373_2017-20_Academic Plan.pdf

Kohala High Three-Year Academic Plan SY 2017-2018, 2018-2019, 2019-2020
Kohala High School Academic Plan Page | 2 Version #3 4/3/2019
Where are we now?
Prioritize school’s needs as
identified in one or more of
the following needs
assessments:
• Comprehensive Needs
Assessment (Title I
Schools)
• WASC Self Study
 WASC Category B:
Standards Based
Student Learning:
Curriculum,
instruction
 WASC Category C:
Standards Based
Student Learning:
Instruction
 WASC Category D:
Standards Based
Student Learning:
Assessment and
Accountability
• International
Baccalaureate (IB)
Authorization
• Other
1. Need: Improve math and reading proficiency to align with college and career readiness and eliminate the need
for remediation.
2. Need: Support the social emotional growth in students to improve respect, problem solving, and coping skills.
3. Need: Strengthen parent and community engagement.
Addressing Equity: Sub Group Identification
In order to address equity, list the targeted sub group(s) and their identified needs. **Specific enabling activities
listed in the academic plan should address identified sub group(s) and their needs.
Sub Group Identified Need(s) Enabling Activit(ies)
Disadvantaged Reading, Math, Writing, Character
Building
EA#2: Differentiation
EA#4: Inclusion Practices
EA#8: Project-based opportunities
Hawaiian/Part Hawaiian Reading, Math, Writing, Character
Building
EA#7: Chronic absenteeism
Filipino Reading, Math, Writing, Character
Building
EA #: Chronic absenteeism
Special Education Reading, Math, Writing, Character
Building
EA#4: Instructional supports
EA#6: Behavior Support Plan
Freshmen Reading, Math, Writing, Character
Building

ORGANIZE: Identify your Academic Review Team Accountable Leads.
Name and Title of ART Team Accountable Lead Responsible for implementation of the school’s strategies and initiatives
1. Janette Snelling, Principal 1. CCSS implementation, Data Teams, ART, ILT, Project-based learning,
Standards-Based Instruction/Grading, Freshmen Support
2. Trisha Burns, Vice Principal 2. Behavior Support, Inclusion Practices, PBS, Standards-Based
Instruction/Grading, Differentiation
3. Howard Hashimoto, Registrar 3. College and Career Readiness (i.e., ECHS), online extended learning,
Standards-Based Grading, Freshmen Support
4. Fern White, Instructional Coach 4. AVID, Student Advocacy Groups (i.e., Hokupa’a), STEM, Project-
based learning, Senior Projects
5. Melody Nietfeld, Counselor 5. College and Career Readiness (i.e., ECHS, PTP)
6. Amie Rost, SSC 6. Inclusion Practices, PBS, Differentiation, RTI
7. 7.
8. 8.
9. 9.
10. 10.

Kohala High School
ALIGNMENT OF ENABLING ACTIVITIES
Student Success Staff Success Successful Systems of Support
1. Implement Standards-based instruction aligned to
CCSS, the C3 framework, and NGSS.
1. Clearly define responsibilities associated with Data
Teams and ILT to support implementation of standards-
based instruction and assessment.
1. Define responsibilities and tasks of the ART to support
the comprehensive school needs.
1. Provide differentiated instruction to meet the needs of
all learners.
2. Provide support for differentiated instruction across all
content areas.
2. Embed use of interim assessments to monitor student
achievement progress and to screen for student
intervention needs within reading, math, science, and
writing
3. Develop SBG units that are anchored in high
expectations and strong assessment criteria.
3. Utilize PLCs to focus on collaborative efforts on
building a rigorous system of formative instructional
practices including clear learning targets, evidence of
learning, assessment, and ongoing feedback.
3. Leverage teacher leadership to implement SBG with
fidelity and quality.
4. Utilize instructional supports to support achievement at
grade level.
4. Solidify the K-12 construct. Engage in articulation with
feeder schools to ensure academic alignment as
students’ progress through K-12.
4. Implement a system to track and evaluate student gains
as a result of RTI supports.
5. Implement Standards-based grading practices that have
direct alignment to standards-based instruction.
5. Provide relevant professional development to support
teacher efficacy in the CCSS implementation and
standards based grading practices
5. Utilize Infinite Campus as an SBG platform to
communicate student progress to students and parents.
6. Develop an effective behavioral support plan. 6. Develop classroom management plans that foster
student ownership.
6. Implement a system of positive behavioral supports and
education to reinforce healthy, prosocial behavior.
7. Implement a plan to address chronic absenteeism. 7. Provide classroom supports to increase student
attendance.
7. Involve parents and community as partners to address
chronic absenteeism/tardies in support of academic
achievement.
8. Develop project-based learning opportunities in school
programs (i.e., Na‘au academy, Robotics, CTE).
8. Provide professional development in PBL and Design
Thinking
8. Implement a community-based system of services to
support extended student learning and address chronic
absenteeism.
9. Expand breadth of course offerings to address
college/career readiness
9. Provide staff training to support implementation of
additional courses and programs.
9. Establish systematic process to utilize data generated
from programs to monitor student progress
10. Refine school-level mentoring and induction program to
attract/retain teaching staff who understand the culture
and who can support high expectations for student
achievement.
10. Develop formal orientation for new staff and a clear
procedure for staff to seek assistance.

Goal 1: Student Success. All students demonstrate they are on a path toward success in college, career and citizenship.
☐ Objective 1: Empowered - All students are empowered in their learning to set and achieve their aspirations for the future.
☐ Objective 2: Whole Child - All students are safe, healthy, and supported in school, so that they can engage fully in high-quality educational
opportunities.
☐ Objective 3: Well Rounded - All students are offered and engage in rigorous, well rounded education so that students are prepared to be successful in
their post-high school goals.
☐ Objective 4: Prepared and Resilient - All students transition successfully throughout their educational experiences.
Outcome: By the end of three years, Rationale:
We will implement a comprehensive program that empowers students to
learn and thrive in an environment that invites challenge, creativity, and
safety through:
• Full implementation of standards-based instruction, assessment,
and grading
• Adoption of an effective behavioral management plan with
teacher and student accountability
• a sustained program of extended learning opportunities through
innovative school design
The school is moving forward with standards-based grading as a means
to provide staff, students, and parents with more meaningful means of
assessing progress toward the mastery of priority standards within
CCSS. We recognize that students are not attaining skills at levels that
demonstrate mastery of priority standards. The pursuit of Standards-
based Grading (SBG) is a means to both raise expectations and deliver
instruction that addresses the level of rigor involved in attaining
increased student achievement. Increasing the level of rigor, use of
tiered assessments, formative instruction, and the promotion of
engagement strategies is key to implementing SBG.
Teachers’ familiarity and comfort level with the Common Core
Standards has grown significantly. The standards define what students
should understand and be able to do at each grade level and have guided
instructional planning. Focus has been on increasing the level of
instructional rigor beginning with the establishment of appropriate
learning targets, aligned learning tasks, and accessing a range of DOK
levels within instruction. Our SBG initiative supports this work.
To support student achievement, there is a need to focus on socio-
emotional growth and well-being. By designing and implementing an
effective program of positive behavioral supports, students will be able
to access the level of learning required to be proficient across all content
areas. All students will benefit from academic and behavioral supports
that will remove obstacles to learning at high levels.
Plan Overview:
Our academic plan consists of four main categories identified through
our Comprehensive Needs Assessment (CNA). Our Standards-Based
Grading initiative provides overarching umbrella for college and career
readiness. Each of the following categories includes enabling activities
that support student achievement. Important to note: With only one
exception, the plan is designed so that each enabling activity outlined in
STUDENT SUCCESS is supported by aligned activities in STAFF
SUCCESS and SUCCESSFUL SYSTEMS OF SUPPORT.
KEY CATEGORY
Instruction/Assessment
Grading
Behavior Support

Extended Learning
Planning Funding Interim Measures of Progress
Desired Outcome
Enabling Activities
(Indicate year(s) of implementation
in next column)
School
Year(s) of
Activity
ART
Accountable
Lead(s)
Source of Funds
(Check applicable boxes to
indicate source of funds)
Define the relevant data used to
regularly assess and monitor
progress

INSTRUCTION/
ASSESSMENT
Increase student
engagement and
empowerment through
relevant, rigorous
learning opportunities
that incorporate student
voice (Empowered by
Learning)
CNA pg# 23,25
Use of PTTs to offer AVID
course offerings
Support college and career
readiness via sustained
programs (i.e., AVID,
ECHS, CFES)
School-wide Critical
Area for Follow-up #1
FRF Line #11
1. Implement Standards-based
instruction aligned to CCSS, the
C3 framework, and NGSS.
• Identify priority standards for
each course on the master
schedule.
• Create learning targets that have a
clear purpose for learning.
• Develop instructional tasks that
are aligned to skills and purpose
for learning.
• Establish clear, coherent
connections to learning among
selected research-based strategies
(i.e., AVID, Thinking Maps,
writing process, reciprocal
teaching,) to promote deeper
learning and engagement.
• Incorporate instruction that
involves critical thinking,
reasoning, problem solving, and
active student collaboration.
• Develop intentional use of teacher
and student generated higher
order questioning and discussion
within instruction.
2017-2020 Principal  WSF
 Title I ($13471
instructional
material)
 CTE
Reading Proficiency
Baseline score: 45%
Target Actual
Year 1 51% 64%
Year 2 56%
Year 3 61%
Math Proficiency
Baseline score: 22%
Target Actual
Year 1 30% 29%
Year 2 40%
Year 3 54%
Science
Baseline score: 40%
Target Actual
Year 1 43% 64%
Year 2 52%
Year 3 64%
Interim data to assess and monitor:
• Classroom observation and
walkthrough (Observer Tab data
collection)
• Classroom formative assessments
• Completed units of instruction
• Interim test data (ACT Aspire or
similar)
INSTRUCTION/
ASSESSMENT
Provide students of all
backgrounds, ages, and
needs with challenging
and quality standards-
based education in all
2. Provide differentiated instruction
to meet the needs of all learners
(IDEA, 504, EL, general
education)
• Achieve consistency in quality
and use formative assessments as
a means to diagnose and
2017-2020 Principal
Instructional
Coach
 WSF
 Title I Online
Supports $10100)
 IDEA
 CTE
Achievement Gap data
Reading Gap Baseline: 11%
Target Actual
Year 1 34%
Year 2
Year 3

subject areas (Well-
Rounded Education
Experience)
CNA pg# 18
Instructional support for
differentiated and small
group classroom strategies
differentiate instruction by
identified needs of students.
• Utilize formative and summative
data to determine and prioritize
instruction.
• Use assessment data to create
flexible grouping and
differentiated tasks that address
subgroup needs.
• Plan and implement differentiated
instruction to include: content,
process, and product.
• Apply blended learning
environments for reading and
math enrichment and
intervention(i.e., Achieve 3000,
No Red Ink, Revision Asst.)
Math Gap Baseline: 11%
Target Actual
Year 1 31%
Year 2
Year 3
INSTRUCTION/
ASSESSMENT
Increase student
engagement and
empowerment through
relevant, rigorous learning
opportunities that
incorporate student voice
(Empowered by Learning)
CNA pg# 25
Increasing student
achievement through
Standards-based grading,
shifting instructional and
assessment practices that
focuses on standards
mastery and document
evidence of learning
3. Develop SBG units that are
anchored in high expectations and
strong assessment criteria.
• Identified priority standards
• Learning targets that qualifies the
attainment of learning for
students
• Summative assessment(s) aligned
to instruction and access higher
levels of thinking.
• Instruction (materials, activities,
assignments) for each
measurement topic (skills and
content) aligned with each level
(2-4).
• Formative assessments embedded
throughout instruction.
• Descriptive rubrics (2-4) for
each measurement topic within
the units
2017-2020 Principal
Instructional
Coach
 WSF
 IDEA
 CTE
Percent of Completed Units
Target Actual
Year 1 50% 50%
Year 2 75%
Year 3 100%

INSTRUCTION/
ASSESSMENT
Provide students with
learning environments that
are caring, safe, and
supportive of high-quality
learning (Whole Child)
CNA pg# 25
Use of online learning
platforms (i.e., HVLN,
Myron B. Thompson, No
Red Ink, Achieve 3000,
Revision Assistant,
Odysseyware)
4. Utilize instructional supports to
support achievement at grade level
for general and subgroup
populations.
• Implement inclusion strategies
across the curriculum.
• Apply blended learning
environments to support
student independence and
choice.
 WSF
 IDEA
 CTE
Reading Lexile Baseline:
Target Actual
Year 1 TBD
Year 2 TBD
Year 3 TBD
Math (IXL) Baseline:
Target Actual
Year 1 TBD
Year 2 TBD
Year 3 TBD
Writing Baseline (School-wide
writing prompt)
Target Actual
Year 1 TBD
Year 2 TBD
Year 3 TBD
GRADING
Increase student
engagement and
empowerment through
opportunities that
GRADING
CNA pg# 18
Strengthening CCSS
implementation: Further
develop the implementation
of best practice strategies
(AVID, thinking maps,
inquiry-based tutorial
process) through data
teams and PLC to support
SBE/SBG
5. Implement Standards-based
grading practices that have direct
alignment to standards-based
instruction.
• Utilize formative and summative
assessments that are aligned to
the learning goals.
• Create rubrics that align to
standard(s) and identified skill(s)
a. Clearly communicate
expectations of skill
acquisition
b. Assess the quality of
product and/or process
c. Inform student learning
• Utilize multiple avenues and
opportunities for students to
demonstrate mastery of standards.
• Develop a sustainable interim
communication system to inform
2017-2020
2017-18
2017-2020
2017-2020
2017-18
Principal
Vice
Principal
 WSF
Percentage of yearend failures
Baseline 30%
Target Actual
Year 1 25% 19%
Year 2 TBD
Year 3 TBD
Percentage of yearend retention rates
Baseline 7%
Target Actual
Year 1 7% 5.8%
Year 2 TBD
Year 3 TBD

students and parents of academic
progress
BEHAVIOR SUPPORT
learning environments that
are caring, safe, and
supportive of high quality
learning.
CNA pg#13, 18
Re-evaluate disciplinary
plan and classroom
management practices
Develop a revised
disciplinary action plan
that emphasizes positive
behavioral supports
6. Develop an effective behavioral
support plan.
• Design and utilize a school-wide
discipline plan that includes a
tiered system of supports and
consequences.
2017-2018 Vice
Principal
 WSF
 IDEA
Behavioral Referrals A/B Offenses
Target Actual
Year 1 30 25
Year 2
Year 3
Behavioral Referrals C/D Offenses
Target Actual
Year 1 270 100
Year 2
Year 3
SQS % of students who feel safe in
school baseline: 63.5%
Target Actual
Year 1 70% 61%
Year 2 75%
Year 3 80%
BEHAVIOR SUPPORT
Cultivate a school
environment where
attendance is valued,
encouraged, and supported.
Extend this culture of
attendance to the home.
(Whole Child)
CNA pg#6
Develop pro-active
supports to decrease
absences and tardies.
WASC Critical Area for
Follow up #5,6
7. Implement a plan to address
chronic absenteeism.
• Provide quarterly recognition for
consistent school attendance and
most improved attendance at year
end
• Develop a progressive, tiered
response to address absences.
• Enlist parent assistance in
increasing daily attendance
• Enlist community assistance in
recognizing school attendance
• Conduct focus groups for
authentic input from students
about school engagement
• Develop a systematic monitoring
system for tracking absences
SSC
Counselor
 WSF
Chronic Absenteeism Baseline: 31%
15 + % Target Actual
Year 1 28% 40%
Year 2 15%
Year 3 9%
• Parent contacts
• Number of Court referrals
• Saturday school attendance
• Quarterly status reports

--ART reviews monthly data on
absences
--Referrals made to advisory
teachers for follow up with student
and parents
EXTENDED
LEARNING
Increase student
engagement &
empowerment through
opportunities that
CNA pg# 6
Support for standards-based
education/standards-based
grading (PD, modeling, co-
planning, project-based
oriented, performance driven)
Follow up #2
School-wide Critical Area
for Follow-up #8
8. Develop project-based learning
opportunities in school programs
(i.e., Naʻau ʻŌiwi Academy,
Robotics, CTE, Senior Projects,
core content areas).
• Provide professional development
in PBL and Design Thinking
• Create Problem-based learning
units of instruction
• Develop and embed performance-
based assessments within the
instructional program.
• Sustain student advocacy programs
(i.e., Hokupa’a, Blue Zones, Farm
to School
• Create 9th
grade transition support
programs (Summer Bridge,
Freshmen Seminar, CFES, SDIG
Career Pathway Project)
2017-2020
2017-19
2017-20
2018-20
Principal
Instructional
Coach
 WSF
 Title I (1 PPT @
$5139)
 Title II
 CTE
Number of teachers incorporating
PBL projects as complete units of
instruction:
Target Actual
Year 1 5 64
Year 2 10
Year 3 15
• Completed PBL lesson templates
• Classroom observations
• Project documentation
9th
grade on track Baseline: 90%
Target Actual
Year 1 92% 95%
Year 2 93%
Year 3 94%
EXTENDED
LEARNING
Ensure students have
access to high-quality
career and college
counseling, mentorships,
internships, and advanced
courses to support their
long term success
CNA pg# 18
Establish ninth grade
supports that address
9. Expand breadth of course offerings
to address college/career readiness
• Increase enrollment in
ECHS
• Provide mentoring through
core pathway courses to
increase CTE pathway
completers
• Offer extended learning
opportunities non-school
hours
• Offer blended learning
opportunities for students
2017-2020 Registrar
Counselor
Instructional
Coach
 WSF
 CTE
 Other
College Going Rate Baseline: 44%
Target Actual
Year 1 45% 39%
Year 2 50%
Year 3 55%
Military Going Rate Baseline: 9%
Target Actual
Year 1 5-10% 11.5%
Year 2 5-10%
Year 3 5-10%
CTE Pathway Concentrators Baseline:
25%

academic, emotional, and
behavior needs;
Follow up #2
• Add Computer Science
courses to the master
schedule
• Utilize PBL structures to
ensure the application of
skills and problem-solving
capabilities
Target Actual
Year 1 30% 34%
Year 2 40%
Year 3 50%
• Number of students enrolled
ECHS courses/courses offered
• Number of students enrolled in
AP courses/courses offered

Goal 2: Staff Success Kohala High School has a high-performing culture where employees have the training, support and professional development
to contribute effectively to student success.
We will implement a focused program of professional development that
empowers teachers to grow professionally within a culture that
embraces continuous learning, creativity, and safety.
• Professional development to support full implementation of
standards-based instruction, assessment, and grading
• Adoption of an effective classroom management plan with
student commitment
• Training of online platforms and technology integration
• A refined data team process and accompanying professional
learning communities to support implementation of standards-
based instruction, assessment, and grading
• Solid agreements for the K-12 construct outlining standards that
lead up to the next grade level.
The Kohala Complex Schools exist within a single feeder system allowing for
the possibility of ongoing K-12 dialogue. Research asserts that successful
vertical alignment practices are key to rigorous and relevant learning for
students at a rate that will ensure college and career readiness. Fully
articulated K-12 programs prevent duplication of efforts and ensure that
students matriculate to the next level equipped with mastery of the appropriate
standards. Solidifying the K-12 construct within the Kohala Complex will
help the three schools raise the achievement of all students with coherency and
in a deliberate manner. Implementation of the CCSS across the K-12 pathway
can only be accomplished through a consolidated effort of staff-administrators,
teachers, and resource support that commit to ongoing dialogue and
collaborative effort.
We will continue our efforts on building a rigorous system of formative
instructional practices including clear learning targets, evidence of learning,
assessment, and ongoing feedback.
We will impact student achievement by:
• Refining the ART/ILT team process and improving the effectiveness of
data teams will allow us to directly impact to student achievement.
• Continued professional development focused on SBE and related
assessments that access multiple modalities of learning.
• Supporting standards-based grading and necessary shifts in instructional
and assessment practices
• Providing consistent time for both vertical and horizontal teacher team
meetings. The school and complex will create a coherent K-12 curriculum,
program and scope and sequence of skill acquisition leading to an increase
in the college and career readiness.

Desired Outcome
Enabling Activities
in next column)
School
Year(s) of
Activity
ART
Accountable
Lead(s)
Source of Funds
progress
INSTRUCTION AND
ASSESSMENT
Ensure that each
student’s learning is
personalized, informed
by high-quality data, and
advances them toward
success in college,
career, and community.
(Well-Rounded
Education)
CNA pg# 25
Build upon the data team
process.
2. Clearly define responsibilities
associated with Data Teams and
ILT to support implementation
of standards-based instruction
and assessment.
GRADE LEVEL DATA TEAMS
Utilize Venables Data Action
Model to support implementation of
best practice instructional and
assessment strategies. Provide
consultation and training to support
quarterly data team cycles.
a. Review existing data and ask
questions
b. Triangulate the data
c. Determine gaps and goals
d. Plan for action
e. Implementation period
f. Evaluate success and determine
next steps
ILT/Department PLCs
Utilize ILT cycles of instruction in
departments to support
implementation of school-wide
goals and powerful instructional
practices (PIP).
a. Professional readings
b. Professional development
c. Safe practice
d. Peer walkthroughs/ghost
walks
e. Feedback/reflection
2017-20
2017-18
2017-20
Principal
Vice
Principal
 WSF
 Title I ($2471)
 Title II
 Other
Interim Test Data (ACT Aspire or
equivalent)
Reading Proficiency
Baseline score: 44%
Target Actual
Quarter 1 44% 34%
Quarter 2 50%
Quarter 4 55%
English
Baseline score: 54%
Target Actual
Quarter 1 54% 40%
Quarter 2 58%
Quarter 4 60%
Math Proficiency
Baseline score: 29%
Target Actual
Quarter 1 29% 20%
Quarter 2 34%
Quarter 4 39%
Science
Baseline score: 47%
Target Actual
Quarter 1 47% 64%
Quarter 2 50%
Quarter 4 53%
School-wide Writing Assessment
% proficient
Target Actual
Quarter 1 TBD
Quarter 2
Quarter 4

WASC Critical Area
for Follow up #1
f. Collaborative
planning/looking at student
work
g. Monitor, measure, modify
walkthrough
• Classroom formative assessments
• Completed units of instruction
INSTRUCTION AND
ASSESSMENT
learning environments
that are caring, safe, and
supportive of high
quality learning.
(Well-Rounded
Education)
CNA pg# 18
Strengthening CCSS
implementation; further
develop implementation
of best practice
strategies to support
SBE/SBG
FRF Line #38
3. Provide support for
differentiated instruction across
all content areas for IDEA, 504,
EL, and general populations.
• Establish a calibrated
understanding of differentiation
• Support teachers with ongoing
professional development for
differentiation and inclusion
practices.
• Provide PD and ongoing
supports for inclusion teachers
and paraprofessionals
• Create effective inclusion
models and differentiated
practices in core content areas.
a. Establish collaboration and
planning time for inclusion
teams and co-teachers.
• Provide online supports to
supplement instruction
differentiated to individual
needs.
SSC
Instructional
Coach
 WSF
 Title I
$500 (supplies)
 IDEA (RT PD
Support)
Inclusion rates:
Target Actual
Year 1 45% 47%
Year 2 48%
Year 3 51%
walkthrough
• Professional Development
schedule for differentiation
strategies
• EA/inclusion teachers
implementation plan
• Sped PLC meeting schedule and
minutes
INSTRUCTION AND
ASSESSMENT
Increase student
engagement and
empowerment through
relevant, rigorous
voice (Empowered by
Learning)
PROFESSIONAL LEARNING
COMMUNITIES
4. Utilize Department PLCs to
focus on collaborative efforts
on building a rigorous system
of formative instructional
practices including clear
learning targets, evidence of
2017-20 Principal
Vice
Principal
 WSF
 Title I ($5000)
 Other
• Peer Review of SBG units
• Alignment of PLC and ILT focus
• PLC minutes
• PLC observations
• Number of complete SBG units
(see EA # 3 student success)
• Professional Development
schedule

WASC Critical Area
for Follow up #3
CNA pg# 18
Strengthening CCSS
implementation; further
develop implementation
of best practice
strategies to support
SBE/SBG
FRF Line #38
learning, assessment, and
ongoing feedback.
• Provide time for teachers to
build units of instruction
• Provide training and coaching
supports to support use of tiered
instruction and assessments that
reflect the range of DOK levels.
• Provide coaching to help
teachers develop unit plans
(rubrics, assessments, learning
targets, and instruction) that are
rigorous and relevant.
2017-20
2017-20
2017-18
INSTRUCTION AND
ASSESSMENT
Support students who are
transitioning between
grade levels or
transferring to a new
school.
(Preparation and
Resilience)
CNA pg# 6
Provide ongoing
collaboration among
levels to deepen the level
of K-12 articulation
FRF Line #38
Area for Follow up #4
5. Solidify the K-12 construct
complex plan. Engage in
articulation with feeder schools
to ensure academic alignment
as students’ progress through
K-12.
• Discussion at monthly
complex principal’s
meeting; Alignment of
goals and strategies
• Six vertical articulation
work sessions with middle
school and/or K-12
• Complete K-12 pacing
guide with identified
standards progression
 WSF
 Other
Vertical Alignment Collaboration
opportunities
Target Actual
Year 1 3 3
Year 2 6
Year 3 8
Percentage of students reading at
grade level (Lexile)
Target Actual
Year 1
Year 2
Year 3
• Vertical articulation schedule
• Quarterly Math IXL progress to
targets
• Semester Writing assessments
* (EA #4 Student success)
GRADING
Ensure that graduates
demonstrate the General
Learner Outcomes and
have the abilities, habits,
and knowledge to set and
achieve their aspirations.
6. Provide relevant professional
development to support teacher
efficacy in CCSS, Next Gen,
and C3 implementation and
standards based grading
practices. 2017-18
Principal
Vice
Principal
 WSF
 Title I $3686 (20
subs)
$24800 (contract-T
Westerberg)
 Title II
 IDEA
Percent of aligned assessment rubrics
Target Actual
Year 1 50% 50%
Year 2 75%
Year 3 100%

(Empowered by
Learning)
CNA pg# 18
Continued
professional
development to refine
SBE/SBG efforts;
Clarity of assessments
aligned to standards-
based instruction
FRF Line #19,38
WASC Critical Area
for Follow up #3
• Develop a school-wide
agreement on key grading
practices.
• Support implementation of
standards-based grading across
all content areas.
• Utilize mid-quarter GLO
progress reports.
• Develop rubrics that clearly
define levels of skill acquisition
for students.
2017-20
2017-20
 CTE
 Other
Percentage of on-track progress in
Mid-quarter reports:
Target Actual
Year 1 60% 72%
Year 2 70%
Year 3 75%
• Mid-quarter GLO progress
reports
• Enabling activity #5 Student
Success
BEHAVIORAL
SUPPORT
supportive of high-
quality learning.
(Whole Child Education)
CNA pg# 13,18
Re-evaluate
disciplinary plan and
classroom
management
practices; positive
behavior supports.
Areas for Follow-up #6
7. Develop classroom
management plans that foster
student ownership and teacher
efficacy.
• Classroom management plans
are submitted along with
course syllabus
• Include student input in
developing classroom rules
and norms.
• Standards of student conduct
are posted for student
reference.
2017-20 Vice
Principal  N/A
Developed/Posted Classroom Rules:
Target Actual
Year 1 100% 100%
Year 2 100%
Year 3 100%
Developed/Posted norms:
Target Actual
Year 1 100% 33%
Year 2 100%
Year 3 100%
• Class A-D behavior referrals (EA
#6, Student Success)
BEHAVIORAL
SUPPORT
Cultivate a school
environment where
encouraged, and supported.
8. Provide classroom supports to
increase student attendance.
• Offer COMP training sessions
as professional development for
credit
2017-20 SSC
Principal
 WSF
 Other
Teachers trained in COMP strategies
Target Actual
Year 1 2 4
Year 2 4
Year 3 6
Average daily attendance

CNA pg# 6
Develop pro-active supports
to decrease absences and
tardies.
Follow up #2
• Utilize positive behavior
supports to recognize
improvement in attendance.
• Implement engaging tasks to
encourage student presence.
• Utilize a variety of avenues to
elicit student input as a means
to raise school spirit and
ownership in school (i.e., focus
groups, STUCO,
Thoughtexchanges)
Target Actual
Year 1 92% 92%
Year 2 94%
Year 3 96%
• Student absences by quarter
LEARNING
EXTENSIONS
Create innovative
learning options to earn a
high school diploma.
(Prepared and Resilient)
CNA pg# 6
Support for standards-
based education/ SBG
(PD, modeling, co-
planning, project-based
oriented, performance
driven
FRF line #38
WASC Critical Area
for Follow up #2
9. Provide professional
development in PBL and
Design Thinking.
• Schedule planning time to
develop units of instruction
• Include meeting times in
monthly calendar.
• Provide staff training in PBL
101 and PBL career pathways
 Title II
 CTE
Number of teachers trained in PBL:
Target Actual
Year 1 6 11
Year 2 12
Year 3 22
Number of teachers creating 1 or more
PBL projects:
Target Actual
Year 1 6 11
Year 2 12
Year 3 22

LEARNING
EXTENSIONS
Ensure students have
access to high-quality
career and college
counseling, mentorships,
internships and advanced
courses (e.g., Early
college) to support their
long-term success.
(Empowered by
Learning)
CNA pg# 13, 23, 25
Provide PD to support
instruction that embeds
collaboration, problem-
solving, and a focus
aligned to standards.
Develop 9th
grade
transition and support
program to set students
up for academic success
and well-being to
increase engagement in
school; Use online
learning platforms
FRF line #38
10. Provide staff training to support
implementation of additional
courses and programs.
• No Red Ink Writing
component
• DBQ project
• Freshmen Transition
• CTE pathways
• Internships
• Mentorships
• CFES
2017-2020  WSF
 Title I ($10800
PBLTraining)
 Title II
 CTE
 Other
College Going Rate Baseline: 44%
Target Actual
Year 1 45% 39%
Year 2 50%
Year 3 55%
Number of students enrolled in 2 or
more ECHS courses
Target Actual
Year 1 12 16
Year 2 15
Year 3 20
% of CTE pathway completers
Target Actual
Year 1 40% 34%
Year 2 40%
Year 3 45%
Number of students achieving a 3 or
better on AP exams
Target Actual
Year 1 5 5
Year 2 8
Year 3 10

Goal 3: Successful Systems of Support. The system and culture of Kohala High School works to effectively organize financial, human, and
community resources in support of student success.
We will implement a focused program of professional development that
empowers teachers to grow professionally within a culture that
embraces continuous learning, creativity, and safety.
• Professional development to support full implementation of
standards-based instruction, assessment, and grading
• Adoption of an effective classroom management plan with
student commitment
• Training of online platforms and technology integration
Successful schools place importance on strengthening family and
community partnerships. A culture of shared accountability is nurtured
through the support of common goals/priorities and the acceptance of
joint responsibility/contributions. Ensuring clear lines of
communication between home and school is essential in both supporting
and holding our students accountable. Our school will continue to work
on nurturing our relationship with our parents by establishing
INSTRUCTION/
ASSESSMENT
supportive of high-
quality learning.
CNA pg# 6
Solidify coaching
supports for new
teachers; Include
coaching supports for
experienced teachers to
help them address CCSS
within a context relevant
to culture, poverty, and
gender (42% Native
Hawaiian, 61%
disadvantaged, school-
wide male/female ratio in
Sped population).
COACHING AND
MENTORING
11. Refine school-level mentoring
and induction program to retain
teaching staff who understand
the culture and who can support
high expectations for student
achievement.
• Provide onsite orientation for
new teachers
• Provide ongoing coaching
supports for teachers
• Provide professional
development and substitutes to
support in-service training and
support
2017-18
2017-20
2017-20
2017-20
Instructional
Coach
 WSF
 Title II
Percentage of New Teachers assigned
a mentor and who receive coaching
support:
Target Actual
Year 1 100% 100%
Year 2 100%
Year 3 100%
Positive teacher feedback on
mentoring experience:
Target Actual
Year 1 100% 100%
Year 2 100%
Year 3 100%

• A refined data team process and accompanying professional
learning communities to support implementation of standards-
based instruction, assessment, and grading
• Solid agreements for the K-12 construct outlining standards that
lead up to the next grade level.
• Opportunities for staff to collaborate with students and
community to create innovative learning experiences.
meaningful communication and opportunities to work together to
support student success. (Source: Hawaii DOE Strategic Plan)
We will increase opportunities for parent and community to interact
meaningfully with the school. By developing relationship between the
school, parents, and community, all stakeholders will be invested in
students and achievement will increase.
Desired Outcome
Enabling Activities
in next column)
School
Year(s) of
Activity
ART
Accountable
Lead(s)
Source of Funds
progress

INSTRUCTION/
ASSESSMENT
Ensure that each
success in college,
career, and community
(Well-Rounded
Education)
CNA pg# 13
Refine the data team
process and use of data
to inform instruction;
WASC Critical Area
for Follow up #1
ART
1. Define responsibilities and
tasks of the ART to support the
comprehensive school needs.
• Conduct annual CNA to
assess strengths/needs in the
following areas and identify
root causes.
--Vision/mission alignment
--Demographic data
--Perceptual data
--School processes
--Student learning data
• Track monthly attendance
data
• Create school and state
assessment schedule
• Provide guidance on planning
the master schedule
• Review curricular materials
and resources
2017-18
2017-18
2017-20
2017-20
2017-18
Principal
 N/A
 Other
 Title I ($3500 CFES
training)
• Monthly review of data team
progress for each department
o Evidence of data driven
decision-making
• Class record of individual
progress monitoring.
o Student goal sheets
Percent of teachers that utilize
individual student conferences on a
regular basis:
Target Actual
Year 1 50% 30%
Year 2 100%
Year 3 100%
INSTRUCTION/
ASSESSMENT
Ensure that each
success in college,
(Well-Rounded
Education)
CNA pg# 6, 25
Implement an effective
RTI model (level 1-2) to
address high need
subgroups
2. Embed use of assessments
aligned to standards to monitor
student achievement progress
and to screen for student
intervention needs in all
content areas.
• Utilize data teams to analyze
results, group students by
identified focus skills,
implement targeted
instruction, and assess level of
skill and standard attainment
• Establish a system of both
teacher and student monitoring
of progress.
2017-20 Counselor
SSC
 WSF
 Title I ($3600)
 Other
Percent of teachers that are proficient
in creating quality assessments aligned
to standards
Target Actual
Year 1 100% 60%
Year 2 100%
Year 3 100%
School wide writing assessment % of
students meeting proficiency
Target Actual
Year 1 30%
Year 2 40%
Year 3 60%

Continue to solidify the
data team process as an
integral part of the
school improvement
process. Ensure that
staff understands the
critical purpose for
analyzing data to create
a culture of data driven
decision-making and
instructional planning
WASC Critical Area
for Follow up #4
• Analyze school-wide results
to determine PD needs
• Develop a continuum of
priority standards for math,
science, and social studies for
grades 9-12.
• Interim test data for reading,
math, English, and science (Goal
2, EA#1)
• Data team use of interim
assessments as a component of
data triangulation
• Data use in SLO implementation
• Data team dashboard
INSTRUCTION/
ASSESSMENT
Provide students of all
backgrounds, ages and
needs with a challenging
and quality standards-
based education in all
subject areas.
(Well Rounded
Education)
CNA pg# 13, 23
Continue to include
supports for SBE/SBG
implementation;
Strengthen the roles and
responsibilities of ILT
3. Leverage teacher leadership to
implement SBG with fidelity
and quality.
• Utilize the ILT as core leaders
and facilitate collaboration for
departments and grade level
teams
• Determine school-wide
instructional purpose
• Create ILT cycles
• Achieve consistency in
defining and applying SBG
• Align grading practices across
all content areas
• Utilize peers
observations/feedback and
guided visits
2017-20 Principal
Instructional
Coach
 N/A
Number of peer observations
conducted.
Target Actual
Semester 1 1 1
Semester 2 2
• ILT cycle calendar
• ILT meeting calendar
• ILT agenda/minutes
• ILT dashboard
INSTRUCTION/
ASSESSMENT
Ensure that each
4. Implement a system to track
and evaluate student gains as a
result of RTI supports.
• Establish a system of both
teacher and student monitoring
of progress.
 IDEA
 Other
Year One: adoption of tracking
system
Year two: school-wide use of data
tracking system
Year three: Student use of tracking
system to monitor and self assess
progress being made

success in college,
(Well-Rounded
Education
CNA pg# 25
Utilizing data teams to
track student progress
towards standards
mastery; incorporate
different methods to
measure student growth
(self-assessment,
portfolio, periodic
assessments, etc.)
• Create a school dashboard to
monitor student progress for
key indicators of academic and
social emotional learning.
• Establish dedicated planning
time for inclusion teachers
• Establish time for grade level
data teams to track student data,
implement supports, and
evaluate progress.
GRADING
CNA pg# 25
Increase student
achievement through
Standards-based
grading; Refine
implementation plan to
engage parents in more
interactive, collaborative
venues.
5. Utilize Teacherease as an SBG
platform to communicate
student progress to students and
parents.
• Create a consistent system to
convert standard-based grading
to traditional grades for
reporting purposes
• Utilize standards-based report
card template on Infinite
Campus
• Develop an ongoing communi-
cation system to ensure parent
and student understanding of
SBG processes.
2017-20 Registrar
 N/A
% of students meeting average GLO
proficiency of 3 or better
Target Actual
Year 1 50% 55%
Year 2 60%
Year 3 70%

BEHAVIORAL
SUPPORT
Efficient and transparent
supports
CNA pg# 13,22
Address respect,
problem-solving, and
coping skills as part of
RTI
Strengthen RTI services
so student supports
happen efficiently and
effectively
Follow up #5, 6
6. Implement a coordinated
system of positive behavioral
supports and education to
reinforce healthy, prosocial
behaviors.
• Acknowledge positive student
choices.
• Include educational
components to consequences
• Provide alternatives to
suspension
• Engage parents with PBS
strategies.
• Secure community assistance
with positive reinforcement.
• Meet with student focus
groups on a regularly
scheduled basis
• Develop a process that
connects student input to
actions taken.
Counselor
SSC
 WSF
 IDEA
 CTE
 Other $10000
Number of behavioral referrals
Target Actual
Year 1 300 108
Year 2 250
Year 3 200
Number of incidents of out of school
suspensions
Target Actual
Year 1 30 20
Year 2 25
Year 3 20
BEHAVIORAL
SUPPORT
Cultivate a school
environment where
encouraged, and
supported.
CNA pg# 25
Refine implementation
plan to engage parents in
more interactive,
collaborative venues.
7. Involve parents and community
as partners to address chronic
absenteeism/tardies in support
of academic achievement.
• Utilize Infinite Campus
parent/student portal
• Utilize school website as
access point to simplify parent
contact with school
• Increase parent awareness and
understanding of SBG
practices
• Arrange opportunities for
parents to interact with school
(i.e. parent meetings, open
house, coffee hours, volunteer
2017-20 ART  WSF
 Title I $846
(refreshments,
postage, office
supplies)
Parent workshops per year
Target Actual
Year 1 6 5
Year 2 10
Year 3 16
Number of website views
Target Actual
Year 1 100 108
Year 2 200
Year 3 400

Follow up #2
opportunities, parent
assistance programs)
PARENT AND
COMMUNITY
PARTNERSHIPS
Increase student
engagement &
empowerment through
relevant, rigorous
voice. (Empowered by
Learning)
CNA pg# 23 Secure
community partners for
after school enrichment;
Secure community
partners to offer classes
Follow up #2
8. Implement a community-based
system of services to support
extended student learning and
address chronic absenteeism.
• Align school efforts to support
community partnerships with
complex initiatives (e.g.,
Hokupa’a, SCC, 21st
CCLC) to
leverage outcomes from these
partnerships
• Coordinate six components of a
community school model:
academics, health/well-being,
extracurricular activities, career
readiness, SEL, adult education.
• Provide flexibility within the
master schedule to access
community resources.
 21st
CCLC
 Other
Number of community partnerships
Target Actual
Year 1 20 16
Year 2 25
Year 3 30
PARENT AND
COMMUNITY
PARTNERSHIPS
Ensure that each
9. Establish a systematic process
to utilize data generated from
programs and supports to
monitor student progress.
 WSF
 Other
Attainment of preconditions for
effective data use
Target Actual
Year 1 3 3
Year 2 5
Year 3 7

success in college,
career, and community.
(Prepared and Resilient)
CNA pg# 25
Utilizing data teams to
track student progress
towards standards
mastery; incorporate
different methods to
measure student growth
(self-assessment,
portfolio, periodic
assessments, etc.);
Address the achievement
gap through RTI
strategies for academics
and behavior
• Work on solidifying data
preconditions
• Year 1: Context Relevance
Communication, Time
• Year 2: Add Data
Awareness, and Open
Access
• Year 3: Add Reliable Data
and Professional
Development
INSTRUCTION/
ASSESSMENT
Efficient and
transparent supports
CNA pg# 24
Solidify coaching
supports for new
teachers and staff
10. Develop formal orientation for
new staff and a clear procedure
for staff to seek assistance.
2017-18 Vice
Principal
 N/A Staff Satisfaction Survey
Target Actual
Year 1 80%
Year 2 90%
Year 3 90%

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