exhibit B: Performance Frameworks (Academic, Financial, and Organizational)‌ The Academic Performance Framework consists of two sections: Student Academic Outcomes and Value Added.

Remaining Assets. ‌ In the event that the School closes, the School shall return any remaining public assets to the State, provided that any outstanding obligations of the School are fulfilled first pursuant to Section 302D-19, HRS. APPENDICES‌ Exhibit A: Educational Program Exhibit B: Performance Frameworks (Academic, Financial, and Organizational) Exhibit C: Education Service Provider Requirements Exhibit D: Intervention Protocol Exhibit E: Renewal, Non-renewal, and Revocation Exhibit A: Educational Program‌ School Name: Kanuikapono Kanu o ka ‘Āina New Century Public Charter School Shortened School Name: KANU PCS Mission and Vision: To nurture lifelong Kanu’s mission is to kūlia i ka nu’u, or strive for the highest. A philosophy of excellence guides KANU as we collectively design, implement and continuously evaluate a quality, culturally-driven, intergenerational Hawaiian model of education with Aloha. As a community-based learning ‘ohana, KANU is steadfast in cultivating compassionate, empowered, highly competent learners able to embrace the world of our ancestors and the 21st century; skilled and community minded with aloha and respect for self, family, and the environment. To cultivate the 21st century learning communityall ages, grounded in native education Native Hawaiian culture and community renewallanguage. Essential Term #1: Our learning `ohana will Hawaiian language and ▇▇▇▇’S cultural benchmarks drive its rigorous academic program and instructional practice through an interdisciplinary and perpetuate Hawaiian language, values, culture, arts, and historythematic-based curriculum. Essential Term #2: Students will demonstrate a strong set By their conduct, students, staff, and members of the KANU learning ʻohana model and exemplify schoolwide behavioral expectations based on four core academic skills values or ʻōlelo noʻeau that guide engagement and behaviorsinteractions with one another. Essential Term #3: Students will actively support their community As an indigenous model of education, ▇▇▇▇ believes that student progress should be measured through multiple measures that include quantitative, qualitative and environment through civic leadership, aloha `åina, and stewardshipauthentic performance assessments such as hōʻike. Essential Term #4: Students will solve complex problems using appropriate processes KANU’s instructional strategies for its learners include a place-based, project or inquiry-based learning as well as blended and proceduresvirtual learning approaches. Essential Term #5: Students exhibit selfInstruction may be delivered in multi-confidence, readiness age groups and/or hui. Multi-age groupings align with traditional Hawaiian learning and teaching styles and allow older students to face challenges be alakaʻi or leaders and demonstrate the ability to work serve as peer teachers and think independently as well as to collaborate and cooperate with others. Targeted Geographic Area: Kauai Instructional Sites and Maximum Occupancy: ▇▇▇▇ ▇▇▇▇▇▇▇▇▇ ▇▇role models., ▇▇▇▇▇▇▇, ▇▇ ▇▇▇▇▇ ▇▇▇ ▇▇▇▇▇▇▇▇: 320 Educational Service Provider: N/A Does the school have a virtual learning program? □ Yes X No Maximum enrollment of the virtual learning program: Maximum percentage of total student population enrolled in the virtual learning program: Grades served by the virtual learning program: _______ Does the school have a blended learning program? □ Yes X No Maximum enrollment of the blended learning program: Maximum percentage of total student population enrolled in the blended learning program: [ Grades served by the blended learning program: Exhibit B: Performance Frameworks (Academic, Financial, and Organizational)‌ The Academic Performance Framework consists of two sections: Student Academic Outcomes and Value Added.

Remaining Assets. ‌ In the event that the School closes, the School shall return any remaining public assets to the State, provided that any outstanding obligations of the School are fulfilled first pursuant to Section 302D-19, HRS. APPENDICES‌ Exhibit A: Educational Program Exhibit B: Performance Frameworks (Academic, Financial, and Organizational) Exhibit C: Education Service Provider Requirements Exhibit D: Intervention Protocol Exhibit E: Renewal, Non-renewal, and Revocation Exhibit A: Educational Program‌ School Name: Kanuikapono Innovations Public Charter School Shortened School Name: KANU PCS Innovations Grade Levels that Comprise Each Division: Elementary: K-­‐6 Middle: 7-­‐8 High: n/a Mission and Vision: To nurture lifelong learners able The mission of Innovations Public Charter School is to embrace provide the world highest quality education to the children of our ancestors West Hawaii through innovative teaching techniques that meet the needs of every learner. Our vision is to educate the whole child – body, mind and the 21st century; skilled and community minded with aloha and respect for self, family, and the environment. To cultivate the 21st century learning community, grounded in native education and community renewalspirit – through a team approach to child centered learning. Essential Term #1: Our The learning `ohana will practice environment is inquiry-­‐based, using projects and perpetuate Hawaiian languagetechnology to ▇▇▇▇▇▇ the development and use of thinking skills, valuesempowering students as independent thinkers, culturedecision-­‐makers and problem-­‐solvers while allowing them to learn by focusing on personally meaningful questions. Student project rubrics measure meaningful questions, artsthinking skills, and historyexploration into an essential question. Essential Term #2: Students will demonstrate are offered a strong set of core academic skills balanced curriculum while learning basic skills. Grade level curriculum is further demonstrated through multiple modalities such as arts, music, drama and behaviorstechnology. Emphasis is placed on integrating performing arts, physical education, art and technology into students’ weekly classroom schedules. Essential Term #3: Students Community collaborations and partnerships enrich instruction as students interact with parent and community experts. Mentorship and interest group mentor feedback forms will actively support their community be a part of this process and environment through civic leadership, aloha `åina, and stewardshipbe used to determine the satisfaction of all participants. Essential Term #4: The learning environment is student-­‐centered and non-­‐traditional, improving learning and attitudes about school. Students will solve complex problems using appropriate processes have input into their curriculum through theme and procedurestopic exploration, independent projects, co-­‐authored curriculum presentations, interest groups and inquiry projects. Essential Term #5: Students exhibit self-confidenceThe learning environment provides students opportunities to develop leadership skills and be involved in school planning activities. These activities include student council, readiness to face challenges student community service groups, student leadership team, student-­‐led talent assemblies, student participation in public sharing opportunities within and demonstrate the ability to work beyond school community, and think independently as well as to collaborate and cooperate with others. Targeted Geographic Area: Kauai Instructional Sites and Maximum Occupancy: ▇▇▇▇ ▇▇▇▇▇▇▇▇▇ ▇▇., ▇▇▇▇▇▇▇, ▇▇ ▇▇▇▇▇ ▇▇▇ ▇▇▇▇▇▇▇▇: 320 Educational Service Provider: N/A Does the school have a virtual learning program? □ Yes X No Maximum enrollment of the virtual learning program: Maximum percentage of total student population enrolled participation in the virtual learning middle school mentorship program: Grades served by the virtual learning program: _______ Does the school have a blended learning program? □ Yes X No Maximum enrollment of the blended learning program: Maximum percentage of total student population enrolled in the blended learning program: [ Grades served by the blended learning program: Exhibit B: Performance Frameworks (Academic, Financial, and Organizational)‌ The Academic Performance Framework consists of two sections: Student Academic Outcomes and Value Added.

Remaining Assets. ‌ In the event that the School closes, the School shall return any remaining public assets to the State, provided that any outstanding obligations of the School are fulfilled first pursuant to Section 302D-19, HRS. APPENDICES‌ Exhibit A: Educational Program Exhibit B: Performance Frameworks (Academic, Financial, and Organizational) Exhibit C: Education Service Provider Requirements Exhibit D: Intervention Protocol Exhibit E: Renewal, Non-renewal, and Revocation Exhibit A: Educational Program‌ School Name: Kanuikapono Public Charter School Shortened School Name: KANU PCS Mission and Vision: To nurture lifelong learners able to embrace the world of our ancestors and the 21st century; skilled and community minded with aloha and respect for self, family, and the environment. To cultivate the 21st century learning community, grounded in native education and community renewal. Essential Term #1: Our learning `ohana will practice and perpetuate Hawaiian language, values, culture, arts, and history. Essential Term #2: Students will demonstrate a strong set of core academic skills and behaviors. Essential Term #3: Students will actively support their community and environment through civic leadership, aloha `åina, and stewardship. Essential Term #4: Students will solve complex problems using appropriate processes and procedures. Essential Term #5: Students exhibit self-confidence, readiness to face challenges and demonstrate the ability to work and think independently as well as to collaborate and cooperate with others. Targeted Geographic Area: Kauai Instructional Sites and Maximum Occupancy: ▇▇▇▇ ▇▇▇▇ ‘▇ Nāwahīokalani‘ōpu‘u Iki, LPCS Shortened School Name: Nāwahī Mission and Vision: Educational Mission – Students of ▇▇ ▇▇▇▇ ʻO Nāwahīokalaniʻōpuʻu are educated upon a culturally Hawaiian foundation. This foundation is the basis upon which students are impelled to: • Bring honor to ancestors • Seek and attain knowledge to sustain family • Contribute to the well-being and flourishing of the Hawaiian language and culture; and • Contribute to the quality of life in Hawaiʻi. School Mission – ▇▇ ▇▇▇▇ ʻO Nāwahīokalaniʻōpuʻu is committed to securing a school community built upon culturally rooted principles that reflect: aloha piliʻuhane, aloha ʻohana, aloha ʻōlelo, aloha ʻike kuʻuna, aloha ʻāina, aloha hoakanaka a me ke aloha lehulehu. No ʻAneʻi Ko ▇▇▇▇▇ ▇▇.▇ – A meaningful life takes place in one’s homeland, therefore one’s major contribution to the quality and standard of living is made in Hawaiʻi. ▇▇ ▇▇▇▇ ʻO Nāwahīokalaniʻōpuʻu is where Hawaiian language and culture thrive in a living community of families united in fostering, through their efforts, the continued significant contribution to the quality of life for the Hawaiian people and all who chose Hawaiʻi as home. Essential Term #1: Total Hawaiian Language Medium Education under state laws: Hawaiian is also a Native American language by federal law including distinct ESSA provisions and protections. As a Native American language medium/immersion education program, the entire school community functions in Hawaiian, one of Hawaiʻi’s two official languages. The Hawaiian language and culture is the foundation upon which local, national and global perspectives are understood. Essential Term #2: Total Hawaiian Worldview instruction: All students are instructed and learn through a Hawaiian perspective that reflects the school’s vision and mission, the school’s philosophy (▇▇ ▇▇▇▇, ▇▇ ▇▇▇▇▇ ▇▇▇▇▇ ▇▇▇▇▇▇▇▇: 320 Educational Service Provider: N), and the school/A Does the school have a virtual learning program? □ Yes X No Maximum enrollment of the virtual learning program: Maximum percentage of total student population enrolled in the virtual learning program: Grades served teacher developed Hawaiian medium curriculum as measured by the virtual learning program: _______ Does the school have a blended learning program? □ Yes X No Maximum enrollment of the blended learning program: Maximum percentage of total student population enrolled in the blended learning program: [ Grades served by the blended learning program: Exhibit B: Performance Frameworks (Academic, Financial, and Organizational)‌ The Academic Performance Framework consists of two sections: Student Academic Outcomes and Value Addedschool-developed Kumu Honua Mauli Ola rubric.

Remaining Assets. ‌ In the event that the School closes, the School shall return any remaining public assets to the State, provided that any outstanding obligations of the School are fulfilled first pursuant to Section 302D-19, HRS. APPENDICES‌ Exhibit A: Educational Program Exhibit B: Performance Frameworks (Academic, Financial, and Organizational) Exhibit C: Education Service Provider Requirements Exhibit D: Intervention Protocol Exhibit E: Renewal, Non-renewal, and Revocation Exhibit A: Educational Program‌ School Name: Kanuikapono Kualapu‘u School: A Public Conversion Charter School Shortened School Name: KANU PCS Kualapu`u School Grade Levels that Comprise Each Division: Elementary: K-6 Middle: n/a High: n/a Mission and Vision: “To nurture build a strong foundation for lifelong learners learning so with proper nurturing our keiki will be able to embrace discover and grow, develop skills and confidence, and, like the world of our ancestors ‘uala, withstand adversity and thrive in an ever-changing world.” English Speaking Program Students from Kualapuu School students will: -Exhibit the 21st centuryrigorous outcomes expected by the Common Core Standards in a learning environment; skilled and community minded with aloha and respect for self, family-Be instructed by curricula that is researched, and outcomes bses -Learn in a safe environment that promotes the environment. To cultivate Hawaiian and all other cultural values needed to thrive in an ever changing world Hawaiian Language Immersion Program Students from Kula Kaiapuni o Kualapuu will -Become proficient in the 21st century Hawaiian language through instructional practices that are culturally appropriate, researched, and outcomes based, -Exhibit the rigorous outcomes expected by the Common Core, -Learn in a safe and positive learning communityenvironment embedded in Hawaiian cultural values, grounded in native education protocols, and community renewallanguage. Essential Term #1: Our learning `ohana will practice Kualapu`u School offers an Expanded Learning Time. Expanded Learning Time (ELT) offers significant blocks of instructional time to build this critical foundation for our students. The model ensures that Kualapu`u nurtures all areas of development and perpetuate Hawaiian languagehelps to support academic achievement in common core standards, values, culture, arts, enrichment classes and historyphysical education. Essential Term #2: Students will demonstrate Kualapu`u PCCS would like to fully support and maintain its dual language programs—English Program and Hawaiian Immersion Program. As the geographic school for the central Molokai communities, the school offers a strong set high quality “traditional” English speaking program for the community. The school is also a “choice” school as it is the home of core the elementary Hawaiian language immersion program for the island of Molokai. KPCCS continues to provide high quality English and Hawaiian language academic skills programs for the students in both programs. The duality of KPCCS provides unique educational offering for the Molokai community. The school continues emphasize the academic growth of students, in both Hawaiian language and behaviorsEnglish programs. According to our WASC Action Plan, academic improvements include explicit program improvements in: - Reading - Math - Writing - Science This unique arrangement has provided the school with a special opportunity. This English and Hawaiian program duality has caused some confusion to those inside and outside of the school community. As a result, the school’s WASC Accreditation report recommended that our WASC Action Plan address the need clarify, confirm, and to solidify to the community a single school identity verses a perceived “school within a school identity.” The quest to define our single school identity is also our opportunity to define or redefine our whole school through a Hawaiian focus. Essential Term #3: Students will actively support their community Goal #1: Determine the most effective intersection and environment through civic leadership, aloha `åinaintegration of the English and HLIP programs, and stewardshipexplore the impacts of this on the school-wide identity, whole child values, and vision. Goal #2: Develop and implement a plan to integrate science content and skills across all grade levels. Goal #3: Improve transparency and communication between governance, administration, staff, and constituents (i.e. Team Leads, Google Drive, LAP meetings). Efforts should be made to engage stakeholders, including staff, parents and students, when appropriate, in discussions surrounding larger school issues, such as budget or prioritizing school programs. Goal #4: Develop and implement a comprehensive educational plan, including aligned curricula and instructional initiatives, learning outcomes, and scheduling, connected with the professional development plan (see Goal #5) to support improved student achievement (Note: The action plan for this goal is highlighted in Essential Term #2.) Goal #5: Develop and implement a staff/faculty professional development plan to improve student achievement, including a process to monitor the integration of professional learning into practice. Goal #6: Develop and implement a long-term financial sustainability plan, including staffing, to ensure the continuation of innovative and successful programs, such as pre-K, ELT, `Ike Hawai`i, technology. Essential Term #4: Students will solve complex problems using appropriate processes and procedures. N/A Essential Term #5: Students exhibit self-confidence, readiness to face challenges and demonstrate the ability to work and think independently as well as to collaborate and cooperate with others. N/A Targeted Geographic Area: Kauai Kualapu`u School continues to serve the geographic areas designated as a traditional DOE school. Our students come from Kualapu`u, Kalae, Manila Camp, Kalamaula, and Ho'olehua Homestead areas, through Manaha strip (just beyond the Molokai airport.) The school also continues to be the elementary Hawaiian Language Immersion Program (HLIP) for Moloka’i. This designation was also established when the school was a DOE school. Instructional Sites and Maximum Occupancy: ▇▇▇▇ ▇▇▇▇▇▇▇▇▇ ▇▇., ▇▇▇▇▇▇▇, ▇▇ ▇▇▇▇▇ ▇▇▇ ▇▇▇▇▇▇▇▇., Kualapuu, HI, 96757 Max Occupany: 320 [450] Educational Service Provider: N/A NA Does the school have a virtual learning program? □ ☐ Yes X ☒ No Maximum enrollment of the virtual learning program: Maximum percentage of total student population enrolled in the virtual learning program: Grades served by the virtual learning program: _______ Does the school have a blended learning program? □ ☐ Yes X ☒ No Maximum enrollment of the blended learning program: Maximum percentage of total student population enrolled in the blended learning program: [ Grades served by the blended learning program: Exhibit B: Performance Frameworks (Academic, Financial, and Organizational)‌ The Academic Performance Framework consists of two sections: Student Academic Outcomes and Value Added.

Remaining Assets. ‌ In the event that the School closes, the School shall return any remaining public assets to the State, provided that any outstanding obligations of the School are fulfilled first pursuant to Section 302D-19, HRS. APPENDICES‌ Exhibit A: Educational Program Exhibit B: Performance Frameworks (Academic, Financial, and Organizational) Exhibit C: Education Service Provider Requirements Exhibit D: Intervention Protocol Exhibit E: Renewal, Non-renewal, and Revocation Exhibit A: Educational Program‌ School Name: Kanuikapono Public Charter School Ka ‘Umeke Kā‘eo Shortened School Name: KANU PCS Ka ʻUmeke Mission and Vision: To nurture lifelong learners able I ulu i ke kuamo‘o, I mana i ka ‘ōiwi, I kā‘eo no ▇▇ ▇▇▇▇▇▇▇ ▇▇▇ (Inspired by our past, Empowered by our identity, prepared for our future) Ka ʻUmeke Kāʻeo is a Hawaiian language immersion K-12, learning community, where students and their families are safe, nurtured, and challenged. Utilizing Keaukaha as our learning laboratory, students develop environmental literacy skills and a deep connection and understanding of place that will allow them to embrace enrich their communities and take positions of responsibility beyond the world boundaries of the school. All members of Ka ʻUmeke Kāʻeoʻs learning family are seen as contributing to the success of our ancestors students. Our academically challenging curriculum is aligned with common core standards and the 21st century; skilled and community minded with aloha and respect for selfcentered on a culture of Native Hawaiian language, familyknowledge, and the environmentPapakū Makawalu methodology. Teachers work collaboratively to ensure a school wide curriculum that promotes an environment of inquiry, communication, collaboration, sustainable innovation, and advances in individual and collective learning. Instruction at Ka ʻUmeke Kāʻeo is interdisciplinary with science and the natural environment leading content area studies. Students investigate and analyze environmental issues developing critical thinking skills through observation, problem solving, and reflection. Teachers facilitate student access and use of ancient and modern technologies, allowing them to analyze, synthesize, evaluate, and create new knowledge. Students at Ka ʻUmeke Kāʻeo are expected to listen and communicate effectively in Hawaiian and English. Through use of systems thinking and reasoning students will demonstrate an ability to address challenges and make effective judgments and decisions. To cultivate support these processes students will be adept at the 21st century learning communityapplication and use of technology to access and manage information. With these skills students will be prepared for post-secondary educational success. Assessments are a Hawaiian cultural norm. Ka ʻUmeke Kāʻeo utilizes various types of assessments allowing us to collect valuable data that informs instructional, grounded in native education programmatic, and community renewaloperational decision-making for continuous school improvement. Essential Term #1: Our learning `ohana All students and staff will practice participate in culturally relevant Hawaiian protocols and perpetuate Hawaiian language, values, culture, arts, and historypractices daily. Essential Term #2: Students All students will demonstrate a strong set of core academic skills and behaviorsbe involved in hands on activities relating to the natural environment. Essential Term #3: Students All students will actively support their community develop the Hawaiian language skills necessary to meet the vision and environment through civic leadership, aloha `åina, and stewardshipmision of Ka ʽUmeke. Essential Term #4: Students Ka ʻUmeke Kāʻeo will solve complex problems using appropriate processes and proceduresbuild a robust family engagement program to support the achievement of all students. Essential Term #5: Students exhibit self-confidence, readiness to face challenges and demonstrate the ability to work and think independently as well as to collaborate and cooperate with others. N/A Targeted Geographic Area: Kauai Keaukaha, Hilo, Puna, Hamākua Instructional Sites and Maximum Occupancy: ▇▇▇▇ ▇▇▇▇▇▇▇▇▇▇▇▇ ▇▇.▇. Hilo, Hawaii 96720 ▇▇▇▇▇▇▇, ▇▇ ▇▇▇▇▇ ▇▇, ▇▇▇▇ ▇▇▇▇▇▇, ▇▇▇▇▇ Max Occupany: 320 150 Max Occupany: 150 Educational Service Provider: N/A Does the school have a virtual learning program? □ ☐ Yes X ☒ No Maximum enrollment of the virtual learning program: Maximum percentage of total student population enrolled in the virtual learning program: Grades served by the virtual learning program: _______ Does the school have a blended learning program? □ ☐ Yes X ☒ No Maximum enrollment of the blended learning program: Maximum percentage of total student population enrolled in the blended learning program: [ Grades served by the blended learning program: Exhibit B: Performance Frameworks (Academic, Financial, and Organizational)‌ The Academic Performance Framework consists of two sections: Student Academic Outcomes and Value Added. 1. Student Academic Outcomes a) Student academic proficiency: schools will set a target for the percentage of students who score at the levels of proficient or above on the statewide assessments in English Language Arts or Hawaiian Language Arts and math. b) Student academic growth: schools will set a target for growth based on statewide assessment results, as measured under the state ESSA plan for federal reporting and accountability or revised state accountability system (i.e., Strive HI)1. c) Achievement gaps in proficiency between major subgroups: schools will set a target for high-needs proficiency rates in order to close the achievement gap between the non-high needs and high needs student subgroups.2 d) College and career readiness: schools will set a target for each college and career readiness indicator for each grade division served. a. For high schools and schools with a high school division, the readiness measures must include the four-year graduation rate. 3 In addition, schools may also add the five-year graduation4 and/or college-going rates.5 1 If this measure is not calculated using the current growth model for the state ESSA plan for federal reporting and accountability or revised state accountability system (i.e., Strive HI), this measure will not be calculated for the Academic Performance Framework until a calculation methodology for growth is determined and approved by the Commission.‌‌ 2 High needs students include the following full school year students who tested: economically disadvantaged, students with disabilities (IDEA only), English Language Learners, recent exits (2 years) for students with disabilities and English Language Learner. Non-high needs students comprise of all remaining full school year students who tested.‌

Remaining Assets. ‌ In the event that the School closes, the School shall return any remaining public assets to the State, provided that any outstanding obligations of the School are fulfilled first pursuant to Section 302D-19, HRS. APPENDICES‌ Exhibit A: Educational Program Exhibit B: Performance Frameworks (Academic, Financial, and Organizational) Exhibit C: Education Service Provider Requirements Exhibit D: Intervention Protocol Exhibit E: Renewal, Non-renewal, and Revocation Exhibit A: Educational Program‌ School Name: Kanuikapono Kaʻōhao Public Charter School Shortened School Name: KANU PCS Kaʻōhao School or KPCS Mission and Vision: Vision: A Path to Excellence in Learning and in Life. Mission Statement: At Lanikai School our mission, through combined efforts of staff, parents, students and community, is: To nurture lifelong learners able focus on the whole child by offering an integrated and challenging curriculum that reaches across the disciplines, which includes Physical Wellness, Technology and an emphasis on The Arts. To empower students to embrace the meet academic challenges with enthusiasm and a willingness to solve real-world problems. To create an atmosphere of our ancestors and the 21st century; skilled and community minded cooperation, with aloha and respect for selfindividual differences, family, the community and the environmentcultural values. To cultivate the 21st century learning community, grounded in native education develop children who are confident and community renewalcreative builders of their future. Essential Term #1: Our learning `ohana KPCS will continue to seek best practice strategies, aligned to CCSS in order to meet students’ needs. KPCS completed its accreditation cycle in Fall 2016. A self study was completed by the staff and perpetuate Hawaiian languageGB of KPCS and a site visit was conducted through the Western Association of Schools and Colleges (WASC) on October 17 – 20, values, culture, arts, 2016. A full 7 year accreditation was awarded the school due to its proven academic results over time as well as systems (organization and historyfiscal) that are in place to support student success. KPCS staff have engaged in a collaborative process to develop an Action Plan based on the commendations and recommendations by the WASC Visiting Committee. Essential Term #2: Integrated Curriculum: Students will demonstrate be exposed to a strong set variety of core academic skills disciplines (Art, Music, PE, Library, and behaviorsMedia Technology) as we focus on the “whole child” with grade level projects that integrate the curriculum across the grade levels. Essential Term #3: Students will actively support their community and environment through civic leadership, aloha `åina, and stewardship. Essential Term #4Experiential Learning: Students will solve complex meet real-world problems using appropriate processes with a hands-on approach to learning that includes an inquiry approach to learning, model building and proceduresfield trip experiences. KPCS will continue to develop rigorous academic and social learning opportunities for all the students. A continued focus on a project based learning (PBL) approach will be further expanded in the next contract term. Essential Term #5: Students exhibit self-confidence, readiness to face challenges and demonstrate the ability to work and think independently as well as to collaborate and cooperate with others. N/A Targeted Geographic Area: Kauai Windward District (Kailua-Kalaheo Complex) Instructional Sites and Maximum Occupancy: ▇▇▇▇ ▇▇▇▇▇▇▇▇▇ ▇▇., ▇▇▇▇▇▇▇, ▇▇ ▇▇▇▇▇ ▇▇▇ ▇▇▇▇▇▇▇▇Max Occupany: 320 350 Educational Service Provider: N/A Does the school have a virtual learning program? □ ☐ Yes X ☒ No Maximum enrollment of the virtual learning program: Maximum percentage of total student population enrolled in the virtual learning program: Grades served by the virtual learning program: _______ Does the school have a blended learning program? □ ☐ Yes X ☒ No Maximum enrollment of the blended learning program: Maximum percentage of total student population enrolled in the blended learning program: [ Grades served by the blended learning program: Exhibit B: Performance Frameworks (Academic, Financial, and Organizational)‌ The Academic Performance Framework consists of two sections: Student Academic Outcomes and Value Added.

Remaining Assets. ‌ In the event that the School closes, the School shall return any remaining public assets to the State, provided that any outstanding obligations of the School are fulfilled first pursuant to Section 302D-19, HRS. APPENDICES‌ Exhibit A: Educational Program Exhibit B: Performance Frameworks (Academic, Financial, and Organizational) Exhibit C: Education Service Provider Requirements Exhibit D: Intervention Protocol Exhibit E: Renewal, Non-renewal, and Revocation Exhibit A: Educational Program‌ School Name: Kanuikapono Public Charter School Hakipu‘u Learning Center Shortened School Name: KANU PCS “HLC” or “Hakipu‘u” Mission and Vision: To nurture lifelong Hakipu’u Learning Center (HLC) - an innovative, community-based school rooted in the traditional wisdom of Hawai`i - utilizes a student-centered, place and project based approach to build an ‘ohana of life-long learners able to embrace the world of our ancestors and the 21st century; skilled and community minded with aloha and respect for selfwho apply critical thinking, familycreativity, and problem solving skills to achieve success now and into the environmentfuture. To cultivate Hakipu‘u Learning Center (HLC) is a multi-generational learning center infused with the 21st century learning communityHawaiian core values. HLC works with and within the community to develop leaders and advocates; to expand knowledge, grounded in native education and community renewal. Essential Term #1: Our learning `ohana will practice and perpetuate Hawaiian languageskills, values, culture, artsaptitudes, and history. Essential Term #2: Students will demonstrate a strong set of core academic skills and behaviors. Essential Term #3: Students will actively support their community and environment through civic leadership, aloha `åina, and stewardship. Essential Term #4: Students will solve complex problems using appropriate processes and procedures. Essential Term #5: Students exhibit self-confidence; to level the playing field for success; to give families choices; and to host learning educational opportunities for students from early childhood through 12th grade, readiness to face challenges for families, and demonstrate for the ability to work and think independently as well as to collaborate and cooperate with otherscommunity at large. Targeted Geographic AreaHLC learners exemplify: Kauai Instructional Sites and Maximum Occupancy: ▇a) `▇▇▇ ▇▇▇▇▇▇▇▇▇ ▇▇.- Knows and practices the culture, ▇▇▇▇▇▇▇values, ▇▇ ▇▇▇▇▇ ▇▇▇ ▇▇▇▇▇▇▇▇and language; demonstrates deep knowledge and insight with Ko`olau as the piko extending/connecting to the broader global community; b) Mākaukau- Is prepared and ready for life; is equipped with foundational academic knowledge and life skills; applies these skills as a contributing member of a local, national, and global society; c) Mālama - Demonstrates/has kuleana for self/others; is a positive leader for ‘ohana and community (locally, nationally, and globally); practices mālama ‘āina; d) Ulu Mau - Is prepared for, demonstrates, and values life-long learning toward continuous growth; and e) Ha‘aheo - Demonstrates a sense of positive self- esteem, responsibility, and pride in the HLC community from a foundation of humility. Essential Term #1: 320 Educational Service ProviderStudent-centered: NCredit award and standards met in the HLC project-based instructional model with individualized personal learning plans developed/A Does updated for each student each year to empower learners to build knowledge, skills, and aptitudes to meet their individual life challenges successfully Essential Term #2: Project process: Students learn through both teacher-driven projects in multi-age classrooms, as well as, student-driven projects with teacher-guided support. Both strive to integrate the school expertise and resources of the community and family and to demonstrate learning through authentic, real- world assessments. HLC staff monitors and gathers data on the contributions of community and/or family’s expertise and resources to mentoring student learning experiences on or off campus; evidence of authentic, real-world assessments of learning; and student participation in community service activities. Essential Term #3: Place-based: Emphasis on the importance of knowing and using the contributions of the past - values, practices, and attributes of the Hawaiian systems of knowledge - to inform the present and to inspire the future in ways that are positive and culturally appropriate. All student projects are required to have a virtual learning program? □ Yes X No Maximum enrollment meaningful connection to Hawaii. Students also explore aspects of the virtual learning program: Maximum percentage of total student population enrolled in the virtual learning program: Grades served by the virtual learning program: _______ Does the school have a blended learning program? □ Yes X No Maximum enrollment of the blended learning program: Maximum percentage of total student population enrolled in the blended learning program: [ Grades served by the blended learning program: Exhibit B: Performance Frameworks (Academicvalues, Financialpractices, and Organizational)‌ The Academic Performance Framework consists attributes of two sections: Student Academic Outcomes Hawaiian systems of knowledge and Value Addedapply this knowledge to addressing today’s challenges.

Remaining Assets. ‌ In the event that the School closes, the School shall return any remaining public assets to the State, provided that any outstanding obligations of the School are fulfilled first pursuant to Section 302D-19, HRS. APPENDICES‌ Exhibit A: Educational Program Exhibit B: Performance Frameworks (Academic, Financial, and Organizational) Exhibit C: Education Service Provider Requirements Exhibit D: Intervention Protocol Exhibit E: Renewal, Non-renewal, and Revocation Exhibit A: Educational Program‌ School Name: Kanuikapono ▇▇ ▇▇▇▇▇▇▇ o ka Na‘auao Public Charter School Shortened School Name: KANU PCS KWON Mission and Vision: To nurture lifelong learners able ▇▇ ▇▇▇▇▇▇▇ o ka Na'auao creates socially responsible, resilient and resourceful young men and women, by providing an environment of academic excellence, social confidence and cultural awareness. Academic ▇▇▇▇▇: We are committed to embrace academic development of our school community through high expectations and comprehensive support. Social ▇▇▇▇▇: We are committed to developing social confidence and character within our school community through a clear code of ethics based on our Na Mea Waiwai. Cultural ▇▇▇▇▇: We are committed to honoring the world values of our ancestors and the 21st century; skilled and community minded with aloha and respect for self, family, and the environment. To cultivate the 21st century learning community, grounded which will guide our students in native education and community renewalbuilding a strong future. Essential Term #1: Our learning `ohana By the end of 8th grade all students will practice and perpetuate Hawaiian languagebe required to competently complete two years in each core class (English, valuesMath, culture, artsHistory, and historyScience). Each student will also engage in at least one rigorous project that is driven by an essential question, reinforces 21st century competencies that requires an exhibition of learning to the general school community. Essential Term #2: Students All students will demonstrate be held to a strong set behavior code of core academic skills conduct based on our Na Mea Waiwai which are Ho'ihi (Respect), Kuleana (Responsibility), Ha'aha'a (Be Humble), Lokahi (Unity), Ho'omau (Persevere), and behaviorsMalama (Be Safe). Essential Term #3: Students All students will actively support gain an appreciation for the Hawaiian Culture through participation in cultural practices and experiences engrained throughout their community and environment through civic leadership, aloha `åina, and stewardshiptime here at Ka Waihona. Essential Term #4: Students will solve complex problems using appropriate processes and procedures. N/A Essential Term #5: Students exhibit self-confidence, readiness to face challenges and demonstrate the ability to work and think independently as well as to collaborate and cooperate with others. N/A Targeted Geographic Area: Kauai Nanakuli, Hawaii Instructional Sites and Maximum Occupancy: ▇▇-▇▇▇ ▇▇▇▇▇▇▇▇▇ ▇▇., ▇▇▇▇▇▇▇, ▇▇ ▇▇▇▇▇ ▇▇▇ ▇▇▇▇▇▇▇▇, Waianae, HI 96792 Max Occupany: 320 650 Educational Service Provider: N/A For the purposes of this section, a virtual learning program is defined as a form of distance education that uses the Internet and computer technologies to connect teachers and students and deliver curriculum with students fewer than five hours per week of instruction at a supervised brick and mortar school site location. Does the school have a virtual learning program? □ ☐ Yes X ☒ No Maximum enrollment of the virtual learning program: Maximum percentage of total student population enrolled in the virtual learning program: Grades served by the virtual learning program: _______ For the purposes of this section, blended learning is defined as a program where students receive instruction at a supervised brick and mortar school site location for five hours or more per week and in part through a virtual learning program or alternative learning experience in which students have some element of control over time, place, path, and/or pace. Does the school have a blended learning program? □ ☐ Yes X ☒ No Maximum enrollment of the blended learning program: Maximum percentage of total student population enrolled in the blended learning program: [ Grades served by the blended learning program: Exhibit B: Performance Frameworks (Academic, Financial, and Organizational)‌ The Academic Performance Framework consists of two sections: Student Academic Outcomes and Value Added.

Remaining Assets. ‌ In the event that the School closes, the School shall return any remaining public assets to the State, provided that any outstanding obligations of the School are fulfilled first pursuant to Section 302D-19, HRS. APPENDICES‌ Exhibit A: Educational Program Exhibit B: Performance Frameworks (Academic, Financial, and Organizational) Exhibit C: Education Service Provider Requirements Exhibit D: Intervention Protocol Exhibit E: Renewal, Non-renewal, and Revocation Exhibit A: Educational Program‌ School Name: Kanuikapono Mālama Honua Public Charter School Shortened School Name: KANU PCS MHPCS Grade Levels that Comprise Each Division: Elementary: K-6 Middle: 7-8 High: n/a Mission and Vision: To nurture lifelong learners able to embrace provide an education that cultivates the world of our ancestors and the 21st century; skilled and community minded with aloha and respect for selfcaring, familycompassionate, and astute "mind of the environment. To cultivate navigator" in students and teachers alike by the appropriate application of indigenous Hawaiian values, inclusive of 21st century learning communityskills. All haumana and kumu will become caring and compassionate and loving navigators that show ▇▇▇▇▇, grounded in native education Mālama, ‘Imi ‘Ike, Lokomaikaʻi, Naʻau Pono, Olakino Makaʻi with the skills of a 21st century learner. One day, students will possess the skills, values, capacities and community renewalempowerment to fulfill their potential and positively impact society’s most pressing social and environmental challenges. Essential Term #1: Our learning `ohana Place Based Project Based Learning Students will practice engage in guided and perpetuate Hawaiian languageself initiated inquiry that require them to Think Critically, valuesCommunicate Powerfully, culture, artsComplete Projects Effectively, and historyCollaborate Productively. Essential Term #2: Students These projects will demonstrate a strong set of core academic require them to apply reading, writing, math, communication skills and behaviorsknowledge of the Hawaiian history, culture and practices to real life challenges facing our community. Essential Term #3Practice: Students will actively support their community and environment through civic leadershipcurriculum for afternoon blocks, aloha `åinalearning plans, and stewardship. ho‘ike (exhibitions of learning), rubrics Essential Term #4: Students will solve complex problems using appropriate processes and procedures. N/A Essential Term #5: Students exhibit self-confidence, readiness to face challenges and demonstrate the ability to work and think independently as well as to collaborate and cooperate with others. N/A Targeted Geographic Area: Kauai The school is open to all students in the state of Hawaii on a space- available basis. The school is located in Waimānolo, on the island of Oahu. Instructional Sites and Maximum Occupancy: 41-▇▇▇ ▇▇▇▇▇▇ ▇▇., ▇▇▇▇▇▇▇▇▇, ▇▇ ▇▇▇▇▇ 41-▇▇▇ ▇▇▇▇▇▇▇▇ ▇▇., ▇▇▇▇▇▇▇▇▇, ▇▇ ▇▇▇▇▇ ▇▇▇ ▇▇▇▇▇▇▇▇Max Occupany: 320 85 Max Occupancy: 54 Educational Service Provider: N/A Does the school have a virtual learning program? □ ☐ Yes X ☒ No Maximum enrollment of the virtual learning program: Maximum percentage of total student population enrolled in the virtual learning program: Grades served by the virtual learning program: _______ Does the school have a blended learning program? □ ☐ Yes X ☒ No Maximum enrollment of the blended learning program: Maximum percentage of total student population enrolled in the blended learning program: [ Grades served by the blended learning program: Exhibit B: Performance Frameworks (Academic, Financial, and Organizational)‌ The Academic Performance Framework consists of two sections: Student Academic Outcomes and Value Added.

Remaining Assets. ‌ In the event that the School closes, the School shall return any remaining public assets to the State, provided that any outstanding obligations of the School are fulfilled first pursuant to Section 302D-19, HRS. APPENDICES‌ Exhibit A: Educational Program Exhibit B: Performance Frameworks (Academic, Financial, and Organizational) Exhibit C: Education Service Provider Requirements Exhibit D: Intervention Protocol Exhibit E: Renewal, Non-renewal, and Revocation Exhibit A: Educational Program‌ School Name: Kanuikapono Voyager: A Public Charter School Shortened School Name: KANU PCS Voyager Grade Levels that Comprise Each Division: Elementary: K-5 Middle: 6-8 High: n/a Mission and Vision: To nurture lifelong learners able The mission of Voyager: A Public Charter School is to embrace the world transform education in Hawaii by demonstrating that Hawaii educators, working with a diverse population of our ancestors community’s children can achieve high expectations as articulated in the Hawaii Content and performance Standards and Common Core State Standards. Voyager uses state of the art methods founded on ancient principles and the 21st century; skilled latest scientific knowledge to help every student achieve and perform beyond expectations. Voyager forms and utilizes a variety of partnerships to share its philosophy and methods with other public schools. • Students are enthusiastic partners in their own learning. • Students’ performance levels and self-esteem rise and remain high. • Teaching is the enjoyable and rewarding career it was meant to be. • Our community minded with aloha reaps the rewards of an improved educational system as our graduates excel in college, career and respect service. • Hawaii’s school system becomes a model for self, family, and the environment. To cultivate the 21st century learning community, grounded in native education and community renewalrest of America. Essential Term #1: Our learning `ohana will practice and perpetuate Hawaiian language, values, culture, arts, and history. Mixed Age Classrooms to encourage student leadership through a mentor/mentee role Essential Term #2: Students will demonstrate • Brain Based Learning Techniques as measured by observation of teacher moves and measurement of “time on task.” • Explicit Instruction of Thinking Skills, as measured by video clips, anecdotal records, “think-alouds”, student led conferences, surveys, and student portfolios. • Continuous Evidence Based Organizational Improvement at All Levels as measured by classroom based “Mission, Vision, and Purpose” posted, “Quality Teacher and Student Factors” posted, and Parent, Teacher and Student surveys given at least 3 times a strong set of core academic skills and behaviorsyear. Essential Term #3: Students Multiple Languages and Culture where each student will actively support their community and environment through civic leadershiphave exposure to Mandarin, aloha `åinaSpanish, and stewardshipHawaiian languages and culture beginning in kindergarten and continuing through 8th grade. Voyager wishes to continue to provide Music Curriulum, as part of this Essential Term and dedication to exposure to world-wide cultures, specifically Hawaiian culture. Essential Term #4: Students will solve complex problems using appropriate processes and procedures. Arts Integrated Curriculum & Lessons Essential Term #5: Students exhibit self-confidence, readiness to face challenges and demonstrate the ability to work and think independently as well as to collaborate and cooperate with others. N/A Targeted Geographic Area: Kauai Island of Oahu Instructional Sites and Maximum Occupancy: ▇▇▇▇ ▇▇▇▇▇▇▇▇▇ ▇▇., ▇▇▇▇▇▇▇, ▇▇ ▇▇▇▇▇ Honolulu, HI 96822 ▇▇▇ ▇▇▇▇▇▇▇▇: 320 308 Educational Service Provider: N/A For the purposes of this section, a virtual learning program is defined as a form of distance education that uses the Internet and computer technologies to connect teachers and students and deliver curriculum with students fewer than five hours per week of instruction at a supervised brick and mortar school site location. Does the school have a virtual learning program? □ ☐ Yes X ☒ No Maximum enrollment of the virtual learning program: Maximum percentage of total student population enrolled in the virtual learning program: Grades served by the virtual learning program: _______ For the purposes of this section, blended learning is defined as a program where students receive instruction at a supervised brick and mortar school site location for five hours or more per week and in part through a virtual learning program or alternative learning experience in which students have some element of control over time, place, path, and/or pace. Does the school have a blended learning program? □ ☐ Yes X ☒ No Maximum enrollment of the blended learning program: Maximum percentage of total student population enrolled in the blended learning program: [ Grades served by the blended learning program: _______ Exhibit B: Performance Frameworks (Academic, Financial, and Organizational)‌ The Academic Performance Framework consists of two sections: Student Academic Outcomes and Value Added.

Remaining Assets. ‌ In the event that the School closes, the School shall return any remaining public assets to the State, provided that any outstanding obligations of the School are fulfilled first pursuant to Section 302D-19, HRS. APPENDICES‌ Exhibit A: Educational Program Exhibit B: Performance Frameworks (Academic, Financial, and Organizational) Exhibit C: Education Service Provider Requirements Exhibit D: Intervention Protocol Exhibit E: Renewal, Non-renewal, and Revocation Exhibit A: Educational Program‌ School Name: Kanuikapono Waialae Elementary Public Charter School Shortened School Name: KANU PCS Waialae School Grade Levels that Comprise Each Division: Elementary: K-5 Middle: n/a High: n/a Mission and Vision: To nurture lifelong Waialae Public Charter school is a student-centered school that honors the whole child. It is committed to nurturing a community of learners able who strive for excellence and innovation, empowering all members of the community to embrace the world actively engage in a democratic society. The vision of our ancestors and the 21st century; skilled and community minded with aloha and respect Waialae School is to prepare children for self, family, and the environment. To cultivate the 21st century learning communityas well rounded individuals capable of multi-dimensions, grounded self- confident risk-takers, creative problem solvers and socially responsible to others and the world. (Waialae School subscribes to the theory of social constructivism. This philosophy will be reflected in native education the following observable and community renewal. measurable essential terms) Essential Term #1: Our learning `ohana will practice Integrated-thematic curriculum framework based on science and perpetuate Hawaiian language, values, culture, arts, and historysocial studies themes. Essential Term #2: Students will demonstrate Collaborative Inquiry and problem solving to provide students with a strong set wide variety of core academic skills opportunities to inquire, explore, construct knowledge and behaviorssolve problems through direct interaction with their learning environment as evidenced by instructional practices, curricula selections, and teacher developed units of study. Essential Term #3: Students will actively support their community and environment through civic leadership, aloha `åina, and stewardshipEquitable access to high quality education as reflected in heterogeneously grouped classrooms. Essential Term #4: Students will solve complex problems using appropriate processes Multiple forms of assessment of student learning including portfolios, projects, learning logs, concept maps, student self-reflection, interviews, teacher observations, 3x/year assessments in mathematics and procedureslanguage arts, and Hawaii State Assessments where applicable. Essential Term #5: Students exhibit self-confidence, readiness to face challenges and demonstrate the ability to work and think independently as well as to collaborate and cooperate with others. N/A Targeted Geographic Area: Kauai Kaimuki neighborhood district as defined by the Department of Education Instructional Sites and Maximum Occupancy: ▇▇▇▇ ▇▇▇▇ ▇▇▇▇▇▇ ▇▇., ▇▇▇▇▇▇▇, ▇▇ ▇▇▇▇▇ ▇▇▇ ▇▇▇▇▇▇▇▇: 320 school is a conversion school that occupies a former DOE school building but the capacity is unknown at this time Educational Service Provider: N/A For the purposes of this section, a virtual learning program is defined as a form of distance education that uses the Internet and computer technologies to connect teachers and students and deliver curriculum with students fewer than five hours per week of instruction at a supervised brick and mortar school site location. Does the school have a virtual learning program? □ ☐ Yes X ☒ No Maximum enrollment of the virtual learning program: Maximum percentage of total student population enrolled in the virtual learning program: Grades served by the virtual learning program: _______ For the purposes of this section, blended learning is defined as a program where students receive instruction at a supervised brick and mortar school site location for five hours or more per week and in part through a virtual learning program or alternative learning experience in which students have some element of control over time, place, path, and/or pace. Does the school have a blended learning program? □ ☐ Yes X ☒ No Maximum enrollment of the blended learning program: Maximum percentage of total student population enrolled in the blended learning program: [ Grades served by the blended learning program: _______ Exhibit B: Performance Frameworks (Academic, Financial, and Organizational)‌ The Academic Performance Framework consists of two sections: Student Academic Outcomes and Value Added.

Remaining Assets. ‌ In the event that the School closes, the School shall return any remaining public assets to the State, provided that any outstanding obligations of the School are fulfilled first pursuant to Section 302D-19, HRS. APPENDICES‌ Exhibit A: Educational Program Exhibit B: Performance Frameworks (Academic, Financial, and Organizational) Exhibit C: Education Service Provider Requirements Exhibit D: Intervention Protocol Exhibit E: Renewal, Non-renewal, and Revocation Exhibit A: Educational Program‌ School Name: Kanuikapono Hālau Kū Māna Public Charter School Shortened School Name: KANU PCS Hālau Kū Māna Mission and Vision: To nurture lifelong learners able Ho‘okumu – ▇▇▇▇▇▇ a sense of esteem, stewardship and kuleana to embrace the world ‘aina, our communities and ourselves, through grounding in the ancestral knowledges and practices of our ancestors Hawai‘i and the academic skills necessary to excel in the 21st century; skilled . Ho‘okele – Explore and inquire in ways that build upon our ancestral wisdom and bridge to other communities and cultures in a harmonious manner, thus moving toward our highest personal and community minded with aloha goals. Ho‘▇▇▇▇▇ – Provide sustenance and respect empowerment for selfourselves and our communities by striving for high academic, familycultural, social, environmental, and the environmenteconomic standards, thus nourishing all piko (centers) – cognitive, emotional, spiritual, and physical. To cultivate the 21st century learning community, grounded in native education HKM’s vision is to facilitate individual and community renewalhealing and empowerment by fostering lifelong learners who think, feel and act in ways that are pono for recognizing strengths and addressing challenges as they seek positive, systemic change in their local, regional and global communities. Essential Term #1: Our learning `ohana will practice and perpetuate Hawaiian languageIke 'Oiwi: Indigenous Approaches to Education To effect our mission (hookumu, values, culture, artshookele, and historyhoomana), our pedagogy reflects indigenous approaches to education. This includes protocol, oli (chants), mele (songs), hula (dance), olelo Hawaii (language), hoike (authentic assessment), moolelo (intergenerational knowledge transfer), community accountability, active observation, excellence, an emphasis on our 'ae like (cultural values), and a strong sense of kuleana. Essential Term #2: Integrated project and place-based instruction HKM students will learn in outside project and place-based settings for a full academic day each week for each school year. Students will demonstrate a strong set of core academic skills be challenged to work on relevant and behaviorsmeaningful research-based projects that are designed by teachers, community experts and scholars to address community and environmental needs or questions. Essential Term #3: Students Performance-based assessment All students will actively support be expected to formally present their community- based research findings at ▇▇ '▇▇▇▇▇ (family day) at least 1 time per school year. In addition, before graduation all students will complete a substantive senior project that will be evaluated by a panel of community and environment through civic leadershipexperts. In addition, aloha `åina, and stewardshipseniors will complete a personal transition plan. Essential Term #4: Students will solve complex problems using appropriate processes and procedures. N/A Essential Term #5: Students exhibit self-confidence, readiness to face challenges and demonstrate the ability to work and think independently as well as to collaborate and cooperate with others. N/A Targeted Geographic Area: Kauai Honolulu District (Maunalua-Hawaii Kai to Kalihi) Instructional Sites and Maximum Occupancy: ▇▇▇▇ ▇▇▇▇▇▇ ▇▇▇▇▇▇▇ ▇▇.▇▇▇, ▇▇▇▇▇▇▇▇, ▇▇ ▇▇▇▇▇ ▇▇▇ ▇▇▇▇▇▇▇▇TMK: 320 (1) 2-5-019: Por. 008; (1) 2-5-020:003, 005 & Por. 008 & Por. 004 Max Occupany: 150 Educational Service Provider: N/A Does the school have a virtual learning program? □ ☐ Yes X ☒ No Maximum enrollment of the virtual learning program: Maximum percentage of total student population enrolled in the virtual learning program: Grades served by the virtual learning program: _______ Does the school have a blended learning program? □ ☐ Yes X ☒ No Maximum enrollment of the blended learning program: Maximum percentage of total student population enrolled in the blended learning program: [ Grades served by the blended learning program: Exhibit B: Performance Frameworks (Academic, Financial, and Organizational)‌ The Academic Performance Framework consists of two sections: Student Academic Outcomes and Value Added.

Remaining Assets. ‌ In the event that the School closes, the School shall return any remaining public assets to the State, provided that any outstanding obligations of the School are fulfilled first pursuant to Section 302D-19, HRS. APPENDICES‌ Exhibit A: Educational Program Exhibit B: Performance Frameworks (Academic, Financial, and Organizational) Exhibit C: Education Service Provider Requirements Exhibit D: Intervention Protocol Exhibit E: Renewal, Non-renewal, and Revocation Exhibit A: Educational Program‌ School Name: Kanuikapono Public Charter School ▇▇ ▇▇▇▇ ▇▇▇▇▇▇ O Kekaha Learning Center Shortened School Name: KANU PCS KKNOK Mission and Vision: To nurture ▇▇ ▇▇▇▇ Niihau O Kekaha will perpetuate and strengthen the language and culture of Niihau among the children and youth of the Niihau community living on Kauai, as well as meet the special needs of this community by providing an education which results in a positive attitude toward a lifelong learners able to embrace the search for knowledge and preparing students for success in today’s world of our ancestors rapid change and the 21st century; skilled technology. A ▇▇ ▇▇▇▇ Niihau O Kekaha graduate is a proficient communicator in Niihau and community minded with aloha and respect English prepared for self, family, and the environment. To cultivate the 21st century learning community, grounded success in native education and community renewalcollege and/or career. Essential Term #1: Our learning `ohana ▇▇ ▇▇▇▇ Niihau O Kekaha students in grades K-5 will practice receive bilingual immersion instruction in Niihau and perpetuate Hawaiian languageEnglish in the following ways: K-2 students receive 5 periods of Niihau and 1 period of English instruction, values, culture, arts, grade 3-5 students receive 4 periods of Niihau and history2 periods of English instruction. Essential Term #2: Students ▇▇ ▇▇▇▇ Niihau O Kekaha students in grades 6 – 12 will demonstrate a strong set receive 3 periods of core academic skills Niihau and behaviors3 periods of English instruction. Essential Term #3: Students Beginning in grade 9 every ▇▇ ▇▇▇▇ Niihau O Kekaha student will actively support their community and environment through civic leadership, aloha `åina, and stewardshipdevelop a post-secondary transition plan. Essential Term #4: Students will solve complex problems using appropriate processes and procedures. N/A Essential Term #5: Students exhibit self-confidence, readiness to face challenges and demonstrate the ability to work and think independently as well as to collaborate and cooperate with others. N/A Targeted Geographic Area: West Kauai Instructional Sites and Maximum Occupancy: ▇▇▇▇ ▇▇▇▇▇▇▇▇▇ ▇▇., ▇▇▇▇▇▇▇, ▇▇ ▇▇▇▇▇ ▇▇▇ ▇▇▇▇▇▇▇▇HI 96752 Max Occupany: 320 50 Educational Service Provider: N/A For the purposes of this section, a virtual learning program is defined as a form of distance education that uses the Internet and computer technologies to connect teachers and students and deliver curriculum with students fewer than five hours per week of instruction at a supervised brick and mortar school site location. Does the school have a virtual learning program? □ ☐ Yes X ☒ No Maximum enrollment of the virtual learning program: Maximum percentage of total student population enrolled in the virtual learning program: Grades served by the virtual learning program: _______ For the purposes of this section, blended learning is defined as a program where students receive instruction at a supervised brick and mortar school site location for five hours or more per week and in part through a virtual learning program or alternative learning experience in which students have some element of control over time, place, path, and/or pace. Does the school have a blended learning program? □ ☐ Yes X ☒ No Maximum enrollment of the blended learning program: Maximum percentage of total student population enrolled in the blended learning program: [ Grades served by the blended learning program: Exhibit B: Performance Frameworks (Academic, Financial, and Organizational)‌ The Academic Performance Framework consists of two sections: Student Academic Outcomes and Value Added.

Remaining Assets. ‌ In the event that the School closes, the School shall return any remaining public assets to the State, provided that any outstanding obligations of the School are fulfilled first pursuant to Section 302D-19, HRS. APPENDICES‌ Exhibit A: Educational Program Exhibit B: Performance Frameworks (Academic, Financial, and Organizational) Exhibit C: Education Service Provider Requirements Exhibit D: Intervention Protocol Exhibit E: Renewal, Non-renewal, and Revocation Exhibit A: Educational Program‌ School Name: Kanuikapono Public Charter SEEQS: the School for Examining Essential Questions of Sustainability Shortened School Name: KANU PCS SEEQS Mission and Vision: To nurture lifelong The diverse community of SEEQS fosters a joy of learning through collaborative and interdisciplinary investigation of questions essential to ▇▇▇▇▇ʻ▇’s future. SEEQS graduates are stewards of planet Earth and healthy, effective citizens of the world. SEEQS offers an interdisciplinary project-based, community-based secondary school experience for Oahu families. SEEQS’ foundational educational philosophy can be described with five core concepts: (1) Real-world learning; (2) Student choice; (3) Teachers as learners able to embrace and students as teachers; (4) Place-based, community-based learning (5) Continuous improvement. SEEQS’ weekly schedule includes both core academic courses and an interdisciplinary, project-based course designed around Essential Questions of Sustainability (EQS). SEEQS prioritizes developing an intellectually safe school culture. Students at SEEQS engage with content experts in the world real work of our ancestors problem-solving and the 21st century; skilled and community minded with aloha and respect for self, familysolution-finding, and simultaneously learn the environment. To cultivate the 21st century learning community, grounded in native education skills and community renewaltools necessary for understanding and engaging with such work. Essential Term #1: Our learning `ohana will practice and perpetuate Hawaiian language, values, culture, arts, and history. Essential Term #2Student Choice: Students will demonstrate play a strong set significant role in determining their own educational choices, including but not limited to Morning Physical Activity and projects within the Essential Question of core academic skills Sustainability (EQS) blocks. Additionally, students will have voice in developing and behaviors. Essential Term #3: Students will actively support their maintaining community and environment behavior norms through civic leadership, aloha `åina, and stewardship. Essential Term #4: Students will solve complex problems using appropriate processes and proceduresthe Town Hall structure. Essential Term #5: Students exhibit self-confidence, readiness to face challenges and demonstrate the ability to work and think independently as well as to collaborate and cooperate with others. N/A Targeted Geographic Area: Kauai Honolulu, Oahu Instructional Sites and Maximum Occupancy: ▇▇▇ ▇▇▇▇ ▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇, ▇▇▇▇▇▇▇ ▇▇.▇▇, ▇▇ ▇▇▇▇▇ (through fall 2017) ▇▇▇▇ ▇▇▇▇▇▇▇ ▇▇▇, ▇▇▇▇▇▇▇▇, ▇▇ ▇▇▇▇▇ ▇▇▇ ▇▇▇▇▇▇▇▇(beginning fall 2017) Max Occupancy: 320 180 max occupancy: >1500 Educational Service Provider: N/A Does the school have a virtual learning program? □ Yes X No Maximum enrollment of the virtual learning program: Maximum percentage of total student population enrolled in the virtual learning program: Grades served by the virtual learning program: _______ Does the school have a blended learning program? □ Yes X No Maximum enrollment of the blended learning program: Maximum percentage of total student population enrolled in the blended learning program: [ Grades served by the blended learning program: Exhibit B: Performance Frameworks (Academic, Financial, and Organizational)‌ The Academic Performance Framework consists of two sections: Student Academic Outcomes and Value Added.

Remaining Assets. ‌ In the event that the School closes, the School shall return any remaining public assets to the State, provided that any outstanding obligations of the School are fulfilled first pursuant to Section 302D-19, HRS. APPENDICES‌ Exhibit A: Educational Program Exhibit B: Performance Frameworks (Academic, Financial, and Organizational) Exhibit C: Education Service Provider Requirements Exhibit D: Intervention Protocol Exhibit E: Renewal, Non-renewal, and Revocation Exhibit A: Educational Program‌ School Name: Kanuikapono Public Charter School Hawaii Technology Academy Shortened School Name: KANU PCS HTA Mission and Vision: To nurture lifelong learners able We empower students to embrace succeed through our blended learning experience: face-to-face, virtual and independent A community embracing the world challenges of our ancestors today and the 21st century; skilled and community minded with aloha and respect for self, family, and the environment. To cultivate the 21st century learning community, grounded in native education and community renewal. opportunities of tomorrow Essential Term #1: Our Statewide and community-based blended learning `ohana will practice program. HTA educators and perpetuate Hawaiian languageAdministration partner with parent Learning Coaches at community-specific sites to provide students with a combination of face-to-face instruction, values, culture, arts, virtual instruction and historyindependent learning. Essential Term #2: Students will demonstrate Personalized Learning Profile. Working in collaboration with educators, learning coaches, and student, each advisor develops a strong set of core academic skills dynamic Personalized Learning Profile for every student. The PLP is reviewed and behaviorsrevised quarterly. Essential Term #3: Students will actively support their community Collaborative and environment through civic leadershipcommunicative partnership between educators, aloha `åina, students and stewardshipfamilies (learning coach) as measured by individual touches between educators and students/learning coaches; the PLP process; school to family communiqués; dynamic curriculum delivery and identification of/delivery methods at remote learning locations throughout the school year. Essential Term #4: Students will solve complex problems using appropriate processes and procedures. N/A Essential Term #5: Students exhibit self-confidence, readiness to face challenges and demonstrate the ability to work and think independently as well as to collaborate and cooperate with others. N/A Targeted Geographic Area: Kauai Statewide Instructional Sites and Maximum Occupancy: HTA Oahu: Oahu Learning Center: Plaza at Mill Town, ▇▇- ▇▇▇ ▇▇▇▇▇▇▇▇▇ ▇▇., ▇▇▇▇▇ ▇▇▇, ▇▇▇▇▇▇▇, ▇▇ ▇▇▇▇▇ Max Occupany: 800 HTA Oahu – Pang Offices, ▇▇-▇▇▇ ▇▇▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇, Waipahu, HI 96797 Max Occupany: 100 Kauai: Kauai Veteran’s Center, ▇▇▇▇ ▇▇▇▇▇▇ ▇▇▇, ▇▇▇▇▇, ▇▇ ▇▇▇▇▇ Max Occupany: 75 Lihue Library, ▇▇▇▇ ▇▇▇▇▇ ▇▇., ▇▇▇▇▇, ▇▇ ▇▇▇▇▇ ▇▇▇ ▇▇▇▇▇▇▇▇: 320 30 Maui: Maui Learning Center: ▇▇▇▇ ▇▇▇▇ ▇▇. ▇-▇ ▇▇▇▇▇▇▇, ▇▇ ▇▇▇▇▇ Max Occupany: 150 Door of Faith Community Center, ▇▇▇▇ ▇▇▇▇▇ ▇▇▇▇▇▇▇▇▇▇▇▇ ▇▇. Lahaina, HI 96761 ▇▇▇ ▇▇▇▇▇▇▇▇: 30 ▇▇▇▇ O Na Kaula, ▇▇▇ ▇▇▇▇▇▇ ▇▇▇▇▇, ▇▇▇▇▇▇▇▇ ▇▇ ▇▇▇▇▇ Max Occupany: 30 Hawaii Island: Hilo Learning Center, ▇▇▇▇ ▇▇▇▇’▇▇▇ ▇▇▇▇▇▇, ▇▇▇▇, ▇▇ ▇▇▇▇▇ Max Occupany: 75 Kona Learning Center, ▇▇-▇▇▇▇ ▇▇▇▇▇▇▇ ▇▇▇., ▇▇▇▇▇▇-▇▇▇▇, ▇▇ ▇▇▇▇▇ Max Occupany: 150 Waikoloa Community Church, 68-▇▇▇▇ ▇▇▇▇▇▇▇ ▇▇▇., ▇▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇, ▇▇ ▇▇▇▇▇ Max Occupany: 50 Educational Service Provider: N/A Connexus (▇▇▇▇▇▇▇) contract for High School elective courses not taught by HTA teachers. Does the school have a virtual learning program? □ ☐ Yes X ☒ No Maximum enrollment of the virtual learning program: Maximum percentage of total student population enrolled in the virtual learning program: Grades served by the virtual learning program: _______ Does the school have a blended learning program? □ ☒ Yes X ☐ No Maximum enrollment of the blended learning program: 1125 (anticipated SY 17-18 enrollment, in subsequent years of 5 year contract, maximum enrollment in blended program will be equal to total enrollment of the school.) Maximum percentage of total student population enrolled in the blended learning program: [ Grades served by the blended learning program: K-12 Exhibit B: Performance Frameworks (Academic, Financial, and Organizational)‌ The Academic Performance Framework consists of two sections: Student Academic Outcomes and Value Added.

Remaining Assets. ‌ In the event that the School closes, the School shall return any remaining public assets to the State, provided that any outstanding obligations of the School are fulfilled first pursuant to Section 302D-19, HRS. APPENDICES‌ Exhibit A: Educational Program Exhibit B: Performance Frameworks (Academic, Financial, and Organizational) Exhibit C: Education Service Provider Requirements Exhibit D: Intervention Protocol Exhibit E: Renewal, Non-renewal, and Revocation Exhibit A: Educational Program‌ School Name: Kanuikapono Kua o ka Lā New Century Public Charter School Shortened School Name: KANU PCS Kua O Ka Lā NCPCS Mission and Vision: To nurture lifelong learners able to embrace provide ▇▇ ▇▇▇ 'Aina o Hawai`i with the world of our ancestors knowledge and the 21st century; skilled skills, through Hawaiian values and community minded with aloha and respect for selfplace-based educational opportunities, familythat prepare receptive, responsive, and self-sustaining individuals that live "ke ala pono" (positive pilina 'aina, pilina kanaka, and pilina 'uhane). Vision: Kua O Ka Lā (KOKL) has adopted the environmentconcept of Ke Ala Pono - The Right Path - to describe our goal of nurturing and developing our youth. To cultivate We believe that every individual has a unique potential and that it is our responsibility to help our students learn to work together within the 21st century learning community, grounded in native education and local community renewalto create a future that is pono - right. Essential Term #1: Our learning `ohana will practice Hawaiian Culture Hawaiian culture is experienced by students through daily wahena (chanting) and perpetuate Hawaiian language, values, culturehoʻike (demonstration of skills learned to an authentic audience), artstraditional practices (imu and planting styles), and historyenvironmental literacy through ‘Ike Hawaii curriculum. Essential Term #2: Postsecondary Readiness Students will demonstrate a strong set of core academic skills communicate effectively (verbal, written, technologies). Career pathway programs in agro-forestry, coastal marine management, agriculture and behaviorsculinary art. stimulate early interest in and preparation for college and career among preschool and K–12 learners and their families. Essential Term #3: Students will actively support their ‘Ohana and Community involvement: Families play an active role in school life through ʻohana hours/events and community supported educational programs for literacy, health, economic sustainability and environment through civic leadership, aloha `åina, and stewardshipothers. Essential Term #4: Students will solve complex problems using appropriate processes and procedures. N/A Essential Term #5: Students exhibit self-confidence, readiness to face challenges and demonstrate the ability to work and think independently as well as to collaborate and cooperate with others. N/A Targeted Geographic Area: Kauai Hawaii Island Instructional Sites and Maximum Occupancy: Main Campus: 1) 14-▇▇▇▇ ▇▇▇▇▇/▇▇▇▇▇▇ ▇▇.▇▇ ▇▇▇▇▇, ▇▇ Max Occupany: 270 96778 Kindergarten Campus 2) Opihikao Church Hall 13-6325 Kapoho Max Occupany: 50 Kalapana Highway Virtual Online (Hipuu) Sites 3) Hilo Boys and Girls Club 100 Kamakahonua Max Occupany: ▇▇ ▇▇▇▇▇▇, ▇▇▇▇, ▇▇ ▇▇▇▇▇ 4) Milolii Community Center, 89-1151 ▇▇▇▇▇▇▇ ▇▇▇ ▇▇▇▇▇▇▇▇: 320 ▇▇ ▇▇▇▇, ▇▇▇▇▇▇▇ ▇▇▇▇, HI 96704 5) Honokaa Site, North Hawaii Education and Max Occupany: 20 Research Center (NHERC) 45-▇▇▇ ▇▇▇▇▇▇▇▇ ▇▇, ▇▇▇▇▇▇▇, ▇▇ ▇▇▇▇▇ 6) Kona Site, ▇▇▇▇ ▇▇▇▇ ▇▇▇▇▇, ▇▇▇▇▇▇ ▇▇▇▇, ▇▇, ▇▇▇ ▇▇▇▇▇▇▇▇: 40 96740 7) Pu`ula Church ▇▇-▇▇▇▇ ▇▇▇▇▇▇▇ ▇▇▇▇▇▇ ▇▇▇ ▇▇▇▇▇▇▇▇: ▇▇ ▇▇▇▇▇ ▇▇. ▇▇▇▇▇ Educational Service Provider: N/A Does the school have a virtual learning program? □ Yes X ☒ Yes* ☐ No Maximum enrollment of the virtual learning program: 120* Maximum percentage of total student population enrolled in the virtual learning program: 30%* Grades served by the virtual learning program: _______ 4-12* *The virtual learning program referred to in this section is the Hipu‘u Virtual Learning Program. Does the school have a blended learning program? □ Yes X ☒ Yes** ☐ No Maximum enrollment of the blended learning program: 120** Maximum percentage of total student population enrolled in the blended learning program: [ 30%** Grades served by the blended learning program: 4-12** **The blended learning program referred to in this section is the Hipu‘u Virtual Learning Program. Exhibit B: Performance Frameworks (Academic, Financial, and Organizational)‌ The Academic Performance Framework consists of two sections: Student Academic Outcomes and Value Added.

Remaining Assets. ‌ In the event that the School closes, the School shall return any remaining public assets to the State, provided that any outstanding obligations of the School are fulfilled first pursuant to Section 302D-19, HRS. APPENDICES‌ Exhibit A: Educational Program Exhibit B: Performance Frameworks (Academic, Financial, and Organizational) Exhibit C: Education Service Provider Requirements Exhibit D: Intervention Protocol Exhibit E: Renewal, Non-renewal, and Revocation Exhibit A: Educational Program‌ School Name: Kanuikapono Waimea Middle Public Conversion Charter School Shortened School Name: KANU PCS Waimea Middle School Grade Levels that Comprise Each Division: Elementary: n/a Middle: 6-8 High: n/a Mission and Vision: To nurture lifelong learners able to embrace Waimea Middle School empowers all students with the world of our ancestors and the 21st century; skilled and community minded with aloha and respect for selfskills, familyvalues, and the environmentcultural understanding to successfully navigate high school and beyond. To cultivate the 21st century learning community, grounded in native education and community renewal. A Place of Infinite Possibilities Essential Term #1: Our learning `ohana Waimea Middle School will practice maintain strong stakeholder engagement including students, families, teachers and perpetuate Hawaiian languagestaff, valuesadministrators and the community as measured by participation rates, culture, arts, stakeholder surveys and historyimplementation of the goals of the Strategic Plan 2017 and Beyond. Essential Term #2: Students Waimea Middle School will demonstrate have effective systems in place to meet each student’s unique needs and to ensure they realize their individual goals and aspirations. Such systems will take the form of: - a strong set school-wide response to intervention system, with academic and behavioral tiers of core academic skills intervention and behaviorssupports; - individual student portfolios or capstone projects that showcase student learning with authentic audiences and measure proficiency with the Common Core State Standards and our Schoolwide Learning Results; and - enrichment and support opportunities for all students within and beyond the traditional school day, i.e. mentors, before and after- school opportunities, summer programs. Essential Term #3: Students Waimea Middle School will actively support provide inquiry based learning opportunities that are designed to address real world problems, allowing students to utilize 21st century skills, while encouraging meaningful community service and their community appreciation for our rich diversity. As a Hawaiian focused charter school, we are committed to providing our students, staff and environment through civic leadershipfamilies with opportunities to learn and celebrate the people, aloha `åina, place and stewardshipculture of Hawaii. Essential Term #4: Students will solve complex problems using appropriate processes and procedures. N/A Essential Term #5: Students exhibit self-confidence, readiness to face challenges and demonstrate the ability to work and think independently as well as to collaborate and cooperate with others. N/A Targeted Geographic Area: Kauai The communities of Waimea and Kawaihae on the Big Island of Hawaii and any district that the DOE determines the school shall serve. Instructional Sites and Maximum Occupancy: 67-▇▇▇▇ ▇▇▇▇▇▇▇▇▇ ▇▇.▇▇▇▇▇, ▇▇▇▇▇▇▇, ▇▇ ▇▇▇▇▇ ▇▇▇ ▇▇▇▇▇▇▇▇: 320 450 Educational Service Provider: N/A NA Does the school have a virtual learning program? □ ☐ Yes X ☒ No Maximum enrollment of the virtual learning program: Maximum percentage of total student population enrolled in the virtual learning program: Grades served by the virtual learning program: _______ Does the school have a blended learning program? □ ☐ Yes X ☒ No Maximum enrollment of the blended learning program: Maximum percentage of total student population enrolled in the blended learning program: [ Grades served by the blended learning program: Exhibit B: Performance Frameworks (Academic, Financial, and Organizational)‌ The Academic Performance Framework consists of two sections: Student Academic Outcomes and Value Added.

Remaining Assets. ‌ In the event that the School closes, the School shall return any remaining public assets to the State, provided that any outstanding obligations of the School are fulfilled first pursuant to Section 302D-19, HRS. APPENDICES‌ Exhibit A: Educational Program Exhibit B: Performance Frameworks (Academic, Financial, and Organizational) Exhibit C: Education Service Provider Requirements Exhibit D: Intervention Protocol Exhibit E: Renewal, Non-renewal, and Revocation Exhibit A: Educational Program‌ School Name: Kanuikapono Hawaii Academy of Arts & Science Public Charter School (▇▇▇▇) Shortened School Name: KANU PCS ▇▇▇▇ Mission and Vision: To nurture lifelong The mission of Hawaii Academy of Arts and Science is to educate, enrich and inspire the whole student to thrive by understanding the past, navigating the present and preparing for the future. (Revision April 2, 2014, approved by Governing Board April 10, 2014, facilitated by ▇. ▇▇▇▇▇▇▇▇▇, PhD) Hawaii Academy of Arts and Science's vision is of a community of learners able in which every person is respectfully supported. By working together every member becomes a capable, compassionate, courageous creator of a better world. The purpose is to embrace educate and enrich the world whole person and prepare the individual to respond to his or her own needs and those of our ancestors and the 21st century; skilled and community minded with aloha and respect for self, family, and the environment. To cultivate the 21st century learning a global community, grounded in native education and community renewal. Essential Term #1: Our HAASPCS recognizes the importance of students being able to communicate effectively. HAASPCS will assess student growth through a variety of teaching and learning `ohana styles. Students will practice be invited to communicate their knowledge and perpetuate Hawaiian languagemeasure their progress through varied modalities and experiences. Students K-12 will demonstrate proficiency of various learning objectives through student exhibits and performance-based assessments, valuesi.e, culturerecitations, artstheater and musical performances, videos and/or recordings, contests and historycompetitions, art shows, performance fairs, robotics and science fairs, classroom projects, as examples. Essential Term #2: The understanding that it is essential for human beings to work together is an integral part of the HAASPCS philosophy. HAASPCS programs build an increased sense of belonging for all stakeholders and promote a healthy community. HAASPCS provides multiple support services to ensure that every student is able to be successful in learning. In this small learning community, there is always a caring adult available. Students K-12 will demonstrate be involved in a strong set service learning/community service/stewardship project that responds to an identified community need. Comprehensive Student Support Services promote a culture of core academic skills safety, respect and behaviorswell-being. The student behavior and discipline plan is fair and consistent as stated in the Student/Parent/Faculty Handbooks. Essential Term #3: Students will actively support their community HAASPCS responds directly to the needs of students through a personalized and environment through civic leadershiprigorous course of study. Implementation of this essential term is evident by HAASPCS' offering of virtual education, aloha `åinaCollege and Career preparatory education programs (such as AP courses and Running Start), a variety of elective/enrichment courses (such as Garden to Grinds), and stewardshipan integrated arts and science curriculum. Essential Term #4: Students will solve complex problems using appropriate processes and procedures. N/A Essential Term #5: Students exhibit self-confidence, readiness to face challenges and demonstrate the ability to work and think independently as well as to collaborate and cooperate with others. N/A Targeted Geographic Area: Kauai Hawaii - State, primarily Hawaii Island Instructional Sites and Maximum Occupancy: ▇▇▇▇ Main Campus ▇▇-▇▇▇▇ ▇▇▇▇▇▇▇▇▇ ▇▇.▇▇, ▇▇▇▇▇ High School, Grades 9-12, Middle School Grades 7- 8, ▇▇▇ ▇▇▇▇▇▇ Na Mea A ▇▇▇▇- Grades 7–8 Workplace Readiness Program for Special Needs HS Students *** NOTE NO US MAIL IS DELIVERED TO ANY OF THESE ADDRESSES – ALL MAIL GOES THRU HAASPCS MAIN OFFICE Max Occupany: 300 Ohana Learning Center – K-6 Resource Center ▇▇-▇▇▇▇ ▇▇▇▇▇▇▇▇ ▇▇▇▇▇, ▇▇ Paradise Park, Keaau Max Occupany: 45 Beach Academy- Grade 6 15-▇▇▇▇ ▇▇▇ ▇▇▇▇▇▇, ▇▇▇, Keaau Max Occupany: 22 Kaleidoscope- Grades K and 2 15-1381 26th Street, HPP, Keaau Max Occupany: 46 Paradise Hui Haumana- Grades 1-6 15-▇▇▇▇ ▇▇▇▇ ▇▇▇▇▇▇, ▇▇▇, Keaau Max Occupany: 42 ▇▇▇▇▇ ▇▇▇▇▇- Grades 3 and 5 15-▇▇▇▇ ▇▇▇ ▇▇▇▇▇▇, HPP, Keaau Max Occupany: 48 Mana`olana- Grades 1 and 4 New Hope Church, 15-▇▇▇▇ ▇▇▇▇▇▇▇▇▇▇ ▇▇▇▇ ▇▇, ▇▇▇▇▇ Max Occupany: 58 REAL- Grades 5 and 6, Malama Marketplace, 15-▇▇▇▇ ▇▇▇▇▇ ▇▇▇▇▇▇▇ ▇▇, ▇▇▇▇▇ Max Occupany: 50 Distance: Virtual and Supported Curriculum (SC) Programs Virtual and SC Grades K-6, 15-2866 Pahoa Village Center, Pahoa Max Occupany: 36 Distance: Virtual and Supported Curriculum (SC) Programs Seaview SC Grades K-6, 12-247 West Pohakupele, Pahoa Max Occupany: 48 Distance: Virtual and Supported Curriculum (SC) Programs InDigital Grades 7-12, 15-2866 Pahoa Village Center, Pahoa Max Occupany: 66 Kealanui, Grades K-6 15-▇▇▇▇ ▇▇▇▇▇ ▇▇▇▇▇▇▇ ▇▇▇▇, ▇▇▇▇▇, ▇▇ ▇▇▇▇▇ ▇▇▇ ▇▇▇▇▇▇▇▇Max Occupany: 320 90 Educational Service Provider: N/A Does the school have a virtual learning program? □ Yes X ☒ Yes* ☐ No Maximum enrollment of the virtual learning program: 200* Maximum percentage of total student population enrolled in the virtual learning program: 20%* Grades served by the virtual learning program: _______ 7-12 Does the school have a blended learning program? □ Yes X ☒ Yes** ☐ No Maximum enrollment of the blended learning program: 100** Maximum percentage of total student population enrolled in the blended learning program: [ 10%** Grades served by the blended learning program: 7-12 Exhibit B: Performance Frameworks (Academic, Financial, and Organizational)‌ The Academic Performance Framework consists of two sections: Student Academic Outcomes and Value Added.