prince david kawananakoa middle school comprehensive …...low ses 468 473 405 ell 79 54 42 0 50 100...

Prince David Kawananakoa Middle School

Comprehensive Needs Assessment Completed 2015-16 for School Year 2016-17

Ann Sugibayashi, Principal

49 Funchal Street

Honolulu, HI 96813

Where are we now? KMS analyzes a variety of data including: demographic, perceptions, student learning, school processes to

understand the question, “Where are we?”. “Where are We?” also answers the following questions: “Who are

we?” “How do we do business?” “How are our students doing?” and “What are our processes?”

Community

The Kawananakoa community includes Pauoa, Lanakila, parts of Punchbowl, Nuuanu, Liliha and Pacific Heights.

The feeder elementary schools include Nuuanu Elementary, Mae Mae Elementary, Pauoa Elementary, Lanakila

School and Royal Elementary. Although KMS is part of the Roosevelt Complex student feed into both Roosevelt

High School and McKinley High School. According to the SSIR report, 92.7% of the community graduated from high

school, 25.4% has some college and 44.6% of the community has graduated from college.

Demographics

STUDENTS

ENROLLMENT

Source: Longitudinal Data


050

100150200

# of Students by Pacific Islander Ethnicities

2012-13 2013-14 2014-15

2012-13

2013-14 2014-15

Enrollment 844 798 812

6th grade 298 282 265 7th grade 272 266 283

8th grade 264 250 264

Male 420 382 415

Female 424 416 397

SPED 63 70 58

Low SES 468 473 405

ELL 79 54 42

050

100150200250300

# of Students Enrolled by Ethinicity

2012-13 2013-14 2014-15

Although the overall enrollment has been within the population size of 800, there has been an overall downward

trend in student enrollment. In analyzing enrollment by ethnicity, the Leadership noticed a slight decrease in the #

of Asian and Pacific Islander students and a slight increase in students of Hispanic and Multiple ethnicities. The

ethnicities at KMS have a similar trend to that of the State.

The Leadership analyzed the reasons for students exiting, which primarily was a result of enrolling in a private

school, moving to another State and transferring to another DOE school. Majority of the transfers occurred during

the 7th grade year.

English Language Learners (ELL)

Enrollment

2012-13 2013-14 2014-15

ELL% 9% 6.1% 4.7%

ELL # 79 54 42

The overall number of ELL students has significantly declined. However, in looking at the overall data, this trend

was noticed in the Roosevelt Complex and State Data.

9

6.14.7

14.9 14.2 13.2

7.8 7.3 6.7

0

5

10

15

20

2012-13 2013-14 2014-15 2015-15

% of ELL Learners

KMS Complex State

0204060

Primary Languages of Active ELL students

2015-16 Column1 Column2

Special Education

A little less than half (41.4%) of the

Special Education students at KMS

qualify for Special Education under the

category of Specific Learning Disability.

This is comparable to the State average

of 48.1%. Other areas that KMS is

comparable to the State average

include Other Health Impairment,

Intellectual Disability, Visual

Impairment, Traumatic Brain Injury,

and Multiple Disability. KMS is above

the State average for students with

Autism and Emotional Disturbance.


Low SES

KMS had a significant drop in the number of

students qualifying for free and reduced lunch

during 2014-15. This was attributed to a

vacant Meal Tracker position. The unfilled

position resulted in no following up to ensure

students completed their free and reduced

lunch applications. KMS qualifies for Title 1

status based on the number of Free / reduced

lunch application and receives an individual

per pupil stipend based on the number of

students who qualify.


Staff

Kawananakoa Middle School is comprised of 51.5 Full time teaching staff broken down into 43 general education

teachers including a Librarian, Student Services Coordinator (SSC), Registrar, Curriculum Coordinator, counselors

Student Activities coordinator and five Special Education teachers . Thirty two of the teachers have at least five

years of experience. The KMS teachers average 14.2 years of service while 22 of the teachers have an advanced

degree with one teacher having National Board Certification. The department with the largest number of

probation teachers are the Math and Special Education departments. (Source: SSIR)

12.1 1.7

15.5

5.2

5.2

15.5

41.4

1.71.7

2014-15 Students with DisabilitiesTotal: 58 Autism

Deafness

EmotionalDisturbance

IntellectualDisability

MultipleDisability

Other HealthImpairment

SpecificLearning Dis.

TraumaticBrain Injury

VisualImpairment

40

50

60

12-'13 13-'14 14-'15

% of Students Receiving Free/Reducted Lunch

KMS RHS Complex State

Teachers

2012-13 2013-14 2014-15

% of Licensed Teachers 100% 98.1% 100%

% of teachers w / advanced degress

38% 40% 42%

Average years of experience

14.3 13.8 14.2

% of teachers with 5+ years at the school

72% 69% 62%

Source: SSIR report

Attendance

KMS Attendance is a strength in comparison to the

District and State. The KMS office has a half time

position for an attendance clerk. The clerk contacts

parents each day to notify them that their child is

not in school.

The State benchmark for

daily attendance is 95%.

KMS overall attendance

meets this requirement

however, upon review, 6th

grade White students and

8th grade SPED have

significantly more absences

than the rest of the

subgroups.


Behavior

Source: SSIR Source: Electronic Comprehensive Student Support System

Grade 2012-13 2013-14 2014-15

6th 97.1 97.1 96

7th 97.3 97.2 96.5

8th 97.4 97 96.3

6th grade 7th grade 8th grade 2013-

14 2014-

15 2013-14 2014-15 2013-

14 2014-

15

American Indian / Alaska Native

95% -- -- 94.1% 98.5% --

Asian 98.4% 97.9% 98.7% 97.8% 98% 97.9%

Black 95.6% 96.4% 97% 94.1% -- 96.1%

Hispanic 96.4% 95.4% -- -- 95.5% 93.4%

Multiple 95.3% 94.9% 95.1% 95.1% 94.8% 94.9%

Pacific Islander 95.3% 93.4% 95.5% 94.7% 94.7% 93.7%

White 94.7% 88% 96.3% 94.8% 95.3% 94.8%

Female 97.2% 95.6% 97.6% 96.9% 96.5% 96.7%

Male 97% 96.4% 96.7% 96.2% 97.5% 95.8%

Low SES 96.6% 94.9% 96.7% 96.5% 97.4% 95.9%

ELL 98.4% 97.8% 96.5% 97.7% 97.6% 94.2%

SPED 96.1% 96% 94.7% 95.7% 91.3% 89.6%

2582 104

221

61 82 84117

0

100

200

300

Class A Class B Class C Class D

# of Class A-D Offenses

2013-14 2014-15 0 50 100

Insubordination

Disorderly Conduct

Disruption

Top Behavior Incidents 2014-15

2012-13

2013-14

2014-15

Source: Electronic Comprehensive Student Support System

Repeat Offenders (2014-15) source: ECSSS

In looking at the behavior incidents, there has been a decrease in Class C and D offenses primarily due to a change

in behavior referral form. In 2013-14 the referral form was changed to reflect the change from Proactive Behavior

Intervention System (PBIS) to a Schoolwide Positive Behavior Intervention and Supports (SWPBIS). The new form

includes a documentation of increasing and escalating behaviors with interventions prior to administrative

discipline. The form also removed the teacher identifying a behavior as Class A – D and placed that responsibility

to the administrator to complete, after an investigation was done.

The analysis also reveals that a majority of incidents come from males, IDEA eligible students, Native Hawaiians,

Micronesians and Filipino background and are occurring within the classroom. This group of students coincides

with the students not making proficiency, students in the Special Motivation Program and students that are

retained.

In looking at the repeat offender chart, majority of the offenses are committed by repeat offenders accounting for

140 students being responsible for 228 offenses, including an alarming 12 students accounting for more than six

incidents.

9642 26 29 19 14 10 8 8 3 5 2 6 2 5 0

10232 16 28 13 14 7 11 6 0 5 1 6 0 3 1

0

50

100

150

# of Offenders by Various Sub Categories

2013-14 2014-15

Number of Offenses (231)

2012-13 (862 enrollment count)



0 offenses 810 (93.9%) 796 (93.6%) 700 (92%)

1 incident 77

2-5 incidents 51

6+ 12

Repeat offenders 63 # student contributing to # incidents

140/228

Source: ECSSS

0 50 100 150 200 250

Playground

Parking Lot

Other

Library

Hallway

Classroom

Cafeteria

Bathroom

Lockers

Gym

# of Incidents by Location

2013-14 2014-15

Perceptions

School Quality Survey (SQS)

The SQS is a perceptual survey provided each year to parents, students and teachers to gain insight about their

feelings toward Kawananakoa Middle School.

Response Rate

Teachers Parents Students

2013-14 2014-15 2013-14 2014-15 2013-14 2014-15

96.1% 96.2% 9.4% 28% 68.9% 82%

During the 2014-15 school year KMS mailed home all of the SQS surveys. Each mailing included an orange SQS

participation slip. Parents could sign off that they had completed and mailed the survey. Student could turn this

orange slip into the office and receive a gift. The school also sent out a email / text blast reminding them to

complete the survey.

Due to the changes in the SQS categories, the 2013-14 data is not comparable to the 2014-15 data. Based on the

survey, teachers overall had the least positive responses, followed by students and ending with parent having the

most positive responses. Teachers lowest score fell in the satisfaction category while parents lowest score was in

the safety and students in involvement.

Safety Well-being Satisfaction Involvement

Students 65.1 63.7 70.4 58.2

Parents 76.2 87.6 79.3 78.3

Teachers 63.4 59.8 35.8 44

020406080

100

2014-15 PERCENT OF POSITIVE RESPONSES

Students Parents Teachers

Tripod perception survey gathers student perceptions about their teacher and class in several different categories.

KMS continues to score highest in the area of challenge (“I insist upon rigor-understanding, not just memorization-

and your best effort.”) and clarify (“I have multiple good explanations; when you are confused I will help you

understand.”) and have the lowest rating in control (Our class is orderly, on task and respectful, with learning as

our first priority.”) and confer (“You must talk with me to help me understand your ideas and support your

learning.”). This correlates with behavior data, sighting classrooms as the location with the most offenses and the

top behavior problem as insubordination, disruption and disrespect / non-compliance. This may also reflect upon

the growing number of beginning teachers at the school, with on 62% of teachers have 5+ years of experience.

Care Challenge Control Clarify Captivate ConferConsolidat

e7Cs Total

Spring 2014 58 74 55 71 64 52 62 62

Fall 2014 61 76 52 71 65 53 64 63

0

10

20

30

40

50

60

70

80

Tripod Data

Spring 2014 Fall 2014

Student Learning

Smarter Balance Assessment

2014-15 served as the baseline for the Smarter Balance Assessment. Science however, continued to be assessed

by the Hawaii Content and Performance Standards.

All students participated in the school wide focus of argumentative writing. At the beginning of the year, the ELA

department provide an in-service training on making a claim, counter claim, supporting evidence and a common

Reading Proficiency Math Proficiency Science Proficiency

6th grade 56 53

7th grade 59 54

8th grade 61 47 47

56

53

59

54

61

47

47

2014-15 SMARTER BALANCE ASSESSMENT

6th grade 7th grade 8th grade

Not Specialeducation

SpecialEducation

NotDisadvantaged

Disadvantaged Not ELL ELL

6th grade 59 9 64 47 59 0

7th grade 64 4 71 45 61 0

8th grade 64 18 68 53 62 22

59

9

64

47

59

0

64

4

71

45

61

0

64

18

68

53

62

22

0

10

20

30

40

50

60

70

80

2014-15 Reading Proficiency Comparisons

6th grade 7th grade 8th grade

rubric. Using the data team process, all teachers assigned an argumentative writing assignment, once a semester

and analyzed the writing piece. Teams discussed instructional strategies and recalibrated SMART goals.

When looking at the Smarter Balance Assessment for overall reading, grade 8 students demonstrated the highest

proficiency. The grade 8 subgroup also outperformed the subgroups of the lower grades. As the data reflects,

there is a marked difference between proficiency levels of the disadvantaged compared to the not disadvantaged,

ELL versus non ELL and Special Needs versus not Special Needs.

Unlike the reading proficiency, math data reflects a smaller gap between the ELL and not ELL. Similar to the SBAC

reading scores, math shows an increase in proficiency in the subgroup of Special Education populations from grade

6 to grade 8. As well as an increase in proficiency from ELL students.

Science - Hawaii State Assessment

HSA science shows a correlation between an increase in overall proficiency and an increase in the proficiency level

of the disadvantaged. The same type of correlation is not visible for the ELL and Special Education sub groups.

Not SpecialEducation

SpecialEducation

NotDisadvantaged

Disadvantaged Not ELL ELL

6th 55 0 61 44 55 21

7th 41 4 59 49 55 36

8th 50 12 51 43 47 45

55

0

61

44

55

21

41

4

59

4955

36

50

12

51

4347 45

0

10

20

30

40

50

60

70

2014-15 Math Proficiency Comparison

6th 7th 8th

Grade 8 overall ELL Special Education Disadvantaged

2012-13 29 0 11 24

2013-14 41 0 6 37

2014-15 47 0 6 39

29

0

11

24

41

06

37

47

06

39

05

101520253035404550

2012-13 2013-14 2014-15

STRIVE HI

Strive HI 2012-13: Continuous Improvement Index score: 228/400



Indicators Kawananakoa Performance

2012-13 2013-14 2014-15

Achievement Math Proficiency Reading Proficiency Science Proficiency

67% 81% 30%

67% 78% 42%

52% 60% 48%

Growth Math Median Student Growth %ile Reading Median Student Growth %ile

43% 54%

38% 50%

52% 58%

Readiness Median ACT 16 63% 64%

Achievement Gap Non high needs proficiency High needs proficiency Gap Reduction

86% 65% 4%

Gap rate23% 10%

32% --

Source: ARCH Database

Common Core State Standards assessed via the Smarter Balance Assessment was introduced for the first time

during school year 2014-15. Kawananakoa fell very near the anticipated 30% drop in proficiency. A positive

correlation was noted between Tripod “Challenge” and College Readiness. Based on the ACT assessment, 64% of

KMS students are ready for college.

Annual Measure Achievable Objective (AMAO) Status

School Year

AMAO 1 Progress = .5 proficiency

gain from previous ACCESS for ELLS to current ACCESS

AMAO 2 (Proficiency = Academic Exit

from the ELL Program)

AMAO 3 (ELL subgroup SBA in Math and Reading Participation

and proficiency)

AMAO Status

State Goal

School Met / Not Met

State Goal

School Met / Not Met

School Math

School Reading

Met / Not Met

14-15 67% 43.9% NM 18% 14.9% NM 29.73% 5.71% Met*

13-14 65% 43.4% NM 17.5% 18.2% Met 34.69% 10.2% Not Met

NM 4

12-13 63% 55.6% NM 17% 15.7% NM 36.23% 17.39% NM NM4

NM 4 = Not Met last 4 Years. Action = Corrective Action Plan aligned to Ac/Fn required

Over the past three years Kawananakoa Middle School has not met proficiency in AMAO scores. Aside from the

ELL elective class and the ELL Part time teachers (PTTs), there are limited school-wide supports for ELL students

and many teachers do not have up to date strategies to address the needs of the ELL students. This is reflected by

the AMAO status, reading proficiency scores, and retention rates.

School Processes

Curriculum (What we teach?)

Instruction Assessment Student Support

ELA: CCSS, Springboard, Achieve 3000, Accelerated Reader, STAR

Math: CCSS; Go Math

Science: HCPS III, STEM, curriculum aligned content, CCSS Literacy

Social Studies: HCPSIII and CCSS Literacy

PE / Health: HCPSIII, CCSS Literacy

Electives: HCPS III, CCSS Literacy

Note taking

Levels of questioning

Argumentative writing

AVID Strategies (Binder checks)

Formative

Data teams: arg. Writing

Achieve 3000

STAR Summative

HSA Science

SBA Math and Reading

WIDA

CBI, FSC

Gifted and Talented

ELL

Middle School Concept

Science Fairs

Special Education

Uplink

Math workshop

English workshop

AA

PBIS Programs

Study hall

Ch. 19

Transition (NSO, elem, high scho)

Counseling (YMCA)

SMC

Plato

Career Fairs

Job Shadow

Anti-bullying presentation

Planners

Organizational

KMS Administration Support Team is made up of one principal, two vice principals, one CISL vice principal,

curriculum coordinator, student services coordinator and student activities coordinator. The group meets weekly

to discuss upcoming events, plan faculty meetings and discuss student / faculty concerns. Representatives from

the administration team meet with the department heads weekly.

KMS Department Heads (DH) also serve in the capacity of the Instructional Leadership Team (ILT), Academic

Review Team (ART) and Committee Leads. The role of the DH is to disseminate information and assist in some of

the decision making of the school. The role of the ILT is to train the faculty and implement a monitoring system of

the designated school wide focus. The role of the ART is to monitor the academic plan to ensure that the plan is

being implemented as well. The role of Committee lead is to implement the enabling activities on the academic

plan as well as collect the intended evidence. This body meets weekly for one hour. Information from the

administration meeting is shared to the department heads to be passed on at department meeting.

Committees on two Mondays a month (usually first and third Mondays) and work toward implementing or

coordinating the enabling activities on the academic plan. Departments meet the other Mondays (usually second

and fourth) and disseminate information back to the department.

Teams meet on Tuesday and Thursdays and work towards discussing student concerns. Teams discuss students

with frequent absence / tardies, multiple failures or behavior concerns. Interventions are implemented and data

monitored to determine increasing levels of support. Counselors serve as the laison between the team and

administration. Administration is kept informed as students progress towards more restrictive levels of support.

The SCC and PTSA are both parent organizations at the school level. Representatives at these meetings include

parents, teachers, students and administrators.

Programs

Program AVID Lab / Workshop Classes SMC program

Description Promotes students attending college or post high school readiness program.

2 class periods for ELA and math provided for students are significantly well below proficiency according to multiple assessments.

Small class of no more than 12 students. Students qualify based on multiple failures, attendance, & behavior referrals. Students work on PLATO or complete work provided by their teacher to earn credit.

# and Ethnicity of students

Grade 8 21 students (4 ELL or history of ELL) (3 Native Hawaiian / Pacific Islander) Grade 7 20 student (7 ELL or history of ELL) (2 Native Hawaiian / Pacific Islander)

Grade 8 4 – ELA Labs 3 – Math Lab Grade 7 10 – ELA Labs 4 – Math Lab Grade 6 12 – ELA Labs 4 – Math Labs

33 Students Filipino – 5 Micronesian- 6 Native Hawaiian – 9 Chinese - 3 Korean – 1 Japanese – 1 Samoan -2 Vietnamese -1 White – 2 Black - 1

Source: ECSSS, Registrar, ELL coordinator, AVID Coordinator, SMC Coordinator

Administration

Dept. Heads / ILT / ART

Teams

Committee

School Community

Council / PTSA

Progress Toward State Priorities (6+1)

COMMON CORE STATE STANDARDS (CCSS)

Adopted State curriculum of Go Math and Springboard to align with CCSS.

School wide focus of argumentative writing including: school wide rubrics, note taking format and citing evidence.

All students have a reading lexile.

COMPREHENSIVE STUDENT SUPPORT SYSTEM (CSSS)

Programs for students include: AVID, UPLINK, ELL, Special Education

Supports for students: PTT, workshop classes,

FORMATIVE INSTRUCTION / DATA TEAMS (FI/DT)

Data team meetings for each subject areas within a team, 2x a year

EDUCATOR EFFECTIVENESS

Provides training to beginning teachers as needed.

INDUCTION AND MENTORING

Created a New Teacher Handbook

Provided a New Teacher Orientation on the first day of school

Provided each beginning teacher a school level mentor.

Identified and trained mentors.

Created a committee which allows at minimum bimonthly meetings to occur between a mentor and mentee.

SCIENCE TECHNOLOGY ENGINEERING AND MATH (STEM)

Required all students to complete a science fair project and created a school science fair and awards assembly.

Created a gifted and talented class with a STEM focus.

ACADEMIC REVIEW TEAM (ART)

Quarterly meetings that review the academic plan.

How did we get to where we are?

Demographics Student Learning Perceptions School Process State Priorities Strengths

# of SLD

have

decreased

High

attendance

has been

consistent

Possibly

fewer

students

qualifying

for

free/reduce

d lunch.

Population

trends

pretty

consistent.

# of

referrals

have gone

Strengths

Math

Exceeding

#s increasing

in grade 6

and 7

Overall in

Math SBA

school

proficiency

higher than

State

All language

arts is

generally

moving

upward

every year.

Generally

consistent in

HSA reading

from year to

Strengths

Students

feel

challenged

in

academics.

There was a

general low

positive feel

across

surveys

(Tripod,

Title 1,

SQS).

Increase in

parent

response

rate 9% to

28%. 28%

is above the

State

average.

Of all of the school

process the following

were analyzed:

Induction and

Mentoring, AVID,

PBIS, RTI, ELL

Strengths

Committee /

organizations

to implement

the programs

are in place.

Basic

structure in

place.

Challenges

Lack of

understandin

g across

stakeholders

Strengths

All priorities

are being

addressed.

The school

has built

capacity of

teacher

leaders

through the

team leaders.

Progress

across

continuum

are being

made due to

the

accountabilit

y of the ART

structure.

down since

Aug. 2015.

Population

decreasing

at twice the

rate of the

State and

Complex. Challenges

Ethnicities

varies

dramaticall

y from

complex

and state.

Student

enrollment

is dropping

Loss of

ELL

funding /

position

because of

decrease in

ELL

enrollment.

Male,

Pacific

Island

students

have

consistentl

y been the

majority of

suspended

students.

Majority of

behavior

referrals

are given

on the

playground

for grade 8

students.

IMPLICATION Attendance is a

strength at KMS

therefore the supports

use to monitor

attendance should

continue.

A comprehensive

system (including

teaching appropriate

behaviors,

monitoring that leads

to decreased referrals

and offenses) to

effectively address

repeat offenders and

student behaviors

year (70%-

80% in all

demographic

s except

Pacific

Islander)

SBA LA for

all grade

levels is

higher than

the State

scores

Science –

general

upward trend

from 2011-

2015

Strive HI

Scores

increased 55

points.

Challenges

0% of ELL

met the SBA

score on the

ELA

assessment.

More

students do

not meet

proficiency

in math

compared to

ELA on both

HSA and

SBAC.

Math and

Science, low

proficiency

for male,

pacific

islander

grade 8

AMAO 1

&2 not met

every year.

Male

proficiency

less than

female

proficiency

in ELL

Large GAP

between

ELL

proficiency

and general

ed

proficiency. IMPLICATION

Challenges

The

strengths

and

challenges

disagree

across

stakeholder

s.

20% of

students do

not feel

safe.

Satisfaction

among

teachers

very low at

35%.

IMPLICATIONS

Continue to create

ways to have two way

communication

between parents and

school in order to

increase common

understanding among

stakeholders.

of the

purpose of

the

programs.

Lack of

understandin

g of the

measurement

of success

for the

programs.

Data not

analyzed

regularly.

IMPLICATIONS

Include measurable

targets on the

academic plan for

these programs. The

evidence collected

should assist with

measuring the

effectiveness of the

program.

Enabling activities on

the academic plan

should align to the

purpose of the

program.

Challenges

Routines

are still

needed,

processes

have not

been

internalized

.

Difficult to

implement

and make

equal

progress

across all

areas.

IMPLICATIONS

Continue to

implement

argumentative

writing and supports

as the school wide

focus.

Continue strategies

to promote higher

level thinking.

Identify ways to

make the data teams

process effective and

useful so the process

is seen as a valuable

part of student

achievement.

needs to be

developed.

Review teacher

support system to

attract and retrain

high quality teachers

and reduced teacher

turnover.

Strengthen middle

school philosophy

and program.

The supports and

services for the Pacific

Islander, ELL and

Special Needs are not

making a significant

impact. The school

needs to revisit how

these groups are

supported and how

they identify who gets

those supports.

Effective instructional

strategies including

ways to differentiate

instruction

appropriately for

Pacific Islander, ELL

and special needs to be

identified and

implemented.

Strengths, Challenge, Root Cause and Implications The Leadership Team and faculty analyzed the strength, challenges of Demographics, Student Achievement,

Process and Perception. Using the information gathered from the strengths and challenges, implications for each

area was developed. The Leadership Team analyzed the information across all areas and came up with two primary

areas for deeper analysis. The Leadership Team used the protocol of 20 hunches to determine the root cause. From

the list, the leadership combined similarities and crossed out reasons not within the school’s control. Below is an

image to explain the analysis of the two identified root cause.

Challenge:

Low student achievement in

ELL, Special Education, male

Pacific Islander combined

with Special education and

male Pacific Islander being

over represented on

suspensions and behavior

referrals needs not being

met.

Root Cause: PBIS and RTI

supports are not meeting the

needs of the subgroups.

Challenge:

Repeat offenders make up

the largest group of behavior

incidents occurring during

the non-class time. These

offenders are not referred

during class.

Root Cause: Build and

sustain a system to teach

appropriate behaviors during

non-instructional time to

repeat offenders needs to be

implemented.

Where do we want to be?

Core Values:

Be an Alii Warrior

School Philosophy

We, at Kawananakoa Middle School, believe that every child can learn and each student is unique and valued

individual.

We, at Kawananakoa Middle School, believe that:

Students of middle school age are experiencing changes which affect their physical, emotional, social, and

intellectual development, and the school is responsible to these changes.

Students will have educators who provide skills and knowledge, as well as counseling and guidance in

character education.

Students will be given the opportunity to explore subjects that foster their curiosity, creativity, and ability

to excel in a changing world.

Student learning will be enhanced when supported by home and community.

Vision:

Knowledge and Wisdom with Compassion

Ka Na’auao Me Ke Aloha

Mission:

The faculty, staff, and families of Kawananakoa Middle School are committed to helping and guiding each student

to develop his/her fullest potential, intellectually, physically, socially, and emotionally in a positive, caring,

supportive, nurturing, attractive, and safe school environment, so that he/she can become a productive and

contributing member of our society.

How can we get to where we want to be?

Achievement: Continue school-wide focus on argumentative writing including supports of notetaking, and using

evidence based / citation. Provide supports for the different sub groups through monitoring of programs and

implementation of different instructional strategies.

Critical Thinking: Continue to develop critical thinking in all students in all content areas through the levels of

questions and strategies to promote higher thinking.

Student Behavior: Implement a program that reduces the number of incidents among the repeat offenders and

promotes positive behavior.

prince david kawananakoa middle school comprehensive …...low ses 468 473 405 ell 79 54 42 0 50 100...

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