ABCDEFGHIJKLMNOPQRSTUVWXYZ
1
-24COMPREHENSIVE ACADEMIC PLAN (CAP) Summary of Implementation
2
VISION
3
Nā Wai Ola Public Charter School’s vision is to educate and prepare students to be resilient, lifelong learners that will thrive globally with a strong identity and connection to Hawaiʻi and the Hawaiian culture.
4
MISSION
5
Nā Wai Ola Public Charter School’s staff, parents, and community are dedicated to the intellectual, personal, social, emotional, and physical growth of students. Our highly qualified and skilled staff recognizes the value of professional development to rigorously challenge students. Our teaching practices are grounded in Hawaiian culture, values, and traditions, and are reflective and responsive to the needs of our students. Through our Hawaiian-focused, project-based learning experiences and opportunities, our students discover their potential, achieve readiness for their life’s journey, and succeed in a safe and caring environment.
6
7
Performance Challenge
8
9
Challenge/Need 1 Challenge/Need 2Challenge/Need 3
10
Overall ELA Performance: Over the past three years, considering the first year of the COVID-19 Pandemic, SY 2019-2020, and SBAC Testing being cancelled in the Spring of 2020, students had a decrease in SY 2020-2021 in regards to growth percentiles in ELA from 29% proficiency in the Spring of 2019 to 21% proficiency in the Spring of 2021. However, there has been steady progress resulting in an increase from 21% proficiency to 33% in the Spring of 2022.Overall Math Performance: Over the past three years, considering the first year of the COVID-19 Pandemic, SY 2019-2020, and SBAC Testing being cancelled in the Spring of 2020, students had a decrease in SY 2020-2021 in regards to growth percentiles in Math from 23% proficiency in the Spring of 2019 to 8% proficiency in the Spring of 2021. However, there has been steady progress resulting in an increase from 8% proficiency to 23% in the Spring of 2022.Overall Science Performance: Over the past three years, considering the first year of the COVID-19 Pandemic, SY 2019-2020, and SBAC Testing being cancelled in the Spring of 2020, students had a decrease in SY 2020-2021 in regards to growth percentiles in Science from 58% proficiency in the Spring of 2019 to 11% proficiency in the Spring of 2021. However, there has been steady progress resulting in an increase from 11% proficiency to 18% in the Spring of 2022.
11
12
Identified Root Causes and Contributing Conditions (CNA)
13
123
14
The root causes for low proficiency in ELA is global COVID-19 Pandemic that caused the loss of in-person instruction, the efficient implementation of a new ELA curriculum three years ago, which has been difficult to have teachers properly familize themselves as well as feel confident utilizing this resource fully due to teacher retention rates being low throughout the past three years, and the delivery of instruction incorporating project-based learning methods. The root causes for low proficiency in Math is global COVID-19 Pandemic that caused the loss of in-person instruction, the efficient implementation of a new Math curriculum three years ago, which has been difficult to have teachers properly familize themselves as well as feel confident utilizing this resource fully due to teacher retention rates being low throughout the past three years, and the delivery of instruction incorporating project-based learning methods. The root causes for low proficiency in Science is global COVID-19 Pandemic that caused the loss of in-person instruction, the efficient implementation of a new Science curriculum only a little over a years ago, which has been difficult to have teachers properly familize themselves as well as feel confident utilizing this resource fully due to teacher retention rates being low throughout the past three years, and the delivery of instruction incorporating project-based learning methods.
15
16
Mission Alignment to Student Success (refer Scorecard)
17
Student Success OutcomesQuality Measures
18
Universal Outcomes (Aligned to Vision and Mission)
19
*Nā Wai Ola Public Charter School is a Grade Kindergarten – 6 school, founded in July of 2000, and has evolved to become who we are today…a Hawaiian-focused, project-based learning school that implements Hawaiian culture, values, and traditions as its guiding principle. Grade-level projects are centered around Aloha ʻĀina (love of our land) and are focused on sustainable living through ʻIke Hawaiʻi (Hawaiian knowledge) and Mahiʻai (Hawaiian agricultural practices). Nā Wai Ola Public Charter School is committed to educating and caring for the whole child (intellectual, personal, social, emotional, and physical well-being), providing a well-rounded, educational experience through a project-based learning program in ʻIke Hawaiʻi and Mahiʻai that includes all academic core content areas.We measure this through a combination of state standardized assessments, local progress monitoring, standards-based grading, evaluations, projects, and reports for all students.*OUTCOME DATA LINK SY23-24OUTCOME DATA LINK SY24-25OUTCOME DATA LINK SY25-26
20
21
*Nā Wai Ola Public Charter School's master schedule incorporates academic and project-based or place-based learning and instruction both inside the classroom and in outside learning environments in the areas of Mahiʻai (agriculture), ʻIke Hawaiʻi (Hawaiian knowledge), Ola Kino (Health, Wellness, and Physical Education), and technology. We measure this through a combination of state standardized assessments, local progress monitoring, standards-based grading, evaluations, projects, cultural events, family and community engagements, and reports for all students.*OUTCOME DATA LINK SY23-24OUTCOME DATA LINK SY24-25OUTCOME DATA LINK SY25-26
22
23
*Nā Wai Ola Public Charter School welcomes anyone interested in learning through Hawaiian culture-based education with our project-based learning educational program. Our educational program focuses on an in-depth grounding of instruction and student learning in the values, knowledge, beliefs, practices, experiences, places, and language that are the foundation of Hawaiian indigenous culture. Furthermore, our school’s teaching and learning are grounded in a Hawaiian cultural worldview, from whose lens are taught the skills, knowledge, content, and values that students need to thrive in our modern, global society. Their "lawena," or how they represent themselves, their families, their school, and their community, is a major indicator on how the school's vision and mission are being integrated, practiced, appreciated, and utilized in both the students' and staff's lives.We measure this through student progress and improvement in our SEL program using Hawaiian cultural values, also known as Naʻau Pono Values, that guide everyone's behavior and social interaction on campus, as well as our Mālama Kuleana Program to teach accountability for actions and decisions made in school; of which students and staff are recognized and held to the expectation of good conduct, character, and interactions with others on campus.*OUTCOME DATA LINK SY23-24OUTCOME DATA LINK SY24-25OUTCOME DATA LINK SY25-26
24
25
*Nā Wai Ola Public Charter School seeks to foster intellectual growth at all grade levels through maintaining: a consistent curriculum including instruction in ELA, Math, Science, Social Studies, ʻIke Hawaiʻi, Mahiʻai, Project-Based Learning, Ola Kino (Health, Wellness, & Physical Education, Art, and Technology; a focus on creative thinking, critical reasoning, community contributions or service, and effective and articulate communication skills, including public speaking; admissions, placement, diagnostic, growth, and standardized testing; communication and transparency with parents via ONE-CALL messages, evaluations, surveys, conferences, roundtable meetings, engagements, events, and the school website: http://nawaiolapcs.org.; opportunities for staff to participate in professional development programs; and appropriate level of books, teaching materials, and equipment. It is a small class environment where each student receives sufficient attention and is provided by teachers with the support of administrators, an individualized educational program approach to achieve their personal educational goals and to support them in their life's journey. We measure this through a combination of state standardized assessments, local progress monitoring, standards-based grading, evaluations, projects, cultural events, family and community engagements, and reports for all students from both general education and resource education classes, as well as other learning experiences and opportunities offered through the school.*OUTCOME DATA LINK SY21-22OUTCOME DATA LINK SY22-23OUTCOME DATA LINK SY23-24
26
27
*Cultural Instructional Benchmarks
Our Cultural Educational Standards (CES) are embedded in our Instructional Benchmarks. Because Hawaiian culture is the guiding principle of our educational program, there is no arbitrary distinction made between ‘academics’ and ‘culture.’ The instructional benchmarks integrate expectations and strategies from Hawaiian culture and from other best practices in education.		We measure this through a combination of academic performance through reports in ʻIke Hawaiʻi, participation in our morning and closing protocols called Piko Wehe and Piko Panina, integration of ʻIke Hawaiʻi with Māla and Project-Based Learning, participation in Hawaiian cultural events, family and community engagements, providing learning experiences and opportunities on and off campus, our SEL Naʻau Pono Values Program, and our Mālama Kuleana Program or accountability program. *OUTCOME DATA LINK SY21-22OUTCOME DATA LINK SY22-23OUTCOME DATA LINK SY23-24
28
29
Growth Progress Monitoring
30
Which diagnostic tools (Adaptive/Local specific) or Universal screener are you using?
31
32
i-Ready Reading & Math Diagnosticsi-Ready Reading & Math DiagnosticsSBAC & i-Ready Reading & Math Diagnostics
33
34
Quarter 1
Growth Targets
ELA/Math/Other		Quarter 2
Growth Targets
ELA/Math/Other		Quarter 3/4
Growth Targets
ELA/Math/Other
35
36
ELA: 29.75%ELA: 31.5%Quarter 3 - ELA: 33.25% Quarter 4 - ELA: 35%
37
38
MATH: 19.75%MATH: 21.5%Quarter 3 - MATH: 23.25% Quarter 4 - MATH: 25%
39
40
SBAC - ELA: 35% MATH: 25% SCIENCE: 20%
41
42
43
44
Academic Performance Targets
45
46
ELAMATHSCIENCE
47
SY 2025-2026SY 2025-2026SY 2025-2026
48
Students will achieve an ELA proficiency level of at least 45% as measured by Strive HI.Students will achieve a Math proficiency level of at least 35% as measured by Strive HI.Students will achieve a Science proficiency level of at least 30% as measured by Strive HI.
49
SY 2024-2025SY 2024-2025SY 2024-2025
50
Students will achieve an ELA proficiency level of at least 40% as measured by Strive HI.Students will achieve a Math proficiency level of at least 30% as measured by Strive HI.Students will achieve a Science proficiency level of at least 25% as measured by Strive HI.
51
SY 2023-2024SY 2023-2024SY 2023-2024
52
Students will achieve an ELA proficiency level of at least 35% as measured by Strive HI.Students will achieve a Math proficiency level of at least 25% as measured by Strive HI.Students will achieve a Science proficiency level of at least 20% as measured by Strive HI.
53
54
Major Improvement Strategies to Address Root Causes &
Performance Challenges
55
Improvement Strategy 1
HEADLINE		Efficient Curriculum and Resource Implementation & Creative Delivery of Instruction Utilizing PBL Methods
56
DescriptionUsing a well-equiped, consistent, academic curriculum throughout all grade levels through HMH, in all major common core content: ELA, Math, Science, and Social Studies, while integrating Hawaiian culture-based concepts of Aloha ʻĀina, Mahiʻai, ʻIke Hawaiʻi, and project-based learning in the already provided lessons, as well as using additional, supplemental resources such as i-Ready, IXL, Achieve 3000 (ELA), ALEKS (Math), and TPT to better individualize an educational program for each student, regardless of their learning level will support students in being successful, both academically and socially. With the assurance of support for educators through practical professional development opportunities in regards to the academic curriculum and Hawaiian culture-based concepts of education, while also providing expectations for educators in how they utilize the curriculum in their classrooms, while also holding them accountable for practicing and mastering the creative delivery of instruction utilizing project-based learning methods, the educational program at Nā Wai Ola Public Charter School should align perfectly with the school's vision, mission, and philosophy.
57
Key ActionsFunding Source
58
Estimated Funding Amount
59
1Provide opportunities for professional development in the academic curriculum as well as with Hawaiial cultural experts.<$5Title I - General 18902
60
61
2Participate in seminars and service-learning projects to observe and practice different delivery of instruction strategies, especially in regards to project-based learning methods.<$5Title I - General 18902
62
63
3Conduct and attend weekly grade-level and schoolwide PLCs and staff meetings to encourage more collaboration and to stay informed of current policies and practices.0
64
65
4Administration will keep current on licensures and access to all different educational programs and resources such as the main academic curriculum through HMH, and supplemental programs such as i-Ready, IXL, Achieve 3000, ALEKS, PBL Works, and TPT, while also maintaining and keeping all technology equipment and devices current and in working condition.000-$19Title I - General 18902
66
67
5Administration will hold educators accountable for utilizing the curriculum and academic programs as well in their delivery of instruction through an evaluation program created specifically to align to the school's expecations in the vision, mission, and philosophy.000-$19Title I - General 18902
68
69
70
Improvement Strategy 2
HEADLINE		Assessments & Accountability
71
DescriptionProperly training testing administrators and educators in administering, recording, collecting, and analyzing assessment data while also clearly communicating expectations to educators in this content, to ensure authentic information on student performance and unbiased data is provided to the school, will further support educators in planning and implementing efficient MTSS/RTI plans for each student, regardless of learning level, resulting in real progress. An example is to focus on one skill each quarter for students to master, especially for struggling students, while also ensuring to challenge the accelerated-learning students.
72
Key ActionsFunding Source
73
Estimated Funding Amount
74
6Plan, development, and implement standard operating procedures on administering, recording, collecting, and analyzing assessment data.0
75
76
7Continue to utilize assessment resources and tools such as HMH, i-Ready, IXL, Achieve 3000, ALEKS, and project presentation rubrics. 000-$19Title I - General 18902
77
78
8Maintain an assessment committee to oversee and provide guidance and ongoing training and support to all teachers in order to implement a comprehensive assessment and accountability program.0
79
80
9Continue to analyze and utilize the assessment data to inform MTSS/RTI planning, implementation, and academic instruction.0
81
82
10Planning and implementing individualized educational programs to adhere to the skills and abilities of every student using data.<$5Title I - General 18902
83
84
85
Improvement Strategy 3
HEADLINE		Multi-Tiered Systems of Support (MTSS) or Response to Intervention (RTI)
86
DescriptionThe development, implementation, and maintenance of a consistent, comprehensive, and organized MTSS/RTI program is key to the success of all students while further aligning to the vision, mission, and philosophy of the school, by providing individualized educational program and supporting every student's life journey, regardless of their learning levels, as well as to foster small-group learning, where educators can provide more attention per pupil. Again, aligining to the vision and mission by dedicating to the intellectual, personal, social, emotional, and physical growth of students, as well as educating and preparing students to be resilient, lifelong learners that will thrive globally with a strong identity and connection to Hawaiʻi and the Hawaiian culture.
87
Key ActionsFunding Source
88
Estimated Funding Amount
89
11Plan, development, and implement standard operating procedures on administering, recording, collecting, and analyzing MTSS/RTI data.0
90
91
12Continue to utilize MTSS/RTI resources and tools such as HMH, i-Ready, IXL, Achieve 3000, ALEKS, TPT, and project-based learning.<$5Title I - General 18902
92
93
13Maintain a MTSS/RTI committee to oversee and provide guidance and ongoing training and support to all teachers in order to implement a comprehensive MTSS/RTI and accountability program.0
94
95
14Provide and participate in professional development training and opportunities to improve educator understanding, capacity, and schoolwide consistency. <$5Title I - General 18902
96
97
15Planning and implementing individualized MTSS/RTI programs to adhere to the skills and abilities of every student using the data provided.<$5Title I - General 18902
98
99
100
Other Improvement Efforts HEADLINE