The Kukui team will focus on refining a unit incorporating Pauahi's will and policies to include a parent component, expanding teacher participation in environmental sustainability, and improving shared leadership competencies. The Electives team will purposefully collaborate to refine the middle school elective program by identifying essential content and exit outcomes aligned with K-12 programs. The Pu'ulu Olopua team priorities are regrouping students quarterly, sharing leadership of activities/field trips, and open communication.

1. KUKUI
THEORY OF ACTION
If we collaborate effectively, we will create an
environment that will inspire students and adults to
learn and to grow as individuals and as a team.
PRIORITIES
✓1) Team Goal: To continue to improve team
communication and collaboration, and to honor Pauahi’s
legacy, core kukui teachers will refine the unit
called GOOD AND INDUSTRIOUS (incorporating WEO,
Pauahi’s will, and lama policies) to include a parent
component.
✓2) EfS: Ownership of sustainabilizing units will
increase as core teacher participation in EfS will be
expanded.
✓3) Leadership: Core teachers will continue to
improve in our shared leadership competency.
Kukui

2. Electives
Theory of Action:
If we are all engaged with a common goal and understanding of the intended outcome,
then we are focused on purposeful planning and shared responsibility.
Priorities:
Help each other build professional capacity to work efficiently and purposefully, as a
team and as an individual, while continuing to mālama our personal health and well-
being.
Continue to explore opportunities to bridge the “gap” between relevant KES and KHS
programs.
Team Goal: Electives team will purposefully collaborate on refining the KMS Elective
program for SY15-16. This includes identifying and articulating the essential content
pieces and exit outcomes for the 7th and 8th grade courses in alignment with K-12
programs.

3. Pu’ulu Olopua
• Team Theory: To create a community of twenty-first century learners who integrate their individual identities, intellect,
and intuition in order to contribute to their sense of place and the world around them. By creating a positive and
effective culture of learning, students will feel empowered, accepted, and safe.
• Our Top Three Priorities:
• 1) Grouping - We will regroup students every quarter so they get to meet and collaborate with other students on
Olopua.
• 2) Shared leadership - Each Olopua kumu will take the lead on? various team activities and field trips.
• 3)Communication - We will communicate openly and honestly.

4. LC/Technology
• Theory of Action: If we actively seek opportunities to
collaborate with Core and Encore teachers then we will
enhance teaching and learning at KMS.
• Priority Areas:
• Acclimate new member into team
• Explore ways to leverage our services
• Modify LC to diversify teaching and learning spaces
• Team Goal: Display student work from collaborative
lessons/projects.

5. COUNSELING
Theory of Action:
If we define and develop the different counselor roles, then we will have
a more cohesive and comprehensive counseling services for learners in
our school.
Priorities:
1. Role definition and team building
2. a safe environment
3. Character Education

6. KMS- Physical Education
Theory of Action
If we, the KMS Physical Education Team, has a sustained focus of our mission and
vision, through effective communication, shared goals, and an equity of roles and
responsibilities, we will be successful at educating and promoting the health and
well-being of our middle school haumana.
3 Top Team Priorities3 Top Team Priorities
--Ensure all middle school students are proficient in swim skill and endurance.
-Use of Fitnessgramm testing and data to help drive the direction of our curriculum.-Use of Fitnessgramm testing and data to help drive the direction of our curriculum.
-To determine an approach to scaffold the cognitive aspects of the PE fitness curriculum.-To determine an approach to scaffold the cognitive aspects of the PE fitness curriculum.

7. Theory of Action Statement for Pu’ulu Koa
If we implement the EFS standards in our CBL/IDU
projects, then students will be inspired to think about the
world, their relationship to it, and their ability to influence it
in a new way
Top 3 Priorities
-Continue to develop and integrate a sustainability thread
in our Grade 7 quarter themes of learning.
Develop and integrate a Hokule’a thread in our Grade 7
quarter themes of learning.

8. Pū‘ulu Olonā
Theory of Action:
If we provide students a greater voice, then more
effective learning will occur.
3 Priorities:
1. Facilitate that our students will become “good and
industrious”.
2. Further develop the student s individualʻ “voice”.
3. Establish a safe positive learning environment for
our Pū‘ulu Olonā student.

9. Theory of Action
If we communicate effectively, honestly, and respectfully we will
then create a safe, nurturing, and flourishing environment for our
team.
Priorities
1.Effective, honest, and respectful
communication.
2.Building a culture of mutual and
professional respect.
3.No one gets left behind.
Pū’ulu Lehua

10. Pū’ulu Lama
Theory of Action: If we consistently nurture our community,
we will create a positive learning environment which will
empower our students to become self-directed learners
Team Priorities
• Culture of learning: Support the individual’s
physical, emotional, social, and cognitive needs
• Instructional Rounds
• Students prepared for high school

11. EXPLORATORY
Theory of Action:
If we use a variety of formative assessments, student
learning will be kept on track.
-One or more formative assessments per lesson
-Teachers debrief at weekly meetings about FA used
-Get student feedback on FA at end of trimesters