Student Handbook

Hūlō!!! It is the beginning of school year 2016-2017. This year Ka ʻUmeke continues to move forward towards realizing its vision. We are committed to providing a learning environment that produces haumāna who have a high level of skill, and a deep connection and understanding of place. These attributes will allow them to enrich their communities and take positions of responsibility beyond the boundaries of Ka ʻUmeke Kāʻeo.

High expectations are being set, and we are establishing ambitious academic and organizational performance measures. As Poʻokumu I am looking beyond traditional expectations to create an educational experience that will exceed the most successful schools in Hawaiʻi. The entire Ka ʻUmeke learning ʻohana will invest in setting, acting, and achieving high expectations. It will require everyone, and in particular haumāna, to work harder and achieve more simply because we believe they can and are expected to. We will also be instituting a 90 minute Mākau ʻŌlelo block across the entire school. This year Ka ʻUmeke endeavors to deliberately and continually improve performance over time through a constant process of self-evaluation and learning.

Our work is purposeful, and we have set the following academic performance measures for this school year:

75% of haumāna participating in our Pre-K program will be prepared for Papa Mālaaʻo.

80% of Papa ʻEkolu will be at grade level or higher in Reading and Math.

70% of Papa ʻEwalu will be academically prepared to engage in self-directed research based on the Papakū Makawalu methodology.

100% of seniors will graduate on time and will be prepared for college.

These expectations will be measured utilizing the following assessments: in-class observations, Singapore Math unit tests, NWEA, Ke Au reading and language comprehension assessment, and the Papakū Makawalu Competency assessment.

This year we courageously apply the expectations of our kūpona to our learning at Ka ʻUmeke Kāʻeo. I look forward to meeting you and to sharing your keikiʻs learning expectations, and strategies to support your keiki at home. Mahalo for entrusting us with your keikiʻs education.

ʻO ka lou ana o nā moku. E pae pono aku kahi nao ia.

Olani Lilly

Poʻokumu

CALENDAR

About Ka ʻUmeke Kāʻeo

Papa Alakaʻi

Pelekikena

Board President:

Lima Naipo (Interim)

Hope Pelekikena

Board Vice President:

Kaʻakapua Swain

Kākau ʻŌlelo

Board Secretary:

Leinaʻala Thornton

ʻElele Kumu

kumu Delegates:

Malia Keliʻikoa

Kaʻakapua Swain

ʻElele Limahana Keʻena

Operations Delegates:

Kelly Osorio

ʻElele Makua

Parent Delegates:

Joel Nathansen

Vacant

ʻElele Kaiaulu

Community Delegates:

Laura Acasio

Chris Agpoon

Leinaʻala Thornton

ʻElele ʻŌlelo Aʻo

Advisory Delegates:

Kilohana Hirano

Herring Kalua

Gail Makuakane Lundin

Andy Wilson

Our History

Since 1987 when Kula Kaiapuni Hawai’i first opened its doors in Keaukaha, the link between language and culture has been present. According to documents the original vision stated that: “Future generations of language speakers whose competence and proficiency enable Hawai’i to be a leader in the Asian Pacific Basin” The mission also stated that: “Language proficiency implies performing satisfactorily in all content areas through a second language. Cultural sensitivity will be an inevitable result. The development of a cultural being will nurture acceptance, appreciation, and respect for the Hawaiian language...” The vision and mission of the past and the present continue to marry language and culture.

The educational program supported the vision and mission of that time by creating a curriculum that was focused on the following themes: ke kumuhonua (creation), ka ho’okele ‘ana (navigation and migration), ka lani (heavens/sky), ka ‘āina (land), ke kai (ocean). Also there was “Ke Kahua” which incorporated Hawaiian cultural perspectives and values into elementary academic subjects especially in social studies and science. Lesson, units and identified mele, mo’olelo and hula were scaffolded in order to support strategies. In the Strategic Implementation Design document created in 2000 Ke Kahua/’Ōlelo Kuikahi and Experiential Based Modules were identified. However because of the rapid enrollment growth and the creation of a middle and high school grade levels all of this work came to a halt. Because of this foundation the recent transition to Papakū Makawalu was a logical fit and a welcomed methodology to focus the entire school’s curriculum and instruction.

In recent years Ka ‘Umeke refined its focus to include, along with language preservation, the cultural learning methodology called Papakū Makawalu. The utilization of the Papakū Makawalu methodology take us back to the mole (root) as it requires fluency in Hawaiian language and necessitates the development of that language to express scientific observation, data collection and analysis as well as the language skills necessary to compose and communicate these observations into traditional information dissemination practices such as mele and oli. Hawaiian language remains essential to meeting Ka ‘Umeke’s educational vision and the new focus should not be viewed as a shift away from language preservation but a focus on language acquisition for inquiry learning. Hawaiian language arts is taught exclusively in Papa Malaa’o through Papa ‘Ekolu and then in Papa ‘Ehā haumāna are introduced to the instruction of English Language Arts this and continues until Papa ‘Umikūmālua.

Ka ‘Umeke Kā’eo Mission Statement

I ulu i ke kuamo’o. I mana i ka ‘ōiwi. I kā’eo no ka hanauna hou.

Inspired by our past. Empowered by our identity. Prepared for our future.

Ka ‘Umeke Kā’eo Educational Vision Statement

Ka ‘Umeke Kā’eo is a Hawaiian language immersion pre K-12, learning community, where haumāna and their families are safe, nurtured, and challenged. Utilizing Keaukaha as our learning laboratory, haumāna 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 ‘Umeke Kā’eo’s learning ‘ohana are seen as contributing to the success of our haumāna.

Our academically challenging curriculum is aligned with common core standards and centered on a culture of Native Hawaiian language, knowledge, and the Papakū Makawalu methodology. Kumu 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 ‘Umeke Kā’eo is interdisciplinary with science and the natural environment leading content area studies. Haumāna investigate and analyze environmental issues developing critical thinking skills through observation, problem solving, and reflection. Kumu facilitate haumāna access and use of ancient and modern technologies, allowing them to analyze, synthesize, evaluate, and create new knowledge.

Haumāna at Ka ‘Umeke Kā’eo are expected to listen and communicate effectively in Hawaiian and English. Through use of systems thinking and reasoning haumāna will demonstrate an ability to address challenges and make effective judgments and decisions. To support these processes haumāna will be adept at the application and use of technology to access and manage information. With these skills haumāna will be prepared for post secondary educational success.

Assessments are a Hawaiian cultural norm. Ka ‘Umeke Kā’eo utilize various types of assessments allowing us to collect valuable data that informs instructional, programmatic, and operational decision-making for continuous school improvement.

Ka ʻUmeke Kāʻeo Values

Mālama, Aloha, Kuleana

Ka ʻUmeke Kāʻeo Staff Commitment

As kumu and limahana at Ka ʻUmeke Kāʻeo I am committed to uphold these behaviors that exemplify my schoolʻs values of Mālama, Aloha, Hōʻihi and Kuleana.

I will continue to develop my ʻŌlelo Hawaiʻi skills because I use it in my daily conversation but it also is my academic language because it unlocks the ancestral knowledge repository.
I am accountable for haumāna learning.
I am committed to being professional, having stellar attendance and on time for work everyday.
I actively collaborate with my hoa kumu in order to share my skills and learn from them as well.
My role at Ka ʻUmeke is focused on haumāna learning.
I am committed to doing my best to provide a safe, healthy, and academically rigorous educational environment.
I come prepared to a task and complete it to the best of our abilities.
I value the environment as a rich and valuable resource.
My actions and words bring pride to our kula.
I am responsible for my actions.
I will communicate with ʻohana openly and honestly.

Haumana Commitment

As haumāna at Ka ʻUmeke Kāʻeo I am committed to uphold these behaviors that exemplify my schoolʻs values of Mālama, Aloha, Hōʻihi, and Kuleana.

I will continue to develop our ʻŌlelo Hawaiʻi skills because I use it in our daily conversation but it also is our academic language and unlocks the ancestral knowledge repository.
I take on kuleana not because I have to but because it is my privildge.
I am committed to doing my best and supporting those around me to do their best as well.
I come prepared to a task and complete it to the best of our abilities.
I take care of our learning environment both in and outside of a classroom.
My actions and words bring pride to our kula.
I am responsible for our actions and learning.

ʻOhana Commitment

My ʻohana is a part of the larger Ka ʻUmeke Kāʻeo learning ʻohana committed to uphold these behaviors that exemplify my schoolʻs values of Mālama, Aloha, Hōʻihi and Kuleana.

I will support the use of language in our family via Hawaiian language classes, self-help books, pre-taped video work, and/or any other means that work for our family.
I will be responsible for completing 20 hours of volunteer time during the school year
My haumāna will have stellar attendance and will arrive at school on time.
If my haumāna misses school, I will work with the kumu to ensure my haumāna keep up and/or get caught up with the class.
I will read and listen to all communication from my haumāna’s kumu and the school.
I will encourage my haumāna to do their best academically.
I will ensure that their haumāna is ready to learn by:

Ensuring my haumāna arrives at school on time.
Keeping my haumāna clean and healthy. (ie. Teeth brushed, free of “ʻuku”, well fed, injuries cared for, illness treated, etc.)
Ensure they have the necessary clothes and supplies.
Make sure they have eaten a healthy breakfast and go to sleep at a reasonable time.

I will support the Papakū Makawalu methodology by planning ʻohana experiences that expose my haumāna to a ancestral practice that may have been passed down through our ʻohana or that we are learning now as an ʻohana.
I will communicate with my haumānaʻs kumu, the Poʻokumu or Governing Board regarding concerns and possible solutions for my concerns.

Contact Information

Kai Koholā

Kula Haʻahaʻa: Papa M-2

313 Kuawa Street

Hilo, Hawaiʻi 96720

Pā Hoaka: Papa 3-9

1500 Kalanianaʻole Ave

Hilo Hawaiʻi 96720

Ke Keʻena ʻOihana/Kula Waena, Kula Kiʻekiʻe (808) 961-0470

Ke Keʻena ʻOihana/Kula Haʻahaʻa (808) 933-3482

Poʻo Kumu:

Olani Lilly olani@kaumeke.net (808) 961-0470

Kumu Aʻoaʻo: (808) 933-3482

Kumu Kākoʻo Haumāna: (808) 933-0973

Kumu Sarah ʻIli

Kumu Leināʻala Nākoʻokā

Kumu Keala Pascua

Office Hours: Poʻakahi – Poʻalima 7:30 a.m. – 4:00 p.m.

If it is an after-hours emergency please call emergency 911. Our voicemail is also on after hours, please leave a message if you are calling before and after our office hours.

Academic Program

PIʻIHONUA (MIDDLE) SCHOOL COURSES

Papa ʻEono

Hawaiian Language Arts

English Language Arts 6

Science 6

Math 6

History Ancient

Basic Keyboard/Introduction to Hawaiian Dance

Personal Development

Papa ʻEhiku

Hawaiian Language Arts

English Language Arts 7

Life Science

Math 7

History of Hawaiian Kingdom/Pacific Island History

Teen Health/Hawaiian Dance A

Character Education 7

Papa ʻEwalu

Hawaiian Language Arts

English Language Arts 8

Earth-Space Science

Algebra 1

History - Early American

Introduction Craft Design/Hawaiian Dance B

Character Education 8

All haumāna must pass Hawaiian Language Arts, English Language Arts, Science and Math with at least a C prior to the end of Papa ʻEwalu. If a haumāna has not completed the

KALUPENUIAKAIWAIWA (HIGH) SCHOOL COURSES

PAPA ʻEIWA

Course	Credits	Year/Semester/Quarter
Hawaiian Language Arts 1	1	Year
English Language Arts 1	1	Year
Geometry	1	Year
Biology	1	Year
World History	1	Year
Physical Education	.5	Semester
Health	.5	Semester
Library Research	.5	Semester
Intermediate STEM	.5	Semester
Piko Hawaiʻi - Elective (Dual Credit)	.5	Semester

PAPA ʻUMI

Course	Credits	Year/Semester/Quarter
Hawaiian Language Arts 1	1	Year
English Language Arts 1	1	Year
Algebra 2	1	Year
Chemistry	1	Year
US History	1	Year
Physical Education	.5	Semester
Hawaiian Dance	.5	Semester
IS 100 (Dual Credit)	.5	Semester

Pro	.5	Semester

PAPA ʻUMIKŪMĀKAHI

Course	Credits	Year/Semester/Quarter
Hawaiian Language Arts 32	1	Year
Hawaiian Pacific Literature	.5	Semester
Expository Writing	.5	Semester
Trigonometry	.5	Semesterr
Pre Calculus	.5	Semester
Physics	1	Year
US History	1	Year
Physical Education	.5	Semester
Hawaiian Dance	.5	Semester
Library Research	.5	Semester
Intermediate STEM	.5	Semester
Piko Hawaiʻi - Elective	.5	Semester

PAPA ʻUMIKŪMĀLUA

Course	Credits	Year/Semester/Quarter
Hawaiian Language Arts 32	1	Year
Hawaiian Pacific Literature	.5	Semester
Expository Writing	.5	Semester
Trigonometry	.5	Semesterr
Pre Calculus	.5	Semester
Physics	1	Year
US History	1	Year
Physical Education	.5	Semester
Hawaiian Dance	.5	Semester
Library Research	.5	Semester
Intermediate STEM	.5	Semester
Piko Hawaiʻi - Elective	.5	Semester

Kula Piʻihonua & Kalupenuiakaiwaiwa Homework Expectations

First missing homework assignment

Haumāna will email parents (cc Kumu) and they will need to complete haʻawina hoʻihoʻi while eating their wa paʻani. In the email to parents, haumāna will provide an explanation for incomplete work, will inform mākua when they will be completing it (wa paʻani), and will provide mākua with consequences for second offense.

Second missing homework assignment

Haumāna will email parents (cc Kumu) and they will complete all of the requirements of First Offense and will be required to mālama lumipapa on the next consecutive school day.

Third missing homework assignment

Haumāna will email parents (cc Kumu and Poʻokumu) with information required from First Offense. Kumu will call parent(s) to setup a face-to-face meeting. haumāna will remain in the classroom during wa paʻani and will be required to remain after school until 3:00 p.m. (or 3:15 p.m., if we transition to long days) to complete missing homework and work on new homework. ʻOhana is required to provide transportation if haumāna rides the bus. If this offense falls on a Wednesday, one of two things will happen. If the kumu meeting is at Pā Hōʻaka, haumāna will remain on campus until 3:00 p.m. (or 3:15 p.m., if we transition to long days) to complete work and haumāna pick up will be at our classroom. If the kumu meeting is at Kuawa Street, kumu will transport haumāna to complete work there and haumāna pick up will be at Kuawa Street.

During parent meeting, poʻokumu, kumu, mākua, and haumāna will discuss and create a plan for ensuring haumāna completion of haʻawina hoʻihoʻi (e.g., mākua signatures, kumu signatures, retaining a tutor, etc.). At this time, kumu and poʻokumu will reiterate consequences for fourth and fifth offenses as described below.

Fourth missing homework assignment

Haumāna will email parents (cc Kumu and Poʻokumu) informing them of reaching the fourth offense and having to remain after school (3:00 or 3:15 p.m.) for the remainder of the quarter. Kumu will follow up with a phone call, and if requested a face-to-face meeting, to review, and possibly revise, the plan developed after the third offense. Poʻokumu will be informed of progress and/or revisions.

Fifth missing homework assignment

Haumāna will email parents (cc Kumu and Poʻokumu) informing them of reaching the fourth offense, having to remain after school (3:00 or 3:15 p.m.), and attending Saturday School.

Saturday School

The first day of attendance will be the second Saturday after the offense. Kumu will provide haumāna will specific date. Saturday School will be from 9:00 a.m. through 12:00 p.m. This time will be used for haumāna to complete missing haʻawina hoʻihoʻi and upcoming assignments. Once assigned to Saturday School, haumāna will attend for the remainder of the quarter.

Should haumāna not attend five (5) required after school sessions and/or one Saturday School session, haumāna will fail the quarter. This could lead to possible semester failure, which for kula waena haumānas will result in retention and for kula kiʻekiʻe haumānas will result in credit recovery. Credit recovery will not be offered through/by Ka ʻUmeke Kāʻeo.

Graduation Requirements

Requirements to achieve a diploma from Hawai'i's public high schools are detailed here. Download the brochure for your personal reference. A Hawaii High School Diploma shall be issued to Haumāna who meet the following minimum course and credit requirements (Board of Education Policy 102-15):

Honors Recognition Certificate Requirements

In addition to meeting the requirements for the Hawaiʻi High School Diploma, Haumāna must attain a cumulative GPA of 3.0 or above to qualify for a honors recognition certificate in one or more of the honors described below.

STEM Honors:

4 credits of Math: The four credits must include one credit for Algebra 2 and one credit beyond Algebra 2. The credit beyond Algebra 2 must be earned via the following courses or equivalent AP or IB or Running Start math courses: Algebra 3, Trigonometry, Analytic Geometry, Pre Calculus, Probability, Statistics, Introduction to College Mathematics, or Calculus. AND
4 credits of Science: Of the four credits, one credit must be in Biology 1 or equivalent IB Biology; or AP Biology courses.
Successful completion of a STEM Capstone Project in one of the approved ACCN courses.

Grade Point Average

This cumulative grade point average applies to all graduates:

Cum Laude with a GPA of 3.0 to 3.5
Magna Cum Laude with a GPA of 3.5+ to 3.8, and
Summa Cum Laude with a GPA of 3.8+ and above.

Valedictorian Designation

Effective for the Class of 2016 and beyond, graduating seniors will be declared valedictorian if the following criteria are met:

GPA of 4.0; and
Earned and met the requirements of one of the Honor Recognition Certificates.

Valedictorians will be named after the third quarter.

ADDITIONAL GRADUATION REQUIREMENTS

Kalupenuiakaiwaiwa Research Portfolio

Haumāna will build a high school portfolio to use in university admissions and haumāna-led conferences. These portfolios may be online but also have a materials section. The portfolio will show growth and progression of work. Haumāna can choose the work that they want to include that best exemplifies their growth through the year. In their senior year the portfolio will be bound and made into two copies one for the school and the other for the haumāna. The elements of the portfolio will include: Moʻokūʻauhau Resume - Updated yearly Writing samples Applied Research Paper • Written report • Progression of work • Video Reflection on learning • Journals • Goal Setting College or Career Plans • ACT/SAT scores • Letter of Intent/Scholarship Essays Kalupenuiakaiwaiwa Artifacts

Kalupenuiakaiwaiwa Artifacts

The purpose of creating artifacts is to build functional skills to indicate a particular skill level in order for each haumāna to curate and create artifacts that are connected to the individualʻs research project. In papa ʻeiwa and ʻumi these activities are kumu led and then in papa ʻumikūmākahi and ʻumikūmālua kumu serve as an advisor and a link between practitioners/artisans and haumāna.

Grading Policy

Papa Mālaaʻo – Papa 5

Each individual kumu is responsible for the advancement of each haumāna. Therefore, grading is reflective of the haumāna’s progress and status as compared to the standards. If there are any concerns regarding your haumāna’s grade and/or progress please contact the kumu. Constant communication between ʻohana and kumu give the haumāna a great advantage toward academic success.

Papa 6 – Papa 12

Each individual kumu are required to give the ʻohana a syllabus at the beginning of the year so that all are aware of the grading policies and expectations of each subject area. If you did not receive a syllabus, contact the kumu and ask for one. Please contact the kumu if there are any concerns regarding your haumāna’s grade and/or performance and well-being in school.

Grades earned will be based on the standard letter grading scale:

LETTER GRADE		PERCENT
A		3.7 - 4.0 / 90 - 100
B		2.7 - 3.6 / 80 - 89
C		1.7 - 2.6 / 70 - 79
D		1.0 - 1.6 / 60 - 69
F		≤ 0.9 / 59

Grades are calculated based on points accumulated for each assignment, and final grades are calculated by converting points accumulated to a letter grade as indicated above.

Late Homework Assignments

First day late, assignments will drop one letter grade. At the end of the second day, if the assignment is not submitted, haumāna will automatically receive a 0.

If you have additional questions and/or concerns, please meet the necessary kumu for further explanations.

Credit Recovery

Although the year is packed full of academic studies and activities there are times in which the school year is not sufficient for the completion of an academic credit. In these cases, the recovery of the credit is necessary. Ka ʻUmeke Kāʻeo provides all Haumāna the opportunity once to successfully obtain credits needed for promotion and/or graduation. Ka ʻUmeke will NOT provide a credit recovery. Haumāna and their ʻohana will need to locate and take courses provided online or at other public schools. There maybe some courses that are not provided in credit recovery courses, because of this it is imperative that ʻohana stay involved and informed of their Haumāna progress.

Recognition of Achievement – Nā Lā Hoʻohanohano

Ka ʻUmeke Kāʻeo is fortunate to have ʻohana who are committed to the mission and vision of this school. This commitment is often reflected in the academic performance of the haumāna. Ka ʻUmeke Kāʻeo’s faculty and staff find much joy in rewarding the achievements of these haumāna and ʻohana. In grades M-5 quarterly awards in academic, social, and attendance achievements are given.

Haumāna Support System

Beyond the academic pursuits of the faculty and staff at Ka ʻUmeke Kāʻeo, the other concerns of a haumāna need to be addressed. We support the whole Haumāna by providing a system staffed by tutors, counselors, and community members. At the most basic level Ka ʻUmeke Kāʻeo staff are available for kukakuka sessions to discuss issues concerning friends, kumu, other Haumāna and any other subjects that may arise as an obstacle to learning. At a more involved level, referrals for assistance are submitted to the principal or education resource manager and a program for systematic support for this child is discussed, documented, and implemented. Keeping in close contact to your kumu will inform you of need of this service. Please call our office if you have any questions regarding this system.

Haumāna Support Team

haumāna support team Alakaʻi:

Olani Lilly- poʻokumu

Nohea Nahale-a- ssc

Heanu Weller- Waiakea Kai

Iliahi Anthony- Pa Hoaka

Kathy Daily- SBBH

Classroom Behavior (to be dealt with by Kumu)

If a haumāna is misbehaving in class and that behavior is obstacle to his/her and their hoa papa (classmates) then the first step will be for the kumu to utilize their classroom management plan. At the beginning of kumu will create with haumāna Haumāna agreements about classroom behavior. These Respect agreements will be posted in the room for reference.

STEP 1

If kumu see a haumāna misbehaving then they will utilize the schoolwide behavior management cycle. This includes proximity, nonverbal signal, lightning quick redirection, physical touch (placement of hand on shoulder), whisper.

STEP 2

If the misbehavior continues then kumu will refer the particular haumāna(s) to the Behavior Agreement reminding them of the particular agreement. This can be done verbally or nonverbally.

STEP 3

If haumāna remains uncooperative or restarts the misbehavior the kumu make sure rest of class is engaged and have a short discussion which they may use one or both of the following strategies:

Active listening will allow kumu to get some understanding why a haumāna is misbehaving. The kumu listens to haumāna without judgement but with understanding. The kumu will let the haumāna know that they are listening by using nonverbal ques. Once the haumāna has stopped sharing then the kumu will summarize or restate the most important thoughts and feelings.

I-message The kumu will say the following:

My purpose is …(state relational constructive hope, goal etc)

I feel and/or think …(state feelings and/or thoughts when the problem activity occurs)

...when… (description of the problem activity)

….because…(description of the reason that the activity is a problem for you)

And my preference would be… (statement of one or two options that you think might resolve the problem activity).

An example: My purpose in talking with you is I feel your behavior is getting in the way of your learning. I feel that you maybe having a hard time in math when you are standing up and bothering your friends because the time for you to learn this math is so important. My preference would be for you to ask me questions or if I can not get to you because I am helping other haumāna that you go on to the next problem or other work until I get to you.

STEP 4

If after this the behavior continues and the haumāna remains uncooperative then they are given the option to do the following depending on the behavior and or the behavior or similar behavior continues to repeat itself three times then haumāna will be set with the Kumu Nalu Form to an available member of the Haumāna Support Team (HST).

The first meeting of the haumāna with a HST member will include them completing the Nalu Self-Reflection form and making agreements how how their behavior will change. This form along with agreements will be communicated back to the kumu via a shared Google form. The HST member will also call or email ʻohana.

If the agreement is not followed in the classroom and the behavior or similar behavior continues then kumu will once again send haumāna back to Nalu. At this time the HST member will again work with haumāna on completing the Nalu Self-Reflection form along with agreements regarding the change of behavior. This form along with agreements will be communicated back to the kumu via a shared Google form. The HST member will also call or email ʻohana notifying them that if the behavior occurs again they will be asked to meet with HST including kumu, haumāna and others impacted by behavior.

If the agreement is not followed in the classroom and the behavior or similar behavior continues for the sixth time then kumu will once again send haumāna back to Nalu. At this time the HST member will again work with haumāna on completing the Nalu Self-Reflection form along with agreements regarding the change of behavior. This form along with agreements will be communicated back to the kumu via a shared Google form. The HST member will also schedule a meeting a Haumāna Support Team meeting including but not limited to: haumāna, ʻohana, kumu involved, School Based Behavior Health Specialist (SBBH), haumāna Support Coordinator and Poʻokumu. The kumu involved, the SBBH and the HST will be required to keep data related to agreements and interventions. The agreements, interventions and any services will be utilized to create a Haumāna Support Plan. This plan will be distributed to all those in the meeting and in the time determined at this meeting a follow up meeting will be planned for review and revision of the Haumāna Support Plan.

If the behavior persists then additional services or out-of-school counseling may be recommended.

Discipline Plan and Chapter 19

In the fall of 2010, the Local School Board of Ka ʻUmeke Kāʻeo passed the proposal to adopt the State of Hawaiʻi’s Chapter 19 Discipline Haumāna Misconduct, Discipline, School Searches and Seizures, Reporting Offenses, Police Interviews and Arrests, and Restitution for Vandalism or HAR 19-2. Please see the website http://lilinote.k12.hi.us/PUBLIC/ADMINR1.NSF/85255a0a0010ae82852555340060479d/4996c004afd7cbaf0a25675f006efbd9?OpenDocument for the full document. A hard copy will be given to the ʻohana on request.

Ka ʻUmeke Kāʻeo’s discipline plan follows the general direction of Chapter 19. Misconducts and disciplinary actions are categorized by severity.

Class A Offenses

Class A Offenses: all misconduct deemed unlawful, or is prohibited by law. These include the following

(A) Assault;

(B) Burglary;

(D) Dangerous weapons; possession, or use of;

(E) Drug paraphernalia; possession, use, or sale of;

(F) Extortion;

(G) Fighting;

(H) Firearms; possession or use of;

(I) Homicide;

(J) Illicit drugs; possession, use, or sale of;

(K) Intoxicating substances; possession, use, or sale of;

(L) Property damage or vandalism;

(M) Robbery;

(N) Sexual offenses; or

(O) Terroristic threatening.

Disciplinary actions for Class A offenses:

In regards to drug possession, distribution, usage, the police will be called. Administration will then hold the Haumāna on suspension until such time an evaluation conducted by a substance abuse counselor is conducted.

In regards to fighting, if the misconduct is deemed an assault with no provocation the Haumāna will be put on crisis suspension and Haumāna involved will return to school only after a conference with all ʻohana and a verbal, and written apology by the Haumāna to the victim and their ʻohana, the kumu, and the poʻokumu. If the misconduct is deemed fighting then all parties involved whether provoked or not will be put on crisis suspension and will return to school only after a hālāwai or conference with all ʻohana involved, kumu, and Poʻo Kumu. Haumāna will then offer a verbal apology to his/her hoa haumāna.

In regards to sexual offenses, the police will be called and Haumāna will not return to school until an evaluation by a certified counselor is conducted and all parties involved are satisfied with the outcome.

Class B and C Offenses

Class B Offenses:
(A) Bullying;
(B) Cyberbullying;
(C) Disorderly conduct;
(D) False alarm;
(E) Forgery;
(F) Gambling;
(G) Harassment;
(H) Hazing;
(I) Inappropriate or questionable uses, or both of internet materials or equipment, or both;
(J) Theft; or§8-19-6
(K) Trespassing.

Class C Offenses:
(A) Abusive language;
(B) Class cutting;
(C) Insubordination;
(D) Laser pen/laser pointer; possession or use of;
(E) Leaving campus without consent;
(F) Smoking or use of tobacco substances; or
(G) Truancy.

Class B and C offenses may be addressed with the following disciplinary actions:

(1) Correction and conference with Haumāna;

(2) Detention;

(3) Individualized instruction related to Haumāna’s problem behaviors;

(4) Loss of privileges;

(5) In-school suspension;

(6) Crisis removal

(7) Interim alternate education setting;

(8) Parent conferences;

(9) Time in office;

(10) Suspension of one to ten school days;

(11) Suspension of eleven or more school days

Contraband:

The following items have been deemed contraband. If these items are found on the Haumāna they will be taken away and kept by the kumu or the Poʻo Kumu until picked up by a parent/guardian. Hacky sacks, electronic items (cell phones, iPod or any music streaming device, 2 way radios), POGs, toys, certain items of clothing (see Dress Code), candy

Bullying: any written, verbal, graphic, or physical act that a Haumāna or group of Haumāna exhibits toward other particular(s) and the behavior causes mental or physical harm to another haumāna; and is sufficiently severe, persistent, or pervasive that it creates an intimidating, threatening, or abusive educational environment for the other haumāna(s).

Cyberbullying: electronically transmitted acts, i.e., Internet, cell phone, personal digital assistance (PDA), or wireless hand-held device that a Haumāna has exhibited toward another Haumāna or employee of the department which causes mental or physical harm to the other Haumāna(s) or school personnel and is sufficiently severe, persistent or pervasive that it creates an intimidating, threatening, or abusive educational environment:

(1) On campus, or other department of education premises, on department of education transportation, or during a department of education sponsored activity or event on or off school property;

(2) Through a department of education data system without department of education authorized communication; or

(3) Through an off campus computer network that is sufficiently severe, persistent, or pervasive that it creates an intimidating, threatening, or abusive educational environment for the other Haumāna or school personnel, or both.

In evaluating whether conduct constitutes harassment, intimidation or bullying, special attention should be paid to the words chosen or the actions, taken, whether the conduct occurred in front of others or was communicated to others, how the perpetrator interacted with the victim, and the motivation, either admitted or appropriately inferred. Electronic transmissions include but are not limited to the use of data, computer software that is accessed through a computer, a computer network system, other computerized systems, cellular phones or other similar electronic devices that display email, text messaging, blogs, photos, drawings, video clips, online community websites, or faxes, or a combination of the foregoing.

Harassment: a Haumāna who is harassing, bullying, including cyberbullying, annoying, or alarming another person by engaging in the following conduct that includes but is not limited to:

(1) Striking, shoving, kicking, or otherwise touching a person in an offensive manner or subjecting such person to offensive physical contact;

(2) Insulting, taunting, or challenging another person in a manner likely to provoke a violent response;

(3) Making verbal or nonverbal expressions that causes others to feel uncomfortable,pressured, threatened, or endangered because of reasons that include but are not limited to the person’s race, color, national origin, ancestry, sex, including gender identity and expression, religion, disability, or sexual orientation that creates an intimidating, hostile, or offensive educational environment, or interferes with the education of a Haumāna, or otherwise adversely affects the educational opportunity of a Haumāna or Haumāna;

(4) Name calling, making rude gestures, insulting, or teasing another person who feels humiliated, intimidated, threatened, or embarrassed;

(5) Making a telephone call without purpose of legitimate communication;

(6) Making repeated communications anonymously, or at extremely inconvenient hours, or in offensively coarse language on campus or, other department of education premises, on department of education transportation, or during a department of education sponsored activity or event on or off school property;

(7) Causing fear as to prevent others from gaining legitimate access to or use of school buildings, facilities, services, or grounds such as, but is not limited to, restroom facilities; or

(8) Physically harming, physically restraining, threatening, or stalking, or a combination of the foregoing.

School Policies and Information

Non – discriminatory and Equal Education Opportunity

As a matter of compliance and commitment to the Federal and State nondiscrimination laws, Ka ʻUmeke Kāʻeo does not discriminate on the basis of a person’s race, color, national origin, age in any educational program or activity conducted by Ka ʻUmeke Kāʻeo. Harassment based on these protected categories including sexual and racial harassment is a form of discrimination and is prohibited at our school.

This nondiscrimination policy covers admission and access to, and treatment in, the department’s educational programs and activities, including vocational education.

Health Requirements

Haumāna new to Ka ʻUmeke Kāʻeo must turn in an updated health record or physical completed by a physician. Each new haumāna is to complete and hand in a negative Tuberculosis test. Each haumāna entering the 6th grade must complete a physical exam and turn that into the office prior to the first day of school.

Reporting Child Abuse and Neglect

§350-1.1Hawaiʻi Revised Statutes (HRS) mandated all Department of Education personnel to report suspected cases of child abuse and neglect to the proper authorities. The 2006 Hawaii Legislature passed Act 193 which became law in June 2006. Act 193 amended HRS §350-1.1 to require all school staff members to report any suspicions of child abuse directly to Child Welfare Service (CWS) or police rather than the past practice of reporting to the principal.

§350-1.1Hawaii Revised Statutes (HRS) as amended by Act 193 are in keeping with the Board of Education’s (BOE’s) expectation that schools provide caring learning environments and “services to safeguard Haumāna from the deviant behavior of those who fail to conform to standards of conduct compatible with the best interests of all” (see Reference (c) BOE Policy 4200).

Guidelines Definitions. The following definitions below are based on the requirements of Act 193.

School staff - persons working at the school in the following capacities: full time employees, casual employees, temporary contracted employees, and volunteers.

Reporting - a telephone call to CWS to report any suspicion of child abuse and neglect and as soon as possible, completion and fax of form DHS 1516, Mandated Reporter Checklist for Suspected Child Abuse and Neglect to Child Welfare Service pursuant to § 350-1.1, HRS.

School Staff Responsibility. School staff must a) report any suspected case of child abuse and neglect directly to CWS by telephone; b) as soon as possible, complete and fax the form DHS 1516, Mandated Reporter Checklist for Suspected Child Abuse and Neglect to CWS; c) send the original form DHS 1516 to the educational specialist designated by the Superintendent for processing to CWS; and d) immediately notify the principal or the designee of the report made to CWS. In addition, if a school staff

SP 4200-4 Page 1 of 3 April 1, 2009SP 4200-4(Continued)

member calls the county police, that staff member shall immediately notify the principal/designee of the call.

NOTE #1: If the suspected abuse to the Haumāna is sexual in nature or it is determined that the Haumāna may be in imminent danger, the school staff member should contact CWS and then immediately inform the principal/designee who may delegate the staff person to contact the county police.

NOTE #2: Any school staff member who knowingly prevents another person from reporting, or who knowingly fails to provide information, as required by §350-1.1Hawaii Revised Statutes (HRS) may be charged with a petty misdemeanor pursuant to §350-1.2, HRS. Petty misdemeanor is defined in §707-107, HRS.

School Administrator Responsibility. School administrators must a) inform all those defined as school staff (see Definition above) of their responsibility pursuant to §350-1.1Hawaii Revised Statutes (HRS) and the consequences of failing to report and/or preventing others from reporting suspected child abuse and neglect; b) make certain reporting procedures are reflected in their respective school handbooks; and c) inform staff of their responsibility in helping to ensure the confidentiality of those involved in any suspected case of child abuse and neglect.

Child Custody Documentation

The school must be given a copy of all custody information in all special circumstances for the purpose of custodial avoidance that may affect the school in any manner. These forms include but are not limited to foster ad litem, TRO, guardianship or power of attorney, and educational custody documentation.

Arrival

The doors will open at 7:30 a.m. each morning. haumānas will not be supervised or allowed into the building before that time. All haumānas arriving after 8:00 a.m. must be escorted by a parent or authorized adult into the office and check-in. haumānas will receive a tardy slip, which must be given to their teacher upon entering.

Dismissal

Dismissal will begin at 2:05pm. (12:15 p.m. on Wednesdays). If your child is a car rider, please be on time for dismissal.

Attendance, Compulsory: THE LAW HRS 302A-1132

All school age children must attend either a public or private school unless exempted. School age children are children who will be at least six years old and who will not be 18 years by January 1, on any school year. This section states that the child attends school unless exempted by law.

Furthermore 302A-1132 H.R.S. provides that a parent or guardian who does not enforce the child’s regular school attendance may be guilty of a petty misdemeanor. The penalty of a petty misdemeanor is a fine of up to $1,000.00 (HRS 706-640) or jail time up to thirty (30) days (H.R.S. 796-5663).

Enforcement of H.R.S. 302A-1132 is the responsibility of the school. Agreements have been developed with all departments within the state regarding truant Haumāna. Haumāna who are chronic absentees may be referred to Family Court. Pursuant to H.R.S. 571-11(2), Family Court can place a child under jurisdiction for truancy if the child is not attending school or are not receiving the educational services required by law. Exemption for the compulsory attendance law is permitted only under specified conditions pursuant to 320A-1132 H.R.S

Ka ‘Umeke Kāʻeo Attendance Policy

In compliance with compulsory school attendance law of the State of Hawaiʻi, Ka ʻUmeke Kāʻeo requires that haumāna enrolled during the school year attend school on a regular basis. The following policy has been approved by the Governing Board to ensure the prompt, regular and intentional school attendance of all Ka ʻUmeke Kāʻeo haumāna. Our philosophy of experiential based curriculum requires that our haumāna experience the lesson first hand, thereby insisting upon regular school attendance. The following guidelines have been established to minimize absenteeism. Ka ʻUmeke Kāʻeo allows for documented absences due to:

Personal illness
Death or serious illness in the family
Recognized religious holidays
Absences caused by order of government
Inclement weather or dangerous conditions
Voter registration or voting in a public election, not to exceed one (1) day per school year

If a haumāna misses the bus or oversleeps, it is the parent’s responsibility to find a way for the child to get to school. Transportation problems are not considered excused absences.

Haumāna and ʻohana are responsible for all work missed during absence. If your haumāna is absent you can anticipate the following:

ʻOhana who have 15 or more absences from the previous school year will begin the year with a meeting with the Poʻokumu and will be asked to sign an attendance contract.
Every absence will get a call from the office.
After five unexcused absences office will let kumu know and kumu will follow up with ʻohana to discuss concerns as they relate to haumāna learning and how absences are/can affect achievement. After making contact with ʻohana, kumu will follow up with office and provide date of call, parent they spoke with, and details of conversation
Seven un-excused absences a letter will go home.
9 unexcused absences conference with poʻokumu.
15 absences Family Court is contacted

Tardies

Parents/guardians must call the school if a Haumāna will be tardy to ensure that lunch is provided.
For all Haumāna in grades Mālaaʻo to 3rd, if arriving late, please bring your child onto the school grounds and to the office for check in, often children get distracted between the drop off point and the office.
Haumāna will be marked absent if school arrival is after the 10:00 am hour, please remember that if a child is marked absent from school due to non-arrival or late arrival, the care of the Haumāna is not the responsibility of the school.
If a Haumāna accumulates 10 tardies the grade for the subject matter, or section of instruction missed during that time will be lowered for the quarter.
If a Haumāna accumulates more than 10 tardies and missed instructional time it is the kumu’s prerogative to hold this Haumāna in the same grade with the support of the administration.

*The Poʻokumu has the authority to excuse haumāna from this policy if permission is given via letter of meeting. Please be aware that Ka ʻUmeke Kāʻeo is an experiential based school therefore planned absences should allow the haumāna to experience and learn new things.

*Also, critical medical conditions will also serve as an excuse to this policy. Doctor’s explanations are required for this excuse.

Health Room Policies

The purpose of our health room/health nurse, kahu maʻi, is to assess the immediate health issues of the haumāna and communicate with the ʻohana during school hours. The health room is available for all haumāna at Ka ʻUmeke Kāʻeo. ʻOhana must provide up to date personal information such as contact numbers, emergency contact numbers, and address. We ask the ʻohana to become available to pick up the haumāna when deemed necessary by the school.

Visitors

Visitors to Ka ʻUmeke Kāʻeo Kai Kohola, Waiākea Kai and Pā Hoaka campuses are welcome. All visitors must sign in at the office stating their purpose and specific destination. The office will then give them a visitor pass and offer them directions to their destination. All visitors who do not sign into the office or notify the principal of the purpose for their visit will be asked by administration to leave the campus.

Communication

Our mākua and ʻohana updates and open lines of communication are of utmost importance. We are in this together. Therefore, mākua and ʻohana are always welcome to visit. If there is a need to contact a kumu and the kumu has not given the haumāna a contact number and email please call the school office. We also check our email daily, so this will be a great form of contact.

If parents/guardians need to contact their child during instructional hours please call the school office. We require that all Haumāna turn off and store cell phone at the start of the school day.

Also in effect at Ka ʻUmeke Kāʻeo is the “One-Call” system where events, huakaʻi information, school closures and any other special occasion are announced to each individual ʻohana via the phone contact provided to the school. If you have not provided an updated contact number to the school please do so right away to receive this service from Ka ʻUmeke Kāʻeo.

Communication

Parent kumu conference is an integral part of a child’s academic program. We encourage parents/guardians to contact the school and/or the kumu if a parent-kumu or perhaps a parent-school conference is desired. There are parent kumu conferences scheduled twice a year. Parents/ʻohana are required to attend these conferences to obtain important academic information and report cards. Those ʻohana who do not attend scheduled parent conferences will not be able to receive a report card for that quarter until a kumu meeting occurs. If there are any questions, please call the school and ask to speak with the Haumāna’s kumu.

School Lunches, Breakfasts, Snacks, Home Lunch

One of the most basic services a public school provides is a full service meal. The haumāna will be provided with a morning meal and a meal at midday. We ask ʻohana to please complete a free and reduced lunch application at the start of the school year, every year. If your ʻohana does not qualify for free and reduced lunch, payment for school breakfast and lunch is necessary and can be made at the Business Office located at the Kula Waena/Kula Kiʻekiʻe location. The price for school lunch can be found in the beginning of the year packet. School meals can be paid for in increments. Excess payments will be kept in your child’s meal account until such time this meal account zeros out. The school will then send a notice home to your ʻohana informing you of the need for lunch payments.

Haumāna will also be allowed to bring lunch from home however there must be certain nutritional value to the meal brought from home. Drinks such as energy drinks, Gatorade, and soda will not be allowed.

Request for Transcripts

Throughout your haumāna’s schooling there will be many reasons why a transcript is needed especially through high school. An unofficial transcript consists of a printed copy of the haumāna’s grades and can be requested and obtained the same day. However if an official sealed transcript is needed you must give the school at least 24 hours to prepare a printout. The fee for an official sealed transcript is $1.00.

Bus and Other Forms of Transportation

Ka ʻUmeke Kāʻeo offers bus pick-ups from specific sites around Hilo to school. Currently our bus does pick-ups in Panaewa, Keaʻau and Kawananakoa Hall. All school children ride the same bus. If a ʻohana chooses, they may sign up for bus service with the keʻena at any time during the school year.

The bus schedule will change every year depending upon the amount of riders we have for each pick up. There will be a schedule given to parents at the beginning of the year and ʻohana will be told of any changes of bus schedule via “one-call” or email. At the present time there is no fee for the bus, however, as the year goes on this policy may be subject to change.

To minimize unsafe situations, haumāna are responsible for abiding by the Code of Conduct and the State of Hawaiʻi’s Chapter 19 Discipline Haumāna Misconduct, Discipline, School Searches and Seizures, Reporting Offenses, Police Interviews and Arrests, and Restitution for Vandalism. Due to our charter school status we are not mandated to supply public transportation to our haumāna therefore, bad behavior that causes unsafe situations will result in consequences including but not limited to limited bus riding, public apology, and/or prohibited bus riding.

All school rules including the Code of Conduct and the State of Hawaiʻi’s Chapter 19 are expected to be followed by haumāna at all times. If haumāna fail to follow these rules they may be denied transportation.

No eating on the bus.
All haumāna should be seated in assigned seats at all times.
No yelling, standing, swearing or hands out of windows.
No calling names, teasing or causing trouble.
Absolutely no hitting or threatening.

1st Offense:

Depending on severity of offense: Clean bus - 2 days bus suspension.

2nd Offense:

Depending on severity of offense: 2 - 4 days bus suspension.

3nd Offense:

Depending on severity of offense: 4 days - entire year bus suspension.

Off Limits Area

When the haumāna arrive at school and until they leave on the bus or picked up by an authorized adult off limits areas are in force. At the Pā Hoaka site the off limit areas are past the yellow gates/chain link fence and beyond in front of the kumu niu bordering the back. Also, haumāna will be disciplined if found without permission beyond the line of sight of any kumu. The forested areas around Pā Hoaka are all beyond the kumu line of sight. Once haumāna arrive at a school campus or activity site they are not allowed to leave the limit area unless picked up by an approved adult. An approved adult is anyone on the emergency card prepared by parents/guardians at the beginning of the year. Off limit areas at the Waiākea Kai site during school hours is beyond the fenced in area around the school.

Dress Code

Ka ʻUmeke Kāʻeoʻs dress code is an important part of the daily activities. All haumāna are required to wear a t-shirt with the Ka ʻUmeke Kāʻeo name and design across the front from 8:00 am to 2:30 pm from Monday to Thursday until told otherwise by the Poʻo Kumu. Haumāna will not be required to wear a uniform on Fridays, HOWEVER the following dress will NOT be allowed…

Shorts shorter than a stretched out arm length
Strapless blouses
Bikini tops or bathing suit tops unless otherwise specified by kumu
Any item of clothing with drug, profanity, gang related items.

If haumāna arrive at school with inappropriate clothing the school will provide appropriate wear which must be washed at home and returned in a timely fashion. The school will hold “kōkua kula” sessions until the borrowed clothes are returned. Please note that this is a very crucial part of our daily activities and will greatly assist the administrator with safety and accountability.

Driving and Parking on School Sites

Kai Koholā

For ʻohana dropping and picking up their haumāna please park in the marked parking stalls at Malia Puka o Kalani in order to sign in and walk your haumāna into class.

Waiākea Kai Site

For ʻohana dropping and picking up their haumāna off at Waiākea Kai site please use the front parking lot to drop off and pick up. It is a one-way only traffic flow in the morning and afternoon.

Pā Hoaka Site

For ʻohana dropping and picking up their haumāna off at the Pā Hoaka site the traffic flow will enter into Pā Hoaka at the Hilo gate and proceed to the Ka ʻUmeke Kāʻeo office (below the sign) and then exit out by the container to the Puna Gate. This is a one way traffic pattern. If ʻohana need to visit the office or the kumu parking is available fronting the Hale Kula (front building) on the grass. Please do not block the road in and out and please do not park in the paved parking stalls. Those are for Edith Kanakaʻole Foundation personnel and Hiʻikeaikamālama parents and staff.

Evacuation Plan

Fire drills for the Waiākea Kai haumāna are done once a month and twice during fire inspection week. Waiākea Kai haumāna evacuate to the parking lot and to the front of the school. Pā Hoaka Campus haumāna evacuate according to the Evacuation Map (see Appendix) and proceed to the Assembly Areas.

Every year along with Keaukaha School, Kamehameha Preschool and Ke Ana Laʻahana PCS, Ka ‘Umeke Kāʻeo participates in tsunami evacuation drills. These drills are necessary due to our proximity to the ocean and are done with fidelity. At the sound of the tsunami siren on the first working day of November the schools walk to the gate of General Lyman Field or Hilo Airport. Once every 3 years all schools cross the runway to terminal. Once a month, at the sound of the siren, Ka ʻUmeke Kāʻeo Haumāna practice lining up in a timely and orderly fashion. This practice is of utmost importance to our existence in Keaukaha.

Waiākea Kai Site

When the Civil Defense siren is sounded and/or we experience an earthquake strong enough to cause objects to fall the following process is followed:

Kumu check for injured Haumāna
Haumāna file out of classroom, kumu gives roll to designated staff
kumu, limahana, and haumāna file out of school grounds into the parking lot. Haumāna, kumu, andlimahana will proceed down Kalanikoa Street to the Hawaiʻi Community College
All haumāna, kumu, and limahana will be met by family at the flagpole at the community college.

Pā Hoaka Campus

When the Civil Defense siren is sounded and/or we experience an earthquake strong enough to cause objects to fall the following process is followed:

Kumu check for injured haumāna
Haumāna file out of classroom, kumu gives roll to designated staff
Kumu, limahana and haumāna wall off of school grounds utilizing evacuation route in the back of the property. The evacuation route opens up to Todd Avenue.
kumu, haumāna, and limahana then take a quick count of Haumāna and then proceed on to Andrews Avenue all the way to the Hilo International Airport runway
kumu, haumāna, and limahana then cross the runway and remain at the Airport baggage claim on the Puna side of the terminal until designated family arrives or Civil Defense give the school the all clear to release Haumāna.

Haumāna Learning Expectations

Papa Mālaaʻo

Papakū Makawalu

Wae ʻAno

Identify various polygons (circle, oval, square, rectangle, triangle, heart) that comprise the shape of things in nature

Distinguish between living and non-living things

Categorize things in 2 papa (PHL, PHM)

Introduce the 3rd papa once the 2 papa are mastered

Kilo

Draw a picture of things in nature using correct polygons (i.e., drawn w/an oval body and triangle tail.)

Use visual and auditory senses to observe things in the environment.

Collect and record simple observations using a data sheet.

Makawalu

Understand simple conclusions drawn by the kumu based on observations and data. (i.e., identifying which plant grew the most)

Mākau ʻŌlelo

Heluhelu

Demonstrate understanding of the organization and basic features of print.

Follow words from left to right, top to bottom, and page by page.

Recognize that spoken words are represented in written language by specific sequences of letters.

Understand that words are separated by spaces in print.

Recognize and name all upper- and lowercase letters of the alphabet.

Use Hakalama to decode grade level appropriate material.

Read emergent reader texts with purpose and understanding.

Collect and record simple observations using a data sheet.

With prompting and support, ask and answer questions about key details in a text.

With prompting and support, retell familiar stories, including key details.

Ask and answer questions about unknown words in a text.

With prompting and support, describe the relationship between illustrations and the story in which they appear.

Actively engage in group reading activities with purpose and understanding.

With prompting and support, relate mele/oli/hula to our nohona.

With prompting and support, asks and answer questions about key details in a text; identify main topic and retell key details.

Kākau

Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Develop simple conclusions that provide rationale for findings with prompts.

Categorize all things into the 3 papa.

Record observations on a data sheet utilizing check boxes, diagrams & short written descriptions.

With kumu guidance, write sentences explicitly describing data gathered. (3 pipipi wale nō i ʻike ʻia ma Puhi akā naʻe, laha nā pupukolea.)

Write sentences reflecting on observations made.

Language

Demonstrates understanding of word relationships and nuances in word meanings.

Identify real-life connections between words and their use (ʻawaʻawa, muʻemuʻe, momona...).
Distinguish shades of meaning among closely related verbs (nou, kiloi, kiolaola) and closely related adjectives (wīwī, hakahaka, emi, hiwihiwi)

ʻŌlelo a Hoʻolohe

Explain (verbally) the rationale behind the categorization of things into the 3 papa.

Memorize a speech introducing themselves.

Able to show and tell information gathered through kumu-guided research.

Makemakika

Counting and Cardinality

Count to 100 by ones.

Count to 100 by tens.

Count forward from a given number within the known sequence.

Represent a number of objects with a written numeral 0-10.

Represent a number of objects with a written numeral 11-20.

Understand the relationship between numbers and quantities.

Given a number 1-20 count that many objects.

Identify whether the number of objects in one group greater than, less than, or equal to the number of objects in another group. Compare two numbers between 1 and 10 when presented as a written numeral.

Operations and Algebraic Thinking

With guidance and support, represent addition in a variety of ways.

With guidance and support, represent subtraction in a variety of ways.

Add within 10.

Subtract within 10.

Decompose numbers less than or equal to 10 into pairs in more than one way and record each pair using a drawing or equation.

Find the number that makes 10 and record the answer with a drawing or equation.

Fluently add and subtract within 1-5.

Recognize duplicates and extend patterns.

Number and Operations in Base Ten

Show and understand that numbers from 11-19 represent a group of ten ones and 1, 2…9 ones.

Measurement and Data

Describe measurable attributes of objects (length, weight)

Directly compare two objects to decide which object has more or less of a common attribute (i.e. lengths of 2 pencils) and describe the difference.

Classify objects into different categories; count the numbers of objects in each category and sort the categories by count.

Geometry

Describe the positions of objects using terms such as above, below, beside, in front of, behind and next to.

Identify various shapes in the environment.

Correctly name shapes (in Hawaiian) regardless of their orientations or size.

Combine simple shapes to form larger shapes.

Papa ʻEkahi

Papakū Makawalu

Wae ʻAno

Categorize all things into the 3 papa.

Kilo

Conduct 5-minute guided observations.

Illustrate simple observations.

Write one simple sentence describing an observation.

Record simple observations using a data sheet.

Makawalu

Follow along (with understanding) in kumu-led data analysis.

Create simple questions that compare data sets.

Understand conclusions (presented by the kumu) drawn from data sets.

Mākau ʻŌlelo

Heluhelu

Demonstrate understanding of the organization and basic features of print.

Follow words from left to right, top to bottom, and page by page.

Recognize that spoken words are represented in written language by specific sequences of letters.

Understand that words are separated by spaces in print.

Recognize and name all upper- and lowercase letters of the alphabet.

Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Recognize the difference between letters, words, and sentences.

Recognize that different parts of a book can convey important info.

Ask and answer questions about key details in a text.

Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Identify basic story elements.

Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Use illustrations and details in a story to describe its characters, setting, or events.

With prompting and support, read prose and poetry of appropriate complexity for Papa 1( mele, oli, moʻolelo)Relate mele/oli/hula to our nohona.

Illustrate simple observations.

Create simple questions that compare data sets.

Ask and answer who, what, when, where, why, how questions about text.

Understand conclusions (presented by the kumu) drawn from data sets.

Kākau

Write one simple sentence describing an observation.

Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Follow along (with understanding) in kumu-led data analysis.

With guidance and support from adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Language

Learns and uses new vocabulary appropriately.

ʻŌlelo a Hoʻolohe

(Haʻiʻōlelo wehewehe pāhana.1 minuke a ʻoi ka lōʻihi) -Share/explain information gathered through class-guided and/or individual research (i.e. Pāhana Hoʻopōʻaiapuni)

Makemakika

Operations and Algebraic Thinking

With guidance and support, represent addition in a variety of ways.

With guidance and support, represent subtraction in a variety of ways.

Add within 10.

Subtract within 10.

Decompose numbers less than or equal to 10 into pairs in more than one way and record each pair using a drawing or equation.

Find the number that makes 10 and record the answer with a drawing or equation.

Fluently add and subtract within 1-5.

Recognize duplicates and extend patterns.

Using objects, drawings and equations to solve word problems involving situations of adding to and putting together with unknowns.

Using objects, drawings and equations to solve subtraction word problems involving situations of taking from and taking apart with unknowns.

Using objects, drawings and equations to solve addition word problems of 3 whole numbers within 20.

Know that 8 + 2 is the same as 2 + 8 (Associative Property)

Know that you can solve 2 + 6 + 4=12 by first solving 6 + 4 to make ten so that you can add 2 + 10=12

Understand subtraction, were given 10-8 they know the answer is 2 because they know 2 and 8 make 10.

Relate Counting to addition and subtraction.

Add within 20.

Fluently subtract within 10.

Subtract within 20.

Add by my taking tens.

Subtract by decomposing a number leading to 10.

Knows the relationship between addition and subtraction.

Understand the meaning of the equal sign and determine whether a addition or subtraction equation is true or false.

Determine the unknown number in an addition or subtraction equation relating three whole numbers (ie) 8 + ? = 11

Numbers and Operations in Base Ten

Show and understand that numbers from 11-19 represent a group of ten ones and 1, 2…9 ones

Measurement and Data

Describe measurable attributes of objects (length, weight).

Directly compare two objects to decide which object has more or less of a common attribute (i.e. lengths of 2 pencils) and describe the difference.

Classify objects into different categories; count the numbers of objects in each category and sort the categories by count.

Count to 100 by ones.

Count to 100 by tens.

Count forward from a given number within the known sequence.

Represent a number of objects with a written numeral 0-10.

Represent a number of objects with a written numeral 11-20.

Understand the relationship between numbers and quantities.

Given a number 1-20 count that many objects.

Identify whether the number of objects in one group greater than, less than, or equal to the number of objects in another group.

Compare two numbers between 1 and 10 when presented as a written numeral.

Count to 120 by ones starting at any number less than 120.

Within 120, read and write numerals.

Within 120, represent a number of objects with a written numeral.

Understand that the two digits of a two-digit number represent amounts of tens and ones.

Compare two two-digit numbers (based on place value) and decide if one is more than, less than or equal to the other and record using these symbols <, = and >.

Use place value based math strategies to help solve addition and subtraction problems within 100.

Understand that in adding two digit numbers one adds tens and tens, one and ones and sometimes it is necessary to compose a ten.

Find 10 more or 10 less than a given number using place value based thinking mentally.

Subtract multiples of 10 in the range 10-90 using place value understanding, concrete and pictorial models.

Explain reasoning for math strategies used.

Use concrete models or drawings and place value understanding to solve problems.

Geometry

Describe the positions of objects using terms such as above, below, beside, in front of, behind and next to.

Identify various shapes in the environment.

Correctly name shapes (in Hawaiian) regardless of their orientations or size.

Combine simple shapes to form larger shapes.

Distinguish between defining attributes (three sided, closed) and vs non-defining attributes (color, orientation, size) of a shape.

Build and Draw Shapes.

Build two-dimensional shapes.

Build three-dimensional shapes.

Build new shapes by using other shapes.

Divide shapes into equal parts of 2 and 4 (halves and fourths).

Papa ʻElua

Papakū Makawalu

Wae ʻAno

Categorize all things into the 3 papa.

Explain (verbally) the rationale behind the categorization of things into the 3 papa.

Kilo

Conduct guided observations for a period of 10 minutes.

Record observations on a data sheet utilizing check boxes, diagrams & short written descriptions.

Utilize basic tools of measure to collect and record quantitative data in the field.

Makawalu

Create 2-3 simple questions from observations and/or data collected. (what, where, why, how)

Complete simple graphs to display data with limited prompts.

Analyze graphs to make simple conclusions (i.e., comparisons, trends, etc.) with prompts.

Analyze longitudinal data to identify trends and patterns with prompts.

Develop simple conclusions that provide rationale for findings with prompts.

Mākau ʻŌlelo

Heluhelu

Recount and retell stories using correct story sequence (including character, setting, conflict, resolution.

With kumu support and scaffolding relate mele/oli/hula to our nohona.

Create 2-3 simple questions from observations and/or data collected (what, where, why, how)

With kumu support and scaffolding relate mele/oli/ʻōlelo noʻeau to our observations infusing Papakū Makawalu skills in the process.

Kākau

Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Develop simple conclusions that provide rationale for findings with prompts

Categorize all things into the 3 papa

Record observations on a data sheet utilizing check boxes, diagrams & short written descriptions

With kumu guidance, write sentences explicitly describing data gathered. (3 pipipi wale nō i ʻike ʻia ma Puhi akā naʻe, laha nā pupukolea.)

Write sentences reflecting on observations made.

Language

Demonstrate understanding of word relationships and nuances in word meanings.

Identify real-life connections between words and their use (ʻawaʻawa, muʻemuʻe, momona...).

Distinguish shades of meaning among closely related verbs (nou, kiloi, kiolaola) and closely related adjectives. (wīwī, hakahaka, emi, hiwihiwi)

ʻŌlelo a Hoʻolohe

Moʻokūʻauhau- hoʻonui ʻia

haʻiʻōlelo no ka moʻolelo o ko lākou inoa.

haʻiʻōlelo hoʻopaʻanaʻau no 2 minuke a ʻoi ka lōʻihi

hoʻomaka ka haʻiʻōlelo uluwale, he 2-4 minuke ka lōʻihi

Makemakika

Counting

Count to 100 by ones.

Count to 100 by tens.

Count forward from a given number within the known sequence.

Represent a number of objects with a written numeral 0-10.

Represent a number of objects with a written numeral 11-20.

Understand the relationship between numbers and quantities.

Given a number 1-20 count that many objects.

Identify whether the number of objects in one group greater than, less than, or equal to the number of objects in another group.

Compare two numbers between 1 and 10 when presented as a written numeral.

Operations and Algebraic Thinking

With guidance and support, represent addition in a variety of ways.

With guidance and support, represent subtraction in a variety of ways.

Add within 10.

Subtract within 10.

Decompose numbers less than or equal to 10 into pairs in more than one way and record each pair using a drawing or equation.

Find the number that makes 10 and record the answer with a drawing or equation.

Fluently add and subtract within 1-5.

Recognize duplicates and extend patterns.

Use addition within 100 to solve one step word problems involving situations of adding to and putting together with unknowns in all positions.

Use subtraction within 100 to solve one step word problems involving situations of taking from and taking apart with unknowns in all positions.

Use addition within 100 to solve two-step word problems involving situations of adding to and putting together with unknowns in all positions.

Use subtraction within 100 to solve two-step word problems involving situations of taking from and taking apart with unknowns in all positions.

Fluently add within 20 using mental strategies.

Know From memory all sums of two 1-digit numbers.

Determine whether a group of objects (up to 20) has an odd or even number of members.

Use repeated addition to find the sum of rectangular arrays of up to 5 rows and 5 columns.

Numbers and Operations in Base Ten

Show and understand that numbers from 11-19 represent a group of ten ones and 1, 2…9 ones

Measurement and Data

Describe measurable attributes of objects (length, weight)

Directly compare two objects to decide which object has more or less of a common attribute (i.e. lengths of 2 pencils) and describe the difference.

Classify objects into different categories; count the numbers of objects in each category and sort the categories by count.

Understand 3 digit numbers and its value

Understand that 100=10 tens

Count Within 1,000 by 5ʻs

Count Within 1,000 by 10ʻs

Count Within 1,000 by 100ʻs

Read and write numbers to 1,000 using base-ten numerals, number names and expanded form.

Compare two 3-digit numbers and record whether they are >, = and > (more than, equal, less than)

Fluently add within 100 using strategies based on place value, properties of operations and or the relationship between addition and subtraction.

Fluently subtract within 100 using strategies based on place value, properties of operations and or the relationship between addition and subtraction.

Add up to four 2-digit numbers using strategies based on place value and properties of operations.

Add and Subtract within 1000 using, place value, properties of operations and or the relationship between addition and subtraction-relate the strategy to a written method.

Understand that in adding & Subtracting three digit numbers you add or subtract in the place value ones + ones ten + tens and so on.

Mentally add 10 to a given number 100-900.

Mentally add 100 to a given number 100-900.

Mentally subtract 10 to a given number 100-900.

Mentally subtract 100 to a given number 100-900.

Explain why addition and subtraction works, using place value and the properties of operations (may support with pictures or by drawing objects)

Geometry

Describe the positions of objects using terms such as above, below, beside, in front of, behind and next to.

Identify various shapes in the environment.

Correctly name shapes (in Hawaiian) regardless of their orientations or size.

Combine simple shapes to form larger shapes.

Recognize and draw shapes with specified attributes.

Identify triangles, quadrilaterals, pentagons, hexagons and cubes.

Partition a rectangle into rows and columns of same size squares and count to find the total number of them.

Partition Circles and Squares into equal parts of 2, 3 or 4.

Describe a whole as two halves, three thirds etc.

Recognize that equal shares of identical wholes need not have the same shape.

Papa ʻEkolu

Papakū Makawalu

Wae ʻAno

Categorize all things into the 3 papa.

Write simple sentences explaining the rationale behind the categorization of things into the 3 papa.

Kilo

Conduct self-directed observations for a period of 10 minutes.

Record observations on a data sheet utilizing check boxes & written descriptions.

Utilize a variety of tools of measure to collect and record quantitative data in the field.

Makawalu

Create 3-5 simple questions from observations and/or data collected (what, where, why, how) w/ prompts.

Create simple graphs to display data.

Analyze graphs to make simple conclusions that answer essential questions (i.e., comparisons, trends, etc.) w/written prompts.

Analyze longitudinal data to identify trends and patterns with limited prompts.

Develop simple conclusions that provide rationale for findings w/ prompts.

Mākau ʻŌlelo

Heluhelu

Recount stories.

Describe characters.

Distinguish point of view.

Ask and understand questions to demonstrate understanding of text;refer to text to answer questions and to draw inferences.

With kumu support relate mele/oli/hula to our nohona.

Create 3-5 simple questions from observations and/or data collected (what, where, why, how) w/ prompts.

With kumu support relate mele/oli/ʻōlelo noʻeau to our observations infusing Papakū Makawalu skills in the process.

Analyze graphs to make simple conclusions that answer essential questions (i.e., comparisons, trends, etc.) w/written prompts.

Kākau

Develop simple conclusions that provide rationale for findings w/ prompts.

Categorize all things into the 3 papa.

Write simple sentences explaining the rationale behind the categorization of things into the 3 papa.

Record observations on a data sheet utilizing check boxes & written descriptions.

With kumu guidance, write an informational paragraph describing data gathered. OR Organize observations made into a narrative paragraph.

Relate ʻōlelo noʻeau where applicable to writing.

Language

E koho i nā huaʻōlelo Hawaiʻi kikoʻī i launa kūpono me ka manaʻo. Carefully choose appropriate Hawaiian vocabulary to convey meaning.

E makaʻala i ka ʻokoʻa ma waena o ka ʻōlelo waha a me ke kākau ʻana; ke mele a me ka moʻolelo…

Be mindful of the differences in communication thru writing and speaking; the difference in format and word choice in poetry and prose.

Demonstrate understanding of word relationships and nuances in word meanings.

E makaʻala i ke kaona ma ka ʻōlelo; he aha ka manaʻo kūʻike? he aha ke kaona o ia manaʻo? ( Figurative vs. literal meaning)

Identify real-life connections between words and their use (e hoakāka i kekahi lekapī i hiki ke hana hou ʻia, e hōʻike i ke kaʻinahana ma ka māla kalo…)

E hō’ike i nā huaʻōlelo ʻokoʻa no ka hoakāka ʻana i ke ʻano o ka manaʻo; ke ʻano o ka naʻau: (maopopo, ʻike leʻa, mahuʻi, piliwi, hilinaʻi, lohe ʻia, pāhaʻohaʻo, āiwaiwa, kāhāha…)

ʻŌlelo a Hoʻolohe

Haʻiʻōlelo hoʻopaʻanaʻau no 3 minuke a ʻoi ka lōʻihi; haʻiʻōlelo uluwale

Makemakika

Numbers and Operations: Fractions

Understand a fraction of one whole broken into parts. Part-whole relationship.

Understand a fraction on a number line and represent a fraction on a number line.

Recognize and Generate simple equivalent fractions.

Explain why fractions are equivalent by using a visual fraction model.

Express whole numbers as fractions eg 3/3 = 1 whole or 3/1 = 3

Compare fractions by reasoning of their size to see whether the two fractions are greater than, less than or equal to each other. Show understanding by using symbols < , > or =.

Use visual fraction model.

Numbers and Operations in Base Ten

Use place value understanding to round whole numbers to the nearest 10.

Use place value understanding to round whole numbers to the nearest 100.

Use different math strategies to add within 1000.

Use different math strategies to subtract within 1000.

Use place value understanding to multiply one-digit whole numbers by 10 between 10-90.

Operations and Algebraic Thinking

Interpret products of whole number e.g. 5X7 is 5 groups of 7 objects each.

Interpret whole number quotients e.g. when 35 objects need to be split into 5 groups there will be 7 objects per group.

Use multiplication within 100 to solve word problems involving equal groups, arrays and measurement quantities with a symbol for the unknown, use drawings and equations.

Use division within 100 to solve word problems involving equal groups, arrays and measurement quantities with a symbol for the unknown, use drawings and equations.

Determine and unknown quantity in multiplication or division tree. E.g. 5X ? = 40

Know that 4X6 is same as 6X4 (commutative property of multiplication)

Know that 3X5X2 can be found by first multiplying 3X5=15 then 15X2= 30 (associative property of multiplication)

Know that 8X5=40 and 8X2=16, one can find 8 X (5+2)= (8X5) + (8X2)= 40 + 16= 56 (distributive property)

Find quotient in division by finding the two factors that are multiplied to make the whole. E.g. 32÷ 8 the answer can be found by finding the factor when multiplied by 8 makes 32.

Fluently Multiply within 100 by using strategies such as the relationship between multiplication and division for properties of operations.

Know from memory all products of one-digit numbers.

Solve two-step word problems using the four operations.

Identify arithmetic patterns in addition and multiplication tables and explain using properties of operations.

Measurement and Data

Tell and write time to the nearest minute.

Measure time intervals

Solve word problems involving addition and subtraction of the time intervals in minutes (on a number line)

Measure and estimate liquid volumes using grams (g), kilograms (kg) and liters (l).

Measure and estimate masses of objects using grams (g) and kilograms (kg).

Solve one-step word problems involving masses using the four operations and by using drawings.

Solve one-step word problems involving volumes using the four operations and by using drawings.

Draw a scaled picture graph.

Draw a scaled bar graph.

Solve one-step how many more or less problems by looking at a scaled bar graph.

Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch.

Show data my making a line plot with correlating whole, halves and fourths marked on scale.

Recognize area as attribute of plane figures.

Measure areas by counting unit squares.

Find the area of a rectangle by tiling it and showing that the area can be found by multiplying the side by length.

Understand that an area can be found by finding the sum of two parts of the rectangle that make up the whole.

Solve real-world and mathematical problems involving perimeters of polygons.

Geometry

Recognize that shapes in different categories share similar attributes e.g. 4 sided

Understand that shapes with shared attributes can define a larger category e.g. quadrilaterals.

Recognize that squares, rectangles and rhombuses are quadrilaterals.

Draw other quadrilaterals that do not belong to the above sub categories.

Partition shapes into parts with equal areas, ex

Papa ʻEhā

PAPAKŪ MAKAWALU

Wae ʻAno

Categorize all things into the 3 papa.

Write a paragraph explaining the rationale behind the categorization of things into the 3 papa.

Differentiate between literary research questions and investigative questions with prompts.

Kilo

Conduct self-directed observations for a period of 15 minutes.

Record observations on a data sheet.

Summarize observations.

Utilize a variety of tools of measure to collect and record quantitative data in the field.

Makawalu

Make predictions tied to kilo activities with guidance from kumu.

Create 3-5 simple questions from observations and/or data collected (what, where, why, how)

Use technology to create simple graphs to display data with limited prompts.

Analyze graphs to make simple conclusions that answer inquiry questions (i.e., comparisons, trends, etc.)

Analyze longitudinal data to identify trends and patterns with limited prompts.

Develop simple conclusions that provide rationale for findings with prompts.

Mākau ʻŌlelo

Heluhelu

Read & interpret a variety of grade level literature in Hawaiian & in English, (ranging from grades K-4), with Kumu support & scaffolding, as it relates to ongoing Papakū Makawalu grade level focus.

With kumu support and scaffolding, refer to details and examples in a text (mele/oli/ʻōlelo noʻeau, and moʻolelo-ʻŌlelo Hawaiʻi and English) to explain what the text says explicitly and when drawing inferences from the text.

Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Determine the main idea of a text and explain how it is supported by key details; summarize the text.

With kumu support and scaffolding, reference mele/oli/ʻōlelo noʻeau appropriately linked to the text actively infusing Papakū Makawalu skills in the process.

Kākau

Write a 5 paragraph essay following appropriate format and function

Informational

Narrative

Write informative/explanatory texts to examine a topic and convey ideas and information clearly with teacher guidance.

Recall relevant information from experiences or gather relevant information from observations, print and/or digital sources; take notes and categorize information, and provide a list of sources.

Draw evidence from data collection, literary or informational texts to support analysis, reflection, and research.

Language

Utilize the makawalu process with kumu guidance to deconstruct unfamiliar words in Hawaiian within the context of a given text (mele/oli/moʻolelo/atikala) to gain understanding.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Demonstrate command of the conventions of standard English & Hawaiian grammar and usage when writing or speaking.( exception English grammar & speaking will fall within a range of grades K-4)

ʻŌlelo a Hoʻolohe

Work collaboratively within a group and express thoughts and ideas based on previous knowledge and synthesize with current discussion.

Orally and or visually report on a topic or text, or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes to a variety of audiences.

haʻiʻōlelo uluwale 4 a ‘oi minuke ka lōʻihi

Makemakika

Numbers and Operations: Fractions

(Expectations in this domain are limited to fractions with denominators 2,3,4,5,6,8,10,12,100.)

Understand a fraction on a number line and represent a fraction on a number line.

Explain why fraction a/b is equivalent to a fraction (nxa)/(nxb); using multiples to find equivalent fractions, by using visual fraction models.

Be aware and observe the relationship between how the number of parts and size differ even though the fractions are the same size.

Compare two fractions with different denominators or numerators by creating common denominators or numerators or by comparing to a benchmark fraction such as ½.

Recognize that in order to compare fractions and have it be valid they need to refer the same whole

Be able to record fraction comparisons with these symbols <,> or = (more than, less than or equal)

Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

Decompose a fraction into a sum of fractions of the same whole using an equation. Justify decomposition by using a visual fraction model.

Understand that a mixed number is a combination of multiple wholes and parts.

Add and subtract mixed numbers with like denominators.

Solve word problems involving addition and subtraction of fractions to the same whole and having like denominators.

Multiply a fraction by a whole number. e.g understand that 5/4 is 5 X ¼ as well as 3 X (2/5) is the same as 6 X (1/5)

Solve word problems involving multiplication of fractions by a whole number.

Express a fraction with denominator 10 as equivalent fraction with denominator 100. e.g 3/10 as 30/100 and add 30/100 + 4/100=34/100

Use decimal notation for fractions with denominators 10. e.g .62 is written as 62/100

Understand foundational knowledge of decimals using place value knowledge.

Locate a decimal on a number line diagram.

Compare two decimals to hundredths by reasoning about their size. Use symbols <,> and = to show relationship.

Numbers and Operations in Base Ten

(all multi-digit numbers will be less than 1,000,000).

Recognize in a multi-digit whole number that one place value is 10 times that of the place value before it. e.g. 700÷70=10

Read and write multi-digit whole number using base ten numerals and expanded form.

Compare two multi-digit whole numbers and determine if one number is <,> or = to the other. (more than, less than or equal to)

Use place value understanding to round whole numbers to any place.

Fluently add multi-digit whole numbers using the standard algorithm (a range of algorithms may be used)

Fluently subtract multi-digit whole numbers using the standard algorithm (a range of algorithms may be used)

Multiply a whole number up to 4 digits by a one-digit whole number, using strategies based on place value and properties of operations.

Multiply two 2-digit numbers, using strategies based on place value and properties of operations.

Divide 4 digit whole numbers by a one-digit whole number to find quotients and remainders, using strategies based on place value and properties of operations.

Illustrate and explain calculations by using equations, drawings, rectangular arrays and or area models.

Operations and Algebraic Thinking

(For all word problems use drawings and equations with a symbol for the unknown number to represent the problem)Interpret whole number quotients e.g. when 35 objects need to be split into 5 groups there will be 7 objects per group.

Interpret a multiplication equation e.g. 35 is 5 times as many as 7 or 35 is 7 times as many as 5.

Solve word problems with multiplicative comparison e.g. Liko picked for apples. Nani picked 7 times as many. How many apples did they pick all together?

7X4=28 (4.OA.2)

Distinguish between multiplicative comparison vs additive comparison. e.g. Additive: How many more or less is there.

Multiplicative: How many more times is there.

Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations.

Solve multistep word problems posed with whole numbers and having whole-number answers with remainders using the four operations.

Use a letter in equations to stand for the unknown quantity.

Find all factor pairs for a whole number in the range 1-100.

Recognize that a whole number is a multiple of each of its factors.

Determine whether a given whole number in range 1-100 is a multiple of a given one-digit number.

Determine whether a given whole number in range 1-100 is a prime or composite number.

Generate a number or shape pattern that follows a given rule e.g. “add 3

Identify higher level patterns within a pattern e.g. in a “add 3” pattern the numbers alternate between odd and even numbers.

Measurement and Data

Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb , oz; l, ml; hr, min, sec.

Be able to do measurement conversions via a table for units within a single system e.g. convert from km to m to cm

Know that something that is 4ft is also 48in in length as well as be able to say 1ft is 12 times as long as 1in.

Use the four operations to solve word problems with whole numbers, simple fractions and decimals; in the different areas of measurement. (distance, time, money, liquid volumes, mass)

Apply area and perimeter formulas for rectangles in real world and mathematical problems.

Make a line plot to display a data set of measurements in fractions of a unit (1/2, ¼, 1/8).

Solve problems involving addition and subtraction of fractions by using information presented in line plots. E.g. telling the difference between the smallest and shortest insects measured and plotted.

Recognize that angles as geometric shapes that are formed wherever two rays (lines) share a common endpoint.

Understand concepts of angle measurement.

Measure angles in whole-number degrees using a protractor.

Sketch angles of specified measure

Recognize angle measure as additive. (when a single angle is decomposed, the angle measure of two parts may be added together to know the whole angle)

Solve addition and subtraction problems to find unknown angles. Represent with an equation with a symbol for the unknown angle measure.

Geometry

Draw points, lines, line segments, rays, angles (right, obtuse, acute) and perpendicular and parallel line.

Identify points, lines, line segments, rays, angles (right, obtuse, acute) and perpendicular and parallel lines in two-dimensional figures.

Use points, lines, line segments, rays, angles (right, obtuse, acute) and perpendicular and parallel line to classify two-dimensional figures.

Recognize a line of symmetry for a two dimensional figure and know that it splits the figure into two exact matching parts.

Identify line symmetric figures.

Draw lines of symmetry.

Papa ʻElima

PAPAKŪ MAKAWALU

Wae ʻAno

Categorize all things into the 3 papa.

Write a paragraph explaining the rationale behind the categorization of things into the 3 papa.

Teach how to categorize all things into the 3 papa.

Differentiate between literary research questions and investigative questions with limited prompts.

Kilo

Conduct self-directed observations for a period of 15 minutes.

Record observations on a data sheet.

Summarize observations.

Utilize a variety of tools of measure to collect and record quantitative data in the field.

Makawalu

Make predictions tied to kilo activities.

Create 3-5 inquiry questions from observations and/or data collected (what, where, why, how) with prompts.

Use technology to create simple graphs to display data.

Analyze graphs to make conclusions that answer inquiry questions (i.e., comparisons, trends, etc.)

Analyze longitudinal data to identify trends and patterns with limited prompts.

Develop simple conclusions that provide rationale for findings with limited prompts.

Identify interactions between the 3 papa with prompts.

Mākau ʻŌlelo

Heluhelu

Read & interpret a variety of grade level literature in Hawaiian & in English, (ranging from grades 1-5), with Kumu support & scaffolding, as it relates to ongoing Papakū Makawalu grade level focus.

With kumu support as needed, reference specific lines or sections in mele/oli/ʻōlelo noʻeau and English texts or stories appropriately linked to the text to demonstrate understanding.

Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. With kumu support as needed, reference mele/oli/ʻōlelo noʻeau appropriately linked to the text actively infusing Papakū Makawalu skills in the process.

Kākau

Write a 5 paragraph essay following appropriate format and function

Informational

Narrative

Persuasive/Opinion

Write informative/explanatory texts to examine a topic and convey ideas and information clearly with minimal teacher guidance.

Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

Draw evidence from data collection, literary or informational texts to support analysis, reflection, and research.

Language

Utilize the makawalu process with some kumu guidance to deconstruct unfamiliar words and phrases in Hawaiian within the context of a given text (mele/oli/moʻolelo/atikala) to gain understanding.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Demonstrate command of the conventions of standard English & Hawaiian grammar and usage when writing or speaking.( exception English grammar & speaking will fall within a range of grades 1-5)

ʻŌlelo a Hoʻolohe

Work collaboratively within a group and express thoughts and ideas based on previous knowledge and synthesize with current discussion.

haʻiʻōlelo uluwale 5 a ‘oi minuke ka lōʻihi.

Makemakika

Numbers and Operations: Fractions

Add fractions with unlike denominators.

Subtract fractions with unlike denominators.

Solve word problems involving addition of fractions with like and unlike denominators.

Solve word problems involving subtraction of fractions with like and unlike denominators.

Haumāna will use number sense of fractions and be able to assess the reasonableness of answer. ie 2/5 + ½ = 3/7 is incorrect because 3/7< ½

Interpret a fraction as division of the numerator by the denominator.

Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers.

Multiply a fraction by a whole number.

Multiply a fraction by a fraction.

Find the area of a rectangle by multiplying fractional side lengths and using unit squares (tiling).

The haumāna will understand that when multiplying a fraction less than one by a whole number the product (answer) will be less than the original whole number.

The haumāna will understand that when multiplying a fraction more than one by a whole number the product (answer) will be more than the original whole number.

Solve real world problems involving multiplication of fractions and mixed numbers e.g., by using visual fraction models or equations to represent the problem.

Create story contexts involving division of a unit fraction by a whole number. Using the relationship between multiplication and division to explain.

Create story contexts involving division of a whole number by a unit fraction. Using the relationship between multiplication and division to explain.

Solve real world problems involving division of fractions by non-zero whole numbers and whole numbers by unit fractions e.g., by using visual fraction models or equations to represent the problem.