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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\u200c 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\u200c School Name: Ka \u2018Umeke K\u0101\u2018eo Shortened School Name: Ka \u02bbUmeke Mission and Vision: I ulu i ke kuamo\u2018o, I mana i ka \u2018\u014diwi, I k\u0101\u2018eo no \u2587\u2587 \u2587\u2587\u2587\u2587\u2587\u2587\u2587 \u2587\u2587\u2587 (Inspired by our past, Empowered by our identity, prepared for our future) Ka \u02bbUmeke K\u0101\u02bbeo 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 enrich their communities and take positions of responsibility beyond the boundaries of the school. All members of Ka \u02bbUmeke K\u0101\u02bbeo\u02bbs learning family are seen as contributing to the success of our students. Our academically challenging curriculum is aligned with common core standards and centered on a culture of Native Hawaiian language, knowledge, and the Papak\u016b 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 \u02bbUmeke K\u0101\u02bbeo 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 \u02bbUmeke K\u0101\u02bbeo 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 support these processes students will be adept at the application 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 \u02bbUmeke K\u0101\u02bbeo utilizes various types of assessments allowing us to collect valuable data that informs instructional, programmatic, and operational decision-making for continuous school improvement. Essential Term #1: All students and staff will participate in culturally relevant Hawaiian protocols and practices daily. Essential Term #2: All students will be involved in hands on activities relating to the natural environment. Essential Term #3: All students will develop the Hawaiian language skills necessary to meet the vision and mision of Ka \u02bdUmeke. Essential Term #4: Ka \u02bbUmeke K\u0101\u02bbeo will build a robust family engagement program to support the achievement of all students. Essential Term #5: N/A Targeted Geographic Area: Keaukaha, Hilo, Puna, Ham\u0101kua Instructional Sites and Maximum Occupancy: \u2587\u2587\u2587\u2587 \u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587 \u2587\u2587\u2587. Hilo, Hawaii 96720 \u2587\u2587\u2587 \u2587\u2587\u2587\u2587\u2587 \u2587\u2587, \u2587\u2587\u2587\u2587 \u2587\u2587\u2587\u2587\u2587\u2587, \u2587\u2587\u2587\u2587\u2587 Max Occupany: 150 Max Occupany: 150 Educational Service Provider: N/A Does the school have a virtual learning program? \u2610 Yes \u2612 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? \u2610 Yes \u2612 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)\u200c The Academic Performance Framework consists of two sections: Student Academic Outcomes and Value Added.\n1. Student Academic Outcomes\na) 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.\nb) 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.\nc) 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\nd) College and career readiness: schools will set a target for each college and career readiness indicator for each grade division served.\na. 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.\u200c\u200c 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. 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6232]}, {"key": "value-added", "type": "clause", "offset": [6237, 6248]}], "snippet": "\u200c 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\u200c 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\u200c School Name: Kualapu\u2018u School: A Public Conversion Charter Shortened School Name: Kualapu`u School Grade Levels that Comprise Each Division: Elementary: K-6 Middle: n/a High: n/a Mission and Vision: \u201cTo build a strong foundation for lifelong learning so with proper nurturing our keiki will be able to discover and grow, develop skills and confidence, and, like the \u2018uala, withstand adversity and thrive in an ever-changing world.\u201d English Speaking Program Students from Kualapuu School students will: -Exhibit the rigorous outcomes expected by the Common Core Standards in a learning environment; -Be instructed by curricula that is researched, and outcomes bses -Learn in a safe environment that promotes the 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 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 environment embedded in Hawaiian cultural values, protocols, and language. Essential Term #1: 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 helps to support academic achievement in common core standards, enrichment classes and physical education. Essential Term #2: Kualapu`u PCCS would like to fully support and maintain its dual language programs\u2014English Program and Hawaiian Immersion Program. As the geographic school for the central Molokai communities, the school offers a high quality \u201ctraditional\u201d English speaking program for the community. The school is also a \u201cchoice\u201d school as it is the home of the elementary Hawaiian language immersion program for the island of Molokai. KPCCS continues to provide high quality English and Hawaiian language academic 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 English 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\u2019s 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 \u201cschool within a school identity.\u201d 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: Goal #1: Determine the most effective intersection and integration of the English and HLIP programs, and explore 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: N/A Essential Term #5: N/A Targeted Geographic Area: 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\u2019i. This designation was also established when the school was a DOE school. 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