| A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | |
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1 | The Volcano School of Arts & Sciences School-wide Action Plan 2025-2028 | ||||||||||||||||||||||||
2 | Strategy / Rationale | Actions | Lead | Evidence | Process / Outcomes Measures | Timeline | |||||||||||||||||||
3 | Continue to strengthen the Hawai’i-focused, place-based, experiential curriculum An integrated curriculum aligned with the school’s Hawaiʻi-focused, place-based mission is incomplete. | Continue to provide integrated Hawai'i-focused, place-based, project-based science and social studies curriculum. - Review and align Curriculum Maps - Provide coaching and feedback to teachers including mentoring for new teachers - Provide targeted PD and collaboration opportunities - Sustain resources and support for regular huakaʻi. Maintain huakaʻi expectations. - Maintain and expand partnerships with cultural practioners, scientists, industry experts, etc. | Poʻokumu/ Coach Kumu ʻIke Hawaiʻi Poʻokula Poʻokumu/ VP Poʻokula | - Curriculum Maps - Unit/Lesson Plans - PD Agenda & Notes - Coaching Calendar, Notes - Teacher Mentoring System - Huakaʻi Request Form - Huakaʻi Log | - Integration of Hawaiʻi-focused, place-based, project-based curriculum evident in Curriculum Maps, unit/lesson plans, and observations - PD and coaching provided - Increased integration of Hawaii-focused, place-based-based content with partner-supported huakaʻii - Improved performance on state, school, and classroom assessments | Quarterly: Alignment PD/Collaboration Quarterly: Targeted Coaching/PD Checkpoints Fall: Provide resources, set expectations Weekly: Monitor and provide targeted coaching | |||||||||||||||||||
4 | Complete and implement ʻIke Hawaiʻi Scope & Sequence. - Complete Scope & Sequence draft - Collaborate with GL teachers to align to NGSS/C3/CCSS - Develop draft Implementation Plan - Finalize Scope & Sequence and Implementation Plan Yr. ! - Implement Year 1 | Poʻokula Kumu ʻIke Hawaiʻi Poʻokumu/ Coach | - ʻIke Hawaiʻi Scope & Sequence - PD Agenda & Notes - ʻIke Hawaiʻi Scope & Sequence Implementation Plan | - ʻIke Hawaiʻi Scope & Sequence completed - ʻIke Hawaiʻi Implementation Plan completed - Increased evidence of ʻIke Hawaiʻi integration across curriculum - Improved student performance on Hoʻike No Kuʻu Home place-based assessment - Improved performance on state, school, and classroom assessments,especially for Native Hawaiian students - Improved survey results for belonging and ʻike Hawaiʻi prompts | - Initial Draft: Jan 26 - Standards alignment: Aug 26 - Jan 27 - Implementation Plan draft: Jan 27-May - Final Draft Scope & Sequence, Implementation Plan Yr 1; May 27 - Initial Implementation Yr 1; SY 27-28 | ||||||||||||||||||||
5 | Maintain ʻike HI specials classes for all students. - Allocate personnel - Sustain schedule - Maintain expectations | Poʻokula | - Daily Master Schedule - Staff List (teaching lines) | - ʻIke Hawaiʻi Course Schedules - Increased evidence of ʻIke Hawaiʻi across curriculum - Improved student performance on Hoʻike No Kuʻu Home place-based assessment - Improved performance on state, school, and classroom assessments, especially for Native Hawaiian students - Improved survey results for belonging and ʻike Hawaiʻi prompts | May: Sem I Nov: Sem II | ||||||||||||||||||||
6 | Continue to provide bi-monthly ʻIke Hawaiʻi PD for teachers. - Identify dates and assign in PD Calendar - Secure commitment from ʻIke Hawaiʻi Pod - Identify and confirm outside providers - Conduct PD sessions | Poʻokumu/ Coach Kumu ʻIke Hawaiʻi | - PD Agenda & Notes - PD Calendar | - PD provided - Increased evidence of ʻIke Hawaiʻi across curriculum in Curricuulum Maps and observations - Improved student performance on Hoʻike No Kuʻu Home place-based assessment - Improved performance on state, school, and classroom assessments, especially for Native Hawaiian students - Improved survey results for belonging and ʻike Hawaiʻi prompts | August: PD Schedule: Aug Quarterly: Review/Adjust PD Needs: Quarterly Bi-monthly: Provide PD | ||||||||||||||||||||
7 | Continue to administer and analyze data from the Hoʻike No Kuʻu Home Place-Based Knowledge Assessment and student and staff surveys to inform the Hawaiʻi-focused curriculum and PD needs for teachers. | Poʻokumu/ Coach Kumu ʻIke Hawaiʻi | - Hoʻike No Kuʻu Home Assessment form - Hoʻike No Kuʻu Home Assessment Results - PD Agenda & Notes | - 100% class participation in administrations of Hoʻike No Kuʻu Home assessment - Improved student performance on Hoʻike No Kuʻu Home place-based assessment - Improved performance on state, school, and classroom assessments, especially for Native Hawaiian students - Improved survey results for belonging and ʻike Hawaiʻi prompts | Quarterly | ||||||||||||||||||||
8 | Continue to conduct ILT Learning Walks through all classrooms with identified new "look fors" and analyze results with staff. | Poʻokumu/ Coach | - Learning Walk" Look forʻs" (sheet) - Learning Walk results - ILT Meeting Notes - PD Agenda & Notes | - ILT Learning Walks and analysis completed - Improved student performance on Hoʻike No Kuʻu Home place-based assessment - Improved performance on state, school, and classroom Assessments, especially for Native Hawaiian students - Improved survey results for belonging and ʻike Hawaiʻi prompts | Fall & Spring | ||||||||||||||||||||
9 | Develop and implement Student Growth Portfolios. - Develop/Initial Implementation - Identify adjustments - Adjust/implement yr 2 | Poʻokumu/ Coach | - Student Growth Portfolios - Portfolios Process & Materials - PD Agenda & Notes - Parent Conferences Sign-in | - Student Growth Portfolios completed for all students - Sign-in shows high parent participation in all divisions - Improved performance on state, school, and classroom assessments - Student, parent, and staff surveys indicate growth mindset and positive attitudes toward learning | SY 25-26: Develop/Initial Implementation May 2026: Identify Adjustments SY 26-27 Adjust/Implement (yr 2) May 2027: Full implementation Quarterly: Monitor and adjust | ||||||||||||||||||||
10 | Continue to implement and refine Haʻi ʻŌlelo / Lau Koa student presentations in grades 8, 10, and 12. | Poʻokumu/ Coach HS Pod Lead Poʻokumu/ VP MS Pod Lead | - Haʻi ʻŌlelo/Lau Koa Presentations - Haʻi ʻŌlelo/Lau Koa Process & Materials | - All students complete Haʻi ʻŌlelo/Lau Koa presentations - Improved performance on state, school, and classroom assessments - Student, parent, and staff surveys indicate high expectations and positive attitudes toward learning - Senior exit interviews indicate students feel prepared for post-secondary goals | - Haʻī ʻŌleloFull implementation (yr 2) May 26 - Lau Koa Adjust/Refine (yr 3) May 26 - Checkpoints Quarterly | ||||||||||||||||||||
11 | Continue and increase Hawaiʻi-focused family events including end-of-year Hoʻike. | Poʻokumu/ Coach | - Events Calendar | - Family events held - Sign-in shows high attendance for families across divisions - Parent surveys indicate inclusive environment and improved ʻIke Hawaiʻi - Student surveys indicate sense of belonging and increase in ʻike Hawaiʻi | Fall, Winter, Spring | ||||||||||||||||||||
12 | Improve vertical alignment A comprehensive, sequential, documented curriculum that incorporates foundational skills is not yet fully implemented. | Further implement Amplify CKLA and Science of Reading strategies. | Poʻokumu/ Coach | - CKLA Curriculum materials - Lesson Plans - Student work - CKLA Assessments - DIBELS | - Implementation of CKLA and Science of Reading strategies evident in class schedules, student work, curriculum assessments, and observations - Improved student performance on ELA state, school, and classroom assessments | 25-26: 2nd year of implementation 26-27: 3rd year of implementation | |||||||||||||||||||
13 | Continue to facilitate ELA vertical alignment sessions for grades K-5. | Poʻokumu/ Coach | - Staff/Pod PD/Collaboration Agenda & Notes - Coaching Schedule & Notes | - Vertical alignment sessions conducted - Improved student performance on ELA state, school, and classroom assessments | Semi-monthly | ||||||||||||||||||||
14 | Continue to provide PD in Science of Reading for all teachers. - Bootcamp PD for K-8 ELA and Sped teachers annually - Sentence comprehension and metacognition PD for K-12 teachers - Data PD for K-8 ELA teachers - Science of Reading for new teachers - Science of Reading consultation and implementation site visits - Coaching on using data to respond to student needs | Poʻokumu/ Coach | - PD Agenda & Notes - PD Calendar - PD Materials | - PD provided - Implementation of Science of Reading strategies evident in Unit/Lesson Plans, student work, curriculum assessments, and observations - Improved student performance on ELA state, school, and classroom assessments | 25-26: New Staff, Bootcamp, Sentence Comprehension & Metacognition, Data PD 26-27: New Staff, Bootcamp, consultation/pd data use, Fall & Spring site visits 27-28: New Staff, Bootcamp consultation/PD data use | ||||||||||||||||||||
15 | Continue to implement Eureka Math². | Poʻokumu/ Coach | - Eureka Math² Curriculum materials - Lesson Plans - Student work - Eureka Math² Assessments | - Implementation of Eureka Math² evident in class schedules, student work, curriculum assessments, and observations - Improved student performance on Math state, school, and classroom assessments | Qtrly Vertical Articulation Monthly coaching observations/feedback Monthly Pod Meeting agenda item to review student data | ||||||||||||||||||||
16 | Develop and implement improvement plan for EM² delivery. | Poʻokumu/ Coach | - Implementation analysis - Improvement plan | - Improvement analysis and plan completed - Improved student performance on Math state, school, and classroom assessments | Summer 2026: Develop Plan Fall 2026: Begin implementation SY 26-27: Implement plan Spring 2027: Analyze results and revise plan SY 27-28: Implement revised plan | ||||||||||||||||||||
17 | Improve facilitation of vertical alignment sessions for Math, Science, Social Studies, and ʻIke Hawaiʻi. | Poʻokumu/ Coach | - PD/Collaboration Agenda & Notes - PD Calendar - Curriculum Maps/Pacing Guides/Scope & Sequence | - Vertical alignment sessions conducted - Improved alignment evident in Curriculum Maps/Pacing Guides and Scope & Sequences - Improved student performance on state, school, and classroom assessments | Quarterly | ||||||||||||||||||||
18 | Identify and provide PD for teachers based on student assessment results. | Poʻokumu/ Coach | - PD Agenda & Notes - PD Calendar - PD Materials | - PD identified and provided based on student assessment results - Improved student performance on state, school, and classroom assessments | Qtrly Assessment data reviews by entire faculty Weekly Pod meetings analyzing classroom data | ||||||||||||||||||||
19 | Provide coaching for teachers to review pacing and assessment data to determine instructional needs. | Poʻokumu/ Coach | - Coaching Schedule & Notes - Pacing Guides - DIBELS - Curriculum Assessments | - Coaching provided to teachers - Improved student performance on state, school, and classroom assessments | Weekly | ||||||||||||||||||||
20 | Provide training for parents to support reading and math skills practice at home. | Poʻokumu/ Coach | - Events Calendar - Workshop materials - Sign-in | - Parent events provided - Sign-in indicate high attendance - Post-event parent surveys indicate effectiveness of training - Improved student performance on ELA and Math state, school, and classroom assessments | Fall & Winter | ||||||||||||||||||||
21 | Increase and strengthen NGSS-aligned Hawaiʻi science curriculum grounded in Hawaiian knowledge, understandings, and practices. | Poʻokumu/ Coach | - Science Curriculum Maps - Unit/Lesson Plans - Student work | - Curriculum maps indicate integration of NGSS Hawaiʻi science curriculum - Improved student performance on Science state, school, and classroom assessments - Student surveys indicate sense of belonging, high expectations, and ʻike Hawaiʻi | Fall & Spring | ||||||||||||||||||||
22 | Increase and strengthen art integration across the curriculum. - Continue AITS student programs & teacher in-service - Clarify definition and arts integration expections school-wide - Identify and provide PD | Poʻokumu/ Coach | - Curriculum Maps - Unit/Lesson Plans - Student work | - Increased evidence of art integration across the curriculum in Curricuulum Maps, student work, and observations - Improved student and teacher understanding and application of art principles and techniques - Improved quantity and quality of student art products connected to core content - Improved student performance on state, school, and classroom assessments | Spring: Finalize AITS program As scheduled: Provide AITS program Winter 2026: Define/clarify Spring 2027: Identify PD SY 27-28: Provide PD | ||||||||||||||||||||
23 | Improve core instructional strategies. A strong Tier 1 foundation that incorporates effective instructional strategies remains the primary barrier to success for all students. | Collect and analyze data on instructional strategies currently in use. | Poʻokumu/ Coach | - ILT Learning Walk Results - Coaching Schedule & Notes - ILT/Staff/Pod Agenda & Notes - Teacher Evaluation results | - Analysis completed - Improved student performance on state, school, and classroom assessments | Fall/Spring ILT Walks Weekly coaching walkthroughs Yearly Teacher Evaluations | |||||||||||||||||||
24 | Review/Revise Assessment Inventory and Plan to provide a strategic suite of assessments and improve consistent administration of SW assessments - Complete draft revision of Assessment Inventory, obtain teacher feedback on inventory and plan - Draft revised Assessment Plan - Review and finalize Assessment Inventory and Plan with teachers - Review results, follow-up to ensure consistent and timely administration during administration periods - Review participation results and scores with staff following administration periods | Poʻokumu/ Coach | - Assessment Inventory - Assessment Calendar - Assessment Results | - Review and revision of Assessment Inventory completed - 100% of classes administer required assessments - Improved student performance on state, school, and classroom assessments | May 2026: Complete draft Assessment Inventory Summer 2026: Procure assessments, as needed August 2026: Review and finalize Assessment Inventory and Plan SY 26-27: Implement Assessment Plan Spring 2027: Review/adjust Assessment Plan Administration periods: Follow-up, review results | ||||||||||||||||||||
25 | Develop PD plan on core strategies differentiated to teacher and grade level pod needs. | Poʻokumu/ Coach | - PD Calendar | - PD plan completed - Improved student performance on state, school, and classroom assessments | May 2026- Develop PD Plan SY 26-27: Implement Plan Spring 2027: Review/revise Plan SY 27-28: Implement revised plan | ||||||||||||||||||||
26 | Provide coaching and PD for teachers on evidence-based core instructional strategies including: direct instruction, explicit teaching practices, differentiation, data-informed instruction, classroom discussion, use of small grsoups, scaffolding and situationed teaching | Poʻokumu/ Coach | - PD Agenda & Notes - PD Calendar - PD Materials - Coaching Schedule & Notes | - PD and coaching provided - Effective structional strategies evident in Curriculum Maps, Unit/Lesson Plans, student work, and observations - Improved student performance on state, school, and classroom assessments | May 2026: Develop PD Plan Fall 2026: Begin PD Series SY 26-27 to SY 28-29: Provide PD & coaching Conduct classroom observations for teachers Semi-Annually for independent teachers Bi-Monthly for teachers needing strategic support Weekly for teachers needing intensive support | ||||||||||||||||||||
27 | Formalize structure and increase expectations for teacher peer observations of effective instructional strategies in other classes. | Poʻokumu/ Coach | - Peer Observation Schedule - Teacher Reflections - Staff/Pod Agenda & Notes | - Peer observation structure completed - Observations conducted - Effective instructional strategies evident in Curriculum Maps, Unit/Lesson Plans, student work, and observations - Improved student performance on state, school, and classroom assessments | Fall 2026: Develop structure SY 26-27: Implement Quarterly: Monitor, assess, adjust | ||||||||||||||||||||
28 | Identify and assign teachers using effective strategies to cross-train other teachers. | Poʻokumu/ Coach | - Cross-training Assignments & Schedule - Training Agenda & Notes | - Cross-training assignments completed - Cross-training sessions completed - Effective instructional strategies evident in Curriculum Maps, Unit/Lesson Plans, student work, and observations - Improved student performance on state, school, and classroom assessments | Fall 2026: Identify assignments & create schedule SY 26-27: Implement Quarterly: Monitor, assess, adjust | ||||||||||||||||||||
29 | Continue to conduct ILT Learning Walks through all classrooms with identified new "look fors" and analyze results with staff. | Poʻokumu/ Coach | - ILT Learning Walk Schedule - ILT Learning Walk Criteria - ILT Learning Walk Results - PD/Collaboration Agenda & Notes | - ILT Learning Walks and analysis completed - Improved performance on state, school, and classroom assessments | Fall and Spring | ||||||||||||||||||||
30 | Adjust ILT structure to create two teams--ILT to focus on curriculum alignment, core instruction, and HMTSS and a separate Pod Lead Team for school-wide initiatives, events, and communications. | Poʻokumu/ Coach | - ILT & Pod Lead Team members - ILT & Pod Lead Team Agenda & Notes | - Revision of ILT structure completed, members identified - Schedule of meetings implemented - Improved performance on state, school, and classroom assessments | May 2026: Identify structure, invite members Summer: ILT Planning meeting SY 26-27: Implement two team structure Bi-weekly: Conduct ILT meetings Bi-weekly: Conduct Pod Lead meetings | ||||||||||||||||||||
31 | Continue to emphasize core instructional strategies in teacher evaluation system and identify targeted strengths and growth areas for individual teachers | Poʻokumu/VP | - Teacher Evaluation System & Results | - Core instructional strategies emphasized in teacher evaluation system - Core instructional strategies evident in lesson plans and observations - Improved student performance on state, school, and classroom assessments | Fall and Spring | ||||||||||||||||||||
32 | Continue Thinking Classroom Cohorts, expand to include more teachers | Poʻokumu/VP | - Thinking Classroom Cohort Agenda & Notes | - Thinking Classroom cohorts expanded - Use of Thinking Classroom strategies evident in Curriculum Maps, lesson plans, and observations - Improved student performance on state, school, and classroom assessments | Fall 2026: Identify cohort #4 SY 26-27: Teachers participate in PD and provide in-service Fall 2027: Identify cohort #5 SY 27-28: Teachers participate in PD and provide in-service | ||||||||||||||||||||
33 | Continue to implement VSAS Pōhaku (Tier I strategies) for Positive Behavior including new staff orientation and refresher PD for teachers and staff. | Poʻokula | - PD Calendar - PD Agenda & Notes - PD Materials | - Pōhaku evident in classroom environments, observations, Behavior Referrals, and surveys - PD provided - Reduced behavior referrals - Student, parent, and staff surveys indicate positive school climate - Improved student performance on state, school, and classroom assessments | BOY: Orientation Fall: Refresher PD Quarterly: Supplemental PD, as needed Daily: Monitor implementation, Provide targeted coaching | ||||||||||||||||||||
34 | Maintain and expand counseling and other supports to provide targeted SEL interventions for students | Poʻokula | - Counseling Schedule - SFT Schedules & Notes | - Counseling and supports provided - Reduced behavior referrals and social-emotional health concerns - Student, parent, and staff surveys indicate positive school climate and student social-emotional well-being - Improved student performance on state, school, and classroom assessments | BOY: Schedule counseling Weekly: Assess and adjust counseling services Weekly/Bi-weekly: Tier 3 intervention meetings | ||||||||||||||||||||
35 | Continue to conduct regular SFT meetings to support students with highest behavioral and SEL needs. | Poʻokumu VP | - SFT Schedule & Notes | - SFT meetings conducted - Reduced behavior referrals andsocial-emotional health concerns - Student, parent, and staff surveys indicate positive school climate and student social-emotional well-being - Improved student performance on state, school, and classroom assessments | Monthly/Bi-monthly: Tier 2 intervention meetings Weekly/Bi-weekly: Tier 3 intervention meetings | ||||||||||||||||||||
36 | Maintain high rate of inclusion to support all students. | Poʻokumu VP | - Sped inclusion rate | - Inclusion rates remain high - Student, parent, and staff surveys indicate positive school climate and student social-emotional well-being - Improved student performance on state, school, and classroom assessments | IEP Initial & Annual Meetings Daily: Monitor inclusion practices | ||||||||||||||||||||
37 | Further develop and implement HMTSS. Essential programs and systems to support all learners including PD, coaching, and HMTSS are not fully implemented or sustainable. | Develop and implement comprehensive HMTSS system | Poʻokumu/ Coach | - HMTSS Implementation Plan - ILT/HMTSS Team Agenda & Notes | - HMTSS implementation plan completed and implemented - Improved student performance on state, school, and classroom assessments - Reduced behavior referrals and social-emotional health concerns - Student, parent, and staff surveys indicate positive school climate and student social-emotional well-being - Improved student attendance | Fall 2026: Develop implementation plan SY 26-27: Implement plan Bi-weekly SY 26-27: Monitor and adjust implementation plan Spring 2027: Revise implementation plan SY 27-28: Implement plan Bi-weekly SY 27-28: Monitor and adjust implementation plan Spring 2028: Complete implementation | |||||||||||||||||||
38 | Adjust ILT structure to create two teams--ILT to focus on curriculum alignment, core instruction, and HMTSS and a separate Pod Lead Team for school-wide initiatives, events, and communications. | Poʻokumu/ Coach | - ILT & Pod Lead Team members - ILT & Pod Lead Team Agenda & Notes | - Revision of ILT structure completed, members identified - Schedule of meetings implemented - Improved performance on state, school, and classroom assessments | May 2026: Identify structure, invite members Summer: ILT Planning meeting SY 26-27: Implement two team structure Bi-weekly: Conduct ILT meetings Bi-weekly: Conduct Pod Lead meetings | ||||||||||||||||||||
39 | Continue refining Academic HMTSS system in reading and math by analyzing data with all staff (eg. NWEA, DIBELS). | Poʻokumu/ Coach | - Staff/Pod PD/Collaboration Agenda & Notes - Assessment Results | - Data analysis completed - Improved performance on ELA and Math state, school, and classroom assessments | Quarterly Following assessment periods | ||||||||||||||||||||
40 | Continue meeting with Reading Support Teacher and Special Education Teachers twice a month to conduct progress monitoring for reading groups and adjust groups and/or lessons as needed. | Poʻokumu/ Coach | - Reading Support Team Meeting Schedule, Agenda & Notes | - Progress monitoring conducted - Student groups adjusted - Improved performance in Reading on state, school, and classroom assessments | Semi-monthly | ||||||||||||||||||||
41 | Maintain Attendance Intervention System. | Poʻokula | - Attendance Log & Records - Attendance Meetings Schedule & Notes - Attendance Intervention System presentations - Attendance Results | - Attendance intervention system implemented (log, calls, notices, Student Success Plans and meetings with parents and students) - Improved student attendance - Improved performance on state, school, and classroom assessments | Daily: Update log, conduct calls Weekly: Send notices Monthly: Attendance Reports to GB Quarterly: Student Success Plan meetings Semester: Review/adjust system | ||||||||||||||||||||
42 | Continue to administer the student belonging survey and improve timeliness of analysis and response. | Poʻokumu/ Coach | - Student Belonging Survey Restuls - Staff/Pod Collaboration Agenda & Notes | - Student Belonging Survey administered - Analysis and response completed with 2 weeks - Reduced behavior referrals and social-emotional health concerns - Student, parent, and staff surveys indicate positive school climate and student social-emotional well-being - Improved student performance on state, school, and classroom assessments | Fall & Spring | ||||||||||||||||||||
43 | Continue to implement Ensora data collection for behavior. Analyze results for individual students. | Poʻokula | - Ensora Data - Student Support Team Schedule & Notes | - Ensora utilized to collect data to inform Tier 3 interventions - Analysis of results conducted weekly - SFT meetings conducted (weekly, bi-weekly, or monthly) - Reduced behavior referrals - Student, parent, and staff surveys indicate positive school climate and student social-emotional well-being - Improved student performance on state, school, and classroom assessments - Progress on IEP goals | Fall 2026: Provide training, identify students Weekly/Bi-weekly: Tier 3 SFT meetings | ||||||||||||||||||||
44 | Implement Resource Room setting for students with high needs. Analyze effectiveness of Resource Room interventions and make necessary adjustments. | Poʻokumu/VP | - Resource Room Schedule - Assessment Data - Observation Summaries - Meeting Schedule & Notes | - Resource Room setting provided - Resource Room schedule supports students with highest needs - Analysis of effectiveness completed and adjustments implemented - Improved student performance on state, school, and classroom assessments - Progress on IEP goals - Reduced behavior referrals | March: Request teacher allocation Weekly: Monitor IEP implementation Quarterly: IEP Progress Reports BOY: Create schedule IEP Meetings: Review/adjust goals, supports/services, and LRE | ||||||||||||||||||||
45 | Identify students for Summer Tutoring program based on DIBELS data. | Poʻokumu/ Coach | - Tutoring Recommendations - Tutoring Schedule - Pre- and Post-Assessment Results | - Summer Tutoring roster and groupings completed - Summer Tutoring provided - Growth on pre- and post-session assessments - Improved student performance on state, school, and classroom assessments | April: Identify students May: Finalize roster June-July: Provide Tutoring July: Analyze results | ||||||||||||||||||||
46 | Continue to increase family involvement to support student success. | Poʻokumu/ Coach | - Events Calendar - Sign-In Sheets | - Events conducted - Sign-in shows high family attendance across divisions - Surveys indicate family involvement to support students - Improved student performance on state, school, and classroom assessments | Sept/May Student-led conferences Fall/Spring ʻOhana Workshops/Events 26-27 Increase family volunteers on campus/events | ||||||||||||||||||||
47 | Identify and provide extension and enrichment opportunities including high ceiling assignments for students who are exceeding grade level expectations and need more challenge. | Poʻokumu/ Coach | - PD/Collaboration Agenda & Notes - Student and Parent Surveys | - Extension/enrichment opportunities provided - Students participate in opportunities - Surveys indicate high expectations and school meeting student needs - Improved student performance on state, school, and classroom assessments | Fall 2026 Differentiation PD Weekly Pod Meetings Weekly Coaching Observations/Feedback | ||||||||||||||||||||
48 | Continue to pursue funding and expand resources to improve facilities, school-wide systems and processes for supporting student learning including personnel to fill needed positions. Current facilities, systems, processes, and personnel are insufficient to support learning and growth. | Allocate time and resources to manage facilities development projects to maintain progress. | Poʻokula | Permit & Construction Drawings Construction Contracts Project Gantt | - Construction completed - Improved student performance on state, school, and classroom assessments | Jul 26: KKL Plans Submitted for Permitting Feb 27: Mass grading completed Dec 27: KKL Classroom Bldg #1, WHSL Phase I completed Jul 28: KKL Pavillion completed Jun 28: KKL Classroom Bldg #2 & #3 completed | |||||||||||||||||||
49 | Procure funding for facilities development. | Poʻokula | Award Notices | - Funding awarded - Improved student performance on state, school, and classroom assessments | Jun 26: KKL $1M OHA Oct 26: WHSL $2.5M CIP Dec 26: WHSL $2M Major Gifts Campaign Oct 27: KKL $5M CIP Bi-annually: KKL $100k Interest Annually: $200k VSAS | ||||||||||||||||||||
50 | Continue to improve systems and processes to support student learning and growth including: - Further develop/revise SOPs, create SOP Handbook - Refine Handbooks and Policies - PD for teachers and staff | Poʻokula | SOPs Handbooks Policies PD Calendar & Materials | - SOP Handbook completed - Handbooks/Policies revised - PD provided - Staff feel supported as indicated on surveys - Qualified teachers and staff are recruited and retained - Improved student performance on state, school, and classroom assessments | Summer: Revise Handbooks, Complete PD Calendar Feb 27: Policy revisions adopted Jul 27: SOPs completed | ||||||||||||||||||||
51 | Improve HR system including: - Implement Altres automated attendance/leave and provide PD - Provide Altres PD for HR/payroll processing - Compile/revise SOPs into SOP Handbook - Provide PAFs in May - Develop/implement PIPs | Poʻokula | Altres System Records Altres PD Schedule & Materials Employee Handbook SOPs PAFs PIPs | - PD provided - Leave system implemented - SOP Handbook completed - PAFs provided - PIP reviews completed - Staff feel supported as indicated on surveys - Qualified teachers and staff are recruited and retained - Improved student performance on state, school, and classroom assessments | Jun 26: Altres PD Jul 26 Revise Leave Procedures Aug 26 Implement Leave system Jul 27: SOP Handbook completed May: PAFs provided Monthly: PIP Reviews | ||||||||||||||||||||
52 | Reduce teacher and staff absences. - Revise leave procedures - Communicate and reinforce expectations - Provide individuali comparison and school-wide attendance data to staff - Identify and provide incentives for attendance | Poʻokula | LOA Requests Attendance Records Financial Report (Subsitutes) | - Reduced staff absences - Improved student performance on state, school, and classroom assessments | Jul 26: Revise leave procedures Aug 26: Communicate expectations SY 26-27: Implement Jun-Jul 27: Review/revise Quarterly: provide attendance data and incentives to staff | ||||||||||||||||||||
53 | Continue to develop and implement school budgets and allocate resources based on student needs. | Poʻokula | Annual Budgets Monthly Financial Reports Purchase Requests | - Budget/resource allocations aligned to student needs - Teachers and staff report feeling supported on surveys - Improved student performance on state, school, and classroom assessments | Apr: Finalize staffing, develop draft budget Oct: Finalize budget (after Count day) Monthly: Financial reports to GB Weekly: Purchase request approvals Bi-weekly: Purchases Monthly: Reimbursements | ||||||||||||||||||||
54 | Sustain and expand hiring and retention strategies including competitive pay, support for social-emotional well-being, professional growth opportunities, and candidate screening. | Poʻokula | Position Postings Interview Questions SEL Activities | - Competitive pay is sustained - Social-emotional supports and professional growth opportunites provided - Candidates screened for qualifications and fit - Teachers and staff report feeling supported on surveys - Qualified teachers and staff are recruited and retained - Improved student performance on state, school, and classroom assessments | Feb-Apr: Job postings Mar-Jul: Interviews, screening, offers CB Calendars: Pay increases Quarterly: SEL activities | ||||||||||||||||||||
55 | Increase recruitment for key positions including earlier postings with broader and targeted outreach aligned to qualifications and skills needed. | Poʻokula | Position Postings | - Open positions posted - Qualified teachers and staff are recruited and retained - Improved student performance on state, school, and classroom assessments | Feb-Apr: Job postings Mar-Jul: Interviews, screening, offers | ||||||||||||||||||||
56 | Continue to support Emergency Hire Teachers, TAs, and EAs to complete teacher education and licensing requirements. | Poʻokula | Personnel Records | - Emergency Hire Teachers, TAs, and EAs complete teacher education and licensing - Qualified teachers are available to fill open positions - Improved student performance on state, school, and classroom assessments | Quarterly: Progress check-in meetings | ||||||||||||||||||||
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