1. education
2. school

1 Kahuku Complex 21st CCLC HIDOE Application Kahuku Complex 21st Century Community Learning Centers Proposal
Part One: Extended Learning Time (ELT)
⌧
YES, our program will take advantage of ELT during the school day and our
program will meet the needed federal and state requirements at Kahuku Elementary.
Part Two: Need: The State of Hawai`i Department of Education Windward District
Office through the support and encouragement from the Complex Area Superintendent
and school principals, submit this 21st Century Community Learning Center HIDOE
grant on behalf of four (4) Kahuku Complex schools with 40% or more of their students
on free or reduced meals and a struggling Strive HI score of 250 or less. The following
schools will directly benefit from the extended learning opportunities to provide enriching
Common Core State Standards in reading and math literacy efforts, remediation,
cultural-based, off site-based, project-based enrichment, STEM (Science, Technology,
Engineering, and Math) programs and effective on-going family engagement activities at
Hauula Elementary, Kaaawa Elementary, Kahuku Elementary, and Kahuku High School
and Intermediate.
These four Kahuku Complex schools serve a student population of 2,400 from
grades K-12, who live in Koolauloa, a fertile, rich, and historically impacted 32-mile area
on Oahu’s Windward coastline where the narrow two lane Kamehameha Highway fronts
Kahana Valley, Kualoa Ranch, the ever popular tourist attraction at Polynesian Cultural
Center, the growing Brigham Young University-Hawaii campus (BYUH), and the world
famous surfing spots on the pristine waters of the North Shore. The area is vibrant and
steeped with Hawaiian culture, legend, and natural resources in the Kahana Valley, the
5,200-acre state park which is the only remaining publicly owned ahupua`a in the state
of Hawai`i, on to Punalu`u where the natural springs nourish the kalo and rice
2 Kahuku Complex 21st CCLC HIDOE Application cultivation, and Pu`u-o-Mahuka Heiau, the largest sacred Oahu native Hawaiian places
of worship. The breathtaking beauty of the Koolauloa area reveals sparsely populated
areas, with serious pockets of concern compounded with an urgency to assist (1)
students at risk with high absenteeism, drop outs, and health concerns, (2) students
who enter kindergarten without the early childhood education of preschool, (3) a
growing special education student population, and (3) an unpredictable academic
achievement trend reports with evidence of not closing the gaps from one year to
another. When the grant writing Windward District Office team met with each principal,
they were each astutely aware of the complex and individual school needs. If the award
is granted, the Koolauloa Community Learning Centers (KCLC) Programs propose to
address the glaring student and family needs.
Students at Risk Needs: In spite of the rich heritage and seemingly promising legacy of
natural and cultural resources, the majority of the community families continue to
struggle from the effects of the economic depression in the early 2000’s. An average
61.8% of the students qualify for free and reduced meals. Kahuku Complex displays a
low 2010 per capita income at $15,258 to the State’s $29,227. This alarming calculation
indicates that the per capita income is 26.8% less than the Hawaii average and 23.4%
less than the National average. The towns of Hauula and Kahuku record a low per
capital income of $12,684 and $13,748, respectively. It is of no surprise that the poverty
level in the Kahuku Complex is 22.7% greater than the Hawaii average and 19.1% and
greater than the National average.
These families living on the rural North Shore of Oahu struggle to provide the
basic survival needs for their family. 70% of the working population works outside the
3 Kahuku Complex 21st CCLC HIDOE Application complex area with an average travel time that is 10% greater than the Hawaii State
average and 26.9% greater than the National average. The number of people who take
public transportation in Koolauloa is 35.3% greater than the Hawaii average and 48.1%
greater than the National average. If not taking the public transportation, then the
number of carpool workers in Koolauloa is 32.1% greater than the Hawaii average and
98.9% greater than the National average. Subsequently these working parents spend
an exorbitant amount of time commuting to and from work, often working multiple,
minimal wage jobs, and leaving their children without adult supervision or role models
during the critical part of the day.
Surprisingly, only 119 students or 12.7% of the elementary students were
enrolled in the State’s A+ program (A+ Management System, May 2014). Kahuku High
and Intermediate School lacks regular, on going after school programs because the
sports, clubs, and other extra-curricular activities are seasonal, sporadic, and fail to
meet on a regular basis. Yet those critical hours between 3:00 and 6:00 p.m. are the
peak hours for juvenile crime and experimentation with drugs, alcohol, cigarettes and
sex (Fight Crime: Invest in Kids, 2003). As a result, the data of the Koolauloa area
reflected in the Center of the Family 2000 study found these children to be at greater
risk due to the high rate of families on welfare, the family’s use of alcohol, tobacco, and
drugs, and their low academic performance. The study exposed that the eighth graders
in this area were using illicit drugs and substances higher than the statewide levels. It
was flagged as a “serious one” in regards to the substance abuse among Koolauloa
eighth graders.
An additional risk factor is the significantly high percentage of Native Hawaiians
who are enrolled in the four (4) targeted schools. Hauula’s Native Hawaiian students
4 Kahuku Complex 21st CCLC HIDOE Application register the majority at 67.6%, leaving Kahuku Elementary a close second with 59.7%.
Evidence mounts, that Native Hawaiians are over-presented with the highest rates in
morbidity, mortality, chronic health conditions, and obesity. They have one of the
poorest health history statuses compared to other ethnic groups in the state of Hawaii.
In 2009, Hawai`i Department of Health reported an alarming statistic that Native
Hawaiians had a prevalence rate of 69.6% for being overweight or obese. Childhood
obesity, especially in rural and low-income communities as Koolauloa, reveal that 40%
of the children entering kindergarten are overweight or obese.
To exacerbate matters, the daily attendance rate at the targeted Kahuku
Complex schools range from 91.2% to 93.7%, well below the State average of 95%. A
closer look at the daily absentee rate unfolds 11.3 to 15.9 daily absences compared to
the State’s average of 9 days. A deeper look at attendance patterns show that a certain
subset of students with 15 or more absences a year, account for a disproportionate
percentage of the absences. At Hauula Elementary, these chronic absenteeism records
a high of 32%. This school year, kindergarten attendance will be mandatory and for
35% of these students, it may be their first school experiences. The chronic
absenteeism for SY 2014-15 is projected to be greater when the Kindergarten
attendance is factored. This early disengagement from school, exacerbated by high
poverty, and low levels of family education have been linked directly to school dropout
rates. As a matter of fact 7.5% to 12.3% of Kahuku High students dropped-out during
school years 2010-11, 2011-12 and 2012-13. Ultimately poor academic performance is
the strongest predictor of dropping out. It is difficult to analyze if the students were not
capable of attaining higher grades, or if their disinterest affected their acquisition of
better grades.
5 Kahuku Complex 21st CCLC HIDOE Application What surfaces is a compelling need to provide high quality before and after
school programs and services to this high-need population. Providing enriching,
cultural-based, project-based programs during the after school hours, will ultimately
improve school attendance, shape behavior, curb inappropriate behavior, mentor
students to focus on their coursework, motivate them to achieve better grades, and
academically support them to perform well on state assessments. Studies show that
teens that do not participate in afterschool programs or do not have available programs
in their neighborhood are nearly three times more likely to skip classes than teens who
do participate. These teens are also three times more likely to use marijuana or other
illicit drugs, and are more likely to dabble in drinking, experiment with smoking, and
engage in some form of sexual activity. (YMCA of the USA, 2001)
Early Childhood Education Risk: Another at-risk indicator is the number of students on
the opposite age bracket, who are the kindergarten students who attended preschool.
Surprisingly only 63% to 65% attended some form of preschool thereby leaving 35% to
37% missing the development of the critical component of reading: phonemic
awareness. These students missed the systematic understanding of rhyming words
and that words are made of a chain of sounds with each sound represented by a letter
or letters. Absent in their early literacy development is the love of authentic literature
and critical vocabulary development, where adults read exciting award winning books
and stories. Consequently, these students enter kindergarten with a lack of early
reading development.
When the Kahuku Complex school principals were surveyed (2013 Hawaii State
School Readiness Assessment) if their school offers on-going parent workshops on
child development and learning, they gave it a 1.0 rating of “not yet beginning.” These
6 Kahuku Complex 21st CCLC HIDOE Application Kahuku principals knew that parents would benefit from family engagement programs
that demonstrate the importance of consistently reading to their children, playing games
that stimulate their phonemic awareness and vocabulary, and introducing them to the
recognition of shapes and letter sounds. Above all, parents need to instill the
importance of school and the importance of attending school on a daily basis.
Special Education Student Risks: The third risk factor is the rising number of special
education students in the Kahuku Complex schools. Hauula Elementary with it’s 12.1%
special education students and Kahuku High and Intermediate with an enrollment of
13.2% special education students, rests far above the state’s average of 10%. These
students require early identification and immediate support to accelerate their rate of
learning. Their progress needs to be carefully monitored, provided extended learning
time to acquire reading and math skills, and increase the repetition to cognitively learn
the new knowledge, retain it well, and utilize it to comprehend the written text.
Academic At-Risk Needs: The current academic achievement trend report for the
Kahuku Complex reveals a surprisingly unpredictable trend with the elementary
students. Some years the percent of reading and math scores are promising, and the
following year the scores reveal dismal results. Academic experts often see correlations
between erratic assessment scores with a need for scientifically based programs that
are implemented with fidelity and/or a need for intensive services with differentiated
instruction support. A closer look at the 2012-13 disaggregate data unveils minimal to
zero gap reduction scores. At Kahuku Elementary the achievement gap between highneeds and non-high needs is 24% with a gap reduction of minus 15%. It is the special
education, English as a second language learning, and disadvantaged students who
make up the high-needs group. They would benefit from an Extended Learning Time
7 Kahuku Complex 21st CCLC HIDOE Application within the school day and supplemental academic services outside of the school day to
close the academic gap. What is more apparent and predictable is the sudden drop and
descend of reading and math achievement scores in the intermediate and high school
and the decline of Science scores in the elementary schools. The glaring data follows:
Enrollment
% of Kindergarten students
who attended preschool
# of students in Sp. Ed.
Programs
Hauula
Kaaawa
297
67
134
63
Kahuku
Elem.
504
66
Kahuku High & Inter.
1458
N/A
2011: 15.4%
2012: 15.7%
2013: 12.1%
91.2%
2011: 7.0%
2012: 6.4%
2013: 6.7%
93.5%
2011: 6.4%
2012: 8.0%
2013: 7.3%
93.7%
2011: 12.4%
2012: 12.1%
2013: 13.2%
91.7%
15.9
11.6
11.3
14.9
32%
23%
23%
Not available
86.9%
88.1%
91.1%
Freshmen began 2019-10
and graduated 2012-13
N/A
N/A
N/A
% of student receiving free
or reduced-cost lunch
Native Hawaiian Students
Employment Status
72.4%
59.7%
67.5%
2011: 9.5%
2012: 12.3%
2013: 7.5%
86%
with 50% college
bound
47.7%
Attendance Data:
State is 95%
# of Daily Absences: State
is 9
Chronic AbsenteeismStudents with 15 or more
absences
Drop out data of enrollment
for entire school year
67.6%
57.3%
42.2%
41.9%
In 2010, State had 6.3% unemployed, Kahuku Complex had 6.2%
Academic Achievement – Kahuku Complex Trend Report
Hawaii State Assessment
School
School Year
Hauula
Kaaawa
Kahuku
Kahuku
Inter/Hi
2010-2011
2011-2012
2012-2013
2010-2011
2011-2012
2012-2013
2010-2011
2011-2012
2012-2013
2010-2011
2011-2012
2012-2013
3
4
5
62.5
58.8
59.2
71.4
88.9
87.0
75.4
69.0
71.7
na
na
na
72.1
60.0
76.5
76.5
80.0
88.9
80.3
84.1
82.4
42.9
63.6
66.78
78.3
80.0
70.0
75.9
73.8
70.6
Reading % by Grade Level
6
7
8
55.9
57.1
81.8
75.0
91.3
85.0
79.4
76.5
80.0
na
na
na
na
na
na
na
na
na
56.8
63.7
63.0
48.8
62.2
63.4
10
53.5
64.0
51.3
8 Kahuku Complex 21st CCLC HIDOE Application Hawaii State
Assessment
School
School
Year
Math % Proficient by Grade Level
3
4
5
6
7
Hauula
2010-2011
2011-2012
2012-2013
43.8
70.6
40.8
60.5
65.7
66.7
37.1
43.2
37.5
41.2
37.1
54.5
na
na
na
Kaaawa
20102011
2011-2012
2012-2013
2010-2011
2011-2012
2012-2013
2010-2011
2011-2012
2012-2013
61.9
70.6
60.9
57.9
na
77.8
82.6
69.6
70.0
61.0
na
na
na
55.0
77.8
66.7
52.2
58.8
56.0
40.0
68.4
67.7
45.6
56.5
60.0
70.6
63.0
66.2
na
na
na
na
na
38.5
48.1
41.0
Kahuku
Elem.
Kahuku
Inter/Hi
Hawaii State
Assessment
School Year
2009-2010
2010-2011
2011-2012
2012-2013
Hauula
Kaaawa
Kahuku El.
Kahuku High & Inter.
8
10
28.2
38.3
48.9
21.0
30.6
25.9
Science % Proficient by Grade Level
4
50.8
41.8
36.2
6
39.8
---
8
-18.2
18.6
10
21.3
23.4
13.7
Strive HI 2012-13 Achievement Gap
35%
23%
24%
27%
The Koolauloa Community Learning Center Program (KCLC) will address the outlined
needs by providing learning opportunities during non-school hours and Extended
Learning Time within Kahuku Elementary’s school day by:
•
Providing consistent, explicit lesson plans that embrace a robust daily focus on
literacy, numeracy, oral language and vocabulary development. Phonologic
awareness of segmenting and blending sounds will provide a closer, successful
step to early childhood literacy
9 Kahuku Complex 21st CCLC HIDOE Application •
•
•
•
•
•
•
Motivating students through project-based, cultural-based, off-site core
curriculum, technology and digital learning, all with rigorous hands-on lessons,
will develop a passion for learning, resulting in students wanting to attend school
Educating students and families about changing their diet and adjusting their
lifestyle
Offering consistently scheduled, after school programs that monitor the student’s
progress and keep the student actively engaged.
Providing on-going academic support and monitoring for Kahuku High and
Intermediate’s 2.3 grade point exception regarding eligibility for co-curricular
activities
Consistently provide scientifically based programs that close the gap of learning
and steadily send academic achievement on an upward trajectory. Using the
Response to Intervention early identification and support of students with
learning and behavior needs, integrating differentiated instruction to address a
range of abilities and special learning needs, and addressing the learning needs
through the iReady’s prescribed Common Core Standards lessons
Working with parents to be literacy partners of reading and math through their
child’s early childhood development
Offering STEM programs to address the decline of scores in Science where
technology can be used as a tool to meet the instructional needs of students
The KCLC Program is projected to serve five hundred thirty (530) students of:
•
•
•
•
Low socio-economic needs who are performing well below and approaching
benchmark on reading and math assessments
Kindergarten and first grade students who require additional “double dosing” of
reading and math skills as well as enhanced language and vocabulary
development
Extra tutorial, differentiated strategies, and additional learning time, often
required by special needs students
Tutorial and successful support of the 2.3 GPA ruling for extra-curricular students
in Intermediate and High to afford them consistent opportunities to stay engaged
in school with caring coaches and mentors who monitor their success
Part Three: Quality of Proposed Project: The goal of the Koolauloa Community
Learning Centers is to adequately serve the diverse communities along the 32 mile
coastline with effective programs that target the community’s glaring needs.
•
Explicit lesson plans that provide a daily robust focus on literacy, numeracy, and
oral language development can accelerate their learning. An on-site tutorial
center, directly after school, will implement the iReady Reading program that
ensures students will get the modeled and guided instruction to master the
Common Core State Standards. In addition, on-line technology reading
programs as Achieve 3000 and math programs as IXL will ensure that students
acquire a rigorous, scientifically-based program.
10 Kahuku Complex 21st CCLC HIDOE Application •
On-site after school tutorial centers will provide kindergarteners and first graders
with exposure to high-quality authentic literature by using high-interest, award
winning read-aloud books with vocabulary and comprehension development.
The iReady program provides progress monitoring that pinpoints what students
need and identifies “what’s next.” The summative assessment is proven to
predict the success of student’s performance on state assessment. The urgency
of closing the learning gap between students who had no preschool experience
(35% to 37%) to those who had, is imperative because children who successfully
acquire the phonological awareness and phonics principals, read more, learn
more vocabulary, develop reading prosody, comprehend more, are motivated to
read, enjoy reading a wide range of texts and ultimately make significant
academic gains.
•
Expanded learning opportunities that occur beyond the traditional school day,
either at school, in community-based organizations, or in real-world settings, will
provide student-centered learning opportunities. This broad array of enrichment,
supplemental programs, will focus on the core standards with a broad base of
family engagement programs to support each student in attaining their college
and career readiness prerequisites.
•
To address the declining Science scores, STEM programs will be implemented
using Lego Camp Kits, We Do, and Mindstorms to motivate students, enhance
their critical thinking skills, immerse them in problem solving situations, and work
collaboratively on integrated lessons. In addition aquaponics, garden programs,
and off-site rigorous instruction will provide hands-on learning in real-life settings.
•
Participants who participate in extra and co-curricular programs in Kahuku High
and Intermediate will be required to attend an open tutorial program at least two
times a week, throughout the year in order to maintain the 2.3 GPA or higher.
The coaches and tutors will frequently monitor the attendance, grades, and
student’s behavior on and off campus. These coaches and tutors will support the
students’ academic achievement, ensure the completion of assignments, senior
portfolios, and clearance to participate in extra and co-curricular activities.
Students will be continually encouraged to perform well in school, as well as on
the playing field.
•
Credit recovery courses and a wide array of student surveyed recommendations
will be offered. These courses include: video production courses, after-school
band, music, debate, drama, science classes, tracking of the Polynesian
Voyaging Society’s World Wide Voyage and robotics with IXL Mindstorms, to
name a few. The variety of enriching programs will center on reading, math, and
science instruction in a non-overt format, using hands-on instruction
•
The family engagement program will focus on intentional, purposeful, scheduled
parent learning of early childhood literacy; health and wellness programs; and
college and career readiness preparations.
11 Kahuku Complex 21st CCLC HIDOE Application The Koolauloa Community Learning Centers Project will be intentionally designed to
ensure that services are available to any student not yet performing at the proficient
level. Participants will be drawn from students not achieving benchmark on the Hawaii
Standard Assessment (HSA), the iReady assessment, and teacher recommendations.
The KCLC Program will feature an average staff to student ratio of 1 to 12. This low
ratio enables staff to tailor learning experiences directly to individual student’s needs
and will enhance student learning and achievement. A proposed typical schedule of the
KCLC Project at the three (3) elementary schools will be:
Time
Before School
2:15-3:15 PM
3:15-4:00 PM
4:00-5:15 PM
ELT at Kahuku Elementary
Monday, Tuesday,
Wednesday, Thursday, &
Friday, 35 minutes per day.
Instruction – Elementary
Achieve 3000 Lab, DanceDance Revolution, Physical Fitness,
Homework tutorial
Homework Start with daily study skills and strategies. iReady Reading
and Math interventions based on iReady data.
On-Line Reading (Achieve 3000) at least 2 X a week, completing at
least 2 articles, On-Line Math (IXL Math at least 2 X a week)
Math Interventions based on iReady data
Enrichment Activities addressing the Core Curriculum: Garden Club,
Kahana Valley Projects, STEM, Math Cooking class, Organic Farming,
Robotics, Lego Camp Kits, Girl Scouts, Entrepreneurial Program,
Kualoa Ranch, Yoga, Zumba,
Enrichment Activities addressing the Core Curriculum: Garden Club,
Kahana Valley Projects, STEM, Math Cooking class, Organic Farming,
Robotics, Lego Camp Kits, Girl Scouts, Entrepreneurship Program,
Kualoa Ranch, Yoga, Zumba, Hawaiian saddle making
Intensive, small group, differentiated instruction geared to address the
Response To Intervention tier 2 and 3 students. These are students
not making adequate progress in the core curriculum and require
intensive instruction matched to their needs. The iReady program will
help identify these students and prescribe lessons to support their
learning.
The Kahuku High and Intermediate school schedule may look like this:
Time
From Dismissal for 1 hour
2
nd
rd
hour
3 hour
Instruction
Homework and Assignment Completion, extra and cocurricular student support, math/science/English
support, portfolio completion, study skills
Enrichment 1 Selection: Speech/debate, music,
drama, science, Robotics, computer, Girl Scouts, Boy
Scouts, Polynesian Voyaging Society’s World Wide
Voyage, seaHarmony, to name a few.
Enrichment 2 Selection: Array of academically
infused programs offered that reflect the surveyed
interests of the students.
12 Kahuku Complex 21st CCLC HIDOE Application If the grant is awarded, KCLC will request a certificated teacher list, interview,
and select a project director. This project director will immediately conduct a meeting
with each sub-grantee site principal, site coordinator, Title 1 coordinator, and other
school leadership members. This meeting will establish the parameters of the grant,
plan programs and activities that adhere to the non-regulatory guidelines of the grant
focused on the student needs, and select supplemental support and services during the
school year. Because all four are Title 1 schools, this preliminary planning and
discussion assures that the program is offered to target students and families who
attend schools eligible for Title I targeted assist or schoolwide support. The topics that
are discussed and agreed at this initial meeting are KCLC’s fit with the schoolwide
improvement plan, target group(s), curriculum aligned with the school’s curriculum in the
core subject areas, enjoyable student-centered extensions, daily schedule with
assurances of 12-15 hours a week of course offerings, assurances of supplemental
services that do not supplant the school’s regular programs, assigned rooms, staffing,
intercessions, required pre- and post- evaluations, assessments, surveys, and other
supplemental support. The regular school day staff, principal, support staff, parents and
students will be surveyed to receive their input on the needs of the students, family
engagement needs, intercession components, and summer session design. It is
imperative that all stakeholders understand that KCLC is a comprehensive part of the
schoolwide initiative and should not be treated as a separate program because of the
inherent funding that will be managed by the Project Director under the supervision of
the Complex Area Superintendent.
This grant will be available to support public and private school children, and
similar initial meetings and discussions will be conducted with private school officials to
13 Kahuku Complex 21st CCLC HIDOE Application develop plans to have their students access the same secular programs. Although there
are no neighboring private schools an email invitation and electronic registration forms
will be sent to other private schools that express an interest in offering the extended
learning opportunities to their students. Included on this list is St. Ann Model Schools.
Proposed Timeline for a School Year
Target Date
Immediately upon
approval of grant
and allocation of
funds
•
•
•
4 weeks prior to
opening of Site
•
•
•
Submit 3 weeks
prior to opening
of Site,
At least 2 weeks
prior to start date
Opening of Site
Within 14 days
of opening
st
End of 1 quarter
2
nd
quarter
rd
Prior to 3
quarter
rd
End of 3
Quarter
April
To be
announced, date
th
in 4 quarter
Close-out
•
•
•
Task & Procedure
Certificated teacher position established for KCLC Project Director. (PD)
Local media and sites to post vacancies for KCLC teachers
Site Coordinators (SC) and KCLC teachers recruited/selected and placed on
Casual Payroll.
Quarterly SC meetings are placed on the calendar.
Initial Principal’s Meeting conducted
SC surveys students to poll student interests in enrichment activities. (Surveys
conducted quarterly or mid-year)
Sites develop student application
Submit staff applications for input into the DOE payroll system
KCLC clerk to input into Casual Payroll System
•
•
•
SC will distribute approved student application forms to targeted students:
SC calls parents to remind and encourage
Send written confirmation of start date/time/place to parents.
SC submits weekly summaries of student data, attendance, staff absences,
glows, and grows.
• IReady pre- assessment data collected
• SC submits safety forms, Family Involvement schedule and final schedule to
PD
• KCLC teachers complete Progress Report
• SC distributes report to principal, PD, homeroom teacher and parent
• Site Coordinators conduct observations of the KCLC teacher, template
provided in the KCLC Compact Disc
• File copies in KCLC binder and submit to PD
Mid-year assessment administered to inform academic and programming changes
•
Fixed Assets verified by SC, filed in KCLC binder, communicated with PD.
•
•
•
•
•
•
•
Staff Questionnaire, Teacher Survey, & Parent Survey – Distribute
Last Day of KCLC: To be determined
2 weeks prior to closing day, send written notices to parents, inform office,
staff, administration, A+
Store all supplies, books, fixed assets. Store in secured area.
Identify location and number of boxes to PD
SC files communication logs, weekly attendance sheets, reports, sign-in
sheets in KCLC binder. Submits binder to PD
Final Attendance-Demographic Spreadsheet submitted
14 Kahuku Complex 21st CCLC HIDOE Application Part 4: Adequacy of Resources: The KCLC Project will coordinate efforts with Title I
and other school improvement funds by increasing learning time and serving as a
primary mechanism for increasing academic enrichment learning programs. During the
summer sessions and intercessions, comprehensive programs at the three elementary
schools will partner with the school’s summer session program to provide a
comprehensive reading, math, and science literacy program. This is a critical time for
schools to make progress in closing the academic gap and reduce the summer learning
loss. These programs include reading and math in the morning, with some sites offering
literature, art, dance, home economics, hydroponics, project-based science lessons,
and STEM Summer Camp Kits implementing Architecture, Zoo Animals, and
Eggstraordinary Programs following the core curriculum. These extensions ensure
students are immersed in using graphic organizers extensively, problem solving skills,
and incorporate literacy efforts using hands-on instruction, making the curriculum
rigorous and driven by the Common Core State Standards.
At Kahuku High and Intermediate, a Summer Bridge Program, targeting at risk 7th
and 8th graders, will be held during the summer session to improve language arts, math
literacy, science skills, sharpen study skills, develop social skills, as well as familiarize
students with campus resources to prepare them for the transition to high school.
KCLC Project will coordinate and collaborate with:
KEAC:
Advisory
Council
With website
to
disseminate
information
about the
KCLC
Program
•
•
•
The Koolauloa Education Alliance Corporation (KEAC) is a proactive, non-profit
partnership with education, business, and community members dedicated to
support and empower students with the academic, career, citizenship and social
skills necessary to meet the challenges of the 21st century, and to become
successful, contributing members investing in the community.
Resources and tips for students and parents with post-secondary education goals.
Since going to college is more than a decision — it’s a process, there are helpful
resources to guide students and parents as they prepare for college applications,
acceptance and success.
Ways to explore the connection between learning to workplace realities and
prepare students for careers.
15 Kahuku Complex 21st CCLC HIDOE Application “The Ko`olauloa Educational Alliance Corporation is organized exclusively for
charitable, scientific and educational purposes, more specifically to provide active
career pathways, partnering, and support to the Kahuku Complex Schools.
Girl Scouts of
Hawaii
Girl Scouts of Hawaii will provide engaging Common Core State Standard activities
and programs to expose girls to Girl Scout leadership experiences on key leadership
factors.
Kualoa Ranch
Kualoa Ranch will offer a wide variety of outdoor, off-site learning activities about the
natural environment aligned with the Common Core State Standards in science and
social studies.
Ka Hana
No`eau
Master saddle maker, David Fuentes, will provide an innovative entrepreneurial
mentorship program to teach students Hawaiian saddle making, business planning,
and aspects of marketing.
Koolauloa
Health Clinic
Kahuku High and Intermediate houses Hawaii’s only complete school-based health
center, which treats students for acute illnesses and chronic conditions, along with
sports physicals, and dental, hearing and vision screenings. The center will provide
student and family training to promote healthy lifestyles and run workshops on
concussion management training for athletes and their families.
Pacific
American
Foundation
A non-profit organization dedicated to improving the lives of Pacific Americans will
create and provide lessons extended beyond the classroom. Kahuku High and
Intermediate School parents will be introduced to the Kuder Career Planning System.
The system would enable parents to help their children plan their school program. The
project offers workshops on “Success at School Starts at Home,” “Parents and Kids
Always Have Difficulty Communicating,” “The Teen Brain,” and more.
Title 1
Partner with Title 1 to provide family engagement activities that are intentional,
regularly scheduled, and purposeful to focus on promoting literacy and family
engagement. Title 1 will partner with KCLC to incorporate the Response to
Intervention lessons to identified students.
`Ōlelo
Community
Media –
Kahuku
Community
Media Center
Teachers and students will utilize the `Ōlelo equipment and facilities on the Kahuku
High & Intermediate campus to develop video programming based on curriculum
designed by school faculty in collaboration with 'Ōlelo Community Media staff. This will
lead to public service announcements, entries into 'Ōlelo’s annual Youth Exchange
contest, school and community event coverage and other related video programming
that strengthens their island voices, advances their community engagement, through
innovative media. The finished programming will be show-cased on 'Ōlelo Community
Media channels as well as the closed circuit TV morning bulletin announcements.
Kahana
Valley
A “living park” which fosters native Hawaiian cultural traditions, landscape, and
wildlife.
Brigham
Young
University Hawaii
To provide resources in Pacific Island studies, Hawaiian studies, Elementary and
Special Education. To expand and make accessible and affordable the current
Extension Program’s high school tutorial at BYUH to off-campus sites and to develop
an elementary level after school program with the College of Education to provide
practical experience for its student teachers.
Polynesian
Cultural
Center
Kahuku Public
and School
Library
To provide history and cultural practices of Polynesia
Gear Up
Gear Up’s mission at Kahuku High and Intermediate is to significantly increase the
number of low-income middle and high school students who are prepared to enter and
succeed in college. Their efforts will help meet the state’s goal of 55% of working age
adults holding a two- or four- year college degree by 2025.
The partnership with the Kahuku Public and School Library on the campus of Kahuku
High & Intermediate School will provided access to authentic literature books and
resources for parents.
16 Kokua Hawaii
Foundation
Kahuku Complex 21st CCLC HIDOE Application Kōkua Hawaiʻi Foundation's ʻĀINA In Schools program will provide trainings and
resources to support schools with school gardens via after-school garden clubs,
nutrition education through healthy snack programs and healthy cooking classes, and
assist with developing family and community outreach.
Professional Development: The KCLC Project proposes to send at least two
conference participants to one of the following approved conferences, adhering to the
timelines, approvals, and DOE purchasing procedures: 1) 21st Century Community
Learning Centers Summer Conference, 2) The After School Institute Annual
Conference, 3) Beyond School Hours Conference, 4) National Afterschool Association
Annual Convention, 5) Best Out-Of-School Time (BOOST) Conference. While there, the
conference participants are assigned to focus their selection of breakout sessions on
elementary curriculum, secondary curriculum, or data management. Upon their return,
a debriefing meeting is held to share their acquired learning with the Project Director.
Following, the conference participants share their learning at the first Site Coordinators’
meeting. At that meeting, they suggest ways in which the best practices can be
implemented, or discuss it’s implications to the sub-grantee sites.
In addition, all KCLC Project Site Coordinators, Project Director, and KCLC
teachers will sign up and enroll with the Y4Y website during the first year of
implementation or their first year of KCLC employment. At the quarterly site
coordinator’s meetings, site coordinators will learn the broad spectrum of project-based
learning lesson plans, technical support, and professional development. They will
“model and lead” their KCLC teachers through the process and highlight the website
offerings. The KCLC Site Coordinators will observe the implementation of the projectbased lessons and provide valuable feedback to encourage further use of the website.
To assist the Early Childhood Literacy efforts to close the kindergarten and firstgrade reading gap, the Literacy Tutor Training (LTT) will provide the KCLC teachers
17 Kahuku Complex 21st CCLC HIDOE Application with training in tutoring reading to grades K-1. The effective scientifically based reading
research strategies incorporated in the program will emphasize “How Children Learn to
Read,” “Reading Aloud,” “Phonemic Awareness,” “Phonics,” and “Strategies for
Comprehension.”
Sustainability Plan: If the award is granted, the efforts to sustain a similar level
and intensity of the grant programs will be addressed through yearly meetings with the
school principals. The discussion will highlight the effective programs and the data that
supports its effective practices and programs. Principals will develop a “Sustainability
Plan” to utilize their existing funds to maintain extended learning time programs or
partner with existing federal, state, and local programs. The partnership with KEAC will
help support continued family engagement programs that warrant the greatest needs.
5: Program Evaluation: Hauula, Kaaawa, Kahuku Elementary, and Kahuku
Intermediate and High School will purchase iReady, a diagnostic Reading and Math online license that pinpoints each student’s needs according to the sub-skill level. iReady
assessment will be administered at least three times a year: before, mid-year, and end
of the year. iReady further offers progress monitoring to assure that the students are on
track and well on their way to reaching the targets. If adequate student progress is not
achieved, then iReady prescribes and provides rigorous, grade-level instruction and
practice with downloadable lessons to support the student’s needs thus allowing for
differentiated learning in small group instruction. The Diagnostic & Instruction of iReady
was built for the Common Core Standards and provides data-driven prescriptions for
teachers and administrators to determine exactly where to focus their instruction and
minimize the “guess-work” of what’s needed. The data-driven reporting is simplified and
18 Kahuku Complex 21st CCLC HIDOE Application can predict student performance on state assessments and inform further changes of
instruction.
The Kahuku Complex will review the strength of iResults Impact Management
Platform to enter their student information, data and assessment, non-profit and
community learning systems, blended learning systems, and student behavior supports.
iResults can coordinate the school’s interventions and community programs and track
the student’s academic progress. This system has the capacity to consolidate data
from multiple sources, analyze the data, and identify the student’s needs. It can
address the student’s personal, family, and social challenges and refer to community
partners. The ultimate goal is to guide students toward their path to college and career
success. There are periodic reports that program results for grant reporting, student
engagement through absenteeism, tardy, behavior and demographics, academic
progress with student grades and assessment and a college readiness report with
preparation courses, applications, and financial aid.
The KCLC Project will carefully follow the procurement procedures and craft a
contract for an external evaluator to provide an extensive evaluation. The roles and
responsibilities are identified as assisting in the development and implementation of the
evaluation plan, to include data collection, analysis and preparation of the evaluation
report, and review entries into PPICS, all while following the 21st Century Community
Learning Center grant guidelines. The contractor will provide an executive summary to
the project director and site coordinators with evaluation results that will “refine,
improve, and strengthen the program.” To assist the external evaluator with critical data,
a Data Manager will provide all the tables and graphs of the June 1st – May 30th data
by July 31. This will include, but not limited to:
19 Kahuku Complex 21st CCLC HIDOE Application •
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Number and % of all students at each site and reportable students on site
Number and % of grade levels served
Ethnicity, gender, ELL, Free/Reduced and SPED students
Comparison of Reading and Math grades and assessment
Parents, students, staff, and teacher surveys
Questionnaire for Site Coordinators
Summary of Program Activities and Partnerships
PPICS APR Summary
To assess progress toward the performance measures and to otherwise evaluate the
effectiveness of the KCLC Project, the evaluation is designed to answer three
questions:
a. What are the background characteristics of students, staff, and schools
participating in KCLC?
b. What is the nature, quality, and intensity of services provided to students and
families through KCLC?
c. What are the academic and other outcomes achieved by students and
families participating in KCLC?
Goals:
" Increase the number of students who receive academic learning support before
and after school;
" Expand the existing after school options to engage more students and families;
" Develop comprehensive after school program framework that encourages
collaboration and continuity among the after school options;
" Increase the number of students meeting state reading, math and science
standards at each of the participating schools.
" Provide Extended Learning Time at Kahuku Elementary to provide intensive
support according to the Response To Intervention (RTI) plan.
KCLC Project identified the following objectives,
The outcome indicators in the table below are to meet the objectives of:
•
Students demonstrate improvements in the academic achievement of
participating students;
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Students demonstrate improvements in the non-cognitive indicators of student
success;
Students offered high-quality educational, developmental, and recreational
activities
Family members of participating students are offered programs and services
provided by the 21st CCLC using best practice activities; and
Conceptual Framework for KCLC Project Evaluation
Background Characteristics
Implementation
Program Outcomes
Characteristics
Student/Family
Characteristics:
• Grade level
• English learner status
• Ethnicity
• Special Needs
• Grades
• Assessment results
• Free/Reduced lunch
status
Professional Development:
• Training workshop hours
and topics
• Demonstration and
coaching hours
• Organizational and
supervision structure
Service Outcomes:
• Days of service provided
• Number of students
served
• Hours of academic support
and enrichment activities
Staff Characteristics:
• Staff qualifications
• Staff-child ratio
• Staff turnover
• Staff survey of program
implementation
Program Components:
• Program
schedule/contact hours
• Academic services
• Enrichment services
• Organization and
planning
Student Outcomes:
• Changes in academic
achievement
• Changes in attitudes
toward school and learning
• Changes in school
behavior (school
attendance, referrals,
suspensions)
School Characteristics:
• Facilities
• Special resources
available for use
• Support of after school
program
• Selection of students for
supplemental, after
school program
participation
• Other student
intervention programs
and school initiatives
Classroom Characteristics:
• Reading, math, and
writing activities
• Enrichment activities
• Teaching and learning
strategies
• Differentiated strategies
• Classroom management
strategies
• Homework start
• Recreation activities
• Organization and
Planning
Family Outcomes
• Changes in literacy levels
• Changes in family/home
learning activities
Family Services:
• Family literacy activities
• Family/home learning
activities
• Family training and
implementation of
beginning literacy skills
21 Kahuku Complex 21st CCLC HIDOE Application Outcome indicators
Outcome Indicator
40% of each center’s regular students will
increase their math and reading scores from fall
to spring
60% of each center’s regular students will show
improvements in academic behaviors such as
school attendance, classroom performance, and
st
homework completion as shown in the 21 CCLC
teacher survey
100% of centers will offer high quality services in
at least one core academic area
Performance Measure
•
Reading and Math Assessment of pre- and
post-: iReady data management information
•
Teacher’s survey – Student improvement in
learning behavior
•
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KCLC staff questionnaire
KCLC survey to Kahuku Complex parents and
community
Initial principal, Site Coordinator, Project
Director, Leadership team meeting before
KCLC Project begins yearly at each site.
KCLC staff questionnaire
Initial Principal’s meeting
Project Director’s observations and data
•
100% of the centers will offer enrichment and
support activities such as nutrition and health,
art, dance, music, technology, STEM, physical
fitness, remediation, tutorial, and off-site learning
75% of centers in the complex will offer services
to parents, senior citizens, and other adult
community members
100% will offer services at least 12-15 hours per
week on average during the school year and
provide services when school is not in session
100% will establish and maintain partnerships
within the community that continue to increase
levels of community collaboration in planning,
implementing, and sustaining programs
100 % of centers are located in high-poverty
communities
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SC to submit evidence of planned, intentional
family engagement activities no later than 2
weeks of the program start.
• Family engagement agendas and schedules
• Principal’s Initial Meeting to draft a proposed
schedule
• Site Coordinator (SC) to submit evidence
• To observe and record data
• Weekly SC summaries will document hours of
services offered
Staff surveys, weekly SC summaries, agendas,and
student surveys
• Girl Scouts of Hawaii
• Brigham Young University – Hawaii
• Kualoa Ranch
• Ka Hana No`eau Saddle Making
• Pacific American Foundation Projects
• Bank of Hawaii
• Title 1
• Kahuku Regional Library
• Polynesian Cultural Center
• Olelo: Video Production
• KEAC: Koolauloa Eucational Alliance
Corporation
Title I eligibility table
•
The KCLC evaluation approach will employ a “cycle of continuous improvement” by
feeding information back to the school staff through quarterly program reports
completed by the KCLC teacher and routed to the homeroom teacher, principal, and
parent. This report will include behavioral and academic gains. These brief, written
22 Kahuku Complex 21st CCLC HIDOE Application reports serve as quarterly project updates. The end-of-year summary report will provide
a “summative” evaluation of project outcomes.
6: Budget: Personnel:
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The KCLC Project Director will ensure smooth implementation of the day-to-day
curriculum operations of the KCLC Project as described in the grant application.
This responsibility encompasses managing aspects of the KCLC staff, recruiting
students and families, coordinating with partners and evaluator, and continually
reviewing the curriculum, conducting quarterly Site Coordinator meetings,
implementing and evaluating of the program.
The KCLC clerk will input payroll, purchase orders, approval to pay, and other
clerical tasks necessary to the program. The clerk will collaborate with the
project director to complete bi-annual payroll certifications for all KCLC staff. The
clerk and the project director will continuously seek information, clarification, and
periodic allotment status reports from the Windward District Office (WDO)
business manager.
At each site there will be a minimum of three (3) teachers and one (1) site
coordinator with plans to support up to seven teachers per elementary site and
up to twelve teachers at the high school and intermediate site.
During the months of June and July, a data manager will be contracted to collect,
calculate, and create graphs of all data received from the KCLC Site
Coordinators and iReady date.
The external evaluator will be contracted to review and analyze data and enter
further data into the Profile and Performance Information Collection System
(PPICS), analyze the data, and develop the executive summary. The executive
summary will be shared with the site coordinators, principals, teachers, and
parents.
Olelo training and professional development will be incorporated, and up to two
KCLC staff will attend summer conferences and provide valuable feedback.
Supplies: All purchase orders are routed through the project director, the WDO clerk,
then reviewed by the Complex Area Superintendent (CAS). The CAS will scrutinize
purchase order worksheets and sign those deemed reasonable, necessary, and
allowable under the 21st CCLC grant guidelines. When meeting with each principal
during June 2014, these principals possessed an astute knowledge of what was needed
to actualize academic success for their students.
•
STEM kits as Summer Lego Camp, and WeDo would encourage Science,
Technology, Engineering, and Math acceleration because our nation’s future
economic prosperity is closely linked with student success in the STEM fields.
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Garden, aquaponics, farm-to-table supplies will help to educate the students’
awareness of the three main causes of obesity – diet, lifestyle, and lack of
education.
Dance software and supplies will motivate students to attend school and develop
a healthy lifestyle,
Bus transportation to and from off-site, hands-on, cultural-based, project-based
learning at Kualoa Farm, Kahana Valley, and Waimea Valley
Cultural-based Hawaiian saddle making supplies will instill a sense of pride and
appreciation of their Hawaiian history when students make a Hawaiian Saddle to
be used at Kualoa Ranch.
Parent-Involvement refreshments at Early Learning parent trainings, wellness
parent workshops and Kuder course trainings, to name a few. Sub-grantee sites
may purchase student supplies deemed necessary and reasonable.
Equipment: The Kahuku Complex principals are fully aware that equipment purchased
through the 21st CCLC funds can only be used during KCLC programs and activities. To
this end, they carefully selected equipment that is aligned with college and career
readiness, academic achievement, and movement to increase graduation rates and
school attendance.
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NXT Mindstorm kits will be purchase to expose students to Robotics and
competition tournaments.
2 Computer carts will house laptops to be used for iReady diagnostic and
prescriptive lessons at Kahuku Elementary’s ELT.
8 iPads will be used for off-site learning, gathering data, inputting, and
developing critical thinking skills while lessons are being implemented.
15 Chrome book purchases during year 1 and 10 Chrome book purchases during
year 2 will have technology in the hands of the students’ continuous learning.
Band instrument purchases will be used for extended learning at Kahuku High
and Intermediate.
All purchases will follow the procurement procedures of acquiring necessary
quotations and will adhere to the allowable conditions of the grant assuring they
are necessary, reasonable, and allowable.
In-Kind Resources include custodial services, custodial supplies, use of the school’s
duplicating machine, facilities, electricity, water, and if needed, the school’s office staff.