acs wasc hidoe 2013 edited gdocs rs 17-0820, february …...students who participated in our profile...

ACS WASC HIDOE 2013 Edited Gdocs RS 17-0820, February 2017

MAUI HIGH SCHOOL WASC Self-Study Report 2017

TABLE OF CONTENTS

Preface 3

Chapter I: Student/Community Profile 9

Chapter II: Progress Report 34

Chapter III: Student/Community Profile — Overall Summary from Analysis of 43 Profile Data and Progress

Chapter IV: Self-Study Findings 47

A: Organization: Vision, Mission, General Learner Outcomes, 48 Governance, Leadership and Staff, and Resources

B: Standards-based Student Learning: Curriculum 91

C: Standards-based Student Learning: Instruction 131

D: Standards-based Student Learning: Assessment and Accountability 152

E: School Culture and Support for Student Personal and Academic Growth 182

Chapter V: Academic Plan 213

Appendices 218

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Preface

Explain the school self-study process used to accomplish the expectations of the self-study. By addressing the expectations of the self-study, the school will have addressed:

● Inclusiveness: The involvement and collaboration of all school/community stakeholders to support student achievement.

● Purposefulness: The clarification of the school’s vision/mission and General Learner Outcomes.

● Student-Focused: The analysis of data about students and student achievement. ● Evaluation: The evaluation of the entire school program and its impact on student

learning based on General Learner Outcomes, academic standards, and the HIDOE/ACS WASC criteria.

● Accountability: The implementation and monitoring of the Academic and Financial Plan that supports high-quality learning.

● Leadership: The facilitation by school leadership of the HIDOE/ACS WASC accreditation school improvement process that advocates, nurtures, and sustains the vision and the culture of learning.

At the start of the spring semester of the 2015-2016 school year, Maui High School began the WASC self-study process with a staff meeting that outlined the objectives, timelines and the various roles and teams of the process. We began to review previous WASC reports, visiting committee reports, our academic plan and critical areas for follow up. Once the data was gathered, the Curriculum Instruction, Assessment (CIA) team organized Focus Groups. Each Focus Group was in charge of a section of Chapter 4 of the report. Teachers and staff chose which Focus Group they wanted to work on, determined by a first come first served basis. An administrator was also assigned to each group to share their insights. Next, our Steering Group was created. Because Maui High’s Department Head team is called the “Leadership” team, to avoid confusion, we named our WASC leadership team the “Steering Group”. The Steering Group is made up of Focus Group Leads, Academic Review Team members, Administration and CIA members. Focus Groups met numerous times in the Spring of 2016. Each Focus Group was given the tasks of collecting and analyzing the data that informed their section of the report and to write about their findings so as to answer each prompt they were assigned. Many groups created surveys, reviewed and interpreted data, as well as contacted the proper individuals and departments to collect necessary supporting evidence. Home Groups, made up primarily of departments, informed the work as needed. In the Fall of this school year, we conducted a school-wide Profile Data analysis day. Attendees included teachers, staff, students, and parents who are also teachers. The non-Maui High employee parents we invited were unfortunately unable to make it.

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From this analysis of our current Profile data came our Critical Learner Needs. These, and the updated Profile data were given to Home Group Leads for further chapter edits and additions.

New teachers who joined the Maui High School staff in school year 2016-217 were added to both a Focus Group and Home Group. The self-study draft was also shared with all new staff members to review. During the 2016-2017 school year, self-study document updates were provided to parents at various parent meetings throughout the entire year.

Home Group members added to and edited each of the Chapter 4 categories in their weekly after-school meetings. The chair and co-chairs then read the feedback submitted and made appropriate changes. Departments also used this time to analyze student work that was related to some of the prompts in Categories B, C and D. The results of these analyses were included in our report. All-Faculty meetings were also held during the fall to review progress and provide direction.

In November, the WASC Steering Group met to review and edit the rough draft to reflect the most recent changes in the document. After these edits, the report was shared and reviewed by staff at our final WASC Report meeting. The plan was completed and submitted on time with the support and input of all stakeholders.

January and February 2017 were used to prepare Maui High School for the WASC visiting committee. Faculty and staff finalized evidence portfolios, while students and parents met to learn what to expect during the WASC visitation.

Faculty, staff, students and parents all participated actively in the WASC self-study process. We attempted to include all school programs and all significant factors in our study while always focusing on student learning. As our principal often reminded us to ask ourselves, “Is this best for our students?” Our community goal has been to ensure all stakeholders that our institution is committed to ongoing improvement and to create a document that will guide Maui High School’s success for the next six years.

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Steering Group: WASC Self Study

Group Member Focus Group

Lead ARTeam CIA Team Admin

Aaron Kondo X Cat B

Bernice Takahata X VP

Bronwyn Tatman Self Study Lead X X

Cherisse Fernandez X Cat E

Crystal Kondo X Cat A

Dawn Thompson X

Glenda Joyo X Cat A

Heidi Hughes X

Jamie Yap X Principal

JC Fernandez X Cat E X X

Jeneen Fukuroku X Cat D

JoAnne Higa X VP

Kate Walholm X

Leka Anitema X Cat A X

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Lora LaMarre X VP

Nalani Caulford X

Nichole Tokishi X Cat A

Scott Tresidder X Cat B

Shari Kearney X Cat C X

Sharyl Seino X Cat D

Steph Martin X Cat C

Ti'a Joaquin X ART Leader X X VP (TA)

Ty Ogasawara X VP

FOCUS GROUPS BASED ON TEACHER CHOICE

ORGANIZATION ORGANIZATION CURRICULUM INSTRUCTION

ASSESSMENT

CULTURE & SUPPORT

Governance, Resources

Leadership and Staff

A1, A2, A6 A3, A4, A5 B1, B2, B3 C1, C2 D1, D2 E1, E2, E3, E4

Ana Lucia Ramirez Alena Matsui Aaron Kondo: N-102 Alyson Herfert Anna Cantor Carol DeForest

Barb Sowers Amy Kuhns Allen Kennedy Chelsey Pavao Blaine Hunter Cherisse

Fernandez: P-30

Barry Takahashi Ann Heron Brandi Spalding Christine Wada Blair Pooler Clint Gima

Beth King Bob Steele Casey Watanabe Clarice Lee Dawn

Thompson Cory Shishido

Chad Chapman Bruce Anderson Dave Gunderson Franciose

Wittenberg Etsuko

Nagahama Glenn Prieto

Crystal Kondo: B-103 Chase Corneal Evelyn Gamez Ivy Elegino Greg Jones Ingrid Vasilescu

Dani de Jesus Chris Perry Gabi Roback Jason Mackley Jeenna Canche Joanne Kong

Grace Akaou Christina Higa Jeff Lange Jeff Balinbin Jeneen

Fukuroku: LIB Jodi Kunimitsu

Heidi Hughes David Rostetter Jo Higa Kara Knothe John Melia Jonathan

Fernandez

Ian Lowland (Riccmani) Glenda Joyo: J-101 Joanna Bohn Kimberly Kaya Keith Graham Julio Bayez

Janyce Omura Glennis Ooka Joseph Furlett Kristine Hayashi Kerry Wasano Keith Shirota

Jeanne Ichikawa James Ballao Joshua Roar Lisa Stills Linda Sobaje Laurence Muleh

Jessica Lewis Jessica Adkins Justin Rouleau Michele Sera Lisa Suzuki Leilani Abafo

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Jody Africa Aguilar Kaleo Waiau Keith Imada Mitch Wendorff Maki Wims Lisa

Kakiuchi-Gima

Katherine Walholm Keith Isagawa Leolani Corpuz Pandora Boyle Molly Sherwood Lori Sanada

Kerry Foltz Leka Anitema Mike Siopes Rachael Denessen Paula Wolk Martha Shigeta

Kristin Tanaka Lia Kreig de Souza Nanna Lindberg Ron Smith Penny Gilman May

Okuhama-Wong

Nichole Tokishi Lynsi Melia Neal Somers Rondy Arquero Regina Henry Mike Green

Sharon Goldenberg Marissa Asato Ross Ashburn Shari Kearney Richard Pacheco Nalani Caulford

Tiara Matsui Michael Sado Scott Tresidder Stephanie Martin:

P-34 Ross O'Geen Neill Nakamura

Nadine Gushi-Lo Susan Durham Tim Jeffs Sharyl Seino Ryan Monico

Reid Yamamoto Ti'a Joaquin Traci Rosario Stewart Enger Shannon Rowe

Stephen Bell Therese Beaudry Lora LaMarre Ty Ogasawara Surina Shankar

Bill Giebink Chris Eubank Tad Iwata

WASC HOME GROUPS Leads Admin CIA Helper

PE/HLT/ARTS/LANGS CTE ELA/ELL MATH SCIENCE

SOC STUDS SPED

COUNSEL SUPP

Amy Kuhns Allen

Kennedy Blair Pooler Alena Matsui

Alyson Herfert

Aaron Kondo

Carol DeForest Ann Heron

Ana Ramierz Chris Perry Dawn

Thompson Christina

Higa Bill Giebink Blaine Hunter

Cory Shishido

Bronwyn Tatman

Anna Cantor Clint Gima Ingrid

Vasilescu Clarice Lee Bruce

Anderson Brandi

Spalding Evelyn Gamez

Cherisse Fernandez

Barb Sowers David

Rostetter Jeff Lange Heidi

Hughes Chelsey Pavao

Casey Watanabe

Gabi Roback Cory Nomura

Barry Takahashi Glenn Prieto Joseph Furlett Ivy Elegino

Dave Gunderson

Chad Chapman

Jody Africa Aguilar Crystal Kondo

Bob Steele Joanne Kong Justin

Rouleau James Ballao Greg Jones

Chris Eubank Kaleo Waiau Dani deJesus

Chase Corniel Joshua Roar Lisa Stills JC

Fernandez Jessica Lewis

Christine Wada Kara Knothe Glenda Joyo

Estuko Nagahama Julio Bayez Lisa Suzuki

Jodi Kunimitsu Kerry Foltz

Gerald Riccmani-i

Keith Graham Jeanne Ichikawa

Glennis Ooka Keith Imada Rachael

Denessen Leolani Corpuz Leka Anitema

Janyce Omura

Kimberly Kaya

Jeneen Fukuroku

Grace Akaou Leilani Abafo Regina Henry Linda

Sobaje Lia Kreig-de

Souza Jason

Mackley Kristine Hayashi Kate Walhom

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Jenna Canche

Lisa Kakiuchi-Gim

a Reid

Yamamoto Maki Wims Mike Siopes Jeff

Balinbin Lora-lea LaMarre Keith Isagawa

Jessica Adkins Lori Sanada Ryan Monico Michelle

Sera Mitch

Wendorff Martha Shigeta

Molly Sherwood

May Okuhama-Wong

JoAnne Higa Mike Green Sharon

Goldenberg Paula Wolk Nanna

Lindberg Michael

Sado Neal Somers Nadine Gushi-lo

John Melia Neill

Nakamura Therese Beaudry

Richard Pacheco Stephen Bell

Ross Ashburn

Penny Gilman Nichole Tokishi

Keith Shirota Rondy

Arquero Ti'a Joaquin Françoise

Wittenberg Bronwyn Tatman

Ty Ogasawara Ron Smith Scott Tresidder

Kerry Wasano Ross O'Geen Tim Jeffs Sharon

Kearney Sharyl Seino

Kristin Tanaka Shannon

Rowe Traci Rosario Surina

Shankar Steph Martin

Laurence Muleh Ti'a Susan

Durham Stew Enger

Lynsi Melia Tiara Matsui Tad Iwata

Nalani Caulford

Students who participated in our Profile Data Analysis Workday:

Angelica Seopieri

Camryn Ban Cassidy Matsuda Cheyenne Poche Christine Alonzo

Czarina Rae Santos Dane Payback

Jake Macapugay Kayla Phillips

Kaylee Russell Kenneth Alquisalas-Reyes

Kimberly Nicolas Kylie Amber Buere

Mary Pavinguit May Molina

Mia Domingo Nicole Buere

Shamar Medrano Tait Lucas

Yvonne Fulgencio

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Chapter I: Student/Community Profile

A. Prepare a Student/Community Profile. Include data and findings for the following: · Demographic data, including the refined schoolwide learner outcomes · Disaggregated and interpreted student outcome data · Perception data summaries, if any.

School Year (SY) 2016-2017 Maui High School is located in Kahului and serves the central and southeastern districts of the island, including Kihei, Wailea, and Makena. The populations of these districts are entirely dissimilar. The central district is an established, working class, suburban community of residences, small business, and light industry. The southeastern district is a generally transient and newly built community surrounded by large resorts and hotels. The ethnically diverse student population includes Filipinos, Caucasians, Japanese, African Americans, Chinese, Hawaiians, Hispanics, Koreans, Portuguese, Samoans, Tongans, Marshallese, Micronesians, as well as other non-disclosed ethnicities. Maui High School opened in 1913 in the community of Hamakuapoko, which is located in the northeast sector of Maui. Maui High School was the first academic high school on the island with an initial enrollment of sixteen students. In 1972, the present Maui High School campus opened in Kahului, the heart of central Maui. The school is now comprised of twelve major buildings, 39 portable classrooms, and several athletic facilities on 75 acres. At the time, over 60% of the school’s student body traveled from the northeast sector, a predominantly agricultural and rural community. Central Maui students were added to the school’s population at that time. The most significant impact to Maui High School’s enrollment is the building of housing developments in central Maui. From 2008 through 2013, there has been a 23.9% population increase in Kahului. This is compared to a 6.0% increase in population for our South Maui community. As our student population continually increases, one important question for our administration and our staff is how do we plan for meeting the needs of students in an expanding school? To add to this is the uncertainty of a new high school opening in South Maui. Initially, it was slated to open in 2018. That date has since been pushed back to 2020 or later. We have about 650 students who attend Maui High from South Maui so the opening of the new high school will have a big impact on ours. As we plan for increases in population over the next few years, we also have to plan for a decrease as soon as the school opens. Admin is working with our staff to make sure the structures are in place to address these issues. Maui High is a comprehensive high school, offering extensive programs for students in grades 9-12. Our school is driven by Smaller Learning Communities (Academies) where students in grades 9 and 10 are part of learning teams of up to 150 students, sharing common faculty and aligned coursework. Grades 11 and 12 are driven by Career Pathways

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where students select and complete a course of study within the school curriculum. Career and Technical Education (CTE) is the “backbone” of Maui High with offerings in Arts and Communication, Health Services, Industrial Engineering Technology, Business, Public and Human Services, and Natural Resources. Maui High is an AVID (Advancement Via Individual Determinism) Certified School. We have successfully implemented the 11 Essentials of AVID Secondary as described in our annual site self-study. 25% of our classroom teaching staff are AVID trained teachers. Our school population consists of around 2000 students, 140 teachers/admin and 85 classified staff members. As of January 2017 we have 5 vice principals, 2 of whom are temporarily assigned. One because she is in the HIDOE’s Vice Principal training program, another, our ART Lead/Curriculum Coordinator because she is filling in for a VP who just transferred to another school for the rest of this school year. Two of our VPs have been at Maui High for 3 or more years and the 5th joined us from another school at the start of Semester 2. In addition, we have a new principal, because ours retired in December, also temporarily assigned. This change in leadership was not unexpected and we will find out if he will continue his career at Maui High at the end of the school year-or if we will be given another new principal. He comes to us with many years of leadership experience and is transitioning smoothly. These changes in our administration may seem daunting, but because Maui High has a solid foundation with many effective teacher leaders, administration transitions run smoothly and are rarely disruptive to the work we do daily to improve student achievement. School Mission: Maui High is a diverse community where all learners are challenged and supported to achieve personal success. School Vision: Maui High: College and Career Ready Our vision of a Maui High graduate is that all graduates will: ● Realize their individual goals and aspirations; ● Possess the attitudes, knowledge and skills necessary to contribute positively and compete in a global society; ● Exercise the rights and responsibilities of citizenship; and ● Pursue post-secondary education and/or careers without need for remediation. General Learner Outcomes (GLOs) State created: Self-Directed Learner · Community Contributor · Complex Thinker · Quality Producer ·Effective Communicator · Effective and Ethical User of Technology

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*All Data Charts are from the HIDOE Longitudinal Data System (LDS) unless otherwise noted. Demographic Data

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(Source: School Status Improvement Report (SSIR) 2014-2015)

● The median age of 5-19 of Maui High’s population is similar to that of the state (about 18%).

● Maui High’s median household income is significantly higher (almost $10,000 more) than the state’s but our college graduate number is almost 5% lower.

Campus/Faculty/Staff Data

(Source: School Status Improvement Report (SSIR) 2014-2015) This facilities table shows,

● our cafeteria/auditorium is inadequate for a school of our size.

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● our library is more than adequate but does not show that we lack additional meeting space. Our library functions as a place for students as well as a meeting place for our school’s staff and, often, for the district’s large meetings and professional development sessions.

● This data also indicates that we have more than enough classroom space. In actuality, this is not the case. We have many teachers sharing classrooms, our Physical Education teachers do not have classrooms, and our science teachers have to use their labs as regular classrooms.

Source: School Status and Improvement Report (2014-2015)

● More than half of our faculty members have been at Maui High for five years or more. ● This school year, we have had 14 beginning teachers join our faculty. ● Of those 14, 3 have completed a teacher education program. ● The large turnover is due to retirements, a few long-term leave of absences, and teachers

returning to the mainland after realizing they cannot afford to live on Maui any longer. ● Over 40% of Maui High teachers hold advanced degrees, and less than 5% are not

certified. ● Our two faculty members with PHds belong to our science department. ● There are 4 National Board Certified Teachers on staff- two in the English Language Arts

Department and two in the Social Studies Department.

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Enrollment Data

School Enrollment Numbers by Class

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● After remaining relatively steady, Maui High’s enrollment increased 6% this school year. ● We have about 5% more boys than girls at Maui High. ● Maui High’s ethnic make-up does not vary significantly from year to year. Our largest

population is Asian (55%). The SY 2016-2017 disaggregated numbers show that of our 1935 students, 50% are Filipino, 17% are Native Hawaiian, 10% white, 5% Japanese and 4% Hispanic.

● Our projected enrollment is 1980 (HIDOE preliminary enrollment data) for the 17-18 school year.

● We have been warned that our freshman enrollment number will increase from 534 to 612 next school year. This is going to have a large effect on our Academy structure and class sizes.

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● The percent of Maui High students who receive free or reduced lunch and have low

socioeconomic status holds steady around 45% except for a 10% drop in 2015-2016. ● Although we are very close to the numbers that would provide our school with Title One

allocation, we have not reached the required number since SY 2012-2013. ● In 2015-2016 Maui High had 40% Low SES and needed 47.2% to qualify for Title One

monies.

Special Education Numbers by Primary Disability

● Maui High’s IDEA enrollment numbers hover around 9% each year.

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● The number of students at Maui High on the autism spectrum has increased most years. ● Students with Specific Learning Disability are the category that most of our IDEA students

fall into. ● We have had 2 students with a hearing disability for the last 3 school years. Our ability to

meet their needs is shrinking as it is difficult to find teachers for the deaf.

Percent English Language Learners: Comparison

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● Maui High’s English Language Learner enrollment numbers have decreased from 11% in 2012 to 7% in 2016. The number has increased slightly this school year, to 8%.

● The percentage of ELL students at Maui High is consistent with our complex’s numbers but is higher than the state’s ELL population.

English Language Learner: Primary Language The English Language Learner population is currently comprised of 14 different languages. Currently there are 158 Active ELL students and 130 Monitored. The population has decreased from 11% in 2012 to 7% in 2016. For the year 2016-2017, 45% of the ELL population spoke a Philippine (Ilokano, Tagalog, Cebuano, Pangasisan) Language and 27% spoke a Marshall/Micronesian Island Language (Chuukese, Pohnpeian, Marshallese). The languages vary slightly from year to year with students coming from other Micronesian Islands, and Asian countries. Students are flagged as potential ELL during enrollment, if answers to any of the

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language questions: Language Spoken at Home; First Acquired Language; and Language Most Used, is a language other than English. 2016-20017 Active ELL SCHOOL/GRADE #

Cebuano/Visay

an

Chuukese

English

Ilokano

Marshallese

Pohnpeian

Russian

Samoan

Spanish

Tagalog

Tai

Tongan

Vietnamese

Maui High

158

1 2 46 34 24 8 1 1 11 21 1 5 3

100%

1% 1% 29%

22%

15% 5% 1% 1% 7% 13%

1%

3%

2%

Grade 9

61

0 0 16 13 12 3 0 0 4 10 0 2 1

Grade 10

49

1 1 20 7 8 3 1 0 2 5 0 0 1

Grade 11

36

0 1 9 11 2 2 0 1 4 4 0 2 0

Grade 12

10

0 0 1 2 2 0 0 0 1 1 1 1 1

32 2 0 0 0 1 0 0 0 0 0 1 0 0 0

2016-2017 Monitored SCHOOL/GRADE #

Cebuano/Visay

an

Chuukese

English

Ilokano

Mandarin

Marshallese

Pangasina

n

Pohnpeian

Samoan

Spanish

Tagalog

Tongan

Maui High

130

1 1 34 51 1 3 1 4 1 5 26 2

100%

1% 1% 26%

39%

1% 2% 1% 3% 1% 4% 20%

2%

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Grade 9

15

0 0 5 2 0 0 0 1 0 3 4 0

Grade 10

46

0 0 10 21 0 1 0 2 1 1 10 0

Grade 11

52

1 0 16 19 1 1 1 1 0 1 10 1

Grade 12

17

0 1 3 9 0 1 0 0 0 0 2 1

Attendance Data Please note: numbers for 2016-2017 are for just the first couple of months of the 2016-2017 school year.

● Student attendance increases as the grades increase (9th lowest - 12th highest

attendance rate). ● SPED Over-age attendance increases as the students get older. ● Freshmen consistently have the lowest attendance rate each year. ● Maui High Seniors during the school year 2014-2015 met the state standard for

attendance. ● Maui High consistently approaches the state standard in all areas and years except for

SPED Over-age.

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● ELL attendance has decreased in all grades in 2015-2016. ● ELL attendance is lower than non-ELL attendance for all grades in all grades and in all

years shown. ● Compared to non-ELL attendance, which remains relatively consistent, ELL attendance

numbers vary considerably from year to year in all grades.

● Attendance of IDEA students is significantly lower than non-IDEA students since 2012

except 12th grade in school year 2014-2015. ● This school year, so far, our Junior IDEA students are attending above state standard. ● The attendance of our IDEA 10th grader is consistently lower than the state standard

across all years shown.

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Behavioral Data Note: See examples of class of suspensions in the second chart.

● Class A, B, and C combined incidents have decreased significantly (by ~⅔) between 2011

and 2016.


● 65% of all suspensions in SY 2014-2015 were of Class A type. ● Maui High’s number of average daily absences has gone down over the years to 11 but is

still above the state standard of 9.

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● Class C offenses (insubordination, cutting class and smoking for example) are the most

common in all years except for during quarter 2 of last school year. ● Class D offenses increased significantly at the beginning of last school year. ● Overall, disciplinary action was low last school year. ● School Year 2012-2013 saw the most disciplinary action of all reported years.

Perceptual Data School Quality Surveys The 2015-2016 “PARENTS” graph includes the parent survey Maui High gave to Junior and Senior parents in Spring 2016. We conducted this survey because the Parent numbers for completing the School Quality Survey (SQS) were extremely low (under 10% completed surveys out of the number given). You can see the SQS questions in the appendix.

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● Teachers who were surveyed felt less safe at school in 2015 compared to 2014 (9%

decrease) ● Both students & teachers surveyed did not feel as safe in 2015 as they did in 2014;

however, parents surveyed felt safety increased in 2015 ● Teachers (85%) had the most positive outlook on safety compared to students (72%) and

parents (75%) surveyed in SY 2015-2016.

● 13.6% of students responded negatively for well-being for both years shown. ● 67% of students surveyed answered positively in both years shown. ● Parents are most positive about “well-being” 82% for SY 2015-2016. ● More than 3 quarters of our teachers answered positively for well-being.

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● About ⅔ of Maui High teachers indicate satisfaction in SY 2015-2016. ● Parent satisfaction increased 3.3% in SY 2015-2016. ● Student satisfaction decreased 3% but is still ¾ of the population surveyed.

● ● 60% of Maui High students surveyed indicate they feel involved or engaged. ● Teachers have the highest percent of positive responses (74%) and is aligned with the

responses of parents (73%).

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College and Career Ready Data


(Source: Hawai’i P-20 Report 2014)

● Maui High School had a higher than state or same as state on-time graduation rate from

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2012 to 2014 but in 2015 the school dropout rate increased, and on time graduation decreased

● After remaining consistent for 3 years, the dropout rate increased significantly in SY 2014-2015.

● The number of freshmen who graduated on time decreased from 2012-2013 (98.4%) to 14-15 (77.4%).

● Maui High had a higher % of BOE recognition diploma completers than the state in 2012, 2013, 2014.

● We had a higher % of completers taking the Advanced Placement (AP) exam in 2012, 2013, 2014 because of our Open Enrollment policy for AP courses.

● We had a lower % (of AP scores that earned a score of a 3 or higher than the state for all 3 years by.

● Dual Credit takers is higher than the state’s by 1-2% in all years reported.

(Source: Hawai’i P-20 Report 2014)

● Enrollment in college English courses (39%) for 2014 is lower than state (42%). ● Enrollment in college math courses (33%) for 2014 is higher than state (27%) ● There has been an improvement in # of students taking remedial courses at University of

Hawai’i (UH).

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Career and Technology Education Program Data

School Year 2012-2013

2013-2014 2014-2015 2015-2016

# of CTE Completers 300 233 228 232 +32 honor grads

(Source: Maui High Registrar)

● More than half of our seniors are CTE completers. ● The percent of CTE completers has remained fairly consistent.

Student Performance/Achievement Data

● The highest cumulative GPA for seniors in SY 2015-2016 is a 3.5 and above. ● Half of the students earned a 3.0 or higher GPA.

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Strive HI Data M: Maui High

S: State

Criteria 2013 2014 2015 2016

11th Grade ACT % of students with Composite Score of 19 or above

27% 26% M:42% S: 39%

M: 40% S: 39%

College Going Rate

(℅ 2011) 61%

(℅2012) 56%

(℅ 2013) M: 60% S: 62%

(℅ 2014) M: 58% S: 62%

Graduation Rate 87% = State Target 2017 1 year lag

(c/o2012) 81%

(℅ 2013) 84%

(℅ 2014) M: 83% S: 82%

(℅ 2015) M: 77% S: 82%

ELA/Literacy Meeting Standard SBA 11th Grade-Score 3 or 4; Last School Year

M: 55% S: 48% (all grades)

M: 53% S: 51%

Math Meeting Standard SBA 11th Grade- Score 3 or 4; Last SY

M: 32% S: 41% (all grades)

M: 29% S: 42%

Science Proficiency Biology EOC Exam Score of 300+ State= All grades Last SY

15% 25% M: 22% S: 41%

M: 19% S: 43%

Current Gap Rate Lower Better

40% 43% M: 38% S: 31%

M: 37% ela S: 32%

Chronic Absenteeism New in 2016 Lower Better Last SY

M: 19% S: 19%

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5-year Graduation Rate New in 2016

M: 85% S: 83%

(Source: HIDOE StriveHI Data)

● ACT scores increased dramatically in 2015 but decreased a small amount the following year.

● All other scores/ratings have decreased but none by more than 4 points. ● Maui High aligned with the state in the 2 new StriveHI categories: Chronic Absenteeism

same as state’s (19%) and 5-year graduation rate higher than state’s by 2 points. Hawai’i State Assessments breakdown (Smarter Balanced and Bio EOC) SY 2014-2015

● Less than half of our disadvantaged students achieved proficiency in any of the 3 exams. ● The Biology End Of Course Exam (Science) percentages are far from proficient with

Native Hawaiians having the lowest at 11% proficient.

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Smarter Balanced Assessment Claims Proficiency SY 2015-2016

● The “concepts and procedures” claim for math is significantly lower than the others at

64% near, at, above proficiency. ● Maui High did best in on the “communicating reasoning” claim at 71% near, at, above

proficiency. ● Maui High does well with teaching Research and Inquiry as measured by the Smarter

Balanced Assessment (84% near, at or above proficiency). ● The “writing” claim is where we need most literacy work; it was lowest at 76%.

● END OF COURSE (EOC) EXAMS

● Our Algebra II End of Course (EOC) Exam is consistent, around 48% proficient, except for

a spike in SY 2014-2015 when they rose to 63%. ● None of our IDEA or ELL students were proficient on the Algebra II End of Course (EOC)

Exam for the last two years. ● Last year, more females and Low SES students achieved proficiency on the Algebra II

EOC than males and non-low SES students.

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Advanced Placement (AP) Exams (Data collected and compiled by our AP coordinator)

Please see our 2016 AP Test Data Form HERE.

➔ There were 458 AP exams taken in 2016. ➔ 70% earned a score of a 1 or 2 ➔ 14% earned a score of a 3

STAR Renaissance Universal Screener: This data will be provided soon. Our second round of testing has not been completed. As soon as it is, we will compile it and add it to this report.

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https://drive.google.com/a/mauihigh.org/file/d/0B__aqqLlTRLLeTV4MVZxYk12YkY5aWhrdlNOTndfV3BYWlRr/view?usp=sharing


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Chapter II: Progress Report

Summarize progress on each section of the current Academic Plan that incorporated all schoolwide critical areas for follow-up from the last full self-study and all intervening visits.

Maui High has made considerable progress on the various “Critical Areas for Follow-up” that previous visiting committees have left us over the past 6 years. The Critical Areas are: Full Self Study Visit (2011): Critical Area #1: The leadership team needs to coordinate initiatives in a coherent and integrated manner that expresses a clear and specific focus on student achievement that are measured and monitored on a regular basis. Critical Area #2: Provide sustained professional development to ensure teachers utilize data to drive consistent, high quality Tier 1 Instruction within the effective cycle of instruction. Critical Area #3: Collaborative implementation of common formative assessments, aligned with pacing guides and standards in all content areas. Three Year Term Mid-Term Visit (2014); in addition to the above: Critical Area #1: CCSS: The Maui HS staff needs to continue the work in fully implementing the CCSS. Critical Area #2: CSSS/RtI: The school needs to develop a structured, tiered intervention program that organizes existing systems of support to include preventative measures for struggling students, Critical Area #3: Fidelity to Data Team Process: Continue to provide professional development and follow-up support on the data team process and the use of formative assessment results to inform instruction to increase student achievement. Critical Area #4: Academic Plan: The school needs a focused process to draft and implement the Academic Plan for Maui HS. There needs to be participation and buy-in of all stakeholders. Critical Area #5: ART: Most at the school believe that the Academic Review Team will be the “keeper of the flame” for the Maui HS Academic Plan. The ART needs to participate in the appropriate training to understand their roles and responsibilities and to foster success in implementing the plan.

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One Year Mid-Mid Term Visit (2015) Critical Area #1: The staff has experienced many professional development opportunities. The challenge is for each teacher to effectively implement newly-learned strategies into the classroom. Critical Area #2: Continue the work to develop the RtI plan to ensure success of struggling students, both academically and socially-emotionally. Critical Area #3: Continue to implement data teams so the process has a schoolwide effect on student learning. Maui High’s 2016-2017 Academic Plan is structured, by mandate, around the HIDOE’s Six Priority Strategies. They are listed here with a summary of how the goals for each has been addressed over the last few years. Each section was written by the Academic Review Team Lead for that area: *Note: Maui High separates the strategy “Implement Common Core State Standards into 3 goals: The first is Common Core for English Language Arts (ELA) and Literacy. The second is Common Core for Math in the Lower Grades and the third is Common Core for Math in the Upper Grades; with a different Academic Review Team (ART) Lead for each. Strategy: Hawai’i Common Core Standards for English Language Arts and Literacy across all content areas AcPlan Goal: 100% of regular education ELA and Math students will receive instruction guided by the Hawai’i Common Core Standards. (Focus Critical Area: #1 2014)

The English/Language Arts Department has made great strides since 2011 in implementing both the Common Core State Standards and the schoolwide AVID literacy strategies. After the 2011 Full Self Study, the department began to focus on Critical Area #3 which dealt with the “collaborative implementation of common formative assessments, aligned with pacing guides and standards”. Between the 2011 study and the midterm visit in 2014, the English Department worked regularly at grade-level to work on aligning pacing guides and creating common units, as well as formative and summative assessments that addressed the then, Hawaii State Standards. In 2012, when we as a department began the shift into the Common Core, the majority of the teachers in the department were sent to trainings on how to implement the Common Core, and those who did not attend received information through teacher-led professional development either through the school or through our department itself.

In 2013, our department began utilizing the, then mandated, Springboard Curriculum. Since it was introduced right before summer, it was a soft roll out, meaning our first year was a transitional year in which teachers were being trained even as they were beginning to teach the curriculum. As a result, at the time, the focus for teachers was more upon learning the curriculum ourselves as opposed to aligning all of our curriculum. Since then though, all but our current (2016-2017) new teachers and AP teachers (who are trained in the standards through College Board and their AP program) have been trained in Springboard and are working with grade level teams not only to align but to collaborate over data and curriculum in order to make Springboard work at Maui High, with our particular students and our particular schedule.

As of this year, while we are more aligned than ever both horizontally and vertically, we are still not completely aligned- due mostly to the fact that with shifts in faculty over the last few

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years and other mandates that have been rolled out, finding the time necessary to create complete alignment has been near impossible. Having said that, we have continued working towards this alignment by establishing common Springboard units and assessments in grade levels 9 through 11. The next step is to effectively time these assessments within the grade levels so that they can be utilized within our data teams and directly drive Springboard specific instruction. At the 12th grade level our teachers teach Expository Writing using CCSS and also incorporate the Senior project in 1st semester, and in the 2nd semester teach units included in Springboard.

Even as recently as the first quarter of this current school year 2 out of 3 of our new teachers have joined the AVID site team here and will receive training in the schoolwide literacy strategies used at Maui High School- and the remaining new teacher (who was trained in Springboard through another school campus) received training in AP instruction through College Board during the summer. In other words, we can confidently say that each of the teachers in our department have been or will be soon trained conclusively in the Common Core State Standards either through Springboard or through other avenues (AP trainings) and have also been trained and are regularly using AVID literacy strategies such as (but not limited to) Cornell Notes, Marking the Text, Close Reading, and GIST summary strategies. Strategy: Hawai’i Common Core Standards for Mathematics (Lower Grades) AcPlan Goal: 100% of regular education ELA and Math students will receive instruction guided by the Hawai’i Common Core Standards. (Focus Critical Area: #1 2014)

The math department has come a long way since our last full study in 2011. At first our focus was on Critical Area #3: Collaborative implementation of common formative assessments, aligned with pacing guides, and standards in all content areas. Our department spent time aligning our pacing guides and matched each standard taught to the Common Core State Standards in the years that followed. We received trainings on formative assessments and began to integrate bell work, exit passes, and student self-assessments like thumbs up/down into our daily lessons. With the full implementation of Common Core, we aligned the syllabi in commonly taught subjects rather than to follow a pacing guide.

We next tackled Critical Area #2: Provide sustained professional development to ensure teachers utilize data to drive consistent, high quality Tier 1 Instruction within the effective cycle of instruction, through the introduction of AVID’s best teaching practices. After much professional development, a site team was created in which staff volunteer to be a part of the team, teacher resources were added to the Maui High website, and a coordinator was hired to herd us all in the direction of higher level quality instruction. Each year our coordinator invites 10 new teachers to attend the AVID Summer Institute on Oahu.

In addition to our campus wide professional development, our math department has also partook in content specific professional development through the development, implementation, and current additions to the HI DOE CCSS Math Curriculum. One of our very own teachers helped to create some of the Algebra 1 lessons. We piloted the entire algebra 1 curriculum to all 9th graders 3 years ago. The 3 general education teachers attended trainings designed by the DOE. After that first year we made some modifications to curriculum by adding more resources and creating common assessments. Since last year 2 of our teachers have been attending a PD which has provided much needed pedagogical practices, as well as, the integration of technology into the curriculum.

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As we continue to fully implement the CCSS, we continue to send teachers to the DOE trainings, especially focusing on new hires, new teachers to the subject, and teachers of Special Education students, who may not have received the information previously. This is the second year that our teachers of geometry are also regularly attending these trainings.

Our 3rd area of concentrated focus was, and still is, on Critical Area #1 (2014): The leadership team needs to coordinate initiatives in a coherent and integrated manner that expresses a clear and specific focus on student achievement that are measured and monitored on a regular basis. One of the first things we did as a school was to review and purchase a universal screener. We decided to pick the same one our feeder schools use in order to have some consistency. We then hired a new test coordinator and gave the test 2 times our first year using it. Soon after our purchase we began our data team process. We tried to use the data we collected from the STAR test, but found the data hard to decipher. Because the test was new to us, we asked a CAST member to help us. Unfortunately she was not able to answer or even get answers to our questions. This year we have a new test coordinator who is very determined to receive answers or make a recommendation to purchase a new universal screener. We would like to be able to use the data during our data teams, but for now have focused on using formative assessments we have collected from our students. We have collected data points 7 times in math in the past 3 years using this tool.

Some of the 9th and 10th grade math teachers joined the RtI team two years ago in the hope of being able to assist struggling math students as they enter high school. We realized that the data points to higher dropout rates to students who fail Algebra 1 more than any other subject. We decided to add another math class for freshmen that could accommodate those who were identified as struggling the most to pass Algebra 1 in their first year in high school. We asked for the 8th grade math teachers help in identifying these students and then used 3 other data points to create a suggested list of students who could take this alternative class. The class was officially added to our master schedule this year. We have 3 classes of Modeling our World (MOW 1), one in each academy. Our next desire is to hire an RtI coordinator/teacher who can help create and facilitate a math RtI class for those students needing even more math support than we can currently offer students thereby addressing Critical Area #2 (2014).

The math department is currently in the midst of setting up 2 meetings this year with each of our 2 feeder middle schools to discuss vertical alignment of our curriculum, as well as, student successes and needs. Dates and agendas are being developed so that meetings will take place during 2nd and 3rd quarters. The 8th grade teachers are just as eager to communicate with the 9th and 10th grade teachers as we are with them. By opening lines of communication between schools, our hope is that students will be appropriately placed and supported, ensuring success from their very first year of high school until graduation. Strategy: Hawai’i Common Core Standards for Mathematics (Upper Grades) AcPlan Goal: 100% of regular education ELA and Math students will receive instruction guided by the Hawai’i Common Core Standards. (Focus Critical Area: #1 2014)

For Critical Area #3 (2011): Collaborative implementation of common formative assessments, aligned with pacing guides and standards in all content areas; the math department is working on implementing the HI DOE CCSS Math Curriculum for the available courses. Currently, all upper grade Geometry classes have fully implemented the State Curriculum. Although they do not follow the state provided pacing guide for each day, they do

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follow the general outline of the topics covered in the course. This includes common formative and summative assessments.

Additionally, all teachers for upper grade Geometry classes have participated in the DOE training for Geometry. As for Algebra 2, one teacher has fully implemented the State Curriculum. It was decided that the one teacher would pilot the State Curriculum fully this year as there have been inconsistencies and errors in the State Curriculum. The other Algebra 2 teachers do use the State Curriculum; however it is used as supplemental material to the textbook.

For those students who struggled with Algebra 1, the transition to Algebra 2 was often very challenging. To help those students be more successful in Algebra 2, students are enrolled in Modeling Our World (MOW 2) prior to enrolling in Algebra 2. This course provides students the opportunity to use modeling to represent mathematical and real-world contexts. This is the second year that Maui High has offered MOW 2. Currently, there are two teachers teaching MOW 2 courses. One teacher is following the MOW 2 Common Core curriculum. The other teacher is following the Algebra 2 curriculum, but at a slower pace. Next year, all teachers teaching the MOW 2 course will be following the MOW 2 curriculum. We will be looking at the Algebra 2 End of the Course (EOC) results at the end of this year to see how students that have taken MOW 2 prior to taking Algebra 2 scored. Based on that data, we will determine if it is a course that we will continue to offer. Strategy: Response to Intervention (RtI) and Comprehensive Student Support Systems (CSSS) AcPlan Goal: Academic achievement and positive behavior will increase for all students. (Focus Critical Area: #2 2014, #2 2011)

Maui High began addressing RtI goals with fidelity in the 2013-2014 school year. Once we secured a strong ART lead, we began with a very active, inclusive and large RtI Team. Mini-teams were created and SMART goals for each team’s focus were written along with implementation plans, which all went into the Academic Plan for the next school year (2014-2015). A small group of our RtI team visited Campbell High School on Oahu to learn about their stellar RtI program. Finding a school at the secondary level with a comprehensive, sustained and successful RtI program is difficult at best. Campbell High seemed to be a great choice because of the school’s comparable size and the longevity of the program.

In July 2014 Maui High purchased the STAR Universal Screener for Math and Reading. All 9th and 10th Academy teachers were given STAR accounts and trained in how to utilize the common formative assessment to find out the needs of their students as well as how to interpret the various assessment data reports. The RtI Team, ART Team and Administration decided that only our 9th and 10th graders (within the Academy structure) would be screened with the STAR

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Universal Screener. This was done twice in 2014-2015 and three times in 2015-2016. This school year, grades 9-11 will be screened 3 times.

Interventions: Because Maui High is an AVID certified school, all teachers receive annual training in AVID literacy strategies (Cornell Notes, GIST Summarizing, Marking the Text, Word of the Week and to a small extent, Socratic Seminar). These strategies are currently our common Tier One strategies for all students. We need to work on common Tier One math strategies and are currently working on a plan for that. This is the primary way we have addressed Critical Area #2 (2011).

At the end of the 2014-15 school year, several 8th grade students were identified by their middle school teachers as not ready to succeed in Algebra 1 based on classroom observations and HSA test scores. About 25 students were invited to participate in a volunteer after school math program, called AfterMath, which began second quarter. This was Maui High School’s pilot Tier 2 Intervention RtI program. STAR data indicate that students improved their math skills, however the progress was slow and attendance was spotty-because the class had to be held after school. The math mini-RtI team has worked hard to develop a plan for 2016-17 Tier 2 intervention program/course and is struggling to determine how this program will be staffed and funded. A third obstacle is determining what physical space is available for this class. We have the same goal, to create a Tier 2 course within our regular school day, and are hoping to get it going for next school year.

The behavior mini-RtI team attended training from the Diana Browning Wright (DBW) program. We completed a behavior survey with our teachers and learned that most of our teachers have a belief system that would hinder our progress in implementing a positive behavior program. After attending the workshop for a year, Administration and Maui High’s DBW team decided to stop attending.

As of this writing, our RtI team has shrunk in size and scope. Many staff members were spread too thin and finding it difficult to attain the many varied goals. Maui HIgh’s primary focus this year is to research creating a math RtI course for next school year, research the possibility of an RtI coordinator and expand the use of the STAR Universal Screener. Strategy: Formative Assessment/Data Teams AcPlan Goal: Classroom Teachers will use the content specific, “revised for Maui High” Venables data team process and common formative assessments to inform instruction to increase student achievement.(Focus Critical Areas: #3 2014, #2 2011)

The CIA Team successfully trained 20 content based data teams on the “revised for Maui High” Venables Data Team Process over the 2014-2015 school year. Maui High now has 78% of its teachers trained in the data team process. We do not have 100% because 18 of our teachers are non-classroom teachers and while many of them analyze data in groups, the data is macro data and our process is for looking at student work. Requests to District and State Data Team leads for a process for NCTs have resulted in nothing. Another reason is that we had some content areas ask Administration to be excused from the data team training and look at data as they see fit for their programs. Administration granted this request.

Our content area data teams completed their 2nd cycle of the data team process in Spring of 2016. It was their first cycle that did not include training every other week. CIA and Administration assisted facilitators and monitored the process by visiting data teams on Data

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Team Thursdays and asking for specific documents (smart goals, action plans etc) to be shared through Google Docs. The data team cycle includes a meeting that focuses on conducting research for new, research-based instructional strategies that help all learners meet the objectives for the lesson (CA #2 2011).

We have struggled this school year (2016-2017) in regards to planning meeting time for the data team process. Data Team Thursdays became the allotted time for WASC tasks, so teachers have had to be creative in meeting as Data Teams. WASC tasks required all Thursdays for semester one.

After much deliberation with department heads and Administrators, the Curriculum, Instruction, Assessment (CIA) team and our Administration decided that, instead of jumping into the data team process in January, we will, instead, have data teams meet to align their curriculum horizontally. It was apparent that this is sorely needed among all departments and courses at the end of last school year when data teams realized that the data team process would go much smoother if courses were aligned. In addition, data from the WASC process, gathered late last year, also showed that 78% of teachers wanted a pacing guide for their course. As a result, semester 2 data team Thursdays of this school year will be utilized for curriculum alignment, creation of pacing guides and common assessments and, if this is completed, the data team process of looking at student work.

Formative assessment data is used by all data team teachers throughout the data team process and can be seen in their action plans. In addition, all teachers on EES incorporate formative assessments into their SLO instruction. Maui High had our annual “Techposium” first semester of SY15-16 and teachers learned many formative assessment tech strategies.

School year 2016-2017 began with an AVID literacy strategies refresher. These assessment strategies are used school-wide and help inform instruction of literacy in all content areas. More professional development sessions are planned as well as the creation of common assessments during our curriculum alignment meetings in data teams. Strategy: Educator Effectiveness System AcPlan Goal: 100% of teachers will receive the training and assistance they need in all components of the EES so that they have every opportunity to score “proficient” or higher. (This Strategy is part of our AcPlan but not a Critical Area for Follow Up)

At the opening of the school year, CIA and Administration informed all teachers of the changes and requirements of this year’s EES and Strive-HI System. All new teachers were fully trained on the requirements and best practices of the EES.

CIA assisted teachers with their SLOs, upon teacher request, and attempted to make sure assessments were aligned with learner goals. We did not, however, design a clear system of getting Observation data such as instructional gaps from our Administrators. This will be addressed this year and is reflected in this academic plan. Tripod results were reflected upon by all teachers who surveyed students. Strategy: Induction and Mentoring Program AcPlan Goal: Increase the effectiveness of our beginning teachers and encourage teacher retention. (This Strategy is part of our AcPlan but not a Critical Area for Follow Up)

Over the past six year, Maui High has consistently had a high turnover rate with approximately 10-15 new teachers each year. There was a need to recruit more seasoned

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teachers to be mentors to increase the effectiveness of each beginning teacher and encourage higher teacher retention. This goal has been slowly attained with each year seeing more teachers committing to the Induction and Mentoring program.

In 2011-2012 we had just 2 mentors. This school year (2016-2017) we have a total of 20 mentors. That is an increase of 900%. The enthusiasm around becoming a mentor is growing and Maui High will continue to add more trained mentors each year. A few of the obstacles in securing mentors is the amount of time mentors need to spend away from their classes to attend mandatory trainings as well as the amount of time it takes to facilitate weekly meetings with the mentees and fill out required paperwork.

Maui High has addressed Critical Area #1 from 2011-- The leadership team needs to coordinate initiatives in a coherent and integrated manner that expresses a clear and specific focus on student achievement that are measured and monitored on a regular basis-- soon after we had our self study visit 6 years ago. Our administration determined that our school needed a team of teachers who would spearhead Curriculum, Instruction and Assessment for the school. Our CIA Team was created. This team has changed in composition over the years due to scheduling needs and work-loads but has continued to analyze data to inform our needs and determine the best route for HIDOE mandates so as to develop and implement PD for various school wide initiatives. One example is the roll-out and training for the Data Team Cycle for analyzing student work and making classroom based instructional and curricular changes based on that data. Critical Area #4: Academic Plan--The school needs a focused process to draft and implement the Academic Plan for Maui HS. There needs to be participation and buy-in of all stakeholders-- has been addressed exceedingly well through the creation of our Academic Review Team (ART). Our ART membership has remained consistent since its inception. Each ART Lead is in charge of one of the Academic Plan’s Goals/Six priority Strategies and, with the assistance of their department and the staff, creates the goals and enabling activities for that strategy. They then monitor the implementation of the enabling activities to ensure work is being done to meet the goals. All stakeholders have a chance to participate in the creation of our academic plan through a consistent process that requests feedback and suggestions as the academic plan is created and finalized.

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Chapter III: Student/Community Profile — Overall Summary from Analysis of Profile Data and Progress

Provide an overall summary from the analysis of the profile data: ● Based on past progress and current data, explain the implications of the data

with respect to student performance ● Select two to three learning needs based on the data, noting the correlated

General Learner Outcomes ● List important questions that have been raised by the analysis of the student

performance, demographic, and perception data to be used by Home and Focus Groups in their study.

Subsequent to an analysis by our various stakeholder committees of our profile data and determining where we stand in the implementation of the 6 priority strategies from the Academic Review Team, we have determined that Maui High is on the right path to increasing student achievement with many successes but not without a few areas of concern. The data makes apparent that 3 areas of concern are important enough to become our focus for the next few years and thus our Critical Learner Needs.

Critical Learner Need #1 Math Achievement: Increase Math Preparedness and Achievement so that All Students Meet Proficiency Standards in Math. Data shows that Maui High students are below state averages on the Math Smarter Balanced Assessment and Math ACT exam. In addition, too many students take remedial math upon entering college. While our ACT scores for 11th graders has improved over the last couple years, we can certainly do more to make sure math is accessible to all. Improving math scores requires that students improve their abilities as complex thinkers (GLO3). A focus on this GLO, by all teachers, will help increase achievement in math. Questions that came up as we analyzed our data on math scores and grades were: Is there a need to vertically and horizontally align our math curriculum? Is there a need for professional development on common core math instruction and/or on strategies to meet the learning needs of our lower performing students? What can we do to better support our math students? To prepare for continued student improvement in math, Maui High’s math department has members on our RtI Implementation team who are researching and planning for an RtI math course. If actualized, this course will assist those students who are not ready for Algebra 1 by providing them with the skills needed to succeed. In addition, our math department has begun the process of vertically aligning their 9th grade curriculum with our feeder Intermediate schools. This endeavor will continue through this school year. Lastly, we begin our school-wide curriculum alignment initiative this semester, thus the math department will have time each Thursday to meet in their data teams to horizontally align their curriculum to the state mandated Common Core Math Standards, create a pacing guide and make common assessments, among other things. While not the only actions we will take to improve achievement in math, these three things have the most potential of being high impact.

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Critical Learner Need #2 Literacy Achievement: Increase Literacy skills so that All Student Meet Proficiency Standards in English Language Arts and Literacy as well as be Successful in All Academic Areas. Data shows that Maui High students are below state averages on the ELA/Literacy Smarter Balanced Assessment and Reading/Writing ACT exam. Teaching students to read, write and speak English effectively is what GLO #5 Effective Communicator embodies. A focus on this GLO, by all teachers, will certainly help produce more effective communicators at Maui High. Higher literacy skills will not only boost achievement in English courses, it will also provide a solid foundation for success in all courses. Questions that came up as we analyzed our data on literacy were: Is there a need to vertically and horizontally align our ELA curriculum? Are all teachers implementing our schoolwide AVID Literacy strategies in their classes? Is there a need for professional development on addressing Common Core literacy skills outside our ELA classes and/or on strategies to meet the learning needs of our high needs students? In an attempt to improve literacy across our campus, Maui High has provided training to all teachers on our AVID Literacy Strategies. This includes, but is not limited to, new and improved ways to teach our Word of the Week (WoW) each Monday. As mentioned above, we are embarking on a new Curriculum Alignment initiative. In addition to aligning curriculum in data teams, our teachers will be required to list Common Core Literacy strategies on their newly created pacing guides. While writing a strategy down doesn’t increase achievement, we are hopeful that teachers will follow the pacing guide and teach literacy in all their classes. Continuous literacy professional development for all teachers, differentiated by need, will be a future focus. Critical Learner Need #3 9th Grade Support: Increase the Support Provided to incoming Freshmen so as to Decrease Retention rates and Increase 9th grade Achievement. The numbers on ninth grade attendance, grades and retention tell us that we need a better plan to support our freshmen. The focus on GLO #1, Self-Directed Learner, will increase positive behavior, thus increasing the achievement data. Many questions came up as we discussed our 9th graders. They all boil down to: What can we do to better support our 9th graders in order to decrease retention rates and increase positive behavior? With the HIDOE’s new Strategic Plan comes new Statewide Student Success Indicators. One of which is titled, Ninth Grade On-Track. This indicator will be measured by the StriveHI school evaluation system and reaffirms that we are moving in the right direction by making this one of our Critical Learner Needs. Maui High put in place, many years ago, the smaller learning communities academy structure to better serve our 9th and 10th graders. While this has done wonders for many aspects of our school and student achievement, there is room for improvement. At this time, we lack an academies coach. We are currently determining if one is needed and if so, what that position will look like. We are also conducting visits to multiple secondary schools that are also academies schools to see how they structure their programs and support their students. The information

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gleaned from these visits will inform our decisions for next school year. Maui High has a comprehensive after school tutoring program available to all students. In addition, we provide tutoring for just Academy students before and after school, by their teachers throughout the school year. This practice has produced some positive results and will probably continue. One area of need is putting in place a positive behavior system so that our freshmen can focus on learning. This is a goal for the future.

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Chapter IV: Self-Study Findings

Category A: Organization: Vision, Mission, General Learner Outcomes, Governance, Leadership and Staff, and Resources

A1. Vision, Mission, and General Learner Outcomes Criterion The school has a clearly stated vision and mission (purpose) based on student needs, current educational research, and the belief that all students can achieve at high academic levels. Guided by the State Strategic Plan and supported by tri-level leadership (state, complex area, school), the school’s purpose is defined further by academic standards, General Learner Outcomes (GLOs), and the school’s Academic Plan. Vision, Mission, General Learner Outcomes, Profile, Academic Plan A1.1. Indicator: The school has established a clear, coherent vision and mission of what students should know and be able to do; the school’s Academic Plan is based upon high-quality standards and is congruent with research, practices, the student/community profile data, and a belief that all students can learn. A1.1. Prompt: Evaluate the degree to which the development of the school’s vision, mission, and Academic Plan has been impacted by pertinent student/community profile data, identified global competencies, and current educational research. Findings Supporting Evidence Our Vision and Mission Statements are as follows: Vision Statement: College and Career Ready We have further defined our vision by believing that all graduates can:

● Realize individual goals and aspirations ● Possess attitudes, knowledge, and skills necessary to

contribute positively and compete in global society ● Exercise the rights and responsibilities of citizenship ● Pursue post-secondary education without the need for

remediation Mission Statement: Maui High is a diverse community where all learners are supported and challenged to achieve personal success. Maui High School’s vision, mission, and academic plan are aligned to a significant degree to student and community profile data, identified global competencies, and current educational research. Our vision and mission statements were created about 10 years ago at an all staff workday. They were then refined and given the seal of approval by our parents and community members on the Student Community Council. It was an extremely difficult process but one that made us take the time to analyze and determine

Mauihigh.org Goals

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http://www.mauihigh.org/apps/pages/index.jsp?uREC_ID=145887&type=d&pREC_ID=302564


exactly what we wanted for our students. Both the vision and mission statements take into account the diversity of our population that our profile data makes apparent. In addition, they were created with current educational research in mind. For example, our desire for our students to be able to enter college without the need for remediation is based on the research that says these graduates are more likely to succeed in college. Our academic plan is developed annually and monitored quarterly around the state mandated implementation of the Six Priority Strategies. These strategies are based on the research our state DOE officials did prior to their creation a few years ago. They help provide structure to the school’s academic community that helps teachers and staff provide supports necessary to help students accomplish the goals set forth by the vision and mission of our school. The priority strategies are:

● Implement Common Core standards for ELA/Literacy and Math

● Create an effective Comprehensive Student Support System that includes a Response to Intervention (RtI) plan for all students

● All teachers use Formative Assessments to inform instruction and all teachers belong to a Data Team to analyze curriculum, instruction and assessments as well as student data

● Implement an Educator Effectiveness System that all teachers comprehend and use the data gathered from its various components to inform school professional development

● Maintain a robust and effective Induction and Mentoring program to assist new teachers

● Create an effective Academic Review Team to monitor the school’s academic plan.

The HIDOE provides schools with “continuums” (we call them rubrics) to monitor their implementation of each of the six priority strategies.

Academic Plan 16-17 HIDOE’s Continuums Completed Continuums

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https://docs.google.com/a/mauihigh.org/document/d/1qUn9p3_7tFdgEhP6XbxB7XXtCEkcyMl-H0ObAUVS0q8/edit?usp=sharing



Development/Refinement of Vision, Mission, General Learner Outcomes, and Academic and Financial Plan A1.2. Indicator: The processes to ensure involvement of representatives from the entire school community in the development/refinement of the vision, mission, General Learner Outcomes, and Academic Plan are effective. A1.2. Prompt: Evaluate the effectiveness of the processes that ensure involvement of the entire school community.

Findings Supporting Evidence The initial creation of Maui High’s vision and mission statements included the involvement of the entire school community. Teachers and administration took a primary role during the creative process and classified staff, parents and our community had a secondary role with advice, input and approval. Since that initial process, we have not, as a collective school community, revised either the vision or the mission. Our admin has asked our staff a couple of times over the years whether or not they feel the statements need revising and each time the answer has been a resounding “no”. We feel that both the vision and the mission embody our aspirations and our goals for our students. We will continue to regularly revisit this issue and evaluate if our vision and mission need revising, and will complete the process when we feel that they no longer align with the needs of the students and the goals of our school and state department of education. The General Learner Outcomes are state created and mandated for all schools to aspire to and teach through.

Self-directed Learner (The ability to be responsible for one's own learning)

Community Contributor (The understanding that it is essential for human beings to work together)

Complex Thinker (The ability to demonstrate critical thinking and problem solving)

Quality Producer (The ability to recognize and produce quality performance and quality products)

Effective Communicator (The ability to communicate effectively)

Effective and Ethical User of Technology (The ability to use a variety of technologies effectively and ethically)

HIDOE GLOs GLO Criteria-Teacher Created

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http://www.hawaiipublicschools.org/TeachingAndLearning/StudentLearning/LearnerOutcomes/Pages/home.aspx

https://docs.google.com/a/mauihigh.org/document/d/1PE6XiIOL9DH_GJEVyNLORMwAWYvZAdoA9jrhq4j_opg/edit?usp=sharing

https://docs.google.com/a/mauihigh.org/document/d/1PE6XiIOL9DH_GJEVyNLORMwAWYvZAdoA9jrhq4j_opg/edit?usp=sharing


During this self-study process we took the time, in an all faculty meeting, to list ways we address the GLOs in our classrooms. This activity led us to determine that no refining of the state’s GLOs was necessary. About 4 years ago, Maui High created an Academic Review Team (ART). The ART is tasked with making sure the goals within the annual Academic Plan align with the state’s strategic plan, Maui High’s vision and mission and our school’s desired academic outcomes. The ART membership has remained consistent over the years of its existence. It includes classroom and non-classroom teachers as well as an admin. Please see the ART member list linked at the right. Our academic plan (AcPlan) is pre-populated with the six priority strategies (outlined in prompt A1.1) that the HIDOE provides. The ART decides upon the enabling activities, timelines and lead implementors for each. After this input is taken into consideration, the AcPlan is reviewed and refined by the ART team then presented in draft form to the faculty and staff for their input and feedback. We have an annual PD day for the sole purpose of sharing each ART Lead’s enabling activities of the AcPlan. All Maui High staff are asked to give the lead suggestions and clarify and questions they may have. Their thoughts and ideas are incorporated into the final draft of the AcPlan. This process is somewhat effective in ensuring that progress is evaluated and goals/objectives refined if necessary. The draft AcPlan is also presented to our Student Community Council (SCC) and input and recommendations are gathered. It is at this meeting that interested parents and community members can be a part of our AcPlan creation process. Unfortunately, not many volunteer to join this council and as a result, our parent and community input is lacking. Maui High needs to seek out a more effective way to involve parents and our community members in the process. We recently added a volunteer opportunities page to our website and are hoping it generates some traffic. We do place a copy of the Academic Plan on our website to ensure that our stakeholders are informed should they feel the need to be. Our school has a variety of community, workplace and college connections that help our students and teachers keep in touch with college and career expectations which align with what our vision statement dictates. Several of our academy directors are on boards of local business organizations that make decisions in the community. For example, the Director of the Academy of Hospitality and Tourism is on the AOHT board. This board works extremely closely with Maui Hotel and Lodging Association and Hawaii Tourism Authority. As a result of her involvement there, she can then create and implement instruction that fits the

Mauihigh.org ART Page Academic Plan 16-17 HIDOE’s Continuums ART PD Presentation Staff Input to ART Leads and AcPlan SCC Assurances Mauihigh.org Volunteer Opportunities Page Mauihigh.org Academic Plan Page Real World Experiences Mauihigh.org Mock

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http://www.mauihigh.org/apps/pages/index.jsp?uREC_ID=247463&type=d&pREC_ID=staff



https://docs.google.com/a/mauihigh.org/presentation/d/1yTZ78-_Jt3-LdqHIabAksk0PxhObrZkMjogKjstv6MM/edit?usp=sharing

https://drive.google.com/file/d/0B0QtwQpoFkpaZE9ZTDJibDF6Nlk/view?usp=sharing


https://drive.google.com/a/mauihigh.org/file/d/0B__aqqLlTRLLbFNJQU04TUFMSkE/view?usp=sharing





https://docs.google.com/a/mauihigh.org/spreadsheets/d/16OpZMcASpVvTDdNqvqUTHddTCEURTHVQMRxvnsS94b0/edit?usp=sharing



requirements that are coming directly out of the business sector. This indirectly affects our AcPlan as we take this knowledge we get from those types of partnerships to help guide and direct the academic path of the school. Additionally, the mentors involved with Senior Project and the community members that help with Mock Interviews also influence students, instruction, and our AcPlan in this way.

Interview Page

Understanding of Vision, Mission, General Learner Outcomes, and Academic Plan A1.3. Indicator: Students, parents, and other members of the school community demonstrate understanding of and commitment to the school’s vision, mission, General Learner Outcomes, and the Academic Plan. A1.3. Prompt: Evaluate the degree to which the school ensures that students, parents, and other members of the school’s community understand and are committed to the school’s vision, mission, General Learner Outcomes, and the Academic Plan. Findings Supporting Evidence To a strong degree, students are exposed to Maui High’s GLOs, vision and mission statements daily in all classrooms and through their planners and our app/website. However, while this ensures awareness, it doesn’t ensure understanding and commitment to the concepts. Specific academies currently recognize students for academic excellence, improvement and GLO exemplification through a quarterly awards ceremony. Maui High also recognizes college attendance by placing posters of seniors attending college throughout the campus. The posters contain our vision statement. We recently implemented, school-wide, a GLO self assessment. Each teacher, during a designated period, will go over the GLOs, their meanings, and their indicators for that particular subject with their students. They will then ask the students to choose a piece of work to determine which GLOs were met while completing that work. Students’ understanding and commitment to our vision and mission can be strengthened through a school-wide curriculum connection. Teachers can also show greater commitment with stronger community-wide recognition of achievement. Parents are moderately exposed to our GLOs, and school vision and mission. Parents have access to the vision, mission, and GLOs via the Maui High website. They are also made aware of the vision and mission through their child’s planners and in annual Maui Newspaper “tabloids”

Mauihigh.org Goals Page App: Keep Me in the Loop in Play or App store GLO Self Assessment Template Completed GLO Self Assessments (TEB) Student Planner Mauihigh.org Goals Page Tabloid

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https://docs.google.com/a/mauihigh.org/document/d/1kvhd-us2GLwlGyWs4OD85bCQE53mX0jEAXNdXcMHeJs/edit?usp=sharing


https://drive.google.com/file/d/0B0QtwQpoFkpaZVdRN1lMVmtFYWM/view?usp=sharing


Maui High posts the annual academic plan on the website but further steps should be taken to promote it to parents and students. Other than those who are on our Student Community Council, we are not sure if anyone accesses it. One way we can promote the academic plan is to announce its location to parents and community members when we send out our Saber Scene newsletter. The School Quality Survey (SQS) to an extensive degree provides an opportunity for staff to share their thoughts, opinions, and feelings on some aspects of school that are aligned to our school’s vision, mission, GLOs. However, a more clearly aligned method to measure understanding and commitment may improve the degree in which Maui High ensures this.Outreach strategies, such as home visits by counselors and administration, are done depending on need. Saber Family Fun Night (SFFN) is held annually to invite the community to celebrate multicultural talents, food, and CTE programs. This allows the community to better understand the depth of the activities at the school.

Academic Plan 16-17 School Quality Survey 2016 SFFN Participants List

Regular Review and Revision A1.4. Indicator: The school is implementing an effective process for regular review/revision of the school vision, mission, General Learner Outcomes, and the Academic Plan based on student needs and global trends. A1.4. Prompt: Evaluate the effectiveness of the process for regular review/revision of the school vision, mission, General Learner Outcomes, and the Academic Plan.

Findings Supporting Evidence The Maui High staff reviews the vision, mission and GLOs annually at the start of each school year. Unfortunately this practice only includes a quick overview of the statements so that our new teachers are in the know. As stated above, we have not deemed it necessary to revise our vision and mission as we feel they are clear, concise, comprehensive and meet the needs of our school. Maui High consistently reviews and revises the academic plan through an extremely effective process called Academic Review Team (ART) meetings. These meetings occur quarterly, at the minimum. It is during this time that the ART leads evaluate the progress of our academic plan’s enabling activities. We make revisions on an as-needed basis. Our academic plan is posted on our website and each teacher receives a hard-copy and an overview at the start of the school year. In December, the ART

ART Memos 2016

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https://drive.google.com/open?id=0B__aqqLlTRLLWDdBWEltc05VNm8


https://drive.google.com/open?id=0B__aqqLlTRLLbUJKV3VNVF9GUG8


presents the progress made thus far in an all faculty meeting. We then ask for input, suggestions and make clarifications. This process is effective for teachers understanding and providing input to the academic plan but we need to improve on our communication with classified staff members. This self-study brought to light that although our custodians, security, cafeteria and office staff have access to the academic plan via the emails we send to them and through the website, we rarely meet with them in person to gather input. This is an area that we will work on.

Staff Input to ART Leads and AcPlan

General Learner Outcomes and Vision and Mission A1.5. Indicator: General Learner Outcomes and academic standards are reflected in the school’s vision and mission. A1.5. Prompt: Evaluate the ways in which General Learner Outcomes and academic standards are reflected in the school’s vision and mission.

Findings Supporting Evidence The HIDOE has identified 6 General Learner Outcomes that all students should embrace while at school so that they can be habits after graduation. The GLOs are:

● Self-directed Learner (The ability to be responsible for one's own learning)

● Community Contributor (The understanding that it is essential for human beings to work together)

● Complex Thinker (The ability to demonstrate critical thinking and problem solving)

● Quality Producer (The ability to recognize and produce quality performance and quality products)

● Effective Communicator (The ability to communicate effectively)

● Effective and Ethical User of Technology (The ability to use a variety of technologies effectively and ethically)

Maui High’s Vision states that our students, “...can realize their individual goals and aspirations.” The GLO that is most reflected in this is: Self Directed Learner. We teach goal setting skills and ask students to set personal and academic goals on a weekly basis. Maui High’s Vision states that our students, “...possess the attitudes, knowledge and skills necessary to contribute positively and compete in a global society.” The GLOs reflected here are: Quality Producer, Effective, Effective and Ethical user of

AVID SMART Goal Setting Lesson SMART Goal Sample Weekly Email Reminders: AVID

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https://docs.google.com/a/mauihigh.org/document/d/1UOtnLxH1aIbmVQ2FF5BIjrNAkqU5Z_fscjpaSNDEqac/edit?usp=sharing

https://docs.google.com/a/mauihigh.org/document/d/1pKmmOlNzC8EnlQOWxFMflH0cAHNqt2rEsOtXvyyfgXs/edit?usp=sharing


Technology. Our courses are rigorous and all students are expected to utilize technology effectively on a daily basis. Maui High’s Vision states that our students, “...exercise the rights and responsibilities of citizenship.” The GLO reflected here is Community Contributor. We have many academic and extracurricular activities that fulfill this goal. Maui High’s Vision states that our students, “...pursue post-secondary education and/or careers without need for remediation.” The GLOs that this goal embodies are Quality Producer, Complex thinker, Self directed learner, and effective Communicator. Everything we do at Maui High is in preparation of careers and college. Our Mission: Maui High is a diverse community where all learners are challenged and supported to achieve personal success. We believe that this mission statement embodies all 6 General Learner Outcomes. Academic Standards: they are developed at the state level and align with GLO’s. In addition, Maui High offers additional opportunity to address the GLO’s and academic standards. These opportunities include the Senior Projects, Mock interviews (Sophomores), C.T.E. completers process, and the AVID program.

Chromecart Calendar Senior Project Mock Interview Real World Experiences List Academic Standards (TEB) Syllabi on website

A2. Governance Criterion

The school’s program and operations are in alignment with the a) the Hawaii Board of Education’s policies and b) the Hawaii Department of Education rules, regulations, and procedures. The Board of Education delegates implementation and monitoring of these policies to the Hawaii Department of Education.

Understanding the Role of the Governing Authority (BOE, DOE State and Complex Area)

A2.1. Indicator: The school community understands the governing authority's role, including how stakeholders can be involved.

A2.1. Prompt: To what degree does the school community understand the governing authority’s role, including how stakeholders can participate in the school's governance?

Findings Supporting Evidence To a strong extent, the school school staff and community understands the role of the governing authority at Maui High. The school staff is informed of Hawaii BOE policies and Hawaii DOE procedures, rules, and regulations through email,

School communication via Lotus Notes, Google Drive, Gmail, and Google Calendar - on request

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https://drive.google.com/open?id=16OpZMcASpVvTDdNqvqUTHddTCEURTHVQMRxvnsS94b0


http://www.mauihigh.org/apps/staff/


letters, communication via their personal mailboxes, and correspondence with administration in staff meetings. Information from Leadership (Admin and Department Heads) meetings is provided to staff frequently and open discussion on topics is encouraged. Yearly compliance trainings from the DOE are provided by web or video links to staff. Furthermore, Complex Area Superintendent (CAS), School Renewal Specialist (SRS), and District support staff notifies teachers and staff through emails regarding individual training and state-mandated training meetings. There is a system in place that provides all important communication for each level of governance. At Maui High, there is a comprehensive understanding of the tri-level leadership, and the importance of the Academic and Financial Plan at each governing level. To a moderate degree, parents and students understand the role of the governing authority at Maui High. Policies, rules, regulations, and procedures are provided to students and parents in a timely manner. A number of documents-listed to the right- provide important information in regard to school and HIDOE policies and are distributed to students and parents/guardians at the beginning of the school year. An explanation of the documents distributed is given during freshman and new student orientation. Parents are also informed through monthly newsletters, announcements on the Maui High website, emails and communication via Jupiter Grades, letters, and personal contacts through individual meetings with school staff. Maui High will continue to successfully reach out to the growing population of parents/guardians who speak another language besides English through our NICE Center (Networking Institute for Caring and Education) and educational assistants able to communicate and translate information to students and parents. Furthermore, use of the Maui High School website and smartphone app allows information to be readily accessible to students and families. The PCNC, Student Activities Coordinator (SAC) and Curriculum Coordinators coordinate and maintain information for staff, parents, and students on the Maui High School website and through Google Drive and Calendar To a moderate degree, community members are also aware of the role of the Board of Education, Department of Education, and Complex Area Superintendent office. The

Dept. Head Meeting Minutes Principal’s Weekly Update and Schedule Opening of the Year HIDOE Packet HIBOE Website HIDOE Website Mauihigh.org Notices Student Planner Calendar of Events Beginning of Year Student Packet Freshman/New Students Orientation Synrevoice for attendance and emergency alerts Saber Scene Newsletter Jupiter Ed. for grades, comments, parent communication, documentation-on request Staff Google Calendar-on request Academy Meetings with Parents Agenda

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http://boe.hawaii.gov/Pages/Welcome.aspx

http://www.hawaiipublicschools.org/Pages/home.aspx


http://www.mauihigh.org/apps/events/

https://drive.google.com/open?id=0B0QtwQpoFkpaUFk0X1g5dDR2RU0

https://drive.google.com/open?id=0B0QtwQpoFkpaUFk0X1g5dDR2RU0


Maui High website provides links to the Hawaii DOE website, which also includes information on BOE policies. DOE State policies can be accessed via a link from Maui High School’s homepage. The Parent Community Networking Center (PCNC) Coordinator’s school newsletter also helps the community to become aware of school events and State holidays. Involving the community in Mock Interview and Senior Project activities gives community members an opportunity to visit the campus during a ‘work day’ where they can see governing structures of our campus in effect. This extends all the way from administration down to class (teacher/student) roles. This glimpse will help community members better understand the roles of each level of the school community as well as how they function together.

Athletic-parent meetings Jr/Sr Parent Nights Agenda Mock Interview Senior Project

Relationship Between Governing Authority and School A2.2. Indicator: The school’s stakeholders understand the relationship between the governing authority’s decisions, expectations, and initiatives that guide the work of the school. A2.2. Prompt: Provide examples of how stakeholders understand the relationship between the governing authority’s decisions, expectations, and initiatives that guide the work of the school. Findings Supporting Evidence Maui High communicates the expectations of our governing authority in many ways. One of the most common is through our syllabi. Each teacher has a syllabus that includes the following: course description, ACCN information, benchmarks and standards expectations, and grading policies. Teachers review the standards that will be covered, recommend supplies needed, and discuss summative assessments (projects, exams, portfolios) that will be given throughout the school year. Syllabi are given to students at the beginning of the course, and sent home for signature by the student and parent/guardian. Documentation of parent/guardian communication is encouraged by having students return signed copies to the teacher. These syllabi are also available on our website The Maui High student planner has governing authority information and expectations. Each student receives the student handbook as a part of the student planner. The student handbook includes policies regarding ethical use of technology, which students and parents/guardians must sign. The student handbook includes Chapter 19 policies. The planner also includes graduation requirements.

Mauihigh.org Student Planner Academy Meetings with Parents Agenda See calendars for Mandatory parent meetings for athletics, student extracurricular activities, and graduation Jr/Sr Parent Nights Agenda HIDOE Website Student Planner

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http://www.hawaiipublicschools.org/Pages/home.aspx


At the school opening, all faculty and staff members are given information about chain of command when an administrator is not available on campus. In the absence of an administrator, teachers will know who to contact in an emergency or matter that needs an expedited response. Letters from the state Superintendent are sent to teachers via email and websites. Information and directives from the Superintendent is received by the Complex Areas and then passed on to the schools. In addition, official state memos are readily available on our email server “Lotus Notes”. Maui High admin and our curriculum coordinators read these memos in a timely manner and then plan next steps, if needed. Therefore, decisions made by the highest governing authorities are carried out at the school. The school bell schedule is a reflection of ACT 167, an initiative that required schools to act on the governing board’s decision. In this act, minimum student hours (the time spent during the full day in alignment with the General Learner Outcomes) were established. Secondary schools are required to have a minimum of 1080 ( for 2016 and beyond) student hours (2015-2016 school year). Maui High School created a bell schedule to meet this requirement. At Maui High, students have 285 minutes per day in the classroom and 1,425 minutes of seat time per week. The schedule has been shared with all stakeholders, along with parents and students, for the school year. Other means of communication address information on the governing authority’s decisions. These include opportunities for parents to interact with administration and staff (Academy Open House for grades 9 and 10 at the beginning of the year, Mandatory Parent Meetings for Junior and Senior classes for student participation in prom activities, and graduation exercises). Also, Maui High School’s website, and Hawaii Public Schools websites address the governing authority’s decisions. BOE and DOE directives are communicated through school leadership through professional development days and faculty meetings. Teachers give feedback and ask for answers about decisions through their respective department chairpersons and faculty meetings. If a conflict opinion arises, teachers can seek assistance through the Association Policy Committee process.

Chain of Command Memo Lotus Notes DOE memos-on request Bell Schedule included in Student Planner

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Every employee of the Maui High shows they understand the relationships of governing authorities and their work by performing to their best of their ability, following procurement practices while obtaining equipment and educational materials, maintaining inventory, and utilizing designated processes for field trips and educational travel. The RtI (Response to Intervention) process that is under development is an example of teachers, classified staff, and administrators working together to consolidate our student support services into a coherent system while addressing student achievement.

Purchase Order Process RTI/CSSS flow-chart

Faculty, Staff, and Governing Authority A2.3. Indicator: There is clear understanding about the relationship between the governing authority and the responsibilities of the faculty and staff. A2.3. Prompt: To what degree is there clear understanding about the relationship between the governing Board and the responsibilities of the faculty and staff? Findings Supporting Evidence There is a moderate degree of understanding about the relationship between the governing authority and the responsibilities of the faculty and staff. From the State Governing Board to our Complex Area Superintendent, School Renewal Specialist and Principal Meetings, our Principal and Academic Review Team utilize faculty meeting time and communication via Lotus Notes (email) to distribute and disseminate information from the governing board. Many expectations communicated by the principal are non-negotiable, such as in classroom walkthroughs, and procedures for health & safety (such as fire safety, drill, and lockdown) and are some examples of responsibilities staff has in the classroom. There is clear understanding that faculty and staff will need to implement and follow through with all State Initiatives, especially the Six Priority Strategies and the Careers in Technology and Engineering (CTE) goals. Training and support from District Office and State Office has been provided. This included on-site collaboration work with the school’s Academic Review Team and Leadership Team members, and Admin at Maui High.

Fire drill and Fire Safety Report ART Memos 2016 Academic Plan 16-17 HIDOE Strategic Plan

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https://drive.google.com/open?id=0B__aqqLlTRLLQnFpSk5FZUFVOGM



http://www.hawaiipublicschools.org/VisionForSuccess/AdvancingEducation/StrategicPlan/Pages/home.aspx


A3. Leadership and Staff Criterion – Data-Informed Decision-Making

Based on student achievement data, the school leadership and staff make decisions and initiate activities that focus on all students achieving the General Learner Outcomes and academic standards. The school leadership and staff annually monitor and refine the Academic and Financial Plan based on the analysis of data to ensure alignment with student needs. Broad-Based and Collaborative Planning Process A3.1. Indicator: The school’s planning process is broad-based, collaborative, and has the commitment of the stakeholders, including the staff, students, and parents. A3.1. Prompt: Comment on the effectiveness of the school planning process to ensure that it is broad-based, collaborative, and fosters the commitment of the stakeholders, including the staff, students, and parents.

Findings Supporting Evidence Maui High School is a large school so we utilize a collaborative planning process that includes several committees/teams. These collaborative groups help to ensure that effective decisions are made which are broad-based and foster the commitment of stakeholders. Maui High has several effective teams that encourage collaboration with a focus on student performance and improved instruction and increase achievement. The school provides supports and tools to enable this environment during planned collaboration time and common planning periods for some teams. The following committees and their roles in the planning process are listed below: Academic Review Team (ART) The ART is a team of school leaders who are in charge of planning, implementing, and monitoring strategies and initiatives in the academic plan that are intended to improve student outcomes. The ART is required by the state for all schools. It is made up of administration and teacher leaders charged with answering the following questions:

- Are the strategies and activities underway at our school having the expected impact on student achievement?

- If not, what are we going to do about it?

Teams at Maui High ART Leads and Roles ART Memos 2016

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Each strategy is outlined in our Academic Plan and each has one or more leads. The ART reviews the Academic Plan to make sure the school is implementing the strategies outlined by the HI Department of Education and the school. The team meets at least once a quarter. The strategies and initiatives that the ART is responsible for are:

● Implement Common Core standards for ELA/Literacy and Math

● Create an effective Comprehensive Student Support System that includes a Response to Intervention (RtI) plan for all students

● All teachers use Formative Assessments to inform instruction and all teachers belong to a Data Team to analyze curriculum, instruction and assessments as well as student data

● Implement an Educator Effectiveness System that all teachers comprehend and use the data gathered from its various components to inform school professional development

● Maintain a robust and effective Induction and Mentoring program to assist new teachers

● Create an effective Academic Review Team to monitor the school’s academic plan.

This team is very effective in not only making decisions for Maui High School on a school-wide level, but for providing resources for teachers and staff in order to carry out goals decided on within the committee, such as ensuring all new teachers have an assigned mentor. The ART Team ensures it aligns itself with necessary standards by continuously referring to and evaluating itself using the DOE’s Implementation Continuums (Rubrics). The ART Team also offers the opportunity for all stakeholders to add input through emailed requests, at faculty meetings and through our official school website: “If you have any ideas or input for any of Maui High's strategies or initiatives please see the accountable ART Lead for that area. (link on the right).”

Academic Plan 16-17 HIDOE’s Continuums ART Page

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Curriculum, Instruction, and Assessment (CIA) Team The CIA team is comprised of teachers from various departments and periodically admin, SPED, ELL and our assessment coordinator. This team meets during a common collaborative period to learn about and implement best practices in Curriculum, Instruction and Assessment at Maui High. This includes, but is not limited to: Common Core, Formative Instruction, Student Learning Objectives, and Data Teams. The CIA is also the organizer of our WASC activities. Department Heads (Leadership) This team consists of Department Heads (DHs) from each subject and Administration. The team meets once a month to discuss school operations and budgetary concerns. School Community Council (SCC) The school Community Council is a group made up of students, parents, teachers, community members and administration who are elected by their peers to advise the principal on matters that affect student achievement and school improvement. Their primary role is to participate in the process that ensures that the needs of all students are addressed in the school's Academic Plan. Student Government The student government is elected and is composed of freshmen, sophomore, junior and seniors. The student government team designs student and community activities that relate to each of the general learning outcomes. Departments Each department within the school meets monthly to address department concerns and to communicate information to the department that was introduced in the leadership team meetings. Departmental based decisions are made at this time.

CIA Page Staff Calendar-on request Data Team Process Folder WASC & EES Binders-on request Dept. Head Meeting Minutes SCC Meeting Minutes Student Government Activity Calendar Department Meeting Minutes-request from DHs

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https://docs.google.com/a/mauihigh.org/document/d/169LD2VCitApl307ynIsJYAPPS4soTgnMbWahoJ3fIVs/edit?usp=sharing


Grading Professional Learning Community (PLC) The grading professional learning committee was developed in the 2015-2016 school year. The focus is twofold. The first is to create common grading practices for Maui High School that will eventually be approved and implemented by all teachers. The second is to research Standards Based Grading (SBG) practices by conducting a book study and then piloting SBG in a few classes. More on this in our Assessment section. Smaller Learning Community Teams (Academies) Maui High is in our 14th year of embracing the Academy structure so as to provide a more personalized learning environment for our 9th and 10th grade students. There are three academies in each grade level. These academies are comprised of the four core area teachers (Math, ELA, Science, Social Studies), a CTE teacher and special education and English language learner support teacher and staff. Each academy works with the same group of students. These teachers meet during a common collaborative period to create Interdisciplinary Units, student academic and behavioral interventions, and common teaching strategies. We have gone through many iterations of the structure of our Academy coaching-from having 2 coaches to no coaches and everything in between. Currently each Academy is led by an Academy Lead teacher. We have not been able to create a coach position due to the structure of our master schedule. We are in the process of remedying this for next school year. Advancement Via Individual Determination (AVID) The Maui High School AVID Site Team is dedicated to preparing ALL students for college and career readiness. We meet monthly to discuss the implementation of schoolwide AVID. Our responsibilities are:

to help create and strengthen the college-going and college-ready culture here at Maui High for ALL students to promote the AVID strategies and methodologies across grade levels, content areas and schoolwide. to serve as a student advocate and is a proponent of equitable access to rigorous curriculum and programs to help with professional development at Maui High to support the AVID elective teachers.

SBG Pilot PLC Meeting Notes Academy Structure AVID Site Team Meeting Minutes

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https://docs.google.com/a/mauihigh.org/document/d/1b4N_DsVYEOPv-2xJ0bUAqZaJkXwmPz8G9RikQ56g-fw/edit?usp=sharing

https://docs.google.com/a/mauihigh.org/document/d/1CGnaXtvzwHvcgGKil2vv6crPk8ZA5cjv9oerUQg5f48/edit?usp=sharing

https://docs.google.com/a/mauihigh.org/document/d/1CGnaXtvzwHvcgGKil2vv6crPk8ZA5cjv9oerUQg5f48/edit?usp=sharing


10. Design Team This team consists of Administration and various teachers and staff (depending on the meeting’s goals) and meets annually to discuss and make decisions on the “design” of our school. As is evident from the information given above, Maui High works collaboratively, inclusively and effectively to plan for and take action on the many initiatives that are necessary to increase student achievement and and foster our community’s well-being.

Design Team Minutes 2016

Correlation between Student Learning and the Academic Plan A3.2. Indicator: The analysis of multiple sources of data (e.g., demographic, student achievement, perceptual process) guides the school’s Academic Plan. A3.2. Prompt: How does the school ensure that the analysis of multiple sources of data, General Learner Outcomes, and academic standards are incorporated into the Academic Plan and impact the development, implementation, and monitoring of the plan?

Findings Supporting Evidence The goals in our Academic Plan are such that the analysis of multiple sources of data is required in order for us to create enabling activities that will ensure we meet the goals. For example. The implementation of Common Core Standards in Literacy and Math cannot be done without an analysis of past and current assessment data. Therefore, prior to creating our goals and the actions we plan to take to achieve them, each ART lead and admin gathers, organizes and analyzes the data needed to do so. General Learner Outcomes and Academic Standards, too, are an integral part of our Academic Plan. For example, our RtI ART lead made sure that the math courses we are researching for our RtI program are taught using current state and national math standards. Another example is in the creation of a data teams process for analyzing student work. Our Data teams ART lead made certain that the process included creating lessons and assessments that align with course standards and GLOs. Maui High’s ART leads use multiple sources of data consistently as they create and monitor the school’s Academic Plan. This data inform our goals and activities from start to finish.

Academic Plan 16-17

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Alignment of All Resources and the Academic Plan A3.3. Indicator: There is correlation between the allocation of time/fiscal/personnel/material resources and the implementation, monitoring, and accomplishment of the Academic Plan. A3.3. Prompt: Evaluate the degree to which the allocation of all resources supports the implementation, monitoring, and accomplishment of the Academic Plan. Findings Supporting Evidence

Successful implementation of the Academic Plan requires resources. These resources include fiscal, time, personnel and material allocations. As the ART develops the annual Academic Plan, each lead determines what resources are needed to be successful in the implementation of their goal’s enabling activities. The ART lead then adds the needed resources to the AcPlan which is, upon its completion, given to our Department Heads for approval. All teacher and staff approval happens next. Most resources needed for achievement of our AcPlan goals are time (prep periods for collaborative work), money (to pay for substitute teachers), curricular resources (ie: newly mandated Common Core aligned Springboard workbooks) and supplies for professional development workshops. Our financial plan is separate from our Academic Plan (this is a HIDOE process) so there may be items that are budgeted for there that are not explicit in our Academic Plan. For example, we purchased an additional science teacher after the start of school because our classes were large. This teacher position was not written into our Academic Plan because “having more science teacher so we have smaller class loads” is not a goal that falls under the state mandated 6 priority strategies. Our Academic Plan is limited by the state in this way, however we’ve heard that there may be more freedom in next year’s Academic Plan template.

Academic Plan 16-17

Progress Monitoring of the Academic Plan

A3.4. Indicator: The school’s Leadership Team/Academic Review Team has defined roles and responsibilities and monitors the progress of the implementation of the Academic Plan. A3.4. Prompt: Comment on the roles and responsibilities of the school’s Leadership Team/Academic Review Team. Evaluate the degree to which this team monitors the progress of the implementation of the Academic Plan. Findings Supporting Evidence

Maui High’s ART is comprised of 7 experienced, effective educators and an administrator. These teachers are from

Academic Plan 16-17

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different subject areas and learning needs in order to create a comprehensive team and 360 degree review of academic planning for Maui High. Since its inception 3 years ago, the ART team members have stayed the same. This speaks to the consistency of the ART and its routines. Each member is tasked with meeting with smaller groups within the school to determine short-to-mid term educational needs, assess value of requests and ultimately request funding from fiduciary bodies within the school. At the beginning of the school year, administration shares specific test scores and goals as a part of the Academic Plan with ART. The primary objective for the ART is continuously evaluate progress against the Academic Plan. Specifically, setting goals for each area within the school and then working together to make sure the goals are met. The team looks to experts and lead planners throughout the state and school districts. The ART members typically meet with these school leads on a quarterly basis to review success and needs for a specific area/strategy, e.g., Data Team Implementation. Typically next steps are reviewed and all findings discussed with the Principal and all data and feedback are then given at the next quarterly ART meeting. Maui High’s ART is highly effective in monitoring the goals and enabling activities of the Academic Plan.

ART Page ART Memos 2016

School Community Council A3.5. Indicator: The School Community Council (SCC) reviews and monitors the Academic Plan, and provides opportunities for stakeholder input and feedback. A3.5. Prompt: To what extent does the SCC review and monitor the Academic Plan and provide opportunities for stakeholder input and feedback?

Findings Supporting Evidence Maui High’s School Community Council (SCC) review process involves the Principal, two faculty members, a community member and parents. The SCC does a sufficient job of reviewing and monitoring the Academic Plan. The SCC’s role in reviewing and monitoring the Academic Plan is twofold. The SCC must review and evaluate the current school year’s Academic Plan. The other role of the SCC would be to assist in developing the next school year’s

SCC Meeting Minutes

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https://docs.google.com/a/mauihigh.org/document/d/169LD2VCitApl307ynIsJYAPPS4soTgnMbWahoJ3fIVs/edit?usp=sharing


Academic Plan. In reference to this school year’s plan, the Academic Plan was drafted by the ART Team. Once completed, the Principal presented the draft to the SCC for review and discussion. After members of the SCC team reviewed the draft, the draft was then shared with the community and parents. The SCC reconvened for further analysis of feedback and additional demographic information. After continued discussion, the SCC members approved the plan. Once approval was reached, the Academic Plan was sent for review by the Complex Area Superintendent. The review of the current Academic plan by the SCC includes determining if the academic plan goals and the performance of the School Principal are being met and meeting expected benchmarks.

SCC Assurances

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A4. Leadership and Staff Criterion – Schoolwide Organization for Student Achievement

A qualified staff facilitates the achievement of the General Learner Outcomes, academic standards, and the successful implementation of the Academic Plan through a system of preparation, induction, and ongoing professional development. Qualifications of Staff A4.1. Indicator: The school implements state personnel policies and procedures to ensure that staff are qualified based on background, training, and preparation. A4.1.Prompt: Evaluate the procedures to ensure all staff members in all programs are qualified for their responsibilities within any type of instruction to ensure quality student learning and teaching.

Findings Supporting Evidence The State of Hawaii law and Federal law mandates require schools to be staffed by highly-qualified teachers. To this end, Maui High’s Administration chooses applicants to fill our open teaching positions from a database that is pre-populated with qualified candidates. Our administration looks closely at the resumes of each applicant. They examine qualifications and ask quality interview questions. Teachers are hired based on the results of the interview and their qualifications to best fit the needs of the position at the school. Unfortunately, there are times and instances in which we cannot find any highly qualified candidates from which to choose. This is why some of our courses are taught by non-highly qualified, unlicensed or non certificated personnel. Many of our teachers have advanced degrees and 5 are National Board Certified. Maui High has consistent training and professional development throughout the year. Topics are based on our academic plan and/or other initiatives. In addition, our Department Heads have an open-door policy for assisting our new teachers with whatever they may need. Also, teachers have many experienced colleagues to turn to with questions and help needed.

Teachers’ Levels of Education Staff Calendar for PD Topics-on request

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Maximum Use of Staff Expertise A4.2. Indicator: The school has a process to assign staff members and provide appropriate orientation for all assignments so that the expertise of the staff members is maximized in order to promote quality student learning and teaching. A4.2. Prompt: Evaluate the process to assign staff members and provide an appropriate orientation process to ensure all staff are qualified and prepared for their responsibilities in order to promote quality student learning and teaching. Findings Supporting Evidence

The process for assigning staff members and the orientation process works well within the confines of the structures set forth by the Department of Education.

Maui High’s administration looks closely at the resumes and additional information provided to the school from the DOE hiring committee. They examine the qualifications of each candidate followed by an interview. Teachers are hired based on the results of the interview and qualifications to best fit the needs of the position at the school following an interview.

New teachers are required to participate in the state Induction and Mentoring Program. Mentor teachers have completed a two year required training and have tasks that they must complete with the new teachers. Maui High has a teacher orientation for all teachers new to Maui High at the start of the year. They are given a list of all the people they can get assistance from at this meeting as well as are in-serviced on the daily procedures of teaching at our school. Mentor teachers get training throughout the year on procedures on how to help new teachers. They attend 8 trainings the first year and several more the next year. They also have Mentor Forums several times throughout the year to meet with other Mentors from other schools to share and get ideas. Mentors have a list of required tasks to do in a school year. They are required to meet with (face-to-face, text, email, other) their Beginning teacher at least 8 times a quarter. They also write collaborative assessment logs together to help the new teacher with different issues they may be having. They are required to do 2 classroom observations per year to give the Mentee feedback on a particular need of their choice. They also help with analysis of student work and interpreting data. They assist the new teacher with the development of their Professional Learning Plan as well.

Induction and Mentoring Numbers Induction and Mentoring Program HIDOE

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http://www.hawaiipublicschools.org/VisionForSuccess/SuccessStories/TeachersAndPrincipals/Pages/New-Teacher-IM.aspx


Some teachers are new to Maui High but not to teaching and do not qualify for a Mentor teacher. In many of these cases, we assign to them an unofficial mentor. This experienced teacher checks in, helps and observes so as to provide feedback on an as needed basis.

Defining and Understanding Policies and Procedures A4.3. Indicator: The school has clear written policies and procedures that define responsibilities and expectations, operational practices, and decision-making processes for administrators and staff. A4.3. Prompt: Evaluate the written policies and procedures that define responsibilities, operational practices, decision-making processes for administrators and faculty. Determine the degree of clarity and understanding of these by administration and staff.

Findings Supporting Evidence Written policies and procedures are effective. Maui High follows written policies and procedures included in the Opening of School Packet, the Maui High Faculty Handbook, and the Chapter 19 Handbook. Each faculty member is given a copy of each document and handbook at the beginning of each school year. These written policies and procedures are explained in detail by administration during the opening of school meeting, Professional Development days, as well as new teacher orientation. All faculty members follow the State and school rules, policies and codes. The Maui High website provides crucial and current information in regards to all school information and is accessible to both students and faculty and updated regularly to provide up to date information. Teacher information such as room numbers, phone, email, and syllabi are also included on the website as well. There is also an app for the website that is compatible with all cellphones for easy mobile access. Our faculty is provided with a clear Organizational Structure Chart for our administration and the chain of command. Substitute Binders are provided to every teacher and are all positioned in a designated location that enables substitute teachers to easily locate and follow school procedures and emergency plans. These binders have emergency lesson plans, attendance sheets, rosters, seating charts and other helpful information.

Faculty/Staff Handbook Chapter 19 Handbook DOE mandated Videos (request access) Maui High Website Maui High app Teacher Syllabus Admin Responsibilities Substitute Teacher Binder

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Written Emergency Plans are distributed, discussed and posted in each classroom. Yearly fire drills and lock out/lockdown drills are also conducted as mandated. Quarterly Safety Meetings are held with administration and any issues or questions are brought up in Leadership Meetings with Department Heads. A school discipline plan is in place and enforced at all times. Individual crisis plans are put in place as needed/mandated. A school safety plan is in place (student planners, ID tags for students and staff, emergency phone numbers crisis situations) and is covered in the opening of school meetings and reviewed with students during the first week of school. All teachers are invited annually to participate in the School Quality Survey.

Emergency/Crisis Plans School Discipline Plan Quarterly Safety Meeting Minutes Student planners School Quality Survey

Internal Communication and Planning A4.4. Indicator: The school has effective structures for internal communication, planning, and resolving differences. A4.4. Prompt: How effective are the existing structures for internal communication, planning, and resolving differences? Findings Supporting Evidence Organizational Structure Maui High has many effective structures in place to allow for effective internal communication. The school website is updated daily to communicate important events for the students and staff. The staff and administration are provided an open line of communication through the use of Lotus Notes. The administration has an open-door policy. Staff members are welcome to speak with administration whenever they feel it is necessary.

Maui High Website Maui High app Lotus Notes Maui High GAFE Gmail

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All students and teachers have a mauihigh.org Google account and utilize Google to share documents and collaborate on important topics. All classrooms and multipurpose rooms are equipped with a telephone and extensions list. Training on these phones is provided by our tech-coordinator. Each teacher and most staff members have a personal, physical mailbox, located in our office, assigned to them each year. Communication can happen this way as well. School Meetings There are several meetings that occur at Maui High School that allows for discussion, planning and decision making:

● Staff Meeting: 1x per month ● Department Head Meeting: 1x per month ● Department Meeting: 1x per month ● Safety Committee: 1x per quarter ● Data Teams: 1x per week ● 9th and 10th grade academies share a common prep

period ○ create and discuss curriculum, interventions,

and teaching strategies Student Information System The Department of Education's Student Information System, eSIS, is utilized by staff members, to record attendance, grades, and retrieve important information. eSIS will be replaced by a new system, Infinite Campus, during the 2016-2017 school year. Parent Communication Jupiter Grades, an online grading program, is utilized by all teachers to show progress for each student. All students and their parents can access Jupiter Grades at any time to check on grades and missing work. The school’s Parent Community Network Coordinator (PCNC) is a liaison between parents and the school. She sends out the Saber Scene newsletter quarterly which highlights past and upcoming events.

Mauihigh Staff Calendar-on request Jupiter Grades-access on request Saber Scene Newsletter Maui High Website Maui High app

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Maui High’s website/app also is an excellent source of communication for parents. It is updated frequently and has all pertinent information pertaining to students, activities, school wide resources, etc. Staff Information Maui High also has effective structures for resolving differences among faculty. Those include viewing the DOE mandated videos on workplace violence and being able to discuss any concerns with colleagues and administration. If necessary, Maui High has a peer mediation program in place to help resolve those personnel differences that cannot be resolved on their own.

DOE mandated Videos (request access)

Staff Actions/Accountability to Support Learning A4.5. Indicator: The school evaluates the effectiveness of the processes and procedures for involving staff in shared responsibility, actions, and accountability to support student learning throughout all programs. This includes an evaluation of the collegial strategies used to implement innovations and encourage improvement, such as shadowing, coaching, observation, mentoring, group presentations. A4.5. Prompt: How effective are the processes and procedures for involving staff in shared responsibility, actions, and accountability to support student learning throughout all programs? Provide representative examples and data regarding impact on student learning. Findings Supporting Evidence Maui High School is a large, complex school with many departments, clubs, academic and athletic teams, academies, student-led organizations, and teacher-led academic committees. Administration encourages, promotes, and supports each of these unique programs. We have many Professional Learning Communities (PLCs) that are open to any and all teachers. Most Maui High teachers and staff are keen to collaborate with the goal of increasing student achievement. The nature of the structure of our many programs makes it so that we hold eachother accountable. Many teachers have an open-door policy and will welcome an observing colleague with open arms. Our admin provides funds for substitute teachers for peer observation whenever asked.

Teacher Teams

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At the start of each school year, our faculty receives information that defines their responsibilities and expectations as a teacher. Administrators use this time to define their roles to the faculty. School leaders review with staff the operational practices and school-wide expectations. During this time, the teacher handbook is reviewed and any other required DOE materials or videos is presented. New teachers are placed with a mentor and participate in a two year mentorship program. School mentors receive continuous training throughout the year and serve as support to their mentees. Maui High School is organized as a Smaller Learning Community (SLC)/ Academies. All freshman and sophomore students belong to an academy and share the same core teachers and belong to a similar CTE pathway for their first two years. The Academy structure allows students and teachers to build stronger relationships with the goal of increasing rigor while also increasing the graduation rate. Academy teachers work in partnerships with an academy coach to adjust curriculum, discuss student needs, and collaborate units. The Academy teachers do this through the utilization of a collaboration prep. Last year, one of the academies used this collaboration prep to design quarterly, interdepartmental units, create a mentoring system for “at-risk students,” organize an academy specific after school tutoring program, and organize a positive behavioral and academic rewards program. All teachers belong to a department. Departments meet every four weeks to ensure that the long range vision of the department is being carried out. Department members can also use this time to share best practices, create pacing guides, create common assessments, and voice their concerns or suggestions that the department heads will bring back to the leadership meetings. Each department has a department head. The department head serves on the school leadership team and serves as a liaison between students, teachers, and administration. Maui High's Curriculum, Instruction and Assessment (CIA) team was formed in 2013 to conduct curriculum coordination and implement effective, researched based teaching strategies across campus. The goals of the CIA for school year 2015/2016 are:

● To implement Data Teams schoolwide

Opening of the Year HIDOE Packet New Teacher Mentoring Program Overview Academy Structure See Categories B and C for evidence Department List Department Meetings Minutes-request from DHs

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● To assist our administration in training our teachers on the components of the EES and helping them complete each component so that they achieve the highest rating they can.

● To provide professional development in formative assessment, effective feedback and technology.

● To plan for a successful WASC visit and to facilitate effective Focus On Learning teams so that our WASC report shows clearly all that we do at Maui High School.

The Academic Review Team (ART) is a team of school leaders who are in charge of planning, implementing, and monitoring strategies and initiatives that are intended to improve student outcomes. The ART is in charge of answering the following questions:

● Are the strategies and activities underway at our school having the expected impact on student achievement?

● If not, what are we going to do about it? Each strategy is outlined in our Academic Plan and each has one or more Leads. Maui High School has one of the largest CTE departments in the state. Our six career pathways include; Health Services, Business, Arts and Communication, Natural Resources, Industrial and Engineering Technology, and Public and Human Services. Each pathway encourages students to complete a four year program of study In the 2015-2016 school year, 90% of Maui High School students were enrolled in a CTE class. The senior class had 232 CTE completers. Each year we hold a “CTE Showcase” where CTE students from each pathway present to our faculty and staff their work and learning. Advancement Via Individual Determination (AVID), is a college readiness system for elementary through higher education that is designed to increase schoolwide learning and performance. The AVID College Readiness System (ACRS) accelerates student learning, uses research-based methods of effective instruction, provides meaningful and motivational professional learning, and acts as a catalyst for systemic reform and change.

Data Team Process Folder CTE Pathways Showcase Schedule

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At Maui High School, AVID is designed to prepare students to meet the requirements for admission to four-year colleges and universities at the end of high school.

AVID provides a four-year support program through enrollment in a mandatory elective AVID class. In the AVID program, students are exposed to:

● Skill development in areas such as note taking, organization, time management, public speaking, and test taking.

● College preparatory activities to help the student learn about a variety of colleges and universities through guest speakers, field trips and research, filling out college applications, exploring financial aid, etc

● College entrance examination prep (SAT/ACT) ● Mentoring by the AVID teacher and counselor to help

the student monitor progress and set goals. ● Study groups. ● Career exploration.

Our AVID Site Team prepares a schoolwide “ACT Prep” about a month prior to the exam. The whole school helps prepare all test-taking students for this high-stakes exam. Helping Others: Learning Opportunities Make U Akamai (Holomua) is an after school tutoring and study hall program in the Maui High library. Holomua is open Tuesdays and Thursdays from 2:15-4:15. This program is free to all Maui High students. The tutors are Maui High faculty and UH Maui College students. The PTP is a graduation requirement that aims to help students make more conscious decisions in high school in relation to their future, whether it be college, the military, trade school, etc. The Personal Transition Plan is about creating more options for students by encouraging them to explore different avenues for their future. Maui High has a successful Programs and Services for Secondary Alienated/At-Risk Students (PSSAS) Students who are identified as needing more attention and motivation enter into the program voluntarily. Students in this program are offered smaller class environments and receive constant oversight to ensure they are on the right track. This program has a 87% graduation rate for the 2015-16 SY.

School-wide ACT Prep Tutoring Information Personal Transition Plan Information

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The Teen Parents Program is also successful in providing students who are pregnant or already have children to continue their education. For SY 2015-16, The Teen Parents Program had a 100% graduation rate of seniors and a 66% promotion rate for underclassmen. Our ELL students are supported by multiple educational assistants and have the NICE center where they can go to receive additional help. NICE: Networking Institute for Caring and Education Mission: Networking students and families with opportunities and resources to promote and foster success. Live your dreams. Objectives:

● To create meaningful and effective relationships with students and their families

● To provide assistance for the English Language Learner

● To link families with resources in the community ● To increase awareness of different cultures

Services Provided:

● Orientation of Maui High School ● Translation services by staff ● Updates on student progress ● Tutoring ● Computer lab and educational software available for

students ● Updates on programs and events

The English Language Learners population at Maui High school are supported by 3 full-time teachers, 5 part-time teachers and 1 program coordinator. Part-time teachers support students in the regular education classes and program coordinator runs the NICE Center. The Networking Institute for Caring and Education is a dedicated ELL computer Lab that provides additional support for students. Teachers receive an ELL form for each ELL student. The form contains information about the students background, language, WIDA scores and a list of accommodations.

PSSAS Data and Information

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We recently went through an external ELL Program evaluation by Catapult Learning. The results of that evaluation have not been shared with our school as of this writing.

ELL Program Information

A5. Leadership and Staff Criterion – Research and Professional Development Leadership and staff are involved in ongoing research and professional development that focuses on identified student and teacher learning needs.

Support of Professional Development A5.1. Indicator: The school effectively supports professional development/learning with time, personnel, material, and fiscal resources to facilitate all students achieving the General Learner Outcomes and academic standards. A5.1. Prompt: How effective is the support of professional development/learning? Provide evidence and examples. Findings Supporting Evidence

High School has an exemplary planning process that is specific to student needs, collaborative, and solution-oriented. The Administration coordinates teams to fully implement initiatives and provide continuous support for professional development of our teachers by providing funds for courses and substitutes during training, and on-going communication of PD opportunities. Many PLCs are teacher created with the full support of our administration.

Hawaii DOE allots two Professional Development (PD) days annually. Typically one is used for Senior Project Presentations where all staff act as judges. This is said to be their favorite PD because it allows teachers insight to what students do in other classes. The second all day PD has been utilized for our “Techposium”. In order to further the tech skills of all teachers, we either enlist techy teachers to teach a course or we hire the state technology gurus. The skills learned on this day are used throughout the year. Last year, we learned in depth about Google Classroom. That increased our “paperless” classrooms by quite a bit. Because we are a Google Apps for Education (GAFE) school, Google is a prominent theme of these “Techposiums”.

Contractually, the Administration is also able to provide teachers with 21 hours of PD time each year. The school

Techposium Agenda Google Classroom usage numbers

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schedule has also been restructured to allow for more PD time.

Here are just a few of our ongoing Professional Development topics:

Educator Effectiveness System (EES) The Educator Effectiveness System evaluates all teachers then holds them accountable for the student’s progress. The evaluation process is composed of four components Classroom Observations / Working Portfolio, Core Professionalism, Student Growth and Student Learning Objectives (SLOs)/ School -System Improvement Objectives (SSIO and Individualized Professional Development Plan (IPDP). Teachers are then given feedback for improvement. Much of our 21 PD Hours are devoted to training and collaborating on EES requirements. Academic Review Team ART was created to foster the successful implementation of the Academic Plan; this team did not go through structured PD but did have access to a handbook and Resource Teacher from the District. Since the ART team is tasked with the implementation of the Academic Plan (and the academic plan is based on the 6 priority strategies) they generate and implement professional development for teachers as need arises. Depending on their goals and enabling activities, PD for RtI, Data teams, Formative Assessment, Curriculum Alignment, Common Core Standards, Induction and Mentoring happen throughout the year. AVID AVID school-wide literacy initiatives include Marking the Text, Cornell Note-taking, and Use of Organizational Tools (planners, 3” binders, 7 subject dividers, homework folder, etc.). Our AVID Site Team conducts PD for all staff in order to have schoolwide implementation of these important strategies. There are 30 teachers from all departments and 6 students on the AVID Site Team. Many Maui High teachers have attended AVID Institute training on Oahu and the mainland during summers. During the beginning of the year PDs, general information about previous school-wide AVID initiatives that are being implemented, are revisited briefly, to support all teachers.

EES Shared Folder Data Team Process Folder AVID PD Sample

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Continuing Education- PD opportunities informed through Lotus Notes and Maui High’s email systems. Admin provides substitute teachers for those who attend many of the PDs. Supporting staff periodically email teachers through Lotus Notes with information on Professional Development opportunities offered through the DOE and HSTA (Union). These opportunities focus on helping teachers become better at their teaching which then helps increase student achievement

Supervision and Evaluation A5.2. Indicator: The school implements effective supervision and evaluation procedures in order to promote professional growth of staff. A5.2. Prompt: How effective are the school’s supervision and evaluation procedures? Findings Supporting Evidence Maui High School implements effective supervision and evaluation procedures in order to promote professional growth of staff and ensure student success. Teachers are required to create a Student Learning Objective in order to prioritize needs of students, instructional planning, progress monitoring and rigorous goal setting that impact student growth. The Mentoring program gives individual teachers one on one guidance to enhance and monitor new teacher’s instructional abilities. We have monthly meetings for mentors and beginning teachers to collaborate and mentors are also in constant communication to ensure full support of the new teachers. The administration conducts classroom walk through of class sessions. After the walk through administration found that over 95% of teachers at Maui High School have displayed objectives, agendas, standards, and GLOs for students to reference daily. From the Tripod Survey each teacher is required to do a reflection on the results they received as it is significant to their professional growth. Administration at Maui High School is significantly diligent and thorough with its supervision and evaluation procedures. Staff is required to sign in daily as well as for all required meetings. All employees are held accountable for their professional responsibilities through all the above mentioned systems..

EES Stats- on request from Admin Walkthough Data

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Measurable Effect of Professional Development A5.3. Indicator: There are effective operating processes that determine the measurable effect of professional development, coaching, and mentoring on student performance. A5.3. Prompt: Comment on the effectiveness of the processes in determining the measurable effect of professional development, coaching, and mentoring on student performance. Provide evidence how professional development/learning has had a positive impact on student learning.

Findings Supporting Evidence Based on student achievement data, the school leadership and staff make decisions and initiate activities that focus on all students achieving the General Learner Outcomes and academic standards. The school leadership and staff monitor and refine the academic plan periodically throughout the year. These updates are based on the analysis of data to ensure alignment with student needs. Data teams meet weekly to discuss and analyze current strengths and weaknesses and produce specific goals, plans of action, and implementation to address student needs. Maui High School has developed a clear planning process that is specific to student needs, collaborative, and solution-oriented. During School Year 2014 - 2015, the CIA began organizing the staff into Data Teams that consisted of teachers with department or course commonalities. The Data Teams met weekly for training, chose a facilitator, and discussed and analyzed data specific to their teams. This data helped each team determine next steps and best practices in order to help all learners be successful. As mentioned in prompt 5.1 above, the process of implementing school wide and specific group PD and then collecting student achievement data is a common practice at Maui High. Our school wide ACT prep PD and implementation has helped our students’ scores increase over the years.

ACT Scores (In Profile)

A6. Resources Criterion

The human, material, physical, and financial resources are sufficient and utilized effectively and appropriately in accordance with the legal intent of the program(s) to support students in accomplishing the General Learner Outcomes and academic standards.

Allocation Decisions A6.1. Indicator: Decisions about resource allocations are aligned with the school’s vision,

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mission, General Learner Outcomes, the academic standards, and the Academic Plan. A6.1. Prompt: To what extent are resources allocated to meet the school’s vision, mission, General Learner Outcomes, the academic standards, and the Academic Plan? Findings Supporting Evidence Resources are fully allocated at Maui High School to ensure the Academic Plan is fully funded to meet student needs. Through the use of the Weighted Student Formula (WSF) funds are allocated to Maui High based on student enrollment. Additionally, funding is provided for special programs such as IDEA, Title II, and Title III Grants. Individual programs also receive supplemental funds outside of the school budget. The additional funds assist in the school’s ability to address the GLOs and Academic Plan. Because our Academic Plan is based on academic standards, our vision and mission and our General learner Outcomes, funding is supports these platforms.

Financial Needs Budget Career Tech Ed. supplementary grants and funds Teen Parents Program supplementary grant

Allocation Involvement

A6.2. Indicator: The school leadership and staff are involved in the resource allocation decisions.

A6.2. Prompt: Comment on the extent to which leadership and staff are involved in the resource allocation decisions. What impact has the process for the allocation of resources made on student learning? Findings Supporting Evidence When it comes to the allocations of personnel resources in the HIDOE, the full authority lies with the principal. Alignment with the Academic Plan is required and suggestions by faculty members and the SCC are considered. Maui High staff are actively involved in the annual budget process. Determining need starts in the classroom with highly qualified teachers that are able to determine which tools and resources are necessary to meet the demands of our State Standards and General Learner Outcomes. The departments meet regularly to discuss matters pertaining to budget. Followed by the department chairs meeting with administrators to discuss what is essential for the success of our students. When opportunities arise, teachers provide feedback on how financial resources are allocated. For example, when the school is able to buy additional resources, the staff is able to

Academic Plan 16-17 Yearly Budget showing Allocation of Resources ACT scores (Profile)

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provide input and vote on which is most beneficial to the school. The process allows teachers to better support higher learning in the classroom. Our ACT scores have increased in part because we have the tools necessary to teach well. Time is also a resource that has been very thoughtfully divided and allocated among different programs. Our school schedule has been recreated (for 2015-16) in order to incorporate the State’s minimum minute requirement AND to increase time for staff to meet for various purposes. This has allowed the time for Data teaming, academy collaboration, mentoring, and other programs to meet.

Academy collaboration prep period

Practices A6.3. Indicator: Processes and procedures are in place for developing an annual budget, conducting internal and external audits, and utilizing sound quality business and accounting practices, including internal controls within the school to ensure protection against mishandling of institutional funds. A6.3. Prompt: Evaluate the effectiveness of the processes and procedures for developing an annual budget, conducting audits, and utilizing sound quality business and accounting practices, including internal controls within the school to ensure protection against mishandling of institutional funds. Findings Supporting Evidence The Budget committee meets via the Department Head team at least twice during the budget process, and more if needed. Department Heads are given an annual Budget Binder and budget proposal worksheet with timelines and instructions regarding the appropriated Weighted Student Formula (WSF) funds. The opening order teacher amount and the overall WSF amount available varies from year to year. Teachers are given a fixed 'opening' amount for miscellaneous classroom purchases of office supplies. The department members then meet to submit department requests to propose to the budget/department heads. Administration reviews requests, asks for input, and either approve or deny the requests. Mishandling of funds is almost impossible since each purchase has many sets of eyes on it before the order is finally placed.

Budget Binders Budget Request Form Technology Request Form Teacher Inventory Log Custodial Checks Purchase Order Files

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Facilities Conducive to Learning A6.4. Indicator: The school’s facilities are adequate to support high-quality learning. A6.4. Prompt: To what extent do the facilities support high quality learning? Findings Supporting Evidence To an adequate degree, Maui High’s facilities support quality learning. All educators are equipped with a personal computer for record keeping, attendance, lesson planning, grades, communication/collaboration, and data collection. In addition, most teachers have at least one extra computer designated for students. Additionally, we have 23 mobile computer carts which the teacher can reserve it for specific lessons throughout the school year. We offer a Networking Institute for Caring and Education (NICE) for students whose first language is not English. This is a place where they can get help on homework, use computers, and meet with other newcomers. Unfortunately due to our large enrollment numbers, we do not have enough classrooms for each of our teachers. Many of the special education teachers have to share a room with a regular education colleague. For example, during a teacher’s prep period another teacher is using the room to conduct their class prohibiting the other teacher from being able to conduct school business such as contacting parents for IEPs. All of the lecture/lab combination rooms in the science department have been split into separate rooms, which doesn’t leave enough room for the students to participate in group or active learning. All 12 science teachers share ONE lab and it is often a race to get it reserved. Finally, only a small number of the existing rooms have air conditioning. Maui High needs a multipurpose room to accommodate large group activities because the library is currently overbooked. It is used for all large group functions including testing, staff functions, club banquets, district meetings and other events. When these functions take place in the library, the student body can not use the facilities, which in turn affects their grades and ability to complete assignments, projects and use other resources that are provided there. The majority of Maui High classrooms are equipped with a TV and/or projector and all classrooms have white boards. Some departments have document cameras.

Campus wide WiFi Gym Renovation New portables come with AC Removed Asbestos Roof painted white on some for cooling purposes Chromecarts Renovated Science labs NICE Center for ELL

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Maui High School’s custodians are diligent about keeping our campus both clean and beautiful, but most importantly they assist in ensuring a safe campus where students can learn. Since our campus is 75 acres our landscapers are kept busy keeping all the terrain both safe and scenic. Additionally, Maui Fire Department does annual walk throughs to ensure we are keeping up to fire codes. Maui High has four Security Personnel and a school resource police officer to ensure the safety of the student body.

Instructional Materials and Equipment A6.5. Indicator: The policies and procedures for acquiring and maintaining adequate instructional materials and equipment, such as textbooks, other printed materials, audio-visual, support technology, manipulatives, and laboratory materials are effective. A6.5. Prompt: Evaluate the effectiveness of the policies procedures for acquiring and maintaining adequate instructional materials and equipment, such as technology tools and software, the support systems for technology, software, textbooks, other printed materials, manipulatives, and laboratory materials. Findings Supporting Evidence There is an adequate level of effectiveness and high level of collaboration with regard to the budget request process at Maui High. Teachers may send in their budget requests through their departments. The budget process begins at the beginning of 2nd semester in preparation for the following year. The staff fills out purchase orders prioritizing their needs and their wishes for materials and equipment. These purchase requests are turned in to the Department Head and then reviewed by administration.

POs Submitted Budget Timeline Process

Qualified Personnel A6.6. Indicator: Resources are available to hire and retain qualified staff for all programs. A6.6. Prompt: Determine if resources are available to hire and retain qualified staff for all programs.

Findings Supporting Evidence Resources are available to hire qualified staff through funds allocated through WSF (Weighted Student Formula), which

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are distributed to the school based on student enrollment. Additionally, funds are provided for special subgroups (SPED, Title II, and Title III Grant). Funds are distributed and aligned to the Academic Plan and other school goals collaboratively by the staff. Currently, CTE (Career and Technical Education) teachers are able to spread out a stipend that covers a single teacher’s prep period for CTE planning. During the 2015-16 school year we have 66 Highly Qualified teachers and 15 Non Highly Qualified teachers. The district also has funds held at the district level to pay for qualifying teachers who are seeking HOUSSE points to become Highly Qualified in the particular content area. These funds are also used to pay for teachers to get reimbursed after taking the Praxis. Professional development is planned and provided for within the Academic Plan. Professional development is available through various entities (DOE, HSTA, private and public universities). They are offered and approved through the HIDOE's professional development database PDE3. Online resources are available through the DOE intranet site that provides professional development through videos, lesson plans, and other resources for use in teaching. In addition, our curriculum coordinator provides additional trainings on Educator Effectiveness System, grading procedures, differentiation, Response to Intervention, Charlotte Danielson Framework, and Data Teaming process. Our school calendar provides professional development days for all certificated staff. For instance, since we are a Google school, time is allotted for Google Trainings such as Google classroom, Google drive, and Quick Response coding. Using the WSF and AcPlan, administration is able to purchase highly qualified essential positions like a school resource officer, custodial staff, cafeteria staff, security officers and other professionals like translators (hearing impaired ASL interpreter). Additionally, Maui High retains new teachers through a Teacher Mentor program in which a beginning teacher is paired up with a veteran educator. By doing this our school can help new teachers with classroom management, lesson plans, and time management. Two hundred fifty dollars is also allocated to each new teacher at the beginning of the school year to purchase classroom supplies.

PDE3 Course Offerings on request New Teacher Mentor Induction Program Staff Calendar

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HIDOE/ACS WASC Category A. Organization: Summary, Strengths, and Growth Needs

Review all the findings and supporting evidence and summarize the degree to which the criteria in Category A are being met.

Include comments about the degree to which these criteria impact the school’s ability to address one or more of the identified student learning needs (Chapter III).

Summary (including comments about the student learning needs):

Conclusions: Section A

A1. Vision, Mission, and General Learner Outcomes Criterion The school’s vision and mission are clear and well understood by faculty, administration, support staff, parents, students, and the community, as they are detailed in the student handbook and on the school’s website. The vision and mission are supported by the State’s three Strategic Plan Goals six priority strategies and the school’s Academic and Financial Plans. The college and career focus of the mission and vision align with the Common Core Standards and General Learner Outcomes. A more concerted effort to teach the Vision and Mission to incoming freshmen will result in a better understanding of goals and expectations we have for them. Modifications and improvements to the Academic and Financial Plans have been made based on feedback received from faculty, administration, support staff, parents, students, and the community at SCC meetings, leadership meetings, faculty meetings, parent night meetings, and School Quality and Tripod Surveys. A2. Governance Criterion The school operates according to BOE and DOE policies, disseminated through the Teacher/Staff handbook, Chapter 19 booklet, school’s website, and regular Lotus Notes updates. Additionally, the complex area has designated staff to assist the implementation of policies at the school. BOE and DOE directives are communicated through Lotus Notes, faculty meetings, and professional development workshops. A3. Leadership and Staff Criterion -- Data-Informed Decision-Making Faculty and administrators meet regularly to discuss student achievement data in PLC, SLC, ART, CIA, Data Teams, Redesign Team, RTI Team, AVID Site Team, CORE, SCC, Leadership and faculty meetings. Analysis of this data is the basis to our work in addressing Critical Learning Needs (CLNs) 1 and 2 to boost achievement in math and literacy. School-wide, department-wide, and classroom plans are made based on this data to help all students achieve the academic and GLO standards. These plans guide the Academic and Financial Plans. A4. Leadership and Staff Criterion -- Schoolwide Organization for Student Achievement The administration hires and places teachers based on their qualifications following the DOE hiring protocol. Support is also provided to improve teacher’s skills through the Induction and

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Mentoring program and frequent Professional Development days. The administration communicates Policies and Procedures through Faculty meetings, school email (Lotus Notes and mauihigh.org), and Leadership Meetings. At Leadership meetings, administration disseminates important information that department heads take back to their departments. The following week, the department heads inform their department about what was discussed as well as get feedback from their teachers. A5. Leadership and Staff Criterion -- Research and Professional Development The school provides professional development for teachers based on research-proven methods, such as AVID, Data Teams, and Educator Effectiveness System (EES). EES provides assessment tools for measuring the teaching and learning that occur in each classroom. Professional development for CLNs 1, 2 and 3 will be critical to our success in these areas. A6. Resources Criterion Maui High staff are actively involved in the budget process. Resources are allocated to ensure the Academic Plan is fully funded to meet student needs; however, the human and physical resources are not sufficient for the needs of the students due to the physical size of our school and the number of students enrolled. Due to the age of the school, additional financial resources are needed to improve the facilities. The technological resources available for student use have grown significantly in the past six years; however, there is a need to continue to improve availability of technology (e.g., broadband and computers) for teachers and students. ---------- Through the structures that we have put into place with the academies, as well as the professional development of best teaching practices and AVID strategies, Maui High has been able to focus on supporting our ELL and IDEA student populations and provide more structured support for incoming freshmen. It is also through our academies that we are able to create more parent involvement through parent nights and parent conferences during teacher collaboration. Our academy specific tutoring that began SY 2014-2015 has given students more opportunities to get additional help. In addition, our data teams process has helped our teachers identify student needs and devise specific strategies to address these needs.

Prioritize the strengths and areas of growth for Category A.

Category A: Organization: Vision and Purpose, Governance, Leadership, Staff, and Resources: Areas of Strength

Maui High has many teams that focus on various school goals and critical areas of need. These teams meet regularly, use data to drive their focus, and effectively communicate their goals to the staff. The school has good communication among administration, faculty, parents, and students. The School Community Council meets regularly with parents, community members, and school staff to make decisions relating to school climate and budget.

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Our Induction and Mentoring program has grown throughout the last few years; more support system; more teachers have been trained Our schoolwide ACT prep as well as quality teaching and learning has resulted in a jump in our ACT scores. We received the ACT College and Career Readiness Campaign Award last year for this work. We are a growing technology school with school-wide WiFi and a growing number of Chromebooks and teachers utilizing our GAFE programs on a regular basis. Professional Development is teacher-centered and based on surveys. Category A: Organization: Vision and Purpose, Governance, Leadership, Staff, and Resources: Areas of Growth

We need for more classrooms that are of adequate size, are air conditioned and are handicapped accessible. We must create a system to evaluate the effectiveness of our initiatives. We need to focus on increasing parent involvement. We need to do a better job at collecting and using data on a consistent basis. There is a need for more diverse facilities, such as a multi-purpose, a performing arts amphitheater, a larger gym, a testing center, etc. There is a need to continue to work on ensuring everyone understands the meaning of our Vision and Mission.

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Category B: Standards-based Student Learning: Curriculum

B1. Curriculum Criterion – Student Participation in a Standards-based Curriculum

All students participate in a rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the General Learner Outcomes, academic standards, and priorities identified in the Academic Plan.

Current Educational Research and Thinking B1.1. Indicator: The school provides examples that document the effective use of current educational research related to the curricular areas in order to maintain a viable, meaningful instructional program for students. B1.1. Prompt: Comment on the effective use of current educational research related to the curricular areas to maintain a viable, meaningful instructional program for students. Examine the effectiveness of how the school staff stay current and relevant and revise the curriculum as needed.

Findings Supporting Evidence Maui High’s curriculum and instruction is influenced by current educational research to a convincing degree. All content areas and programs are kept relevant and viable because their teachers are consistent about updating them with current curriculum and strategies regularly. Some examples of this practice are listed below. Please note that this list is not exhaustive. Currently, members of the Maui High School English Language Arts (ELA) department utilize the state provided “Springboard” Curriculum. This Common Core aligned curriculum was chosen by a panel of state experts a few years ago from a variety of options because it was the most comprehensive and rigorous. The majority of the ELA department received training in using the Springboard curriculum in 2014 and 2015. Teachers new to Maui High in the ELA department receive school and district support with Springboard curriculum. Teachers revise these curricula as needed. Teachers in the ELA department meet in Data Teams with others in their grade level to discuss the curriculum and share best practices. Our Math department is using the Common Core state curriculum in all Algebra 1 and all regular-level Geometry courses. It is also used in some Algebra 2 classes and in our SPED resource classes. Teachers have received training on Common Core curriculum and collaborate on a regular basis to revise as needed. Teachers new to Maui High receive school and state Math Curriculum Specialist support in the Common Core curriculum when needed. One area of concern

Springboard Curriculum CCSS Math Curriculum Math Trained CCSS List

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for our math department is that the state provided curriculum has many flaws that make its implementation difficult. Many times, the curriculum is received just a day or two prior to the quarter starting. This makes it very hard to lesson plan in a timely manner. In addition, the curriculum itself is organized poorly, contains many incorrect answers/problems and is not user friendly. To remedy this, most math teachers (at Maui High and other high schools on island) implement a “hybrid” version of the curriculum; meaning, they use the state’s curriculum and materials as a supplement to their own Common Core aligned curriculum. For example, our Algebra 1 teachers spent many hours collaborating and revising the curriculum so that is aligned to better meet the needs of our students and is easy to implement. Some of these teachers have begun to integrate Open Education Resources (OER) such as Khan Academy and Desmos Activities into the Algebra 1 curriculum as well. All Advanced Placement teachers use the College Board Curriculum goals to align their AP courses to. Each AP teacher receives training through Summer Institutes and additional workshops. Syllabi are audited by the College Board to ensure standards are being met. Two teachers also graded exams for the Educational Testing Service and have received additional training in World and European History. Maui High School’s Academy of Hospitality and Tourism and the Academy of Finance in the business department are part of The National Academy Foundation (NAF) which describes itself as ¨a national network of education, business, and community leaders who work together to ensure high school students are college, career, and future ready.¨ NAF academies are given support based upon current educational research in curriculum and instruction. The national program combines the Common Core aligned curriculum with real world applicable experiences provided through industry partners. In 2005 Maui High School received a federal grant, providing teachers with professional development in Smaller Learning Communities (Academies). The structure of Academies is based on current educational research that offers students a rigorous, relevant curriculum and the opportunity to develop meaningful relationships with teachers who can support the dynamic needs of students through classroom instruction and common effective teaching

AP Course Syllabus NAF Curriculum (request from teachers) Academies Grant Info

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strategies. The Academies framework allows students access to interdisciplinary units of study and learning teams. One of the underlying purposes of the Academies, is for teachers to share common students, as well as a common prep period which can be used to discuss student concerns, plan field trips and to collaborate on Interdisciplinary Units (IDUs). Here at Maui High School, students loop with core teachers from their freshmen year into their sophomore year. Students with special needs are also supported in these communities with special education teachers who differentiate the core teacher’s curriculum and instruction, allowing special needs students access to the same rigorous curriculum as their peers. Maui High School is currently split into three underclassmen academies, ACOM, Pohaku and Inspire, while the upperclassmen are separated into Career Tech Ed (CTE) teams, driven by student interest. Our CTE teachers implement and assess a relevant curriculum that is based on industry standards. A driving force behind Academies, are interdisciplinary units of study/projects (IDUs). Students in some academies integrate knowledge and skills from core and elective subjects to create unique, original products and/or generate solutions to real world problems and questions. IDU projects within the lower grades require students to use acquisition and application of new knowledge from content areas, when creating an interest-driven products. Students are then required to share or present their findings with an adult panel here on campus. While students engage in these IDUs, they meet many of the overarching goals set forth in the Hawaii DOE General Learner Outcomes, including complex thinker, quality producer and community contributor. Upperclass academies also participate in IDUs and create products and solve problems based on their skill level and interests. Thus, the implementation of IDU’s allow for students to engage in an exploratory education, in which critical thinking and problem solving skills are applied to real world situations. English Language learners are identified and tested every year to assess their level of competency in English. ⅓ of the Maui High staff received training in SIOP (Sheltered Instruction Observation Protocol) strategies in the past, however the Baldwin-Kekaulike-Maui (BKM) Complex has moved to Project GLAD (Guided Language Acquisition Design) strategies and is providing training opportunities to all teachers. As of now, 6 teachers have received training in

Master Schedule Academy Structure Academy Meeting Minutes IDU Lesson plans IDU Student samples

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Project GLAD strategies and more will be encouraged to attend upcoming training provided by the BKM district. Our Physical Education department stays current on best PE instructional practices by attending workshops PD for their content area. Two of our PE teachers recently received their master's in Adaptive PE and they apply that new knowledge to their courses regularly by modifying their The AVID (Advancement Via Individual Determination) program which began in 2008 supports students who are traditionally underrepresented in higher education. The purpose of the AVID program is to help close the achievement gap between the top performing students and those who are struggling academically. AVID teachers are trained in teaching methodologies that help students to develop critical thinking and problem solving skills, as well as literacy and math skills that will support their post-high school educational goals. The students enrolled in the AVID program here at Maui High School are not necessarily the top performing students, but those who, with proper supports in place and exposure to a rigorous curriculum, will succeed in AP, honors, and college level courses. Students enrolled in the AVID program also participate in tutorials which are specifically designed to teach students how to think about problem solving. This increases a student’s confidence in taking academically challenging classes, knowing that there are strategies that will aid them along the way. Once common practice at Maui High to ensure that relevant and current instructional strategies and curriculum are implemented is our collaboration in Data Teams. Teachers utilize meeting time once a week to meet in teams by content disciplines. For example all ninth grade physical science teachers meet. Data teams follow a protocol of looking at micro and macro data of student performance to target learning gaps. Once learning gaps are targeted, teachers design a standards based curriculum and implement it order to bridge that learning gap. After the curriculum is designed and implemented teachers review the data, and then start the process over again. This semester our main goal during “Data Team Thursdays” is to align our curriculum, revise it as needed and create course pacing guides and common assessments that will be based on current educational research.

AVID Curriculum Data Team Process Folder Data Teams List

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Probably the most common way most teachers at Maui High stay current with the educational research is through Professional Development courses, University degrees and PD workshops and trainings. Lastly, Maui High is very successful at implementing the latest technology based strategies in the classroom and throughout our programs and processes. We are a Google Apps for Education (GAFE) school and many of our course curricula are supplemented with Google Apps and other internet based website content and activities. One example is our Algebra 1 teachers’ use of Khan Academy consistently in order to keep their math instruction relevant and current.

Academic Standards for Each Area B1.2. Indicator: The school consistently implements, within and across grade levels or departments, General Learner Outcomes and academic standards for each subject area, course, and/or program that ensure the same high expectations for all students. B1.2. Prompt: Evaluate to what extent clearly articulated General Learning Outcomes and academic standards for each subject area, course, and/or program are consistently implemented within and across grade levels or departments that ensure the same high expectations for all students.

Findings Supporting Evidence Maui High Teachers are well versed in planning lessons, units and activities that are based on their course standards to ensure a rigorous learning experience for all students. Classroom walkthrough data showed that 76% of teachers

Walk Through Data Course Syllabi

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observed had the lesson’s standard, objective or “I can” statement(s) posted. Teachers use Hawaii Common Core Standards for ELA/Literacy and Math, (Hawai’i Content and performance Standards III (HCPS III), National Career and Tech Ed (CTE) Standards and College Board AP Course Requirement Standards. Our science department is in the process of learning the Next Generation Science Standards and plan to be fully transitioned to these new national academic standards from HCPSIII by 2018-2019 school year. The most common practice is for teachers to go over the standard(s) being taught before each lesson with the students. A concerted effort is made to align assessments with the standards taught. Administrative walk-throughs ensure that teachers are posting standards, objectives, agendas and other expectations for the students to help create a culture of learning. Tripod Student Survey data shows that for the category of “Challenge”, 72% of students responded favorably. This shows us that our students find our courses rigorous. This rigor can be, in part, be attributed to the implementation of academic standards. While our implementation of academic standards is habitual for the majority of our teachers, the same cannot be said for the use of the language of the state’s General Learner Outcomes (GLOs). This Self-Study process brought to light that although we address the GLOs in many aspects of our academic community, we do so using College and Career language. We are in the process of changing this practice. Our first step was to conduct a PD activity in which all teachers collaborated with their departments to create lists of criteria for each of the 6 GLOs for their subject areas. This way, we could see what we each were already doing to address the GLOs. It was an affirming experience because every department easily addresses the GLOs consistently. We just need to translate the language we use to GLO language. We then had our Graphics Department print GLO posters and can now say that they are posted in most classrooms and common areas (92%). To get the students to participate in this endeavor (most recalled the GLOs from elementary school) we instituted a school-wide GLO Self Assessment for all students. We feel that this work has helped considerably in allowing Maui High to use and address the GLOs.

Tripod 2015 Teacher Created GLO Criteria GLO Posters in Classrooms GLO Self Assessment Template GLO Self Assessment Samples (TEB)

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Some examples of our implementation of the GLOs follows. IDEA students each have an IEP that integrates the GLOs in non-academic areas. Students fulfill a state graduation requirement in College and Career Readiness (CCR) through the completion of the Personal Transition Plan (PTP). Each year students complete items including: resume writing, aptitude tests, mock interviews, college and career research- to help all Maui High students prepare for life after high school. Each year students add to their PTP portfolio to show evidence of GLO attainment. These include Self-directed Learner (#1), Community Contributor (#2), Quality Producer (#4), & Effective Communicators (#5). These requirements are modified for IDEA students with an IEP. The Senior Project began with the Class of 2010 and is a Maui High School graduation requirement. Seniors are required to write an argument paper which is Common Core aligned, complete a 20 hour project chosen by the student (GLO #1), compile documentation to support the Senior Project in a portfolio. They then present their Senior Project experience to a panel of judges from the school and the community. The Senior Project journey begins in May of the student’s junior year and ends in March of their senior year. All six GLOs are addressed in the Senior Project cycle. This complex endeavor prepares students for both college and career after graduation. Students in the Work Place Readiness program (certificate students) complete a modified Senior Project. As a Google Apps For Education (GAFE) School, Maui High students have the opportunity to become effective and ethical users of technology (GLO #6). All students are given a Maui High Google account with access to the suite of Google apps and programs like docs, sheets, and slides. Some teachers are moving to paperless classrooms and utilize Google Classroom entirely. Also, having all students on a Maui high gmail account allows teachers and administrators to monitor the safe use of computers. As a Google School, teachers and students are familiar with programs within the Google suite that makes communication and learning relevant to 21st century learners. This, combined with the widespread availability of mobile computer carts, helps all students meet the GLO of Effective and Ethical user of Technology.

Advanced Guidance Curriculum PTP Booklet Senior Project Handbook Senior Project Portfolios

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Social Science teachers use HCPS III content and Common Core Literacy academic standards. History Day is a standards based academic competition that allows students to engage in a variety of research projects including: documentary filmmaking, display boards, research papers and websites. WeVoteHawaii is a department wide activity that provides civic awareness about political issues, politicians and the voting process. All students will have an opportunity to vote in a simulated election and their votes will be tabulated and announced via local media outlets. These projects address all six GLOs. Maui High School’s six CTE pathway programs use available State CTE course standards to plan and implement lessons. Upper level concentrator classes also refer to National Industry standards as part of curriculum and course development. This, along with the focus on real world projects and problem solving, allows students the opportunity to demonstrate and practice the six Hawai’i State GLOs. The PE Department implements HCPSIII and National Physical Education Standards. GLOs are addressed regularly with communication techniques during games as well as the use of new exercise and health technology.

History Day Student Samples WeVote Hawaii Activity CTE National Industry Standards (TEB) Hiki No Productions ACOM Photobooth

Congruence B1.3. Indicator: The school has mapped/paced written curricula in all content areas that are congruent to the academic standards and the General Learner Outcomes. B1.3. Prompt: Evaluate the extent to which there is congruence between written curriculum and the actual concepts and skills taught, the academic standards and the General Learner Outcomes.

Findings Supporting Evidence Maui High’s use of mapped/paced course curricula to guide their instruction is marginal. About half (48%) of those surveyed responded that they utilize a pacing guide to inform

Teacher Survey

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their instruction. However 73% said they would use a curriculum pacing guide if one was available. These numbers, brought about by this Self-Study, are dismal and we are currently, actively addressing the issue. The courses that do use pacing guides or curriculum maps are described below. The written curriculum, with regard to the ELA department, tends to be centered around the Springboard text in conjunction with various other required components, as with a personal essay and a research paper in MLA format for the juniors and seniors. Teachers meet and collaborate with congruence in mind; such meetings take place both informally and as part of grade-specific data teams. The rallying cry of the ACT's importance also serves the cause of greater congruence, in that the freshman and sophomore classes complete preparatory work while the junior class completes the actual ACT, so most ELA teachers align their curriculum to the requirements of the test and with the idea in mind that improved scores are a school-wide goal. The Springboard curricula adds to the overall cohesion in that it gives teachers a starting point, from which skill-based instruction that meets state standards can be put in place by all teachers with relative ease and with a common lesson plans. The freshman and sophomore classes are largely married to the Springboard curriculum, assuring that the Common Core standards are reached in all classes. The Senior Project is a required assessment for graduation, composed of multiple elements that all seniors must address. The Senior Project Handbook is available to everyone online, detailing the various common requirements of the project. That universal availability leads to greater cohesion. As all seniors must complete the project, all senior teachers need to be well-versed in the particulars of the project, leading to greater standards adherence. The Senior Project addresses all of the GLOs as well as CCSS Writing and Speaking & Listening. Considerable effort is made to see that all students are prepared for both the ACT exam and Smarter Balanced Assessment, and collaborative efforts directed to that end enhance and ensure standards-based congruence. From

Springboard Curriculum Senior Project Handbook Senior Project Portfolios ACT Prep Lesson Plans

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practice exams to exercises that promote the skills necessary to succeed in taking the test, teachers use common skills as an anchor to give all students the same opportunity to succeed. Maui High School ACT scores have increased the past 2 years due largely to the lesson plans created to prepare students for the ACT test during the schoolwide ACT Prep initiative in which the 4 core subject take part. CTE capstone/advanced courses address congruence between the written curriculum and the work world. An example would be the Auto Department’s Auto Tech /capstone classes which provides auto maintenance and repair services to all staff members as well as community members. Students in these auto classes take the standards based concepts and skills developed in the classroom and align it to the GLOs. The Auto Tech program addressed congruence between the classroom and GLO’s 1-6. The Graphics Center and Digital Media are also School Based Enterprises that fulfill customer orders for banners, t-shirts, invitations, logo designs, photo booth, slide shows for parties. Written curriculum in the Work Place Readiness Department (WPR) centers around functional academics, independent living skills and vocational skills. All WPR courses /levels are aligned through the three aforementioned focus areas. Based on the survey results mentioned above, we are starting a “curriculum alignment initiative” this school year (2016-2017). Every Thursday, during PLC time from 2:00-2:45, all Data Teams will meet to align curriculum. The products of this initiative include, a course pacing guide that contains standards and GLOs addressed, and a time frame for instruction), common assessments and sample instructional strategies. We hope that providing the time for this alignment will result in more congruence between our written curricula and what is taught--by all teachers. Achievement in Math and Literacy and for 9th graders will increase once we have fully aligned all course curriculum and instruction to their academic standards and to the 6 GLOs.

Auto Shop Work Orders WPR Curriculum Staff Calendar

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Student Work — Classroom Learning Targets B1.4. Indicator: The examination of student work samples and the observation of student engagement demonstrate the implementation of a standards-based curriculum and the General Learner Outcomes. B1.4. Prompt: Evaluate to what extent the examination of student work samples and observed student engagement demonstrate the implementation of a standards-based curriculum and the General Learner Outcomes.

Findings Supporting Evidence Maui High’s administration has conducted classroom walk-through visits in which classes are informally observed for a few minutes at a time. Administration observes the levels of student engagement looking if the student is taking notes, using graphic organizers, summarizing, marking the text, or other instructional strategies. Admin reported that “most” of the students observed in these classes were utilizing active learning strategies aligned to academic standards. Other walkthough data shows that about 50% of the classes observed on a certain day had students physically placed into a collaborative grouping structure. Data Teams meet weekly to analyze student work that is based on the teaching of academic standards so as to inform next instructional steps. Data teams are made up of teachers of the same course. Based on the examination of student work, teachers implement various instructional strategies to engage students and support learning of the academic standards in the classroom. All ninth and tenth grade students are tested at least twice during a school year with STAR testing to assess growth and target areas of improvement in English and Math. This “universal screener” is aligned to Common Core Literacy and Numeracy standards to some extent. Teachers have access to this data to help identify areas of strength and weakness with individual students, and design modifications for those students. Students are given a copy of their STAR testing results. Recommendations for improvements are provided. Another way we gauge student engagement of the standards and GLOs is via the use and analysis of student work using standards and GLO aligned rubrics. For example, all 12th grade English teachers use a common rubric aligned to Common Core Standards to assess argument research

Walkthrough Data Data Team Process Folder STAR Testing Data Senior Paper Rubric

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https://docs.google.com/a/mauihigh.org/document/d/1ioxT7yHGqKNArgVgWRX634UEWwa9a14XCzaA4beL0Lo/edit?usp=sharing


papers. The Personal Statement essay is completed in the 11th grade and is also assessed using a common, Common Core standards based rubric. All seniors present their Senior Project journey to a panel of judges and are assessed using a common rubric that measures attainment of our 6 GLOs; several other teachers also use this same rubric to assess student presentations in their classrooms. AP history teachers use common rubrics for long essays, document based questions and short answer questions. The rubrics are generated from the College Board based on nations Common Core standards and reflect a rigorous college preparatory curriculum. The PE Department utilizes rubrics to exam student work and engagement. Rubrics include but are not limited to participation rubrics, skills assessment rubrics and fitness assessment rubrics. These directly measure students’ engagement with the PE standards. It has become clear to us that we need to get better at conducting admin and peer observations to collect, not just student engagement data, but other types of teaching and learning data, and especially data that informs our work on our Critical Learner Needs, so that our decisions about future initiatives, programs and curriculum are adequately informed.

Senior Project Presentation Rubric Course Rubric(s) (TEB)

Accessibility of All Students to Curriculum B1.5. Indicator: A rigorous, relevant, and coherent curriculum is accessible to all students through all courses/programs offered. The school examines the demographics and needs of students throughout the class offerings. The school’s instructional practices and activities facilitate access and success for all students. B1.5. Prompt: Evaluate students’ access to a rigorous, relevant, and coherent curriculum across all programs. To what extent do the instructional practices of teachers and other activities facilitate access and success for all students? Findings Supporting Evidence

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Maui High School defines rigor as setting high expectations for all students which supports our school's Vision and Mission to prepare all students for college and career. To be relevant, courses at Maui High School must build on the diverse backgrounds of our students and emphasize 21st century skills. Maui High School teachers align their curriculum with academic standards and GLOs but many “like” courses are not aligned with each other. We realize this is a need, and as stated previously, all teachers will be committed to using Data Team PLC time to create alignment in like courses so that all students can have access to coherent curriculum. At the heart of our Academies structure as well as the upper grades, is an inclusion model that allows our Special Education students and English Language Learners to access the same rigorous and relevant curriculum that their regular education peers receive. Our teachers are trained in differentiation strategies and apply these methods so that our high-needs students are provided with the tools they need to be successful in the regular education setting. We provide highly qualified Special Education teachers as well as Educational Assistants to many classes to assist the regular education teachers in the differentiation of the curriculum and instruction and to assist our high-needs students in accessing the knowledge they need to be successful that is on-par with the rest of our students. One program that deserves to be highlighted here is the inclusion of our Work Place Readiness students in our Physical Education and Career and Tech Ed classes. A couple years ago, we analyzed our master schedule data to take a look at how we can provide our Certificate of Completion students with more of an inclusive educational experience at Maui High. Our Administration and Special Education Department Head met with our registrar to see what was possible with our schedule. They were placed into our PE, Fine Arts and CTE courses with much success. Students continue to participate by choosing an elective based on personal interests and abilities.

Master Schedule

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https://drive.google.com/open?id=0B__aqqLlTRLLWmxRMTVxNTBab2c


Maui High School provides courses that give students the opportunity to engage in rigorous and relevant curriculum. In 2008, Maui High School stopped offering Honors classes and began to offer more Advanced Placement classes instead. The Advanced Placement (AP) Program at Maui High remains true to the Advanced Placement College Board Equity Policy and has an open enrollment policy for each AP course we offer. This policy and practice allows all students who determine they want to challenge themselves, the chance to enroll in the most rigorous courses on campus. Two years ago, a grade level of teachers in the 10th grade academies were trained in creating pre-AP opportunities within the 10th grade Academy Core classes of English and Social Studies. Prior to this, as an open enrollment school, we found that although students wanted to take the AP courses, many would do so unprepared. To remedy this, we created advanced pre-ap skills driven courses. In these, students are invited by their teachers to take the course, or the students can choose themselves to enter the course, with the flexibility of going back into the “regular” class if the they are unable to excel the way they had envisioned. The AVID (Advancement via Individual Determination) program supports students who might not otherwise attempt to take Advanced Placement courses. AVID provides weekly, in class tutoring to support the student in those rigorous courses and also prepares students for rigorous college courses. Senior Project is required for all students. The process is begun during their junior year in their English Language Arts class. The project provides a rigorous, relevant, coherent and accessible curriculum for all students. English Language Arts teachers assist the students with their Common Core Literacy standards based research papers. CTE Capstone teachers support their students in projects that are relevant to their pathway as well as to 21st century skills. The Senior Project is differentiated to meet the needs of all students (i.e. ELL, SPED, 504, PSSAS etc.) Upper level CTE courses are rigorous and relevant in preparing all students for postsecondary education and/or the work force.

AP Policy Senior Project Handbook CTE Project Samples (TEB)

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Every English Language Learner at Maui High School has access to the N.I.C.E. Center. This is a “Newcomer’s Center” to assist students transitioning and/or developing English skills to better perform in their mainstreamed classrooms with rigorous, relevant and coherent curriculum. New for the 2016-17 school year is the addition of 3 sections of self-contained ELL Math and Social Studies classes for credit. Tutoring is offered in the N.I.C.E. center in the morning and after school. Computer-based programs from Imagine Learning to Khan Academy are also used to support ELL student learning. A full range of Maui High School textbooks are available in the N.I.C.E. Center along with a range of bilingual dictionaries. The availability of multiple learning tools and tutoring availability aids in the development and success for second language learners and all students at Maui High School. Our Teen Parents Program (TPP), the only one of its kind in our county, ensures access to a coherent and rigorous and, especially, relevant curriculum for both expectant moms and dads. The program’s only criteria for enrollment is that the student is expecting or has a child. The TPP teaches ELA, Social Studies, math and parenting courses to teen parents of all academic abilities. Additionally, we have a grant-funded daycare center that allows students to return to school after delivery. This allows them to continue their education with minimal disruption. Among students who utilize the program and day care center, our promotion and graduation rates are 90% and above.

Teen Parents Program Master Schedule (TEB)

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Integration Among Disciplines B1.6. Indicator: There is integration among disciplines at the school.

B1.6. Prompt: Evaluate to what extent is there is curriculum integration among disciplines.

Findings Supporting Evidence Maui High’s Departments analyzed their programs and student work samples to determine the extent to which curricular integration exists within their subject areas. It apparent from these summaries that students at Maui High receive instruction with curriculum integration among disciplines to a great extent. Academy teams in 9th and 10th grade consist of the 4 core teachers, 1 CTE elective teacher and SPED and ELL support teachers and Educational Assistants. Some Academy teams integrate various subjects’ curriculum by creating Interdisciplinary Units (IDUs). Academy teacher teams collaborate to plan and implement these IDUs in all their academy courses. An example of this is the History Day project. Maui High participates in two National Academy Foundation (NAF) programs. The Academy of Hospitality and Tourism and the Academy of Finance are both integrated programs where the elective teachers and core teachers are working with the same cohort of students. Students are given opportunities to extend their learning beyond the classroom with career shadowing experiences, internships and other career exploration activities. Competitions also enhance the learning and partnerships between students and different content area teachers. Some CTE courses participate in performance based assessments where students must read, research, write and present to judges. These assessments determine CTE Honor Grad Status.

IDU samples Student Work Samples (TEB) History Day Work Sample Performance-based Assessments (TEB)

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For several years, the Master Schedule was able to accommodate (Academy of Hospitality and Tourism) AOHT and (Arts and Communication) ACOM cohorts for 11th & 12th grade students; students and teachers in the upper level AOHT and ACOM courses worked with an English and social studies teacher to create a team similar to the 9th & 10th grade Academy teams. Teachers shared duties to create a project(s) using the skills related to either their ACOM course (graphics, video, fashion) or AOHT program. However, this school year (2016-2017) we could not offer these cohorts because of the increasing enrollment at Maui High. Business has curriculum integration with the economics course in social studies. To be a business pathway completer students must pass economics as a social studies course. Social studies and business teachers participate in the Hawaii Stock Market Simulation put on by the Hawaii Council for Economic Education, that integrates both social studies and business principles. Math and science are naturally integrated: the math is behind the science. For example, in math we do projectile (finding the distance or time at a height), scientific notation, exponential functions, rate change and conversion. Math is a component to graph (make a graph), modeling historical timeline. 100% of the teachers cover vocabulary. After the analysis of our dept’s data, we have determined that the World Languages Dept. integrates other disciplines into our curriculum at least half of the time. It is natural to use the target language in the process of acquisition to discuss topics of which students already have prior knowledge. Since our context is the classroom, we often use subject matter including math, biology, social studies, and art, to read, write, speak and listen in the target language. We feel that we do an excellent job of integrating other other disciplines and do not feel this is an area of need for our department. After analyzing the physical education department’s curriculum integration data, we believe that we integrate with oral discussions daily and student work weekly. The main courses that our department integrates are math, science, health, and english. We also include AVID strategies within the department.

Student Samples (TEBs)

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The one area our department could do better at would be to work with the academies and include their integration project within our classes. We have estimated that in the IET Department, we integrate math and english as follows: On average math concepts are utilized about 40% of the time. English concepts are utilized about 10% (on average) of the time. We use the “see, write, do” practice to cover the differentiation. The students “see” in our presentations and examples. The students “write” the procedures in their notes. The students then “do” what they saw and wrote. Beginning with the Class of 2010, the Senior Project is a jointly shared responsibility between the 12th grade English, Social Studies and CTE Capstone teacher. Each department has its own role, however, these teams of teachers integrate writing, presenting, creative thinking, collaboration and communication to support all seniors in a successful completion of the Senior Project. The special education department provides supports for students so they can access the general education curriculum to the best of their individual abilities on a daily basis. Students enrolled in one of the six study skills classes are provided support of graphic organizers to visually organize any course content at least 3 times a week. Modifies note templates and sequence charts are provided with students utilizing them 80% of the time. This develops independence related to the GLO1- Self-Directed Learner and increases their work for GLO4- Quality Producer. Students in the Certificate of Completion program use picture sequence cards to complete tasks and assignments while focusing on the same GLOs, #1 and 4, 2 times a week with 80%-90% accuracy.

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Curricular Development, Evaluation, and Revisions B1.7. Indicator: The school assesses its curriculum review and evaluation processes for each program area to ensure student learning needs are met through a challenging, coherent, and relevant curriculum. The assessment includes the degree to which there is involvement of key stakeholders. B1.7. Prompt: Comment on the effectiveness of the school’s curriculum review and evaluation processes to ensure student learning needs are being met. Include comments regarding the extent to which there is involvement of key stakeholders. Findings Supporting Evidence Maui High does a decent job of ensuring our students’ needs are being met through its many, various reviews of curriculum and instructional strategies. Student needs are fulfilled through challenging, coherent, and relevant curriculum. Students choose classes that dictate teaching sections and teachers. Parents are allowed access to JupiterGrades which serves as an area to hold students’ grades and assignments. The community is served with the graduates from Maui High School (Maui High), who are the product of the programs offered at Maui High. The School Quality Survey (SQS) reflected that 74.2% of Maui High students agreed with the following statement I feel my classes are preparing me well for more schooling or for a job. The SQS also went on to include input from parents. In the parent portion of the SQS, 77.1% agreed with the following statement I am satisfied with the education my child is receiving at school. Data teams are teachers grouped by content and grade level. All classroom teachers are required to participate in Data Teams and its cycle of analyzing content standards and students’ learning outcomes. In data teams, classroom teachers gather student work as data for student learning needs and where to focus instructional time.Curriculum can be adjusted if the team decides it is necessary. Maui High School utilizes syllabi for every class offered. These syllabi can be located on the school website for parents, as well as community members, to review. Unit guides can be found in the course syllabus. As mentioned previously, we have begun to review our standards and curriculum in each department through data teams. Currently, some, albeit outdated, pacing guides can be found with Department Heads.

SQS Data Data Team Minutes

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https://docs.google.com/document/d/1xN9csWu-aEmMi-dW2oE5BN0dQwMA5cTsiiZcwhPgkJU/edit


Students participate in a rigorous, coherent and relevant interdisciplinary curriculum that is guided by data, current educational research practices, state frameworks and standards, and Common Core Standards. Students are prepared to think conceptually, solve problems, and communicate their ideas effectively. Students connect new learning to prior knowledge and apply concepts in real-world contexts. Strategic teaching skills are used schoolwide to support student accessibility to content area knowledge and critical thinking skills. Students have access to a variety of curricular pathways to meet graduation requirements in order to increase options for post-secondary opportunities. All students have equal access to the school’s academic, elective, and Career and Technical Education (CTE) programs. There are many other practices in place at Maui High School to assess curriculum and ensure equal access to all students. For example, classroom teachers provide study guides, a lesson plan review, and testing strategies that students can use during important assessments. Key stakeholders are informed about student progress through the use of Jupiter Grades. With Jupiter Grades, students and parents may check their grades and academic progress concerning graduation, credits, classes that still need to be taken, attendance, and tardy reports. Another way we communicate with stakeholders is through monthly email letters, parent meetings and teacher-parent conferences. As we continue our Curriculum Alignment and pacing guide creation initiative, curriculum review and evaluation processes will become routine and coherent. This will also assist us in addressing our Math and Literacy Critical Learner Needs as curricular changes will be made with them in mind.

Teacher Syllabus (TEB)

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Articulation and Follow-up Studies B1.8. Indicator: The school articulates regularly with other schools within the complex and/or local colleges and universities. The school uses follow-up studies of graduates and others to learn about the effectiveness of the curricular program. B1.8. Prompt: Share examples of articulation with other schools within the complex and/or local colleges and universities, including comments on the regularity and effectiveness of these efforts. What has been learned from the follow-up studies of graduates and others regarding the effectiveness of the curricular program? Findings Supporting Evidence Maui High has some articulation with other schools as a regular occurrence. Work does need to be done in this area, however. To better provide support for our incoming freshmen (CLN #3), regular, effective articulation with our feeder schools is a must. During the 2016-2017 school year our 9th and 10th grade math teachers met twice with our two feeder middle school math teachers in their first face-to-face articulation. In the first meeting the teachers aligned their curricula and took note of areas that were gaps in the instructional process. In their second meeting 8th teachers helped recommend their students for their 9th grade math class. The entire process has opened the door for vertical conversations between the middle schools and our school, not only about curriculum and student needs, but also with navigating our universal screener and brainstorming ideas for tier 1 RTI interventions. A team of CTE teachers and the school counselors work closely with intermediate feeder schools in order to ensure seamless transitions. These teachers/counselors go into the two feeder schools to inform incoming freshmen on course options, graduation requirements and extra-curricular activities. AVID and CTE teachers go to the two feeder schools to recruit perspective AVID and CTE students. Recently, the AVID coordinator at Maui High School collaborates with the middle school teachers at both feeder schools. The number of students who apply to be a part of AVID increases every year and many have to be turned away because we do not have enough teaching positions to accommodate the growth. Every student has opportunity to take two CTE pathways.

Minutes from Math Articulation Pre-registration CTE Showcase AVID Recruitment CTE Recruitment

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Maui High School has a dedicated college counselor who utilizes numerous strategies to ensure that all students are prepared for post-secondary education. College opportunities provided to students include multiple campus visits to Maui High by college recruiters, two College Fairs, multiple financial aid workshops, the TRIO Grant, and Upward Bound through University of Hawaii for low-income, first in the family potential college attendees. Students can get assistance filling out the FAFSA with the help of volunteers from both Maui High School and the University of Hawaii-Maui. Several CTE courses offer students to take a college course at University of Hawaii-Maui campus and upon successful completion of the course, students earn college credit. Maui High School also offers dual credit courses where upon successful completion of the course, students earn both a high school credit and a college credit. Currently Maui High School offers English 100, ICS 101, ICS 169 and Psychology 100. The UHMC professor comes to the Maui High campus to teach the course. Students are also able to earn 12 credits (UHMC) in CyberSecurity.

College Page Dual Credit Page

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B2. Curriculum Criterion All students have equal access to the school’s entire program and assistance with a personal learning plan to prepare them for the pursuit of their academic, personal, and school-to-career goals. Variety of Programs — Full Range of Choices B2.1. Indicator: All students are able to make appropriate choices and pursue a full range of college/career and/or other educational options. The school provides career awareness, exploration, and preparation to promote college and career readiness. B2.1 Prompt: How effective are the processes to allow all students to make appropriate choices and pursue a full range of college/career and/or other educational options? Discuss how the school ensures effective opportunities for career awareness, exploration, and preparation for postsecondary education, and pre-technical training for all students. Findings Supporting Evidence Maui High students are exposed to a wide range of opportunities and experiences where they can explore college/career options. Opportunities include participatory Career and Technical Education (CTE) pathways. High participation rates are found across the spectrum. 90% of students are currently enrolled in a CTE program of study. The Natural Resources pathway includes Plant Production and Plant Systems. Plant systems is a course in horticulture with heavy emphasis on landscaping, turf management, and the processing and distribution of horticultural products. Outdoor lab activities are an integral part of the course. Students work in groups to cultivate dry land and/or aquaponic crops while developing an understanding of how these plants can effectively survive and thrive together. The IET Design Tech/Engineering and Arts and Communication pathways coordinate activities with the Maui Economic and Development Board and the County of Maui Maui to provide students with career experiences, content applications and collaborative community projects. A culminating event in this area is the Hawaii State STEM conference. IET students also participate in the state and national pathway competitions like the Career and Technical Student Organizations (CTSO), and VEX and FIRST robotics. Students with n the Design Tech pathway and STEM/Robotics program also help to promote STEM education by organizing and running an annual statewide VEX Robotics competition for grades 7 - 12 and a VEXIQ Robotics tournament for grades 4 - 7.

There are 6 CTE pathways: Natural Resources, IET, ACOM, Business, Public and Human Services and Health Services. Please see each Pathway’s Teacher Evidence Binders in CTE Classes (TEB)

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Students in Arts and Communication (ACOM) pathway learn and practice skills that prepare them for diverse post-high school education and training opportunities, internships, two-year college programs and four-year college and graduate programs. Beginning in their freshman year, students develop artistic and communication skills through hands-on, real world projects using the latest hardware and software to produce digital products. Students in the higher level and Capstone courses solicit clients for graphic design and digital products. Maui High ACOM also has a photo booth business where students, with an advisor, provides services for client’s party needs. The Academy of Hospitality and Tourism and the Academy of Finance allow students to experience and open up opportunities in the hospitality and tourism and the financial industries. Students have the opportunity to explore different careers. Students enrolled in Applied Finance are required to complete training and have a certain number of work hours at the school-based credit union which is open on Tuesday’s and Thursday’s during Lunch and Lunch Recess. Students have the opportunity to open an account and make transactions at the school-based credit union. Students in AOHT are required to complete an internship to gain first hand experience in jobs related to Hospitality and Tourism. AOHT has established partnerships with the Kahului Airport TSA department and several hotels on island. Public and Human Services Pathway offers classroom and laboratory experiences with an emphasis on quantity food preparation and service, sanitation, safety, selection and purchasing of food and supplies, storeroom control, and care of supplies and equipment. Career exploration activities included an off-campus field trip to Maui Tropical Plantation where students learned not only about the restaurant on site but about their farm to table program.

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The health and medical services career academy is a challenging program of study that is designed to prepare high school students for post high school education, training, and employment in the health services industry. Student membership and participation in HOSA (Health Occupations Students of America), a national professional organization for students, professionals, and community members, provides co-curricular activities that emphasize the development of leadership and technical skill competencies through motivation, awareness, and recognition. The Personal Transition Plan (PTP) is a graduation requirement that aims to help students make more conscious decisions in high school in relation to their future, whether it be college, the military, trade school, etc. The PTP was established by the Board of Education beginning with the graduating class of 2010. The PTP is not a class – it is a working document that the students complete throughout their high school years. Topics of the PTP include: job application, resume, mock interview and Personal Statement Essay. This helps students apply for jobs or with the college application process. Our counseling team provides support in various forms. The counselors split up the student body by grade levels. In addition there is a Post-Secondary counselor who assists students with college/career planning, a 504 counselor, an IDEA counselor, and a Programs and Services for Secondary Alienated/At-Risk Students (PSSAS) counselor. Counselors meet with students to discuss graduation requirements and to assist students with registration. Counselors discuss class selection with students and how it may influence their future plans. Students are allowed to choose a pathway in their 9th grade year and change their pathway in their 10th grade year. Maui High School allows for flexibility based on student interest, but also emphasizes the importance of taking courses that will best prepare them for college or the workforce after graduation.

Personal Transition Plan Counseling Assignments

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https://drive.google.com/open?id=0B0QtwQpoFkpaTHVYckJ3eDd3N28


Maui High School has a Career and Counseling Center which is open to all students and parents. The Career and Counseling center provides services which include FAFSA financial aid workshops, college talks with visiting spokesman, college fairs, job opportunities, military information, scholarship applications and other supports toward college and career readiness. The Programs and Services for Secondary Alienated/At-Risk Students (PSSAS) is a prevention and early intervention program that provides instructional and counseling services to students who are identified as alienated. The goal of PSSAS is to assist alienated students to improve their academic and socioemotional competence in order to meet the Hawaii Content and Performance Standards and high school graduation requirements.

PSSAS Information

Student-Parent-Staff Collaboration B2.2. Indicator: Parents, students, and staff collaborate in developing and monitoring a student’s personal learning plan, college/career, and/or other educational options. B2.2. Prompt: Evaluate to what extent parents, students, and staff collaborate in developing and monitoring a student’s personal learning plan, college/career and/or other educational options. Findings Supporting Evidence Maui High’s teachers, counselors, students, and parents do a convincing job of collaborating to develop and monitor students’ personal learning plans. The counseling department is important to the development and monitoring of a student’s learning plan. The counselors at Maui High are responsible for 1900+ students. Each grade level counselor attends to about 350-450 students. Special program counselors have much smaller numbers but higher needs students. Counselors meet with students and contact parents on a daily basis. Parents have opportunities to meet with their student’s counselor to review their child’s progress and assist in creating a learning plan. Counselors are critical in identifying students who are at risk of not graduating and are the main persons to connect students to Credit Recovery options such as After School Credit Recovery classes, On-line Credit Recovery and Summer School or other Alternative Educational Opportunities like Youth Challenge or Job Corps.

Counselor sign in sheets/calendar Registration forms Parent Night Agendas

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During registration or prior to registration, counselors go into classes to discuss course options. Counselors encourage students to discuss their course options with their parents so that parents are aware of the classes their student chooses at registration. Counselors also meet with 8th grade students at the two feeder schools to present the different elective courses offered at Maui High so that students can choose a CTE Pathway that fits their post high school goals. 8th grade students are also encouraged to go over their elective choice with their parents. Maui High School holds a “Parent Night” for all 9th and 10th grade level academies at the beginning of each school year in an effort to establish this contact early in the school year. Each Academy at each of the grade levels has its own Parent Night (3 for 9th grade and 3 for 10th grade). The purpose/objectives of “Parent Night” is to offer parents, teachers, counselors and administration a chance to meet and network with each other. Parents become aware of Maui High School’s ‘Things To Know’ (demographics of student population, implement Advancement Via Individual Determination (AVID) across core subjects, SpringBoard Curriculum across English Language Arts, CTE programs, etc). Parents are introduced to the School Resource Officer who talks about his role in building a relationship with law enforcement and our school population. Parents are informed of necessary school supplies supporting the students learning success. Parents are able to log into Jupiter Grades creating a continual awareness of students’ grades, attendance, and assignments. Parents are also informed of our tutoring program and hours. The Free & Reduced lunches program is outlined; as well as the benefits associated with Free & Reduced lunch program (for example free and reduced costs of American College Testing (ACT), Advanced Placement Testing (AP), Scholastic Aptitude Test (SAT), and pre-SAT testing). The school counselor introduces Maui High School Graduation Requirements, as well as information about military, college & career readiness post-high school plans. Parents are introduced to our Parent Community Network Center (PCNC) which helps parents understand their role with student learning success. 9th grade Parent Nights have had more parent attendance than 10th grade Parent Nights.

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Mandatory Parent meetings are held for 11th and 12th grade students. At the 11th grade parent meetings topics discussed include, PTP requirements for graduation, Senior Project,College planning, Project Grad and Junior Prom. Any 11th grade student wishing to attend the Junior Prom must attend with a parent/guardian. At the 12th grade parent meeting, topics discussed include Senior Project presentation, College planning, and Graduation. Any student wishing to participate in the Commencement Exercise must attend with a parent/guardian. There are two (2) meeting dates offered at both grade levels to accommodate parent/guardian work schedules (one weekday evening and one Saturday morning). Attendance at these Parent Meetings are about 90%. Each 9th and 10th grade academy team meets collaboratively on a regular basis together with the assigned counselor. The academy team monitors the students’ learning plans, college/career readiness and educational progress. The academy team works with student intervention and with the counselor, contact is made with parents, and parent-student-teacher-counselor conferences are held. This has become a valuable resource for communicating with parents. The academy collaboration time which is incorporated in the bell schedule enables frequent collaboration across the curriculum and results in increased student progress monitoring and academic success. ACT inventory results are analyzed and distributed to parents. When the ACT scores are sent out to parents it includes an evaluation of how the scores align with the academic interests of the student. The counseling department also receives the results of every ACT taken on campus. Jupiter Grades is an online grade book where teachers post grades of student work. Parents and students can create a password to monitor the student’s progress and to communicate directly with the teacher. Maui High’s policy is that teachers update their grades every 2 weeks.

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Individualized Education Plan (IEP) meetings are held for Special Education students annually (or as necessary) to update student progress academically and to address learning needs. Both the parent and the teachers are given a copy of the IEP. Teachers contact parents by phone or email as necessary to address behavioral and academic issues. These avenues provide instant communication.

Parent Communication Log (on request)

Monitoring/Changing Student Plans B2.3. Indicator: The school implements processes for monitoring and making appropriate changes in students’ personal learning plans (e.g., classes and programs) and regularly evaluates them. B2.3. Prompt: Evaluate the effectiveness of how the ways the school ensures that processes are utilized for monitoring and making appropriate changes in students' personal learning plans (e.g., classes and programs). Findings Supporting Evidence Maui High has many effective processes to ensure that our students’ personal learning plans are closely monitored and any changes made are appropriate and in the best interest of the students’ future. Our final course registration takes places 2 weeks before school starts and students pick up course schedules and have an opportunity to review their schedules and change courses if desired. Students and parents can request course schedule changes from counselors during the first two weeks of the school year. Thereafter, changes can still be made if appropriate for the student. Some examples include recommendations from the IEP team, Academy team, or another type of discussion where team members agree that a student’s needs are not being met. Students can meet with their counselor at any time to share their concerns about their classes. For upper classmen counselors perform a semi-annual credit check and for 9th/10th graders the counselors perform annual credit checks. At this time students learning plans are modified in order to help them reach graduation.

Registration Packet Credit check forms

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Administration has organized a Master Schedule that includes collaboration periods for core teachers in the Academies. One purpose of this is to identify struggling students (students that are failing several core courses). Counselors collaborate with academy teachers and searches for alternative options to assist struggling students & makes appropriate changes to the students personal learning plans As struggling students are identified, the RTI process is implemented to assist them at the Tier 1 level. Some options include designated Academy tutoring after school. Academy collaboration time is also used for parent/teacher conferences. Following Tier 1, students that are still struggling are referred to the Programs and Services for Secondary Alienated/At-Risk Students (PSSAS) program. A SST (Student Study Teams) meeting is held to discuss the strengths and challenges of the students to create an action plan to help the students reach their full potential. Depending on the team’s recommendation, the student could be moved to a more suitable learning environment. If necessary, students are then transitioned into the PSSAS program and move to a specific PSSAS counselor and classes. The Science and Math departments review core elective course requests and the grade level teacher discusses with their academy team or data team in recommending or not recommending students for appropriate science/math elective courses based on individual students prior knowledge levels. This ensures that students enroll in courses that are appropriate to their learning plans. Our Capstone classes assist students in college and career choices.

Master Schedule PSSAS Data

Transitions B2.4. Indicator: The school implements strategies and programs to facilitate transition to the student’s next educational level or post-high school options, and regularly evaluates the effectiveness of the strategies and programs. B2.4. Prompt: Evaluate the effectiveness of the strategies and programs to facilitate transition to the student’s next educational level or post-high school options and regularly evaluates the effectiveness of the strategies and programs.

Findings Supporting Evidence

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Our students’ post-secondary choices are very important to us at Maui High. This is evident in the ways in which we facilitate their transition to college or careers. Maui High students complete a Personal Transition Plan offered through their Advanced Guidance course. Personal/Transition Plan (PTP) is defined as an individually designed and custom tailored plan of action for each high school student to move successfully from high school to postsecondary and/or career venues. Students at Maui High fulfill the state requirements beginning in their sophomore year in the Advanced Guidance class. Curriculum includes career and college exploration and job seeking skills. Students are required to complete a job application, resume and mock interview which are a part of the PTP credit. During their junior year, students write a Personal Statement that could be used as part of their college application. Several programs on campus coordinate campus visits at the University of Hawaii-Maui Campus throughout the year. These programs include ACOM students, At-Risk students, IDEA students and the Teen-Parents Program AVID, Advancement Via Individual Determination, is a college readiness system for elementary through higher education that is designed to increase schoolwide learning and performance. Motivated and successful students can apply for the AVID program. The AVID College Readiness System (ACRS) accelerates student learning, uses research-based methods of effective instruction, provides meaningful and motivational professional learning, and acts as a catalyst for systemic reform and change. AVID’s mission is to close the achievement gap by preparing all students for college readiness and success in a global society. AVID is designed to prepare students to meet the requirements for admission to four-year colleges and universities at the end of high school. AVID students have been able to tour the UH-Maui campus as well as take a 2 day trip to Oahu to tour UH Manoa and Chaminade University. These opportunities allow students to sit in college classrooms and walk around a college campus which help in transitioning students to the next level.

PTP Booklet UHMC Visit Info AVID

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The 6 CTE Programs (see prompt B2.1 for descriptors) at Maui High includes 231 students that completed at least one pathway. 84 students completed at least two pathways. Overall, there were 349 pathway completers for the 2015-2016 school year. These students have a jumpstart on their futures because of the career knowledge they’ve gained from these CTE pathways. Maui High School has a very diverse offering of Advanced Placement courses available to students to prepare them for college and facilitate an easier transition to college Maui High School has a dedicated post-secondary counselor who works extensively with 11th and 12th graders to help prepare them for and facilitate their transition to the workforce or college. Maui High hosts an annual forum for the various trade industries on Maui so students can gain more information on what those fields offer and how to enter those careers. The post-secondary counselor coordinates College talks where students get to meet face to face with college representatives from around the country. The post-secondary counselor has also coordinated financial aid workshops to help families learn how to complete the FAFSA and apply for scholarships and College Career Fairs open to all students of Maui County. The Career Center also works with various employers to post information for students regarding current job opportunities. For college opportunities Maui High has approximately 165-170 students per year complete the FAFSA. Students from Maui High are also consistently awarded between $10-12 million dollars per year in scholarships. Approximately 80% of graduates from Maui High are admitted to college each year.

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Our special education population is provided with a non-classroom transition teacher that is dedicated to facilitating their transition into post-high school opportunities. This transition teacher assists the IEP Variance Teacher to initiate the transition for every special education secondary student by age 14. The transition teacher also writes, drafts, or reviews transition plans for all special education students 16 years and older. The transition counselor promotes career planning with students and assists them in the follow through on goals. For example the counselor assists with the post-secondary program application forms, ASVAB testing and employment options. This also includes connecting the student with a variety of adult agencies that assist with additional care as needed. The teacher also offers opportunities for students to explore a variety of post-secondary programs by coordinating/conducting visitation to sites including agencies, community colleges, and job training worksites. IDEA students with an IEP can attend Maui High to earn a diploma/certificate until age 22. Work Place Readiness students have opportunities to gain off site learning to help in their transition to the workforce after high school. Some of the off site locations include WalGreens, Maui Pasta, DVR, and Goodwill.

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B3. Curriculum Criterion – Meeting All Curricular Requirements

Upon completion of elementary, middle, or high school program, students have met the standards with proficiency for that grade span or all the requirements of graduation.

Real World Applications — Curriculum B3.1. Indicator: All students have access to real world applications of their educational interests in relationship to a rigorous, standards-based curriculum. B3.1. Prompt: Evaluate the opportunities that all students have to access real world applications of their educational interests in relationship to a rigorous, standards-based curriculum. Findings Supporting Evidence All Maui High students have access to real world applications of their interests that are based on a rigorous curriculum. Senior project, Career and Technical Education classes, the Workplace Readiness program and many of our core ed classes consistently offer students real world applications of their educational interests in relationship to a rigorous, standards-based curriculum.

Senior Project Handbook Senior Project Rubric Non-diploma courses (SPED) 90% of Maui High school students are enrolled in career and technical education class 231 seniors completed CTE 2015-2016 SY 385 seniors completed Senior Project out of 411 seniors 2015-2016 SY

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https://docs.google.com/document/d/1QmtnwnoaPVUe9t5-Nl5_wegjJODU-Gl8fEjV7ZY8Jlk/edit




For Senior Project credit, in addition to a research paper, all seniors must complete 20 hours of volunteer, community, job shadow, or physical project work that is a positive part of the community. The 20 hours of required work that transpires outside of the classroom must be relevant to their research paper. By requiring seniors to work in their communities, they have a real world application of their knowledge gained through their research. Many of the seniors who have successfully completed the project find that they are either very interested or not at all interested in that particular career. This knowledge gained is critical for a senior who is uncertain of a college major choice or a career choice. Maui High’s senior project, a rigorous and standards based project, provides an outlet for experiential knowledge to be coupled with theoretical knowledge in the real world. Through the Workplace Readiness program, students enrolled in special education courses have access to supported employment opportunities in the community and Community Based Instruction. Students are placed in jobs based on their interests and strengths. Students who are not able to participate in supported employment participate in Community Based Instruction (CBI). CBI allows students to gain exposure to community activities to develop self-help skills such as grocery shopping, shopping at the mall, checking out books from the public library, walking using sidewalks and crosswalks, and using public transportation. All special education activities are programmed in regards to standards-based goals and objectives. Common Core State Standards and Hawaii Content & Performance Standards are referenced for the special education curriculum. Career and Technical Education classes allows for students to learn skills by teaching hands on training and exercises. For example students in the Auto-shop classes learn by doing hands on projects and assignments. The auto-shop program fixes common automotive problems in a hands-on environment. Another example is the ACOM pathway provides photography services for various organizations, which helps students receive hands on experience for those who are interested in pursuing photography as a career. ACOM also offers hands- on experiences in digital media, fashion and graphic design. These CTE courses also offer internships with community organizations and business.

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Many of our core classes and regular, non-elective classes provide real-world learning opportunities through the guest speakers they bring into their classrooms as well as the field trips they organize for their students. These opportunities are aligned with their course curriculum. Please see the “Real World Experiences” Evidence List for a comprehensive list of these opportunities. Based on the aforementioned findings, all students at Maui High school have a variety of opportunities to access real world applications of their educational interests in relationship to a rigorous, standards-based curriculum. All programs are founded upon CCSS, HCPS, and GLO’s.

Meeting Graduation Requirements (or end of grade span requirements) B3.2. Indicator: The school implements academic support programs to ensure students are meeting all requirements. B3.2. Prompt: Comment on the effectiveness of the academic support programs to ensure students are meeting all requirements. Findings Supporting Evidence Maui High School offers a variety of academic support for its students. Each program is unique but they share one common objective: graduation. These support programs are extremely effective in ensuring that our students meet graduation requirements.

AVID teachers monitor their students in all of their classes. Tutoring is provided during the school day as well as after school. Organization and time management skills are taught to support students in all classes. Students work towards graduation requirements and post high school planning.

Students who have failed a required class meet with their counselor to either retake the class or enroll in the Credit Recovery Program. Classes are offered during the school day, in After-School credit recovery or in Summer School with a teacher to monitor individual progress toward course completion.

Our Special Education Study Skills Classes support students with their work from general education and resource classes.

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This class also helps students work on the how to study, how to be organized and how to master the GLOs.

The Reading Workshop course supports special education students with low reading levels so that they can succeed in their academic settings more efficiently.

Our English Language Learners (ELL) programs support students that speak English as a second language.

We create IDEA Plans and 504 Plans that are federally required programs for students who are determined to be eligible for special accommodations and services in order to assure their access to education. Also, Behavior Support Plans are created and implemented when the barriers to a student’s education are determined to be found in the student’s own behavior.

IEPs include modifications, accommodations and support plans help students meet all graduation requirements in the general education classroom.

We offer Academy Tutoring where the core and elective teachers of academies offer tutoring before and after school on various days for 1.5 hours that provide opportunities for students to retake or catch up on assignments.

The Programs and Services for Secondary Alienated/At-Risk Students (PSSAS) is a prevention and early intervention program that provides instructional and counseling services to students who are identified as alienated. The goal of PSSAS is to assist alienated students to improve their academic and socioemotional competence in order to meet academic standards, GLOs and high school graduation requirements.

Maui High School has a free afterschool tutoring and study hall program in our Library called Holomua. This service is free for all Maui High school students. Tutors are Maui High faculty and UH Maui College student. This free academic support ensures that students receive the support they desire to pass their classes.

Academy teachers are able to discuss classroom interventions and management strategies to support struggling students at their common collaboration periods. Parent-teacher conferences can be arranged during this

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collaboration time to address the concerns that need to be addressed.

Our Teen Parents Program offers standards based courses in the core areas (excluding science) as well as parenting classes to any student who has a child. We also offer free daycare to these students so that they can focus on their graduation requirements.

It is evident that Maui High has many programs to support any learners who are in need. Our data shows that, though these programs are effective at keeping student on track towards graduation, there is a need to incorporate the foals of our Critical Learner Needs of increasing student achievement in math and literacy into each program.

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HIDOE/ACS WASC Category B. Standards-based Student Learning: Curriculum: Summary, Strengths, and Growth Needs

Review all the findings and supporting evidence and summarize the degree to which the criteria in Category B are being met. Include comments about the degree to which these criteria impact the school’s ability to address one or more of the identified student learning needs (Chapter III).

Summary (including comments about the student learning needs):

The findings and supporting evidence for Category B: Standards-based Student Learning: Curriculum indicate all areas are being met. Some areas are met to a great extent with multiple sources of evidence from numerous programs. Other areas are met with fewer sources of evidence from a much more narrow effort. The criteria in Category B focus on the curriculum, articulation and supports that allow student learning needs to be met at Maui High School. All three critical learner needs (math and literacy achievement and 9th grade support) will see an increase when our courses become aligned through Data Teams.

We have many different activities designed to meet the curricular needs of our students, across varying ability and special needs levels.

Although we are making a concerted effort to meet all of the identified student learning needs through our curriculum and support structure, there is still a need for communication among all of the stakeholder groups. Teachers, students, parents and support personnel come from a variety of perspectives concerning student learning needs and present a challenge to communicate the most effective methods for promoting academic success.

Prioritize the strengths and areas of growth for Category B.

Category B: Standards-based Student Learning: Curriculum: Areas of Strength Maui High School offers many opportunities for students to demonstrate the General Learner Outcomes through a variety of courses and programs. Senior Project, AVID, AP Courses, ELL program, SPED accommodations and PSSAS are all areas of strength that allow students to develop skills to be successful. Our Academies for our 9th and 10th grade students and other departments and programs provide integrated curriculum across disciplines. Our Career and Technical Education pathway offerings as well as other programs and departments give students real world experiences that are aligned to academic standards and GLOs Our post-secondary counseling and transition to college and career programs provide great opportunities for our students. College enrollment, military enlistment and scholarships awarded indicate a robust effort to prepare students for postsecondary education and career options.

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Our curricular programs are aligned to academic standards and GLOs and our teachers stay current on educational research and instructional strategies including the use of technology. This strength assists us in meeting our critical learner needs of achievement in math and literacy. Support structures for students who have varying needs (ELL, SPED, 504, PSSAS) give opportunities for all students to be successful. Category B: Standards-based Student Learning: Curriculum: Areas of Growth

Pacing guides are used in less than half of the courses on campus. Development of pacing guides for all courses and implementation across all disciplines will help ensure that all courses are on track. Curriculum integration between disciplines at Maui High School occurs inconsistently and needs to increase. Articulation with other schools so as to vertically align our courses and programs needs to happen with more fidelity and in more departments. Evaluating the effectiveness of programs is also an area that needs growth, as Maui High School has grown to include many new programs and courses.

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Category C: Standards-based Student Learning: Instruction

C1. Instruction Criterion – Student Access to Learning

Differentiated, high-quality instruction provides access, challenge, and support for all students to achieve the academic standards and the General Learner Outcomes.

Differentiation of Instruction C1.1. Indicator: The school’s instructional staff members differentiate instruction by varying content, processes, products, and/or learning environment (e.g., Tier 1) to ensure that all students achieve the academic standards and the General Learner Outcomes. C1.1. Prompt: How effectively do instructional staff members differentiate instruction to ensure that all students achieve academic standards and General Learner Outcomes? Findings Supporting Evidence Differentiation of content, processes and assessments is a common practice within most departments at Maui High School. Most departments and classes differentiate instruction consistently so as to meet the needs of all learners on a regular basis. There is a need, however, to incorporate strategies that will challenge our top students more often Maui High School has embraced the inclusion model and has Special Education students, as well as English Language Learners in classes of almost every content area. Our school gave up tracking in 2005 and as such, teachers are expected to differentiate their instruction on a regular basis. Thus, Maui High School teachers differentiate instruction with a variety of differentiation strategies. A few examples are, Think-Pair-Share, Small Groups, Modeling, Extra Time, Peer Help/Peer Coaching/Peer Evaluation, Choice in Product and creating lesson delivery based on Multiple Intelligence/Learning Style Preference data. For our inclusion SPED students the use of textbooks and curriculum that provides easier access to content is often used. Teachers also reduce the length and quantity of assignments as well as allow for additional time as needed, for these and other special needs students. The use of pre-defined vocabulary, guided notes and graphic organizers is common practice at Maui High.

Lessons and Assessments (TEB) AGS curriculum and textbooks Planner (schoolwide strategies are published) Classroom posters for Marking The Text (MTT) Teacher survey IDU student product samples History Day unit plans and products Science Lab Sign-up

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Maui High School has incorporated many AVID organizational strategies schoolwide. Students utilize a planner given to them by the school, create weekly SMART goals, and carry a multi-subject binder. We have also implemented several AVID academic literacy strategies schoolwide such as Cornell Notes, Marking the Text, and Word of the Week vocabulary with an ACT focus. In a survey given to a teacher sample, approximately 95% of the teachers surveyed have taken Guided Learning Acquisition Design (GLAD), Sheltered Instruction Observation Protocol (SIOP), or another type of professional development course with differentiation as the topic. Most 9th and 10th grade Academies do at least one Interdisciplinary Unit (IDU) per semester in which students are able to demonstrate the General Learner Outcomes (GLOs). In these IDUs, the students assume various roles determined by their teachers and are often given product choices. Our Science Department teachers incorporate labs and modeling into almost all units. Labs are inquiry based and teachers offer a variety of grouping structures and choice in end product. At Maui High School, our students demonstrate attainment of the General Learner Outcomes (GLOs) in many ways over the four years they are with us. An example is our Senior Project. Maui High has made the Senior Project a requirement for graduation. This project requires real world application and problem-based learning. Leading up to senior year, many students complete “mini” Senior Projects and our Career and Technology Education (CTE) courses often create products that incorporate many of the GLOs. Lastly, every classroom has the GLOs posted and they are referred to and reinforced by our teachers. Each department spent some time analyzing current student work, teacher lesson and unit plans for this prompt on differentiation. There are the summaries form that endeavor from the departments that submitted one: Special Education

CTE List of Activities Internships Capstone Service Projects Teacher Evidence Binders (TEBs)

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After the analysis of the special education department’s data, we have determined the teachers differentiate instruction, resources, materials, and communication tools on a daily basis. It was determined that we manipulate our instruction and tasks 100% of the time to guide indv. student goals and achievement. The SPED department creates options for the students to develop expressive communication skills. The SPED departments also differentiated tier one strategies consistently throughout instruction. Science After the analysis of our department’s data, we have determined that the science department differentiates instruction for 100% of the topics. Differentiation does not necessarily occur in all lessons but usually at least 2 times a week. Due to the lab components, differentiation looks different where some classes have differentiation within notes and information recording and other lessons like labs utilize other differentiation strategies. Given the diverse differentiation strategies utilized we see significant synergy between our content areas. We all differentiate to meet curriculum and all learners. Math After the analysis of our departments evidence, it shows that 76% of the math department differentiates instruction about 85% of the time. We differentiate in giving supportive work (worksheets to reinforce the lessons, posters (student made)). We also encourage the students to be more self-directed learners too. Some of the teachers have students present lessons (problems in class). This addresses community contributor, effective communication, as well as quality producer. All math teachers encourage their students to be quality producers. World Languages After the analysis of the World Lang. Dept. differentiation data, we have determined that we are strongest with differentiating the process of instruction because we provide multiple ways for students to learn content within each unit nearly 100% of the time. We have room for growth in differentiating product, context, and learning environment. Although we do offer some variation in each category such as different types of assessments (oral, written, objective assessments, projects, presentations, and performances) as well as using individual, partner, small groups, and whole class instruction.

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Arts and Communication After analysis of our department’s data, we have determined that the ACOM Academy differentiates instruction with the use of Interdisciplinary Units/projects in the lower levels and by providing real world learning opportunities in the upper levels. In our 10th grade academy, ACOM pathway teachers work with our academic core classes to develop a common theme of study. Students are then given the options to use technology to research and demonstrate thinking, reasoning and problem solving. With the IDU’s teachers become more learning facilitators rather than lecturers. Feedback and discussions within the classroom are the guiding force for students to revise and improve their projects. As students move through the pathway to our entrepreneurship and capstone classes, clients from the schools and community provide real world opportunities for students to apply their learning from multiple disciplines and to demonstrate their acquisition of the Hawaii General Learning Outcomes. Physical Education After analyzing the physical education departments differentiation, we have determined that we differentiate daily the content, the learning environment, process, and product in the classroom. In the area of content, we differentiate by offering student choice of activities and according to abilities. In the learning environment, students are grouped in flexible group during activities and fitness. Students are given options to use beginner, intermediate and advanced skills in each lesson.The physical education department differentiates the process by giving students verbal directions paired with visual demonstrations. Teachers give performance feedback consistently throughout the period. The final way that the physical education department differentiates is through product. We have students do this through Fitness stations and individualize the fitness plan. Industrial/Engineering/Technology It appears that differentiation in the IET and Natural Resources differentiates 80% (at least) of the time. Modeling what a “Quality Producer” is providing a quality program that demands differentiation. We teach knowledge level material through direct instruction, collaboration, and discussion. We even have higher level discussions, which bridge the gap between thinking and doing. In the “doing” phases, the knowledge level learning solidifies in the process of “application” and synthesis.

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Fine Arts After the analysis of our department’s data, we have determined that the Visual Art Department differentiates instructions about 85% of the time. We do an excellent job of differentiation in our department and are fortunate that , as an academic content area, the Visual Arts provide natural avenues for differentiation. Teaching in and through the arts inherently deepens collaboration, communication, creativity, and critical thinking skills. Utilizing the arts provides students with opportunities for introspection, mindfulness, expression, compassion, empathy and understanding. Using art allows us to reach all types of learners, helping them to self-actualize and excel. All of our department wide instruction, embeds at least one, and typically many, of the following differentiation strategies: modeling, scaffolding, one-to-one support, peer-to-peer support, small group instruction, preferential seating, alternate methods of assessment, visual/auditory/kinesthetic/tactile learning, repeated instruction, visual demonstrations, hands-on demonstrations, individualized assignments, student surveys, graphic organizers, flexible groupings, portfolios, Socratic seminar, group critique, think-pair-share, and more. We have some amazing differentiated assignments that we use for the Special Education Workplace Readiness students who are participating in the upper level art class (Drawing and Painting Level 1). These student work samples are a wonderful example of differentiation within our department. Once the students have submitted their completed assignment, we’ll be submitting copies as evidence.

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After the analysis of our department’s data, we have determined that the Visual Art Department differentiates instructions about 85% of the time. We do an excellent job of differentiation in our department and are fortunate that , as an academic content area, the Visual Arts provide natural avenues for differentiation. Teaching in and through the arts inherently deepens collaboration, communication, creativity, and critical thinking skills. Utilizing the arts provides students with opportunities for introspection, mindfulness, expression, compassion, empathy and understanding. Using art allows us to reach all types of learners, helping them to self-actualize and excel. All of our department wide instruction, embeds at least one, and typically many, of the following differentiation strategies: modeling, scaffolding, one-to-one support, peer-to-peer support, small group instruction, preferential seating, alternate methods of assessment, visual/auditory/kinesthetic/tactile learning, repeated instruction, visual demonstrations, hands-on demonstrations, individualized assignments, student surveys, graphic organizers, flexible groupings, portfolios, Socratic seminar, group critique, think-pair-share, and more. We have some amazing differentiated assignments that we use for the Special Education Workplace Readiness students who are participating in the upper level art class (Drawing and Painting Level 1). These student work samples are a wonderful example of differentiation within our department. Once the students have submitted their completed assignment, we’ll be submitting copies as evidence.

Student Understanding of Performance Levels C1.2. Indicator: Instruction is organized to support clearly articulated and communicated learning targets so that all students know beforehand the standards/expected performance levels for each area of study. C1.2. Prompt: Comment on the extent to which students are expected to learn and know where they are in meeting the learning targets, and what they need to do to meet the learning targets. Findings Supporting Evidence Maui High’s teachers are consistent about posting the lesson’s objectives/learning targets. Some work needs to be done across campus to ensure student understanding of those objectives and, especially, student understanding of the performance levels of achievement. On administrative walkthroughs, it was discovered that the majority of classrooms have their objective/learning target

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and/or standards and benchmarks posted as a daily visual reference for the students. Almost half of all content classes utilize a bell ringer or exit pass format to check for comprehension of that day’s objective/learning target. The faculty was surveyed on how their lesson’s objectives/learning targets are communicated for each lesson. A majority of the respondents to the survey question stated that they use the whiteboard to communicate the daily objective. The objectives displayed on the whiteboard are easily adjusted as the lessons progress. Other means of objective/learning target communication to students mentioned in the survey included posting them on a bulletin board, on the assignment itself, on the day’s slide presentation and in the teacher’s Google classroom. In PE, the standards are included on each written assignment worksheet as we do not have classroom with whiteboards for these courses. The English Language Arts (ELA) department utilizes a common argumentative writing rubric for grades 9-12. This common grading rubric makes for clear and concise writing expectations and targets. In addition, most ELA teachers use the SpringBoard Curriculum which make is so that they are able to articulate the Common Core Standards in student-friendly language, keeping the focus on key cognitive skills, such as those related to deliberate thinking, reasoning, and remembering. Maui High’s Career and Technical Education department utilizes project rubrics that are industry specific. In doing so, students are given clear objectives and learning targets that align with real-world expectations for the specific project they are working on. The Maui High School website will have syllabi available for all courses offered. Students are able to check the website for instructional units, course expectations, and the Common Core Standards. All students and teachers have a Jupiter Ed account in which students are able to access their grades, assignments and rubrics in real time. All teachers are asked to update their Jupiter Ed assignments and grades every two weeks. This makes for regular access to current information for students and parents.

Classroom Walkthrough Data Whiteboards Google Classroom Argumentative Writing Rubric Springboard Rubrics and Curriculum (TEB) Syllabi mauihighacom.org

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Students’ Feedback C1.3. Indicator: The school takes into account students’ feedback in order to adjust instruction and learning experiences. C1.3. Prompt: examples of the school using student feedback to adjust instruction. Findings Supporting Evidence Data and inquiry shows that Maui High needs to increase its amount and quality of collecting student feedback and using that information to adjust instruction. The majority of surveyed teachers use homework, in-class assignments, and quick student surveys to adjust instruction. Exit passes and other forms of formative assessments serve as a tool to gauge daily learning, as well as student understanding and thoughts on how the lesson went. The science department, for example, asks for student feedback on how well Labs are run. Teachers also use visual cues from students in order to quickly gauge student engagement. Our academies conduct teacher/student conferences, which provide quality student feedback. In PE, students’ are given choices on fitness activities and level of play. Students provide feedback to teachers semi-annually through the Tripod Student Survey. This allows for teacher reflection and the opportunity for instructional adjustment. In order to address our Critical Learner Needs appropriately and with fidelity, one area that must see improvement is the collection and use of student feedback.

Bell Ringers, Exit Passes and other Strategies by Teacher (TEB) Tripod Data Academy teacher/student conference minutes Teacher Survey Data

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C2. Instruction Criterion – Rigorous and Relevant Instruction

All teachers provide students with a variety of activities and assignments that are engaging (e.g., technology-enhanced and experiences beyond the textbook) and call for higher order thinking.

Current Knowledge C2.1. Indicator: Teachers are current in the instructional content taught and research-based instructional methodology, including the integrated use of multimedia and technology. C2.1. Prompt: Evaluate the extent to which teachers are current in the instructional content and effectively use multimedia and other technology in the delivery of the curriculum. Findings Supporting Evidence Maui High teachers are, for the most part, current in their content areas. Most are lifelong learners who take PD courses, go to workshops and read up on new teaching strategies and uses of technology. The majority of Maui High’s teachers are highly qualified and trained in the teaching of their assigned content areas. Specifically, sixty-nine are highly-qualified and fifteen are non highly-qualified in their teaching lines this school year. To a high degree, teachers are participating actively in school wide professional development, as well as professional development for credit outside of school hours. For example, ninety-five percent of Maui High School teachers have taken Guided Learning Acquisition Design (GLAD) or Sheltered Instruction Observation Protocol (SIOP) courses to learn to differentiate instruction for English Language Learners. Professional Learning Communities (PLCs) such as Academies, book study groups, participants in state standards committees, AVID, CTE, SPED Work Study, data teams, etc., have been systematically and actively collaborating to improve the use of rigorous, relevant and engaging instruction and experiences to Maui High students. Maui High School held two “Techposiums” in the last two years. All teachers who participated received training in Google Basics, Google Classroom and Technology Tools for the Classroom. Many teachers are utilizing what they learned at those events in their classrooms. In a recent survey, eighty-one percent of teachers reported they were using one or more Google programs or applications in their classrooms. The use of multimedia and technology has not only increased with Maui High School teachers and staff, but with students as well. Student use of technology during Senior Project presentations has increased from approximately fifty percent

Level of Ed Data Techposium Google Classrooms Senior Projects Mobile Lab Calendars

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in 2011 to one-hundred percent in school years 2014-2015 and 2015-2016. For several years, Maui High has incorporated the use of technology for credit recovery. Over the past several years, Maui High School has used the computer program Gradpoint. In the past three years, over eighty percent (80%) of students enrolled in the program successfully completed courses for graduation. Maui High is now using the computer program Acellus and so far for the 2016-2017 school year, the student completion rate remains high. Each department has their favorite content delivery tech sites and all departments use these methods at least once per quarter, while most use them much more often. Our PE students utilize many current tech devices, from heart rate monitors to iPads. Over the course of a few years Maui High went from three computer “labs” located in classrooms with 90 outdated desktops to having almost 500 laptops (most Chromebooks, some Macbooks) in “mobile labs” available for teacher and student use. Our admin and department heads have made it a priority to increase the number of computers on campus because feedback from teachers and students show the desire for more 21st century teaching and learning. Our computer cart calendars are often always booked. This move to mobile opened up the much needed classroom space. Our continued use of current online apps, sites and programs, and our dedication to using technology in our classrooms with help to increase math and literacy achievement at Maui High.

Supplementary use of online resources (i.e. Khan Academy) (TEBs)

Student Engagement C2.2. Indicator: Students who are intellectually engaged are involved with challenging content, through well-designed tasks and activities requiring complex thinking. C2.2. Prompt: Evaluate the extent to which students are intellectually engaged. Provide examples. Findings Supporting Evidence

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Teachers at Maui High provide students many opportunities to engage with challenging content, through well-designed tasks and activities that require complex thinking on a regular basis. Our students have been recognized for their participation in many annual competitions in Band, Choir, Ocean Bowl, Science Bowl, Math League, Hiki No Videos, and the “It’s Academic” televised academic quiz show. Through the 9th and 10th grade academies, students experience Interdisciplinary Units (IDUs) that typically include real world application and problem-based learning. Our school is structured around our CTE pathways. Students must carry out performance-based assessments to demonstrate their knowledge and skills in the particular CTE courses. For example, our Entrepreneur students have been challenged to develop a business model for an indoor hydroponic facility. The business plan will be proposed during a school-based performance based assessment. Our Special Education students participate in intellectually engaging activities through our inclusion courses and inclusion in our CTE academies, as well as our integrated PE courses. For our higher needs students, we have an excellent Workplace Readiness program in which those students participate in several small “businesses” on campus: Maui Cafe, Car Wash, gardening, and delivery of Kula Country Farms’ products. Maui High School has made Mock Interviews a mandatory component of the Personal Transition Plan, providing an opportunity to experience a real interview with Maui High School’s business and community members. Maui High School has made the Senior Project required for graduation. As part of the Senior Project, students spend 20 hours or more job shadowing, producing capstone projects, volunteering, or challenging themselves in a way they never had before. Maui High School offers 12 different Advanced Placement (AP) courses. In 2015, 286 students took the exams and one-third of those students received a passing score of three or above.

Career and Technical Student Organizations (CTSO) competition Band and Choir performance videos Academic Awards History Day Interdisciplinary Units Photos from CTE of PBS Newshour/Skills USA Workplace Readiness Units Mock Interview Description and Rubric Senior Project Description and Rubric and Presentations AP Syllabi

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Maui High School also offers University of Hawaii at Maui Campus (UHMC) dual credit courses for English 100 and Psychology 100 as well as other online dual credit courses. We are actively working on expanding the number of UHMC courses at Maui High. Instruction in most courses include intellectually engaging questioning, research and performance assessments. Most teachers allow for student choice at various points in their instruction. All science courses include guided inquiry labs while our PE courses provide challenging fitness activities that involve problem solving into their curriculum.

UHMC dual-credit enrollment and report cards

Teachers as Facilitators of Learning C2.3. Indicator: Teachers are facilitators in a student-centered classroom. C2.3. Prompt: Evaluate and comment on the extent to which teachers are facilitators in a student-centered classroom. Provide examples.

Findings Supporting Evidence At Maui High, teachers use space in a variety of creative ways in order for all types of students to learn. Opportunities to learn in various collaborative configurations can be seen in most classes. Some teachers take learning outside as well. In the Arts and Communication Academy (ACOM), students assist the Graphics and Digital Media teachers with creating products for real clients. Our students create wedding videos, graduation posters, t-shirts, etc. Students have hands-on learning experiences which are helpful in preparing them not only for college, but also future careers. In the classroom, teachers facilitate learning by using schoolwide literacy strategies such as Marking the Text. Implementing these strategies connects with our school’s effort to improve literacy in all content areas. As students are asked to Mark the Text in all of their classes, this builds consistency. With consistency, our students are able to learn the strategy well and see how it can apply across content areas. We are at the point where students use the literacy strategies on their own. Teachers simply assist when needed. The AVID site team revisits schoolwide literacy challenges at their monthly meetings.

Walkthrough data on classroom setup/collaborative grouping Students Products for Clients (ACOM TEB) Socratic Seminars (AVID TEB) Marking the Text Poster Word of the Week Poster

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Senior project is another example of a learning opportunity that extends beyond the classroom. The projects are driven by the seniors’ curiosity about a career or topic, and students are required to be mentored by someone in the community. Seniors have built agricultural systems and have created and facilitated large events such as a Cultural Ho'olaule'a. As stated earlier, these opportunities create hands-on learning experiences in which mentors are facilitators. Project based learning is a commonly used strategy at Maui High. many teachers prefer to be facilitators to their students as opposed to deliverers of information. In these classes, students can be seen leading discussions with their peers, organizing and producing inquiry based products to answer self-developed questions and making decisions based on their new-found knowledge. Teachers guide these teams to stay on track and overcome obstacles as needed. The art of personalizing content so that it can be related to our students’ lives has been mastered by many of our teachers. In The World Languages department tries to do this with every lesson. Our Teen Parents Program teaches English Language Arts and Social Studies courses through the lens of parenting and child development when at all possible.

Senior Projects Lesson/Unit plans (TEB) PBL Products (TEB)

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Variety of Strategies C2.4. Indicator: Teachers use a variety of strategies to support students’ access and application of knowledge acquired and communicate understanding. C2.4. Prompt: Evaluate and comment on the extent to which teachers use a variety of strategies to support students’ access and application of knowledge acquired and communicate understanding. Findings Supporting Evidence Variety in access and application of knowledge can be found across campus. Within the cycle of instruction one can see content knowledge gained through traditional lectures, group inquiry projects, flipped classroom strategies and hands on trial and error learning, to name just a few. In addition, students apply their knowledge in a multitude of ways that are very often based on student choice. Oral presentations paired with high-quality visuals created with technology are a favorite among our students. Others include research and argumentative essays, lab reports, reflections and journals in PE, works of art (also in non-art courses), musical pieces and an award winning yearbook. The practice of using audio, visual and realia in one unit is not rare. Teachers are engaged in utilizing multiple strategies to facilitate and support students’ application of knowledge gained from their educational endeavors. Some departments utilize state mandated curricular programs such as Springboard for English Language Arts. These provide tools and supports that focus on key cognitive skills such as deliberate and logical thinking, reasoning and remembering concepts. Embedded formative assessments are primarily task oriented, and accompanying guiding questions are presented to develop students’ thinking and analysis skills. Students utilize a variety of school-wide AVID Literacy strategies such as Cornell Notes for note-taking and Marking The Text to navigate difficult reading content. In addition, teachers also use other strategies individually to promote understanding of the academic content. These strategies include, but are not limited to: GIST, Socratic Seminars, Philosophical Chairs, Dialectical Journals, Four Corners, Jig Saw, Anticipatory Guides, Gallery Walks, Costa’s Levels of Questioning, Exit Passes, KWL Chart, and many others. These strategies aid in learning new material and provide context to help students understand concepts and apply their learning.

Syllabi (TEB) Springboard Curriculum Common Core Math Curriculum Teacher Lesson Plans (TEB) Academy Interdisciplinary Units Awards for CTE Real World Experiences Academic competitions (i.e. Science Bowl, Science Fair, Math League, Math Bowl PE Journals (TEB)

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Additional training for all teachers on multiple, effective instructional strategies will result in our three Critical Learner Needs being addressed.

Application of Learning Strategies C2.5. Indicator: Teachers use a variety of strategies to support students’ acquisition and application of knowledge to communicate understanding. C2.5. Prompt: Evaluate and comment on the extent to which teachers use a variety of strategies to support students’ acquisition and application of knowledge to communicate understanding. Findings Supporting Evidence (Note: C2.5. is a duplicate of C2.4., therefore, please respond only to C2.4.)

C2.6. Indicator: Student work demonstrates the utilization of tools and resources (e.g., technology, online resources, etc.) to research, discover, and build knowledge about the world. C2.6. Prompt: Evaluate and comment on the extent to which student work demonstrates the utilization of tools and resources to research, discover, and build knowledge about the world. Findings Supporting Evidence Maui High School offers students a variety of materials and resources beyond the textbook including library/multimedia/online resources and services that connect students to the real world.

The CTE Department provides the opportunity for students to take courses in Arts and Communication, Business, Health Services, Industrial and Engineering Technology, Natural Resources and Public and Human Services. Some students’ performance based assessments have included: DECA, HOSA, SkillsUSA, AOHT, Robotics Competitions, FCCLA, PHS, and AAA National Automotive Competition. (See Glossary for acronyms). Many of our CTE classes provide job shadowing and site observations in order to get hands-on real world experience. Our Business department does this consistently and our students are able to apply the skills they observe to class projects.

Core academic courses provide the opportunity for students to participate in real-world activities such as: Pacific Asian Affairs Council (PAAC), Global Vision Summit World Quest, National History Day and Economic Stock Simulation. As a result, students gain real world experience through their participation in these academic and extracurricular activities.

Maui High School’s requirements for the completion of the state’s Personal Transition Plan (PTP) provide extended

Google Slides Presentations (TEB/SP) Google Classrooms Teacher Survey CTE/Band/Chorus/Fine Arts Teacher Survey Product photographs from IDUs ACOM Products (TEB)

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depth of real-world connections. For example, in tenth grade, all sophomores are required to participate in mock interviews. This provides students with knowledge and skills in learning about themselves, exploring life goals, careers and occupations, relating school subjects to future career needs, and making tentative long and short-range educational and/or career plans.

The Music department also offers the students many opportunities outside of the traditional classroom to expand their real-world connections. Performances at athletic events, assemblies, concerts, symphonies, etc. allow them to present their skills to the public. Some of the most memorable experiences for our students have been: consecutive first place finishes in the Statewide Battle of Bands, Rainbow Invitational 2016 and Rose Bowl Parade 2015.

In core academic courses, the majority of the teachers assign 2-4 research-based projects a year. The library is available to provide resources in order for students to complete research-based projects. For the first time, Maui High School Drama Club gave the students a platform to showcase their acting skills through the production of TEN WAYS TO SURVIVE THE ZOMBIE APOCALYPSE.

In addition, Maui High students gain knowledge about the world through our required Senior Project, for Robotics competitions, during our many off-campus field trips, through research done on our Chromebooks and on personal devices, from guest speakers, and during club volunteer activities, to name just a few.

Maui High teachers, for the most part, do a great job of utilizing alternative, non-textbook based, resources in their classes, There is a small need, however, to assist some teachers to embrace technology in their classrooms.

Personal Transition Plan Curriculum (TEB) See Individual Projects in TEB Drama Club!

C2.7. Indicator: Teachers involve students in opportunities that demonstrate thinking, reasoning, and problem solving in group and individual activities, projects, discussions, and inquiries. C2.7. Prompt: Evaluate and comment on the extent to which teachers involve students in opportunities that demonstrate thinking, reasoning, and problem solving in group and individual activities, projects, discussions, and inquiries. Findings Supporting Evidence At Maui High School, teachers consistently use a variety of strategies to make learning rigorous and relevant.

Teaching Strategies in TEBs

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In Career and Technical Education (CTE) courses students gain career skills in the high school classroom. In all six pathways, students are offered the chance to participate in performance-based assessments. They need to use the knowledge they learned in the classroom to solve real-world problems from people and businesses in the community. Maui High School CTE also offers an on-campus student-run credit union, auto shop, and graphics/video center. The ninth and 10th grade academies provide a structure that encourages teachers to work together to create Interdisciplinary Units (IDUs). Students work together on projects within their academies that contain a common thread across the course content. Most teachers implement instructional strategies that allow students to work in groups in order to solve problems. Our science department uses group inquiry as a basis for their labs and projects while the social studies teachers facilitate student-led discussions about the causes and effects of historical events.

Performance-based Assessments in TEBs Student centered services for the community such as an on-campus credit union, auto shop, and graphics/video center

Real World Experiences C2.8. Indicator: Age-appropriate opportunities for real world experiences such as shadowing, apprenticeship, community projects, and other real world experiences and applications are available to all students. C2.8. Prompt: Evaluate the degree to which age-opportunities opportunities for real world experiences such as shadowing, apprenticeship, community projects, and other real world experiences and applications are available to all students.

Findings Supporting Evidence All students at Maui High School have opportunities to experience real world applications in their various classes over the course of their 4 years at our school. The Maui High School CTE program has six pathways that provide opportunities for students to be exposed to apprenticeships, community projects, shadowing, and other real world experiences. Maui High School is one of the few Hawai’i high schools that has all six Career and Technical Education (CTE) pathways. These pathways include: Arts and Communication, Industrial and Engineering Technology, Natural Resources, Health Services, Public and Human Services, and Business. CTE courses provide real world

NAF (Finance and Travel), SkillsUSA, FFA, DECA, HOSA, and FCCLA Performance Based Competitions (TEBs) Real World Experiences List

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experiences and prepare students for career and college. The list of supporting evidence, at the right, shows examples of real world connected activities in these CTE courses. Maui High’s extracurricular clubs and service groups complete service projects within the school community and the greater community at large. Examples of school organizations that work to better our community are: Robotics, HOSA, AOHT, FFA, DECA, FCCLA, SkillsUSA, ACOM, Key Club, Interact Club, National Honor Society, and Japanese Club. Students of the Maui High School Visual Arts Department participate in a wide variety of community events throughout each school year, and have consistently been awarded with the top prizes in each event. Some of these community events include: Latex Allergy Awareness Art Contest, in collaboration with MMMC and the Mayor's Office, Lahaina Arts Association's Maui County Scholarship and Mentorship Awards Program, Art Maui: An annual student art exhibition and scholarship program, by the Maui Arts and Cultural Center, Maui County Fair's Student Art Exhibition, P-Noy Artist Contest: The Philippine Heritage Festival Art Exhibition and Scholarship/Mentorship Awards Program and "Big Ink": A community Printmaking Event at the Hui No'eau Art Museum. Our World Language department expands beyond the classroom with extra curricular clubs and field trips that require the application of language knowledge to obtain the desired result. The Japanese Club entered the Honolulu Festival Mikoshi design contest. The students in the club used their understanding of Japanese language and culture in their mikoshi design. The club won the design contest and their mikoshi design was built. To the winners Hawaiian Airlines sponsored 30 students to fly to Oahu and participate in the Honolulu Festival parade. In addition, The Japanese level III class entered an essay contest that won them a week in Japan. Other courses that provide students in grades 10-12 with opportunities to prepare for life after high school include Advanced Guidance, where the Personal Transition Plan is completed among other work and college based research. Within Expository Writing 1, eleventh graders complete a Personal Statement. All twelfth grade students work on their Senior Project through their English Language Arts course. Maui High School also has a great certificate of completion

Performance based assessments for all pathways for CTE honor graduates (TEB) Financial Literacy Fair Health Fair College Fair AOHT Fair Cultural Ho`olaule`a Senior Paper, Project, and Presentation Mock interviews, Personal Transition Plans Workplace Readiness Maui High School Cafe Real World Experiences List

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program for students with moderate to severe disabilities called Workplace Readiness. Students participate in a variety of on-campus work units. Students with advanced skills sets are able to participate in off campus work internship opportunities. Our budget includes funding for substitute teachers so course teachers can take their students on field trips. Many take advantage of this opportunity so that they can extend their content and skill building outside the classroom. Our guest speaker list is long and includes teen violence prevention and professionals from Maui’s science community.

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HIDOE/ACS WASC Category C. Standards-based Student Learning: Instruction: Summary, Strengths, and Growth Needs

Review all the findings and supporting evidence and summarize the degree to which the criteria in Category C are being met.


Summary (including comments about the student learning needs): C.1 Instruction Criterion-Student Access to Learning

Maui High teachers differentiate their curriculum and instruction, provide clear learning targets and use student feedback to adjust instruction regularly. Increasing the quality and frequency of these instructional strategies will assist us in addressing our critical learner needs of math and literacy achievement and 9th grade support will more comprehensively.

C.2 Instruction Criterion-Rigorous and Relevant Instruction

Our teachers are current in their content areas, use technology and a variety of strategies often, and provide real world experiences consistently so that our students graduate with 21st century skills. Making sure our students are intellectually engaged and using critical thinking to solve problems will be key in increasing math and literacy achievement and supporting our freshmen.

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Prioritize the strengths and areas of growth for Category C.

Category C: Standards-based Student Learning: Instruction: Areas of Strength Differentiation exists in many classes consistently. Objectives and standards are posted consistently across campus. Teachers stay current in their subjects by taking many content and strategy professional development courses. Students are provided with many opportunities to engage in well designed tasks that are rigorous and challenging. There is variety across campus in learning structures and tasks. Category C: Standards-based Student Learning: Instruction: Areas of Growth

Professional development is needed so as to increase differentiation in those courses where it is lacking. Student understanding of lesson objectives as well as performance levels of achievement needs to increase. The amount and quality of students feedback collected needs to increase. Using this feedback to inform and adjust instruction should also be happening more often.

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Category D: Standards-based Student Learning: Assessment and Accountability

D1. Assessment and Accountability Criterion – Reporting and Accountability Processes

The school leadership and instructional staff use effective assessment processes to collect, disaggregate, analyze, and report state/complex/school performance data to all stakeholders. The analysis of data guides the school’s programs and processes, the allocation and usage of resources, and forms the basis for the development of the Academic Plan.

Professionally Acceptable Assessment Process D1.1. Indicator: The school leadership and instructional staff use effective assessment processes to collect, disaggregate, analyze, and report report state/complex/school performance data to all stakeholders. D1.1. Prompt: Evaluate the effectiveness of the assessment processes. Findings Supporting Evidence Maui High School collects and analyzes a variety of assessment data to evaluate student achievement. These assessments are distinguished as either classroom level assessments or school level assessments. We are successful at collecting the assessment data, and somewhat effective at the analysis of reporting of the assessment data. A better grasp of the analysis of math and literacy assessment data will help to inform our addressing of CLNs #1 and 2 for Math and Literacy achievement. Maui High School uses the following types of annual assessments to evaluate our students: Jupiter Grades, Mid-Quarter Grade/Progress Reports, Star Testing, SBA (Smarter Balance Assessment), the ACT (American College Testing)/Aspire/Explore, End of Course Exams. Different grade levels and special populations at Maui High School have annual assessments: WIDA-Access Assessment, Advanced Placement (AP) Exams. JUPITERGRADES is the online gradebook that Maui High utilizes school-wide. All students have an account, which is also accessible to parents. This tool gives both students and parents access to their grades on a daily basis as well as providing a means for teachers, parents, and students to keep in contact with each other via email. Maui High teachers are asked to update grades every two weeks to keep both students and parents abreast of their assignments and grades as well as their overall academic progress.

D1.1 Assessment Data

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JupiterGrades also has a feature that alerts parents and student of grade changes. Currently, Maui High teachers use JupiterGrades for grading and is in the process of transitioning to Infinite campus next school year (2017-2018). While students use Jupiter grades consistently and effectively to check their grades, parents have not. Maui High needs to find a way to help and educate parents on accessing grades through Jupiter on a more regular basis. This would allow parents to understand their child’s progress on a regular basis, instead of only at mid-term and quarterly grading periods. STAR RENAISSANCE: The STAR Renaissance test is a universal screener that tests students in reading and math. It is computer-adaptive and tailors the test to each individual student’s level and provides a scaled score. The purpose of this screener is to identify students in need and look at students individually based on their skill level. Students at Maui High are tested in math and reading three times a year (August, December, and March) in their English, Social Studies, and Math classes. The data is analyzed by the Testing coordinator and teachers and the reports are shared with the student, families, and administration. We are at the beginning stages of our RtI (Response to Intervention) program. RtI is a multi-tier approach to the early identification and support of students with learning and behavior needs, using data to systematically measure progress. Struggling learners are provided with interventions with increasing levels of intensity to accelerate their rate of learning. RtI uses STAR testing as the universal screener, which identifies skill weaknesses in math and reading. Once identified, teachers are to create a program which addresses these skill weaknesses and differentiate instruction to help students in these weak areas. SMARTER BALANCED ASSESSMENT (SBA): The SBA is a state mandated, 11th grade annual assessment which measures Common Core state standards in English/Literacy and Math. The State disaggregates SBA data, which is provided to the principal, the testing coordinator, and teachers for further analysis. Students and their parents are provided with their individual reports. The Board of Education is also

STAR Assessment Data D1.1 Assessment Data

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informed. Data from the SBA test results informs 9th and 10th grade teachers in English and Math about what skills need to be taught and improved before students reach the 11th grade. The test helps to evolve curriculum, by making stronger connections to the standards and writing skills and addresses what should be taught before students graduate in order to become college and career ready. An area of improvement for Maui High would be to use the SBA data to adjust the 9th and 10th grade language arts and math curriculum accordingly. Another area that we need to work on is expanding out from just using the data in ELA and Math to all of our subjects so that we can increase our teaching of literacy (and math in Science) across campus. One roadblock that may be in place next school year is that the state may be taking the SBA away and requiring just the ACT. While this is good news for our over tested 11th graders, it does throw a wrench into our data analysis plans and gives us less data to work with. AMERICAN COLLEGE TEST (ACT): is a state mandated, standardized college entrance exam used by most colleges and utilized at Maui High. ACT test results are shared with all students and parents if requested. It is used as part of a four year student evaluation/developmental program which begins with the 9th & 10th grade Aspire test, formerly known as the PLAN & EXPLORE tests. These pre-tests both provide the student insight into their core content area knowledge as well provides suggestion as how they might improve. The ACT test is given to all 11th graders, and these scores become a part of the the students public academic portfolio. Each year Maui High improves both its test prep campaign building up to the testing dates, as well as the scores themselves. The ACT test prep campaign is implemented school wide and involves test preparation through content area classes during the weeks leading up to the test date. This preparation includes both content review as well as test taking skills training. Maui High’s PCNC & AVID site team’s promotion and campaign has produced a school-wide sense of pride and ownership in the preparation process and ACT scores. Maui High’s ACT scores have continued to increase within the last 3 years. Scores went up in every category in 2016. As a result, Maui High has been recognized by ACT in the 2016

ACT Test Prep

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Hawaii College and Career Readiness Exemplars for the continual gains we have been making. More students met the benchmarks and 19 students earned a score of 29 or higher qualifying them for the University of Hawaii Manoa Regents scholarship. An area for improvement is getting all teachers to understand the ACT data and use it to improve instruction and student learning. END-OF-COURSE EXAMS (EOC) are another type of state developed assessment that determines student mastery of certain courses. The Biology EOC Exam is a state requirement. The EOC exams in Algebra 1, Algebra 2, and U.S. History are optional. The Math department has agreed that they will test their students in Algebra 1 & 2. The Social Studies department has decided not to implement the U.S. History EOC exam. Maui High’s administration needs to decide, for next school year, if the EOC will be required and if students’ scores should be part of their class grade. The goal of the End of Course Exam is to use the results to adjust the curriculum for incoming students in the next school year. Scores guide standards-based teaching and instruct teachers in points of learning that need to be improved upon. Because it is a cumulative assessment, teachers narrow in on skills or areas of weakness that occurred during the year. An Algebra 2 teacher uses the EOC practice take home exam to have students work in groups to teach and learn from each other, a departure from traditional teaching style. The results were positive with students commenting on how they should learn in this style all the time. WIDA (World-Class Instructional Design and Assessment) is administered every year in January and February. This assessment determines where an English Language Learner (ELL) falls on the language acquisition continuum (reading, writing, speaking and listening). The scores of this assessment help Maui High teachers make the necessary accommodations for their ELL students in the classroom. Maui High also uses the W-APT (WIDA Access Placement Test) when new ELL students enroll to the school. These scores are then used as guide for proper placement. Depending on these assessment scores and student progress, students may be registered in up to 4 ELL classes to help them to be successful in their regular education

ACT Data Also in Profile EOC Exam Data Also in Profile

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classes. Maui High offers ESOLx2, Study Skills, English Lab, sheltered US History, Sheltered MOW 1 (Sheltered classes are for students who failed the class and/or low language proficiency level). Part-time teachers (PTTs) also go into the classrooms that have a high number of ELL students to provide assistance, support, and more specific differentiation to the ELL student based on his or her skill/fluency level. During the 2015-2016 SY, the Maui High ELL department created and implemented the use of an ELL form for each ELL student that included test scores, language, what students can do at their level, and list of accommodations. These forms were given to the regular education teachers of ELL students. Due to the special needs of our very large ELL population, WIDA assessment results have prompted accommodations in the ELL program such as sheltered classes, part-time teachers and tutoring. ADVANCED PLACEMENT EXAMS (AP) are used nationwide as a means of testing the knowledge attainment of students who are enrolled in an AP class(es). Maui High has an open enrollment policy for AP classes allowing any student, 10th grade and above, with the desire and motivation to reach and achieve in more rigorous learning environments. Depending on their final test score a student may gain up to 3 college credits for that course. During the 2015-2016 SY the Academies also piloted the Freshman pre-AP class which provides a more rigorous curriculum helping students to prepare for actual AP classes. Students are given access to their AP Test scores on-line; teachers and counselors receive disaggregated data which can be used to improve instruction. Maui High offers 17 different AP classes and/or tests and in the past two school years has seen a rise in the overall number of students passing the AP exams. DATA TEAMS: at Maui High provide a consistent context for teachers to participate in the process of looking over student work and/or assessment scores in order to identify gaps in learning for specific content and skills. Time is given and assigned on a weekly basis for teachers to meet collaboratively following a specific and focused process of data analysis.This process, created by Maui High’s CIA team,

AP Exam Data

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assures that 1.) Student work is actually being considered and analyzed for the sake of improved instruction and assessment. 2.) Teachers are working cooperatively to create differentiated lesson plans that include research-based strategies and interventions. 3.) Strides are being taken to align curriculum and assessment in ways that benefit students in every grade and content level. 4.) New and better ways of assessing student growth are being created based on actual student data and need. The process is a simple, step-by-step cycle, and helps make and keep each meeting focused, orderly, and productive. Within this context Data Teams at Maui High are improving steadily with each data cycle.

Data Team Process Folder

Basis for Determination of Performance Levels D1.2. Indicator: The school leadership and instructional staff determine the basis for students’ grades, growth, and performance levels to ensure consistency across and within grade levels and content areas. D1.2. Prompt: Evaluate the impact and effectiveness of the basis for which students’ grades, growth, and performance levels are determined. Findings Supporting Evidence Consistency in the determination of our students’ grades, growth and performance levels is currently being looked at. School-wide implementation of practices that ensure consistency across content areas and courses are beginning with our data teams. We will spend all of semester 2 of this school year, each Thursday, in alignment of course curriculum and assessments. Teams will begin creating common formative and summative assessments and rubrics and work on determining common agreements for the basis of their students’ grades, growth and performance levels. This Self-Study has informed us that this work is sorely needed across campus and is now starting. We are excited to see the results of this massive endeavor. Grades for each course are tied to larger standards and

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reflect students growth from year to year. The 9th & 10th grade ELA & Math students follow state-standards aligned courses and their grades reflect their progress in meeting those standards. GRADING PLC: In December of 2014 the Grading PLC created a survey to get a general idea of some of the ways teachers at Maui High are approaching grading. Sixty teachers responded to the survey. On December 7, 2015 and December 14, 2015, the PLC met to review the answers and discussed the results. Here is a summary what was noticed and discussed:

● About half of the teachers who completed the survey indicated that they weight their grades.

● Of the 32 teachers who weigh their grades, eight teachers indicated that they grade on a GLO such as “participation” or “turning work in on time.”

● 93% of teachers surveyed said that they felt most or all students understand the grading policies of the teachers.

● 90% of teachers surveyed feel it is VERY important that students understand how they are being graded.

● 40% of teachers feel students would benefit from a policy in which like subjects have a uniform grading process, and 45% of teachers feel that students may benefit.

● 55% of teachers indicated that participation is part of the student’s final grade, and 12% of teachers indicated that attendance is part of the final grade.

● 37% of teachers surveyed said they feel that work that is turned in on time should receive a higher grade than late work.

● 70% of teachers indicated that students can complete late exams or tests for full credit, 22% only award partial credit. This is a concern because it is an indicator of behavior and not progress. Our PLC’s concern is how this affects the student’s grade at the end of the grading period. Furthermore, 45% of teachers surveyed said they do not allow students to retake tests up until they show they have learned the standard.

● 38% of teachers assign homework 2-4 days per week. ● 80% of teachers responded that when a student has a

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missing assignment, they receive a zero as part of their final grade.

● 42% of teachers responded YES, they would like training on research-based information regarding grading and 37% responded MAYBE.

If teachers grade on the GLOs, this is a concern because according to the DOE, teachers are not supposed to grade on GLOs or behaviors. The policy states, “Grades should be commensurate with work done and progress made by students. Per Board of Education Policy 4501, ‘Student attendance, behavior, attitudes or any other attributes or combination thereof may appear in student evaluations but shall be reported separately from academic grades” (page 6 of the policy). It was apparent that there is a philosophical difference in grading practices. The Grading Pilot PLC was born from the discussions in the book study as well as the results from the survey. STANDARDS BASED GRADING (SBG) PILOT PLC: Born out of the Grading PLC from the previous school year, the SBG grading Pilot PLC was created in the 2016-2017 school year as a solutions-based response for those teachers who are piloting some form of Standards Based Grading (SBG) this year. After a survey was distributed on grading practices during the 2015-2016 school year, findings showed that 85% of teachers would like to see uniformity established in a grading policy. This 2016-2017 school year, a cohort of teachers are implementing change toward at least some form of standards-based grading for the entire year. Although there are some individual differences in how each teacher is approaching SBG, the common theme is that all teachers in the pilot group are only including summative assessments in the student’s final grade. Some teachers report formative assessment in Jupiter Grades to show progress, but do not include these formative assessments results in the final grade for the course. Additionally, most teachers are no longer putting zeros in the gradebook, and are instead opting for “/” which indicates a missing assignment which can be turned in at any time up until the end of the grading period as per DOE policy. Most teachers are also encouraging students to analyze and retake assessments when needed to allow

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students more time to meet the standard. There is still some variation as to how grades are entered and scored, with some teachers using points and percentages, others using marks such as 4-3-2-1 or A-B-C-D-F with no points or percents attached. This seems to be an area of some confusion and will need to be looked at more closely. As of November 2016, the SBG Grading PLC pilot group has found some success which demonstrates that the implementation of at least some elements of standards-based grading can be effective across different content areas. The most common areas of success reported by the pilot group include:

1. Feedback is less about “what students need to turn in” and more about “what students need to learn” (using the standards as a focus) in order to better meet the standard.

2. Homework is more about the learning and less about getting it done just to get points.

3. Students appear to not be copying each other’s homework as much because they are beginning to understand that it doesn’t help them learn the material for the test and the homework doesn’t count toward the final grade.

4. Teachers have more time to create engaging lessons and are spending less time on busy work like correcting papers and entering homework grades into Jupiter Grades.

5. Backward mapping is easier to do when grading on standards. Some teachers report they are now backward mapping for the first time in their careers.

6. Many students report that they like the new grading system and feel more confident because they know they can retake assessments if they do not yet meet the standards.

. The most common challenges reported by the SBG pilot group are:

1. It takes time to change the mentality of the students from working for a grade to working for learning.

SBG Pilot Overview

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2. It takes time to create multiple assessments for students now that they are encouraged to retake assessments.

3. Finding time for students to come in to retake assessments. (Teachers are having to sacrifice lunch and after school hours to dedicate to retakes.)

4. Issues with reporting grades on Jupiter Grades and helping students, parents, and other staff understand the new grading system.

5. Students may feel that they don’t need to do homework because it no longer counts for a grade.

While Maui High currently still does not have a uniform grading process school-wide, a few teachers are pioneering the way for standards-based grading and their experiences are igniting deeper discussion on the topic. The teachers in this PLC are working hard to collect data, go through the growing pains of implementing something new, and are meeting on a monthly basis to support one another in this shift in grading philosophy and practice. Although this is a systemic issue and goes beyond Maui High, (most colleges courses do not base student grades on standards and still use the A, B, C, D, F grading system), Maui High is beginning to examine how teachers grade, what teachers grade on, and how that aligns to the standards to measure student achievement. Maui High has a long way to go to get all teachers grading in a uniform way, but with the grading PLC the school is slowly taking steps to improve grading practices. All teachers are required to have a course syllabus distributed to students and parents and uploaded on the our website. These syllabi allow students and parents to have an overall understanding of the expectations, requirements, & grading policies of each course. Maui High teachers met in their data teams last year (2015-2016) and continued to work in teams at the beginning of this year to create a uniform syllabus for common courses taught. Having a common format for the syllabi helps the parents in their understanding of course requirements and expectations for each course their child is enrolled in. RESOURCE COURSES in SPECIAL EDUCATION: The assessments that are currently used to identify special

Syllabus Template

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education students (cognitive, academic, emotional-behavioral) and observations by teachers and our Student Services Coordinators have been effective and useful for the Special Education Program. These assessments are also essential in the implementations of our students' Individual Education Plan (IEP). Once students are identified, they are placed in their appropriate programs / placement (special education resources classes, inclusion classes, general education classes, Work-Place Readiness program, and/or Off-Campus restrictive programs) related to their classifications. ACADEMIES: Our academies function as secondary data teams. These teams meet 3-4 times a week to collaborate around data (both academic and behavioral) with the purpose of creating support systems/ interventions for students with individual issues, and creating interdisciplinary units. Some of the support systems and interventions include team meetings with students, parent-teacher-student meetings, strategic interventions with (or by) grade level counselor and/or administration and tutoring. PERFORMANCE-BASED ASSESSMENT: Maui high is effectively implementing performance based assessment (PBA) in several ways; Teachers are moving towards a "standards based" grading model, which will favor diverse means of PBA; teachers in the Science Department, Career Technical Education (Automotives, Construction, Graphics) and others are employing PBA to measure students abilities in demonstrating applied knowledge, analysis and skills within content areas.

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Modifications Based on Assessment Results D1.3. Indicator: The school leadership/Academic Review Team/Data Teams use assessment results to modify the school’s programs and processes, professional development, and resource allocations to demonstrate a results-driven continuous process. D1.3. Prompt: Comment on the overall effectiveness of how assessment results have prompted modifications in the school’s programs and processes, professional development, and resource allocations to demonstrate a results-driven continuous process. Findings Supporting Evidence The assessment results found in school-wide assessments such as the STAR Universal Screener, SBA, EOC, and ACT are used to modify programs and provide professional development to assist teachers in helping their students in reaching goals and meeting their academic needs. Our Department Heads, Administration and Academic Review Team (ART) take into consideration the results of the above-mentioned assessments prior to confirming program, process or professional development changes or additions. This practice is somewhat effective but is not systematized. Professional Development topics are based on either state mandates (Educator Effectiveness System components, Common Core, Data team Process) or a need to boost achievement based on assessment results. More often than not, PD is determined by both since the state generally mandates trainings because of statewide assessment results and Maui High’s results are consistent with the state’s. One example of this is the implementation of the Data teams process, schoolwide, that asks teachers to look at student work and/or assessment results and modify instruction/curriculum based on those results. The CIA Team spent last year training Data team facilitators on this CIA created process and they, in turn, trained their teachers. Maui High will continue to refine the Data Team process to inform instruction to increase student achievement. The teams will be monitored and provided with assistance where needed. Teachers will use formative assessment data and high quality feedback to increase student achievement.

Profile Data Staff Calendar

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Another example of professional development needs determined by data is the training of our 9th and 10th grade teachers on how to use STAR universal screener assessment results to adjust instruction. This PD was given by our RtI district resource teacher at the time 2 years ago. Teacher surveys indicate that much more training is needed and plans are in the works to oblige. Programs have been put into place based on assessment data over the last few years. One example is our tutoring programs. Grades and test data indicated that our students needed additional assistance with their studies. Both programs are funded by our Weighted Student Formula and are written into our academic plan. ACADEMY TUTORING: The 9th and 10th grade academies hold study halls/tutoring during the school week before and after school several days a week. These study halls were put in place to help any student improve their grades, or gain better understandings of content, curriculum, and academic standards. These sessions are effective because students get to work one-on-one with their own teachers and are able to take direct content from the classroom to work on. All the academies look at grades during the very first mid-quarter report. If students are receiving Ds and Fs in any of their academy courses, they are invited to after school tutoring and their parents are informed. HOLOMUA TUTORING (Helping Others: Learning Opportunities Make U Akamai): Holomua is the schoolwide tutoring program created and funded through the Maui High Academic Financial plan under academy tutoring to assist those students who are struggling with their specific content areas. Holomua is available to students every Tuesdays and Thursdays from 2:15pm - 4:15pm in the school library. Teachers from the various content areas, along with college level tutors, and members of National Honors Society work with students to meet academic goals. Because students have to come after-school voluntarily and independently, Holomua allows students to effectively become self-directed learners. An informal survey administered to Holomua students determined that math is the subject area most students have the greatest need for tutoring.

Academy Tutoring Data Holomua Data

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ENGLISH LANGUAGE LEARNER (ELL) : Maui High has created the sheltered classes: ESOLx2, Study Skills, English Lab, sheltered US History, MOW 1 (Sheltered classes are for students who failed the class and/or low language proficiency level). The ELL program has also implemented after-school tutoring to support students. The need for these classes and tutoring was based on ELL assessment and grade data and is written into our academic plan. One effective process that has recently been put into place because our assessment data indicated that there is a need is our ACT test prep campaign. ACT: HIDOE makes the ACT College and Career Readiness System available for 8th through 11th graders to monitor and measure student progress toward and readiness for post-secondary plans. (see prompt D1.1, D1.2) Each year Maui High improves both its’ campaign building up to the testing dates, as well as the scores themselves. The campaign is school wide and involves test preparation through content area classes during the weeks leading up to the test date. This preparation includes both content review as well as test taking skills training. This campaign has produced a schoolwide sense of pride and ownership in not only the ACT scores, but in the preparation process starting in freshman year. This preparation process has helped teachers have a better understanding of content of these tests. Test results are shared with all students and parents if requested. This year Maui High received a grant providing free ACT testing to all 11th and 12th grade students in the 2106-2017 SY. As we begin looking at current data for our academic plan for next year, we will focus some energies on whether or not we need to create a position for an RtI coordinator, an additional science teacher and an additional PE teacher.

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Monitoring of Student Growth D1.4. Indicator: The school has an effective system (e.g., Comprehensive Student Support System (CSSS), Response to Intervention (RTI), etc.) to monitor all students’ progress toward meeting the academic standards and General Learner Outcomes and provides appropriate interventions. D1.4. Prompt: Evaluate the effectiveness of the system used to monitor the progress of all students toward meeting the academic standards and General Learner Outcomes. Findings Supporting Evidence

Maui High School uses many effective systems, programs and processes to monitor the progress of all students toward meeting the academic standards and General Learner Outcomes. From our online gradebook to our CSSS system, these many and varied structures, make sure that each student is progressing towards graduation with a certain degree of academic standards and GLO achievement. Interventions are put into place if the student is determined to need them in order to be successful. Descriptions of some of these monitoring processes to follow: Our most comprehensive system for monitoring the progress of ALL students is our online gradebook, Jupitergrades. This program is our one-stop shop to see where each student is on his or her path to achievement and graduation. School counselors and our graduation advisor add another layer of support by collecting, analyzing and interpreting attendance data, student achievement data, as well as behavioral data to determine student needs and to monitor student progress to graduation. These counselors and advisors are able to schedule necessary meetings with student and families in order to put supportive measures in place. AVID is another support system in place. The program places special emphasis on growing writing, critical thinking, teamwork, organization and reading skills. School wide rollout of an instructional, organizational, and behavioral strategies are additional tools to help in student success. Students are expected organize binders to keep track of homework assignments as well as work in progress in all their classes. The planner is utilized to note upcoming homework assignments, projects, tests, and quizzes. Along with helping to track academic progress, the binder is meant to help students reach behavioral goals written in the planner in the form of SMART Goals.

JupiterGrades CSSS Flow Chart AVID Program

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Maui High School's Programs and Services for Secondary Alienate/At Risk Students (PSSAS)allows the school to assist at-risk students with behavioral and emotional issues that are often affected by outside factors. PSSAS provides the opportunity for students to take classes in a smaller group setting with more differentiated instruction. The school has one counselor dedicated to monitor the students in this program and to provide additional support to the student. The Work Place Readiness program is for identified special needs students and provides real-world related education and support for students to develop work skills needed to find a job and to become a productive community citizen. The Maui Cafe is one example of Work Place Readiness where Students go classroom to classroom taking food orders from teachers and handling money. They cook what is on the menu then deliver the food with a drink to every teacher who ordered. TEEN PARENTS PROGRAM: Although this program supports a small population of Maui High School it is still an important factor in ensuring all students are given the opportunity to graduate and become proficient in Common Core. Students who are accepted into the program are given daycare for their child and the opportunity to continue their education in a classroom setting. They are able to take state assessments and any other school wide assessments with their peers and continue to work towards standards proficiency. Alongside academic standards, this group of students work on General Learner Outcomes that will affect the upbringing of their children through learning about how to best care for their child. CTSO COMPETITIONS - The Career Technical Student Organization (CTSO) competition is held in February where various Maui High students in the CTE pathways compete against other schools in the state. If students place in the top 3 in the state competition, they qualify to attend the National Competition. For example, last year (2015-2016), HOSA, DECA and Building and Construction students attended the National Competition. This is another way for students to show how they achieve the standards and GLOs. Skills USA competition (Graphics/Job Interview/Demo

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Presentation/Video Production, Automotive, Building & Construction) CTE PBA Competition: In Performance-Based Assessments, students need to write a paper, do an oral presentation, and pass a "performance" test to receive CTE HONOR Grad Award. This is like the end-of-the-year exam for CORE courses (english/math) but for CTE. Students are given "real world/job/career" situations and need to complete this within a specific time period. Last year was the first year for students to achieve this award. Maui High had 32 Honor Grads in various CTE programs last year. There are many additional ways in which we monitor students’ progress toward standards and GLOs achievement that one can read about throughout this report.

PBAs in CTE TEBs

D2. Assessment and Accountability Criterion – Classroom Assessment Strategies

Teachers employ a variety of appropriate assessment strategies to evaluate student learning. Students and teachers use these findings to modify the learning/teaching process and support the educational progress of every student.

Appropriate Assessment Strategies

D2.1. Indicator: Teachers use appropriate assessment strategies to measure student progress toward acquiring academic standards and the General Learner Outcomes. D2.1. Prompt: Evaluate the appropriateness of formative assessment strategies used by teachers to measure student progress and modify instructional practices. Findings Supporting Evidence Varied and multiple appropriate formative assessment techniques can be seen in most Maui High classes. Our teachers view the purpose of formative assessment as a way to provide checkpoints to our students and where teachers can provide them feedback. The data from these checkpoints inform teachers on student progress and help them determine where to go from there. The feedback from formative assessments can also inform students on how they can improve in their learning.

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Teachers were asked to complete a survey regarding formative assessments used in their classroom. 82 teachers responded to the survey and all indicated that they use some form of formative assessment in their classes. The Assessment Focus Group took a look at the strategies listed on the survey and narrowed down the list to include in this report. A final list was generated and submitted to administration for formative assessment strategies to look for during walk-throughs:

● Question/Response ● Exit Pass ● Quick Writes ● Partner Share ● Thumbs Up/Thumbs Down ● Games

To get a closer look at each department’s use of appropriate formative assessment techniques the CIA team asked each department to analyze teacher and student work to answer this prompt. Their summaries follow:

Science After reviewing our department’s data, 100% of the teachers use formative assessments at least weekly. Assessments vary from Kahoot/pop quizzes, exit passes, homework, lecture summaries to notebook checks. Math 100% of math teachers analyze formative assessments to adjust their lessons (Analyze & board work, bell work, homework, quiz, presentations, group work). World Languages

Cat D Survey Results See Individual TEBs for evidence of these techniques

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After the analysis of our department’s data on the use of formative assessment strategies. We have determined that we’re very effective at formatively assessing our students. Some of the ways we assess include games, questions and answers, storytelling, gestures, listening to students, pair work and collaborative group work. It is difficult to determine a percentage, but we feel confident to report that we use formative assessment strategies every class session, multiple times throughout. ACOM After the analysis of ACOM’s evaluation of section D: Assessment we have determined the ACOM pathway classes uses peer and entire class evaluations of student work. This type of formative evaluation is given to help student revise and improve their work. It also helps students practice becoming self-directed learners. As students progress through each strand in the ACOM classes, senior capstone students learn to self-evaluate and we also rely on them to evaluate freshmen projects. Seniors often work with outside “real world” clients and these clients become evaluators. Physical Education After the analysis of the Physical Education departments data of formative assessment. The departments uses formative assessments of student movement forms daily. In addition to movement forms assessments, the physical education department also uses skills assessments, content quizzes, google classroom, written assignments and exercise logs as formative assessments. The change that the Physical Education department made this year is to pre-assess all students at the beginning of the year on their fitness levels. The formative assessments used in physical education allows us to provide feedback to students before summative assessments.

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Health After analysis of both health classes’ data, we determined that formative assessment strategies are used about 90% of the time and the main component of our teachings. Being that both health teachers are using an assessment-based grading system--where zeros are not allowed and student mastery of the content is the main objective--formative assessments are extremely valuable and are used daily. Going to this assessment based grading system has required us to examine our content and provide more formative practice. This practice has come in the form of cooperative learning, marking the text and other AVID strategies, socratic seminars, multiple “retakes”/practice with assessments and quick direct feedback to learners. As we align our curriculum in data teams, common formative assessments will be created and implemented appropriately. The data gleaned from these assessments will be used to inform and modify instruction in the classroom. This process will have a direct impact on our 2 Critical Learner Needs for math and literacy achievement by allowing for instruction to be quickly adjusted according to student need and assessment results.

Using Assessment Data D2.2. Indicator: Assessment data are used to make decisions and modify instructional practices. D2.2. Prompt: Evaluate the effectiveness of modified instructional practices based on assessment data. Findings Supporting Evidence

As stated in previous prompts, the use of data to make decisions and modify instructional practices is becoming the norm at Maui High. Classroom practices are modified by teachers using both formative and summative assessment data. Our response to prompt D2.1 describes the use of appropriate formative assessments and their use to modify instruction. Maui High teachers also use data from summative assessments to inform their instruction. This practice is more widespread in some departments and classes than others. We have identified this as a major growth area for our school and are beginning to address it with our curriculum alignment and

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data teams process. Plans for PD in this area will be made soon. This is an explanation of our use of the state mandated universal screener we currently use: STAR RENAISSANCE: This 2016-2017 school year, a testing screening window was created to pull reports/data from. Student participation rates for the first testing cycle (fall testing 2016) are as follows: Collectively, a total of 10 English & Math teachers in 9th and 10th grade academies were surveyed at the beginning of the 2016-2017 school year. The feedback was important for the new Testing Coordinator to know how the STAR Renaissance program was viewed and being used. Out of the ten teachers surveyed, nine teachers responded during the survey window between August 1, 2016 through August 6, 2016. Since new teachers were not present at Maui High in the years past and have not administered nor have been trained in the STAR Renaissance program, they have been excused from taking this survey so the statistics wouldn’t be affected. Based on this survey, it was found that:

● 55% (5 out of 9 teachers) reported they use the STAR Renaissance test only as a pre-post test

● 22% (2 out of 9 teachers) reported they use the data from STAR Renaissance to inform instruction in future lessons

● 22% (2 out of 9 teachers) reported that they honestly administer STAR Renaissance because they had to

It was also found through the survey that 5 out of 9 teachers did not use the STAR Renaissance data in the RTI process. When asked if they knew how to use STAR data to drive instruction, the results were varied:

● 44% (4 out of 9 teachers) stated “yes” ● 33% (3 out of 9 teachers) stated “no” ● 22% (2 out of 9 teachers) stated they “would if they

had the time” While the test itself (given 3 times a year in both the 9th & 10th grade Math and ELA content areas), is effective in

STAR Survey

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formatively assessing standards and giving both teachers and students data to work with, the one major issue according to some teachers is the lack of time to truly unpack the data effectively. While Maui High has made major strides in the 2015-2016 SY to train and support teachers in the proctoring, analyzing, and interpreting of the STAR test and corresponding data, more time is needed for teachers to adequately interpret and apply findings practically. As a result, there is no evidence of a set system in place where teachers analyze and use the results of STAR data as a means of RTI on a consistent basis. There are pockets of teachers who self-report they use the data to inform instruction, but this is not done grade-level wide and no evidence has been collected over time to determine if this is done effectively. It is important to note that for some teachers, there also appears to be a disconnect in how STAR data translates into the classroom on a day-to-day basis. Aside from the PD trainings, there did not seem to be any follow-up support throughout the year for teachers in accessing and utilizing STAR data on a consistent basis to address any questions/issues they had and to come up with solutions to address them with input from the teachers. Since there was no set follow-up plan and guidance, once STAR Renaissance testing was completed, most teachers focused their attention back to the day-to-day issues of the classroom and focused on making sure students passed their classes. Another area of improvement with STAR testing data is how to effectively and efficiently communicate to students, and possibly their parents, their scores, the interpretation and translation of their scores, and how both students and parents can use this data practically as well. 11th GRADE STAR RENAISSANCE: This 2015-2016 school year, the 11th grade students are also being assessed for the first time in Reading through the STAR Renaissance program leading towards the Smarter Balanced Assessment. They will be tested in September/October and December. There has not been a form of tracking STAR student data as in the past,

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STAR testing has only been implemented in grades 9 and 10. With the addition of 11th grade, student STAR data in Reading and Math can be tracked longitudinally up until the Smarter Balanced Assessment. Currently this year (2016-2017), 11th grade Math students will not be assessed on STAR due to last minute scheduling and computer resources. However, more Chrome Carts have been ordered this school year to help alleviate the cart usage used for testing.

Demonstration of Student Achievement D2.3. Indicator: A variety of standards-based curriculum-embedded assessments (e.g., student work, pre- and post- assessments, performance tasks, etc.) demonstrate student achievement of the academic standards and the General Learner Outcomes. D2.3. Prompt: Evaluate how a variety of standards-based curriculum-embedded assessments demonstrate student achievement of the academic standards and the General Learner Outcomes. Findings Supporting Evidence Maui High School teachers are successful at utilizing a variety of standards-based curriculum-embedded assessments to demonstrate student achievement of academic standards and General Learner Outcomes (GLO). School-wide examples of embedded assessments include the following: - PTP (Mock Interview) - Teacher created assessments - Assessments created by curricular materials - Pre and Post Tests in Math - GLO self assessment - Senior Project - STAR Renaissance - Grading PLC - See D1.2 - End-of-Course Exam - See D1.2 - Smarter Balanced Assessment - ACT exam - See D1.2 - CTE Competitions - PBL Assessments - Labs in Science - Essays and research papers

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- Music - Common Assessments The creation of common assessments is an area that we need to work on. Each teacher typically creates his/her own test. However, there is not really much analysis of what students are being tested on, the level of questions being asked, alignment to the CCSS, and/or differentiation of testing based on special populations. This growth area is beginning to be addressed in our data teams. CTE COMPETITIONS: The Career & Technical Education (CTE) pathways are also another way students can demonstrate their achievement in the standards and the GLOs. Students in CTE show their proficiency in the standards by producing videos for Hiki No on PBS, doing Robotic demonstrations at elementary schools, participating in STEM conferences, completing internships at various hotels, enrolling in a UHMC course for Academy of Hospitality and Tourism during the summer, participating in the USA Skills competition, advertising and maintaining the on-campus Hawaii USA credit union, as well as selling products in the Saber Store, etc. Aside from the day-to-day work in the classroom, some students focus on entering state and national competitions to showcase their skills. See the doc in the evidence column for just a few awards/recognition CTE students have received through their hard work and education at Maui High. Every department assesses their students in their own way. Formative and Summative formal and informal curriculum embedded assessments are how teachers know their students are achieving the standards.

Awards

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https://drive.google.com/open?id=18bTtXaEdheJo9K48DwRgJ0AFf3mUi4hS0O3jw8GDoVU


Teacher Feedback to Students

D2.4. Indicator: Teachers provide timely, specific, and descriptive feedback in order to support students in achieving learning targets, academic standards, and General Learner Outcomes. D2.4. Prompt: How effective is teacher feedback in supporting students in achieving learning targets, academic standards, and General Learner Outcomes?

Findings Supporting Evidence TEACHER FEEDBACK SURVEY: Teachers provide feedback to support students in achieving the learning targets, academic standards, and General Learner Outcomes in various ways. The most common and widespread method is to use formative assessments throughout the lesson to check for understanding and provide group and individual instant feedback to students. Another common method of providing individual feedback to students about their attainment of the standards and GLOs is through teachers’ “office hours” during breaks throughout the day. Almost all of our teachers keep an open door policy and assist students with their work whenever asked. Many also consistently communicate with students about schoolwork via texting and email. In response to this prompt, we sent one survey to teachers and one survey to students. The survey sent to teachers helped us narrow down what kinds of feedback teachers are currently providing to students, while in the student survey, students responded to which feedback teachers said they provided was the most effective for them in achieving learning targets, academic standards, and General Learner Outcomes. There were 48 responses to the teacher survey and the eight most common forms of feedback teachers responded with were:

● verbal comments ● verbal answers to questions ● written comments on assignments ● grades or comments posted on Jupiter Grades ● one-on-one conversations about progress

Survey Responses-Teachers Survey Responses- Students

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https://drive.google.com/file/d/0B0QtwQpoFkpaWDF4OGVHTXhuX00/view?usp=sharing

https://drive.google.com/file/d/0B0QtwQpoFkpaWDF4OGVHTXhuX00/view?usp=sharing


● progress reports/report cards sent home ● teacher review of homework corrected by the student ● rubrics.

Since the survey question was open-ended, there were many other types of feedback offered, but for the purpose of manageability, we limited the answers to eight. STUDENT SURVEY: Following the teacher survey, a survey was given to students asking for the top three ways that teachers help students achieve learning targets and meet academic standards (help students improve on their learning via feedback). 71 students responded to the survey and indicated that the results are as follows: #1: The top way that teachers provided them with feedback is by writing comments on assignments (hard-copy or Google docs). #2: The second way is by answering student questions verbally. #3: The third and fourth categories are tied; having a one-on-one conversation about the student’s progress and when teachers review homework in class allowing students to self-correct. An analysis of student and teacher work by departments resulted in the following summaries:

Science After analysis of our department’s data, we found that 100% of teachers provide feedback in bellwork, homework, tests and assignments. Math The feedback is very important to the students so they know where they stand (academically). It also reinforces the strategies used work.

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World Languages In analyzing the data for our department regarding the effectiveness of teacher feedback, we feel confident that we are very effective with giving feedback to all students in a group, but not as effective when it falls on a student to come in on their own (self-directed learner) to get individual feedback and retake assessments. What we mean by this is that not all students will come in just because we ak them to or because they did poorly on an assessment. This is an area of growth for our department to figure out how to be more effective in giving feedback to mover reluctant students. Physical Education After the analysis of our department’s evidence on student-teacher feedback, the PE dept recognizes that most of our feedback is done through verbal means during participation of activities. We acknowledge the need for more forms of feedback and have begun to utilize various types of feedback through the use of technology,student performance rubrics as well as written teacher comments. This is an ongoing process for our department as we strive to continuously work on improving and giving appropriate and timely feedback. Health We have about an 75%-80% success rate with our teacher feedback supporting students in achieving learning targets, academic standards, and the GLOs. In both health classes, an assessment-based, summative, non-zero grading system is used. This system provides students with ample time to meet the above mentioned goals and helps with motivation. On varying degrees, both health classes are involved with implementing AVID strategies such as marking the text, socratic seminars, using planners, and SMART goal setting, Both classes make use of Google Classroom as a way to support and instruct all learners and models the ethical use of technology. Juno and JupiterGrades are a big part of both classes as we push all students to become more self-directed learners.

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Fine Arts After the analysis of our department’s data, we have determined that the Fine Arts dept. data shows that students were addressing GLO #1 and 4 because students complete independent projects 90% of the time are at the producer’s level as indicated in standardized rubrics and formative assessments. Feedback provided to all students throughout each project and assignment occurs most of the time. A concerted effort on the part of all teachers to provide timely and informative feedback will help us address our three Critical Learner Needs.

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HIDOE/ACS WASC Category D. Standards-based Student Learning: Assessment and Accountability: Strengths and Growth Needs

Review all the findings and supporting evidence and summarize the degree to which the criteria in Category D are being met.


Summary (including comments about the student learning needs): D1. Assessment and Accountability Criterion-Reporting and Accountability Processes

Maui High uses mostly effective assessment processes to collect, disaggregate, analyze and report all types of data to all stakeholders. We analyze data but need to do so in a more consistent manner. Doing so will be a step toward addressing our Critical Learner Needs in all 3 areas.

D2. Assessment and Accountability Criterion-Classroom Assessment Strategies

Maui High teachers employ a wide range of assessment strategies in their courses to evaluate student learning. Work needs to be done to align these assessments within courses as well as using the assessment data to inform and modify instruction. The alignment of curriculum and creation of common assessments will result in an increase in our critical areas of math and literacy.

Prioritize the strengths and areas of growth for Category D.

Category D: Standards-based Student Learning: Assessment and Accountability: Areas of Strength

Jupiter Grades usage for students is strong: 90%+ usage for the last 3 years. Test prep for ACT/Aspire/Explore to continue to increase scores. There is an impressive number of AP courses and AP exams, demonstrating rigor and challenge for students. Personal Transition Plan/Mock Interview/Senior Project are GLO based, relevant project based assessment for all students. Academic and Financial Plan targets key goals in student achievement process.

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Grade-level counselors, 504 Counselor, SMC counselor, Transition Counselor and Graduation advisor work together in monitoring student progress and providing needed supports. Counselors and advisor contact students and families to discuss these supports. Special populations such as AVID, special motivation, workplace readiness, and teen pregnancy gives ALL students the opportunity to achieve academic standards and general learner outcomes. Book study group discussed grading and doing their own professional development. Maui High does well in various competitions that demonstrate student achievement of the standards.

Category D: Standards-based Student Learning: Assessment and Accountability: Areas of Growth

Teacher training is needed to interpret ACT/SBA/EOC test scores. Need to create an RTI process that includes the use of STAR data. Grading policies need to be evaluated to determine if they show achievement of standards. Need to evaluate further on how teachers choose which formative assessment strategies are the most appropriate and how effective they are in informing them of student progress. School-wide student surveys should be used regularly as a means to collect data toward school and instruction improvement. GLOs not addressed in GLO language.

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Category E: School Culture and Support for Student Personal and Academic Growth

E1. Parent and Community Engagement Criterion

The school leadership employs a wide range of strategies to encourage parental and community involvement, especially with the teaching/learning process.

Parent Engagement E1.1. Indicator: The school implements strategies and processes for the regular engagement of parents and community stakeholders, including but not limited to participation in the School Community Council. Parents and community stakeholders are active partners in the teaching/learning process for all students. E1.1. Prompt: Evaluate the strategies and processes for the regular engagement of parents and the community, including being active partners in the teaching/learning process.

Findings Supporting Evidence There is a concerted effort to involve parents and the community; however, these efforts need to be better planned, better advertised, and a better system of receiving feedback and obtaining data to gauge effectiveness. Maui High School has reinvented the traditional open house meeting due to low parent turnout. Since structuring our school into smaller learning communities, parents are invited through the individual academies and by their child’s grade level. At the 9th and 10th grade meetings, students and parents are informed about grading practices, introduced to academy teachers, school structure, and online grading system (where parents can check on their child’s progress). For 11th grade meeting, senior project requirements, junior prom, and other class business is shared. For seniors, senior project timeline, graduation, and class business are explained to the parents. These meetings are mandatory and any parent unable to attend is required to contact their child’s counselor to get the information.

Academy Parent Meetings Junior Parent Meeting Senior Parent Meeting Parent Teacher Conferences (TEB) Saber Family Fun Night Jupitergrades mauihigh.org Mauihighacom.org Parent Emails via PCNC Saber Scene Student Planner Synergy - Phone Calls Automated Mid Term Reports Failure Letters

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Our Parent and Community Network Coordinator (PCNC) also engages parents by regularly updating our website (mauihigh.org) and through a weekly newsletter (Saber Scene) sent home via email and printed once a quarter. Highlighted in this newsletter are student accomplishments, information about upcoming events, and opportunities for parent involvement. Our Advanced Placement (AP) program also has mandatory parent meetings for any student thinking about taking an AP class. Teachers discuss the requirements and rigor of taking an AP class at Maui High. Similar meetings are held for students taking Running Start English 100 and Psychology 100 in a sheltered setting at Maui High. Our Advancement via Individual Determination (AVID) program has a 2nd quarter parent/student meeting run by students. Junior and all AVID meetings are also held during the school year. Similar meetings are held with our Academy of Hospitality and Tourism program and their parents. Our smaller community school structure also allows for a common prep time for teachers within the academy. During this time, parent conferences are held for struggling students with their counselor and core subject area teachers. Academic plans and behavior issues are often discussed and solutions are agreed upon by the end of the meeting. Academy teachers cite these discussions as a major factor in decreasing behavior issues in their classes.

Attendance Letters 8th grade recruitment to feeder schools Apple education - online Maui High School Foundation Hawaii STEM Conference Graphics Center - working w/ community Video club National Academy - advisory boards Learning Center - advisory board Internships List CTE senior awards night UHMC Early Admit program AVID student led parent conferences AVID mandatory student/parent meetings Google Classroom Weebly Chalkup Google sites IEP meetings Donors Choose Career and Technical Student Organization (CTSO)

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Parents are informed of their child’s progress in several ways. For attendance, an automated phone notification system calls home anytime a student is tardy or absent from any class during the day. Attendance letters are sent to the parents of students who have 5 or more days of absences by the Counseling Department. The Synergy phone system also informs parents of upcoming events and emergencies. Graduation requirements, bell schedules, and contact information are also provided in the students’ planners given out at the beginning of every school year to all students. Jupitergrades is our online grading system which students and parents have access to 24 hours a day. Teachers are required to update their grades at least every two weeks to keep assignments current and also help meet athletic and academic grade check requirements. Teachers and parents are able to communicate with one another via Jupitergrades instant messaging. Seniors and parents preparing for graduation are also contacted if the student is failing or in jeopardy of failing any class. A timeline is implemented for teachers to contact parents. The senior counselor then follows up with credit checks to ensure all stakeholders are informed before any issues arise. IEP and 504 meetings ensure parents of special education students are updated on their child’s progress and to create or revise a plan. Parents of these seniors are also given the opportunity to discuss and plan their child’s post-high school opportunities. Meetings are held annually (at minimum) and more often as needed. Student support team meetings are held for non-identified students to address student needs. These meetings occur weekly amongst school level personnel based on referrals from teachers. The counselors and admin then decide what supports we have on campus are appropriate and make referrals to community agencies when appropriate. Band booster club board meetings encourage parents to get involved with our band program. Parents assist with planning the logistics for performances, meetings, camps and other band events.

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A variety of online lessons created by several of our teachers can be found on google classroom, jupitergrades, google sites, weebly and chalkup. Parents and students have access to these teacher created sites. Our Arts and Communication (ACOM) and Business pathways are also piloting using online hosting websites as a way to put resources, curriculum, and projects accessible to anyone with Internet access. Students in our Career and Technical Education (CTE) department get feedback from industry professionals while participating in the district and state Career and Technical Student Organization (CTSO) and Performance Based Assessment (PBA) competitions. Continuing our work to regularly engage our parents and community is a positive step toward increasing our support of our incoming freshmen. A strong relationship with the families of these new students will make addressing Critical Learner Need #3 much easier.

Community Resources E1.2. Indicator: The school uses community resources to support students, such as professional services, business partnerships, non-profits, organizations, military, etc. E1.2. Prompt: Evaluate the effectiveness of the school’s use of community resources to support students.

Findings Supporting Evidence Maui High School effectively uses many community resources on a regular basis to support our students. Our Counseling and Career Center assists students in preparing for college by working in collaboration with various organizations which has helped to increase the college acceptance rate for our seniors. The University of Hawaii Maui College (UHMC) provides assistance for our seniors and their parents with the financial aid process, the college application process, and UHMC’s New Student Orientation through on campus workshops. UHMC Counselors do classroom presentations to inform students about the various programs offered at UHMC. They also give students the opportunity to experience college courses through the Running Start, Early Admit, and the Summer Bridge Programs. Student who are eligible for UHMC’s Upward Bound Program receive ongoing tutoring,

Real World Experiences Also See TEBs and Course/Program Teachers for Additional Evidence

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advising, off island college visits and on campus college experiences. Our students in the Special Education and Special Motivation program do college tours and take the COMPASS placement test at UHMC. One of the UH Manoa Admissions Officers holds an Application Day at Maui High School to assist our students with UH Manoa’s application process. Our Post Secondary Counselor invites Admissions Officers from various Universities across the nation to do presentations for our students. He also works with the Hawaii Association of College and Admissions Counselors (HACAC) in coordinating community College and Career Fairs and workshops for interested students and their parents. The Hawaii Rotary Club and Dr. Baum / Dr. Inouye awards scholarships specifically to Maui High School seniors. Two years ago, the Bezos Family Foundation-Scholar’s Program selected a Maui High School senior to participate in an all expense paid Leadership Development Program at the Aspen Summer Institute with his advisor. This opportunity is made available each year for eligible students. The Counseling & Career Center works with the following agencies to give students the opportunity to gain valuable work experience and knowledge about different careers: Hawaii Society of Professional Engineers, Bailey House Museum, Recruiters from various Military Branches, County of Maui, Hawaii Youth Conservation Corps, Maui Memorial Medical Center and various business organizations. The Maui Police Department offers a CSI camp to interested students during the summer which includes presentations on the FBI, DEA, prosecutors, and UHMC Criminal Justice program; a tour of the Wailuku Police Station and crime scene photography; crime scene diagramming, bloodstain pattern analysis; testing for blood bullet trajectory determination; casting footwear impressions and fingerprints; evidence collection and human remains recovery; criminalist work including drug and polygraph analysis; and autopsy information. Every year, juniors and seniors tap into many different business agencies to gain hands on experiences for their senior project which is designed to provide them with the opportunity to apply all that they have learned in twelve years

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of school to a project which will challenge all of their abilities and stretch their limitations. In an effort to help students who struggle with a variety of issues and challenges find success, our counselors and some teachers work with the following community agencies to provide emotional, academic, behavioral and family support for these students: Maui Youth and Family Services, Child and Family Services, Crisis Hotline, Child Welfare Services, MPD Juvenile Counselors, Juvenile Probation Officers, Maui Counseling Group, Dept. of Health, MPD (SRO), Planned Parenthood, Maui Family Guidance Center, Maui Family Support Services, Tobacco Free Hawaii, Aloha House, Women Helping Women, Queen Liliuokalani Children’s Center, Alu Like, Aloha State Association of the Deaf, Maui Deaf Club, Job Corp, Youth Challenge, Maui Community School for Adults and private therapists. Our school also established a Diana Browning Wright Cadre to assist us with our RTI process. We have just completed the first year of a three year training process and have begun to share some data with and introduce strategies to our teachers. A resource flyer was created by the Counseling Department to give to parents in need of outside services. One of the biggest community events is our annual Saber Family Fun Night (SFFN) held during the week of homecoming. In our gym, a CTE showcase is a means of informing parents and community members of the academy structure, CTE pathways, course offerings, and opportunities for students. Also during the week, our annual Hall of Honor banquet is held to recognize prominent Maui High alumni. Community members and alumni who attend this event are also informed of Maui High school programs. This gives the students opportunity to interact with the community both by demonstrating the achievement of our different academies as well as in service (as students man the different booths). It brings the student body together with the community and fosters interaction and support. Maui High School currently has two National Academies: Academy of Finance (AOFE) and the Academy of Hospitality and Tourism.(AOHT). As part of the requirements provided by the National Academy Foundation (NAF), advisory boards made up of community business leaders meet regularly to discuss curriculum, fundraising, and club events.

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The Maui High School Science and Technology Learning Center also has an informal advisory board made up of community members, professionals, and teachers. This board helps students get internships, mentors students on projects, invites guest speakers, and provides information about trends and new technologies. The ACOM and Industrial and Engineering Technology (IET) pathways, together with the Maui High School Science and Technology Learning Center, have also established a positive working relationship with the Maui Economic Development Board (MEDB). The Hawaii STEM conference, grants, guest speakers, internships and workshops have been provided because of this relationship. For the past two years, students from our ACOM senior class have put on the “Green Kids Mini Conference” in partnership with MEDB. At this event, community members and businesses involved with sustainability run breakout sessions for Maui County 4th graders. On the same day, ACOM teachers have been putting on a competition called the 3C’s (compete, communicate, and create). Teams of students from Maui High and other Maui county middle and high schools have 10 hours to create marketing items for a secret client. The next morning, students need to present their ideas to the client and a panel of judges. During robotics season, professional mentors are used to help with the programing and building of the FIRST robot. Senior capstone classes in all of the CTE pathways also provide opportunities for students to do internships, community projects, and community mentorships. For example, students in our Automotive program often get jobs in the industry and/or go to a vocational university because they have gone through this program. Other classes bring in guest speakers from the community to support lessons within the classroom. Some examples are: Teen Awareness Prevention (teen dating violence), Maui Family Support Services (2 weeks), Marjie from police department, Nisei Veteran's Memorial Center, Sonya from tobacco free Hawaii, and Nancy from planned parenthood, and speakers from the Hawaii Meth Project. Former students are also brought in to talk about careers and share their story of how they got there.

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Deaf students and teacher link with resources such as aloha state association of the Deaf, driven my student to Maui Deaf club meetings, attended and marched in the county parade with my student, written editorials for the local newspaper, taken student to the state Capitol to testify for two current Deaf related bills, taken student to meet representative K. Ing to educate him in Deaf rights, partnered with NTID and submitted her essay in a writer's contest for Hh students nationwide , and helped arrange fundraising efforts via charity walk to support student’s fundraising efforts to visit a college she aspires to attend.

Parent/Community and Student Achievement E1.3. Indicator: The school ensures that the parents and school community understand student achievement of the academic standards and General Learner Outcomes through the curricular/co‑curricular program. E1.3. Prompt: Determine the adequacy and effectiveness of the school’s strategies to ensure that parents and school community understand student achievement of the academic standards and General Learner Outcomes through the curricular/co-curricular program.

Findings Supporting Evidence

Our school effectively incorporates many strategies to ensure that parents and the school community understand student achievement. At the beginning of the year, teachers provide their students with a class syllabus. Parents have access to our Jupitergrades system which allows them to actively monitor their child’s academic progress throughout the year. Although teachers are asked to update their grades every two weeks, many teachers update their grades more frequently . Counselors and teachers send out emails or letters, call parents and hold parent conferences/meetings as another means of keeping parents abreast of their child’s progress in school. Quarterly report cards are also sent home with the students. Some teachers utilize google classroom, google sites, weebly and chalkup to upload assignments for students and parents to access online. The PCNC sends out a weekly Saber Scene newsletter via email to parents, distributes a quarterly newsletter to students and developed the use of a QR code generator for the morning bulletin to recognize student achievements and to keep parents and students informed about what events are taking place at our school. The school’s website also provides information about our previous accreditation report.

Senior project CTSO participation (TEBs) PBA (TEBs) Jupitergrades Parent Conferences Emails to Parents Class Syllabus (TEBs) Phone Calls to Parents (TEB)

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Our CTE programs also participate in the Statewide and National CTSO conferences and competitions. Students attending these demonstrate their proficiency in various skills and standards in each pathway and are judged by industry professionals. Seniors in our CTE programs also participate in the District and State PBAs. Students attending these demonstrate their proficiency in pathway standards by taking a multiple choice test, completing a research paper, and completing a product. Students who meet proficiency levels will earn a CTE Honors Recognition Certificate. The most visible way parents and community members can witness students’ demonstration of the GLO’s is through our mandatory senior project. The senior project consists of a paper, project, portfolio, and a presentation. Thus, all seniors are required to write an argumentative essay; enroll in a Capstone class during their senior year or complete at least 20 hours of community services, job shadowing, or creating a product; maintaining a portfolio to document their activities; and presenting their learning and experiences to a panel of three judges. Maui High School uses a PD day to have student present and invites community members and parents to be judges for the presentations. Ensuring that all parents and guardians understand how their children are meeting academic standards and GLOs is a step in the right direction toward addressing all three of our Critical Learner Needs. Math and Literacy skills will be improved quicker if we have our parents involved in the process.

IEP & 504 Meetings-See Calendar Parent Letters (TEBs) Saber Scene 11th and 12th Grade Parent Meetings Academy Parent Meetings Google classroom Public performances (TEBs) Student-Teacher-Parent Conferences (TEBs) ACOM newsletter and website Running Start and AP Parent Meetings

E2. School Culture Criterion The school is a) a safe, clean, and orderly place that nurtures learning and b) has a culture that is characterized by trust, professionalism, high expectations for all students, and maintains focus on continuous school improvement.

Safe, Clean, and Orderly Environment E2.1. Indicator: The school has existing policies, regulations and uses its resources to ensure a safe, clean, and orderly environment that nurtures learning (e.g., internet safety, drills, etc.). E2.1. Prompt: Comment on the effectiveness of a) the existing policies, regulations and procedures; and use of resources to ensure a safe, clean, and orderly environment that nurtures learning, b) all aspects of the school with respect to safety regulations including effective operating procedures for internet safety, and c) initiatives and responses to address bullying and

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harassment. Findings Supporting Evidence Maui High School follows the safety guidelines and regulations provided by the State. At the beginning of each school year, staff are required to watch the mandatory videos (e.g., blood-borne pathogens, etc). Infectious waste kits are also distributed as needed. There are also protocols in place in the event of various emergencies and each teacher receives a hard copy at the opening of the school year, such as fire evacuation checklist, bomb threat procedures, and lockdown procedures. In the event of an emergency in the classroom, there is a school emergency number that can be called for assistance. With regards to cleanliness of the learning environment, according to data collected from a school-wide survey, 80% of our staff have rated the overall cleanliness of their work environment to be satisfactory or above. When asked what could be improved in the overall cleanliness of our work environments, the overwhelming majority of responses indicated that dust was an issue. Despite cleaning protocols, the wind and dust, inherent to Kahului, accumulate at a rate that is difficult to manage. At Maui High School, we have four security guards who monitor our campus. Each security guard has his/her own golf cart, which allows them to move around campus quickly and respond to emergencies and suspicious activity in a timely manner. Administration, security guards, and the front office staff communicate important information via walkie talkie to keep everyone abreast of situations occurring throughout our campus. Our Principal and Vice Principals are also very visible on campus, especially during non-instructional times, which helps to prevent potential incidents on campus. Administration and school staff also work closely with our School Resource Officer (SRO) to prevent issues and maintain order on campus and respond to situations as needed. In regards to internet safety, all students are asked to read and complete the Student Internet Use Guidelines Agreement form at the beginning of each school year. This form must also be signed by a parent/guardian and a copy is provided in the student planner for future reference. By signing the agreement, students acknowledge that they will use the Internet on campus in an appropriate and ethical manner.

Classroom Cleaning Procedures Staff Survey Internet Permission Form

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https://docs.google.com/a/mauihigh.org/document/d/1JMGSVbw61saKHcqvtwQVXMh230BVogHHy2BQCqENjxs/edit?usp=sharing

https://docs.google.com/a/mauihigh.org/document/d/1JMGSVbw61saKHcqvtwQVXMh230BVogHHy2BQCqENjxs/edit?usp=sharing


Reports of bullying and harassment are taken very seriously. When cases of bullying or harassment are reported, teachers, counselors, administrators, and the SRO work together to address the concern. The school also assists students and families in making the appropriate police reports when necessary. We recently implemented the use of the “Text-A-Tip” procedure to further ensure safety and anti-bullying at Maui High. Students can anonymously contact an admin about incidents or issues that they know of so that admin can investigate and deter bad behavior.

Text-A-Tip

Discipline and Behavior Management System E2.2. Indicator: The school maintains clear expectations for behavior that support learning, growth, and development. E2.2. Prompt: Evaluate the school’s efforts to ensure that there are clear expectations for behavior that support learning, growth, and development. Findings Supporting Evidence After analyzing specific data related to Maui High School’s Discipline and Behavior Management system it appears that Maui High School is successful in addressing discipline and behavior issues. However, it should be noted that since the last accreditation evaluation 6 years ago, there were significant changes on both the State-level and within Maui High School that potentially affected Maui High School’s ability to progress even further than the data is able to show. The changes at Maui High School are as follows: Principal, Registrar, 2 of the 3 Vice Principals, Curriculum Coordinator, Focus on Learning Coordinator, and a complete changeover in the Administrative Office Staff. Not to say that the successors are not effective, but the leaders of our 2011 Self Study are no longer working at Maui High School, with the exception of one Vice Principal. It is not the vision that has been lost, but as with change in any organization, transitional adjustments have plagued Maui High School over the past six years. We are very fortunate, however, that we have a strong and effective team of teacher leaders that have seen us through all these administrative changes. They will continue to do so as the leadership of our school changes over once again in the near future.

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At the State level, the biggest change that affected our analysis was the switch from the HSA to the SBAC test. Another fact to consider regarding the HSA data is the fact that the State DOE decided to switch to the SBAC because the HSA tests have proven to be an incomplete resource to measure student growth and achievement. Despite the many transitions, Maui High seems to have demonstrated improvement and progression in its Discipline and Behavioral Management System. The data for student detentions and suspensions have dropped considerably since the 2012-2013 school year leading up to the 2014-2015 school year. The data is favorable up to the third quarter of this (2015-2016) school year( Year 12-13 to 14-15: Detentions -4%, Suspensions -6%). Projections through the fourth quarter of the 15-16 SY are very promising given there are no unusual spikes in the number of student discipline and behavioral issues (Projections since 12-14 through the 4th quarter of 15-16: Detentions -10%, Suspensions -5%). Though the data shows that there has been a significant drop in student discipline and behavioral management issues, our group needed to find a way to prove that Maui High School’s Discipline and Behavior Management System supports student learning, growth, and development. The challenge to this task was finding measurable, reliable data. We considered using HSA data and the data is favorable, but we decided to use the ACT data instead, as the ACT tests, in our opinion, are a better, more well-rounded, nationally recognized assessment. The SBAC is too new to make any inferences. At Maui High School, the ACT became a schoolwide (grades 9-11) assessment during the 2013-2014 school year. Prior to that, the school’s average was based on the few individuals who voluntarily took the ACT test as a part of their application to gain acceptance into a post secondary institution. Maui High School’s ACT average has been rising every year since it went schoolwide with the average reaching 18.11 (a gain of 1.48 point since the 13-14 school year) this school year (2015-2016). Also to note, in the school year 12-13 the ACT test was not mandatory. Only students who were highly motivated to get into reputable colleges and universities would take this test.

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Many of these students would attend private or public test prep sessions or do self study test prep programs with the intention of obtaining the highest possible score. The average ACT composite score for Maui High School at that time was 19.4. In the three years where the ACT was mandatory for ALL students in the Junior class, we have come within 1.3 points to the 19.4 score and we keep rising every year. The significance of this idea is that all students taking the ACT in the 12-13 school year did so voluntarily with the purpose of trying to score high in order to get better post secondary opportunities. Whereas, many of the students who took the ACT because it was mandatory, did not necessarily want to take it and felt the ACT test was a waste of time. Being that the composite average during the “mandatory” years have come within such a close margin, it would appear that our behavioral management system is contributing to the overall academic success of our students. Though it seems that Maui High School has been improving over the past few years, there are plans in place looking to improve in the future with the current school-wide implementation of Response To Intervention (RTI) strategies. We are currently in the fact finding and data gathering phase, headed to the training and implementation phase starting the 2016-2017 school year. In addition to data analysis, our team surveyed the faculty on their perceptions of how effective our Behavioral Management System is. There were three key questions:

1. “Rate the behavioral management system at Maui High School.”

2. “Rate the effectiveness of your overall referral experience.”

3. “Other than through referrals, how does the school help with discipline and behavioral management issues? List known and suggested processes.“

89.1% of the responders rated Maui High School’s Behavioral Management System as Adequate or better. We also asked for explanations as to how we can improve. The most popular concerns were that we need to have quicker response times to referrals, more follow through on consequences for students, more meaningful consequences especially for chronic offenders, and more consistency with regard to procedures and consequences for all offenders.

Student Referral Data Detention Offense Data Suspension Offense Data ACT Data (in Profile)

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47.2% of the responders rated the “Overall Referral Experience” as adequate or better. It seems that the challenges in the “Referral Experience” are the same as some of the suggestions that were made to improve the overall Behavioral Management System. Issues such as Meaningful Consequences, Quicker Response Times, and Consistency were all repeated in the comment area of this section. In addition to these, there seems to be a communication gap between our administration and our faculty especially when it comes to communicating the consequences that students are required to serve as a result of their actions. Also, there were concerns where the lower end referrals were not being addressed effectively enough. Some examples of these lower end concerns are excessive tardiness, excessive absences, and insubordination. The feeling is that these are low end offenses, but these actions are highly counterproductive to the classroom environment. Ineffective management of theses types of issues, though low end, are causing a disproportionate affect on the rest of the students who are trying to learn. Some of the ideas on how the school helps with behavioral management issues using methods other than referrals are as follows:

1. The administration strongly encourages the development of positive relationships with the students.

2. Currently working to implement RTI strategies. 3. Special population counselors 4. General population counselors 5. School Resource Officer (SRO) Presence

At face value some of the comments point at our administration for not responding quickly enough or with proper consequence to the students. What needs to be highlighted though is that we are ALL in situations of being understaffed and overworked. Under these types of conditions we have found many successful ways to overcome great obstacles against the odds. This situation should not be any different in that WE need to work together to find ways to improve our Behavioral Management System even further.

Schoolwide Survey Results

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In the administration’s favor, we have been directed to improve relationships with our students and adopt a philosophy of educate, not punish. This philosophy seems to be working as our school’s population has increased overall, while our Detention/Suspension numbers have decreased. We are looking to RTI strategies to complement what we already have in place. In summary, our data analysis shows that our school is improving in its methods to control behavioral issues and it is having a positive outcome on student achievement. An overwhelming percentage of the faculty also feel that our behavioral management system is at least adequate. The challenge seems to be that our referral process is lacking in its turnaround time and that we need to find consequences that have meaning for students.

High Expectations for Students E2.3. Indicator: The school has high expectations for students in an environment that honors individual differences and is conducive to learning. E2.3. Prompt: Evaluate the school’s work to ensure high expectations for students in an environment that honors individual differences and is conducive to learning. Findings Supporting Evidence Maui High demonstrates high expectations for students in an environment that honors individual differences and is conducive to learning by having rigorous standards for learning by adhering to the Hawaii Common Core State Standards. Maui High teachers accommodate and utilize differentiated instructional strategies to meet the varied academic needs of students through both the Holomua and Academy led after-school tutoring programs, supplementary reading, writing, and math programs, as well as Advancement via Individual Determination (AVID), pre-advanced placement and advanced placement courses, and Sheltered Classes. In order to help ALL our students be college and career ready, all 9th, 10th, and 11th grade students take the appropriate grade-level ACT exam. Starting in SY 2014-2015, Maui High implements a schoolwide ACT prep program in order to prepare the students for the exam. Scores have gone up significantly. (in 2013, 27% of 11th grade students scored 19 or higher and increased to 42% in 2015).

Formative / summative assessments (TEBs) Common Core training Classroom accommodations (TEBs) Differentiated instruction (TEBs) IEP, 504 Plans- on request ACT prep After School Tutoring AVID

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Teachers in all grade levels align their curriculum to Hawaii Common Core and create a pacing plan to meet those standards. Both English Language Arts and Math address grade level Hawaii Common Core Standards throughout the year, with Science implementing Next Generation Science Standards. In addition, students are able to demonstrate their knowledge and abilities within one of the six CTE Pathways, a Fine Arts or World Language strand, or other electives. Since students are able to choose their electives, this opportunity ensures that all students are able to thrive and achieve success in an area of interest to him/her. Outside the classroom, students can choose to participate in numerous clubs or athletic activities to further demonstrate their knowledge, contribute to the school community, and experience success. Maui High School offers at least 23 clubs and 19 athletics teams to meet the varied and unique interests of our students.

AP / Running Start courses Sheltered classes

Culture of Trust, Respect, and Professionalism E2.4. Indicator: The school has a culture of trust, respect, and professionalism among all members of the school community. E2.4. Prompt: To what degree is a culture of trust, respect, and professionalism demonstrated by all members of the school community? Findings Supporting Evidence The majority of members of our school community demonstrate trust, respect, and professionalism. According to the 2015 School Quality Survey, students, parents, and teachers scored all sections in between the 60%-78% range for overall satisfaction. (Categories include Safety, Well being, Satisfaction, and Involvement/Engagement). This is significant because these categories demonstrate key factors necessary for trust, respect, and professionalism.

SQS Data

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Respect, core professionalism, and a culture of trust are key values that Maui High teachers and administrators strive to demonstrate through collaboration and cooperation. Maui High administration, faculty, and staff demonstrate this through active participation in faculty meetings, professional development opportunities both inside and outside of school, data team meetings, academy meetings, grade level meetings, and new teacher mentoring. Attendance to faculty meetings and trainings, data team meetings, academy meetings, and grade-level/subject area meetings are required and documented by sign-in sheets and monitored by administration. Additionally, 95% or more of teachers have scored effective or highly effective on core professionalism on the Employee Evaluation System.

PLC groups RTI (see Ch. 2) Active participation and high attendance (Profile) Workplace Readiness Auto program Senior project NBCT Correspondence through Lotus Notes Jupiter Grades Coordination through Google Calendar 9th and 10th Grade teacher/counselor looping New teacher mentoring Sign in for faculty meetings Teachers with advanced degrees National Board certified teachers

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E3. Student Support Criterion – Personalization

All students receive appropriate support along with an personal learning plan (as appropriate to the needs of the child) to help ensure academic success.

Adequate Personalized Support E3.1. Indicator: The school ensures that every student receives appropriate support services in such areas as academic assistance, health, career, and personal counseling. E3.1. Prompt: Evaluate the availability and the adequacy of services to support students in such areas as academic assistance, health, career, and personal counseling.

Findings Supporting Evidence Maui High School (Maui High) does an excellent job of offering a number of services to support students in such areas as academic assistance, health, career and personal counseling. Holomua, our free tutoring program, is available to all students at Maui High on Tuesdays and Thursdays from 2:15pm through 4:15pm in our Library. Staffed by Maui High teachers and University of Hawaii at Maui College (UHMC) students, Maui High students are able to get extra help with core subject area assignments or use the time as a study hall. Maui High also provides several support teachers for our IDEA and ELL students in various core subject area courses. We also have several Skills Trainers to work with individual IDEA students; four Grade-Level Counselors, one assigned to each grade level, to monitor student progress towards graduation and provide individual student support; a Post-High School Counselor to assist our college bound students; a 504 Counselor to support and monitor identified students with a physical or mental disability; an Outreach Counselor to support at-risk students; a Transition Counselor to assist IDEA students with their transition to post-high school; three School-Based Behavioral Health Specialists to provide regular counseling services to referred students; a School Resource Office from the Maui Police Department to assist with student support and addressing student safety; a Health Aide to provide first aid and emergency care to students; a part-time Speech Pathologist, a part-time School Psychologist, and a Networking Institute for Caring and Education (NICE) Center Coordinator to provide assistance for ELL students and families.

Holomua Sign-In Logs Student Support Teachers IDEA List of ELL PTTs List of Skills Trainers Counseling and Career Center Sign-In Logs Grade-Level Lists List of students receiving 504 services List of students receiving IDEA services List of students receiving SBBH services List of college visits List of military visits Academy Meeting Agenda/Notes

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The Counseling and Career Center, which houses the four grade-level counselors, the post-high school counselor, and is staffed by an Educational Assistant, provides a myriad of services to assist students achieve their potential during high school and attain their goals beyond high school. In the 2016-17 SY, Maui High hired a new clerk to support students and counselors. Maui High School has also implemented Academies to provide continuity and support for students. Academy placement is determined by the student’s pathway/elective choice. Each academy is comprised of an English, History, Mathematics, and Science teacher who remains with the students from their freshman through their sophomore year. Freshman who are identified by staff at the intermediate school as being at-risk and sophomores who are identified as being at-risk based on their academic performance during their freshman year are placed in a College Prep Skills class designed to provide extra monitoring and support. Upon completion of the class, recommendations are made for placement in either a Study Skills class offered through our school’s Programs and Services for Secondary Alienated/At-Risk Students (PSSAS) or for screening to be placed in the Special Motivations Program (SMP). Parent-Teacher conferences are held to communicate student progress with parents and to address any parent and/or teacher concerns. Students are encouraged to attend and participate in order to find an effective and productive solution.

Articulation Notes College Prep Skill Course Rosters PSSAS/SMP Roster Health room visit logs List of ELL students (Profile) Parent-Teacher Conference Notes

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Direct Connections E3.2. Indicator: The school demonstrates direct links between student learning needs and the allocation of resources to student support services, such as counseling/advisory services, psychological and health services, or referral services. E3.2. Prompt: Evaluate the direct links between student learning needs and the allocation of resources to student support services, such as counseling/advisory services, psychological and health services, or referral services, including supports and services for students who are at-risk. Findings Supporting Evidence Maui High directly supports student learning needs by providing services such as counseling, psychological, health, and referrals to community agencies for students who require extensive interventions. School-Based Behavioral Health services are available to all Maui High students through our school’s CSSS referral process. Counselors are available to meet with and provide support to students on a daily basis. Monthly meetings between the grade-level, transition, 504, at-risk, and SBBH counselors are held to address concerns and support for identified students. Monthly meetings with the grade-level, transition, 504, at-risk, and complex area social worker are held to coordinate home visits and facilitate communication with families regarding student attendance, academic, and/or behavioral concerns. Weekly meetings with the grade-level, transition, 504, and at-risk counselor and our administrators are held to discuss and identify students who may need intervention or support services. Some of the community agencies that Maui High utilizes for additional support/services are: Teen Crisis Hotline Department of Health Child Welfare Services Hoalamai Maui Youth and Family Services Boys and Girls Club of Central Maui Boys and Girls Club of Kihei Queen Liliuokalani Center for Children Alu Like UHMC Upward Bound tutoring

Maui High CSSS Referral Process Flow Chart List of students receiving SBBH services List of community agencies and contacts Counseling and Career Center Sign-In Logs Counselor/Administration Peer-Review Notes List of Social Worker home visits completed Truancy petitions filed Crisis Call Log DOH Peer Review notes List of students receiving Hoalamai support Credit Recovery usage/progress reports JupiterEd student and parent usage statistics

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Academies provide tutoring to students based on student needs as well. This is done through survey. Students are provided with morning tutoring as well as team tutoring. Schedules are posted on the school calendar on mauihigh.org. Until the current school year (2016-17) Maui High purchased GradPoint, an electronic credit recovery system, used to help students earn credit for courses they failed during the previous school year and improve their progress towards graduation. This year, we are using Acellus as our electronic credit recovery system, as this program provides more rigor. In order to encourage students to take personal responsibility for their learning and facilitate communication with parents/families, all teachers at Maui High utilize JupiterEd. This is an online grading program, which students and parents can access at any time to monitor assignments and progress. Teachers can also post comments for parents to inform them of any issues or concerns; and parents are able to message teachers from within the program as well. Maui High policy encourages teachers to update grades on JupiterEd at least every two weeks, although many teachers update more frequently.

Strategies Used for Student Growth/Development E3.3. Indicator: Strategies are used by the school leadership and staff to develop personalized approaches to learning and alternative instructional options which allow access to and progress in the rigorous standards-based curriculum. Examples of strategies include: level of teacher involvement with all students, a curriculum and instruction that promotes inclusion, processes for regular review of student and schoolwide profiles, and processes and procedures for intervention (e.g., ELL, SPED, and other alternative learning programs). E3.3. Prompt: Evaluate the effectiveness of the types of strategies used by the school leadership and staff to develop personalized approaches to learning and alternative instructional options which allow access to and progress in the rigorous standards-based curriculum. Findings Supporting Evidence Maui High does relatively well at providing personalized approaches to learning and alternative instructional options through our Career and Technical Education (CTE) courses, Fine Arts courses, and general electives.

List/Description of elective courses offered at Maui High Maui High PTP requirements Maui High Senior Project Handbook

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Students are able to explore their interests through one or more of our pathways, including Arts/Communications (Graphics/Digital Media/Fashion), Business (Marketing/Finance/Travel), Health Services (Medical Field), Industrial/Engineering Technology (Automotive/Building and Construction Technology/Design Technology/Robotics), Natural Resources (Agriculture), and Public/Human Services (Culinary). Course offered through our Fine Arts department include Design 1, Ceramics, and Drawing/Painting as well as Photography, Chorus, Band, and Marching Band. Other electives include World Languages, including Japanese or Spanish, and PE electives, such as Weight/Resistance Training, Team Sports, Body Conditioning, or Individual/Dual Sports. All Maui High students are also able to earn up to one elective credit of Community Service throughout high school by performing 120 hours of volunteer services at a social service agency of their choice. All of these electives allow students to choose a personalized plan for their education. It also gives them access to and allows them to progress through the standards based curriculum. All students must also complete a Personal Transition Plan (PTP) in order to meet the State’s graduation requirements. Beginning their freshman year and continuing through their junior year, students are guided through a variety of assignments and exercises designed to help them explore various post-high school options and create a personal plan for their future. Some of the activities completed include taking interest inventories, completing a job application, resume, and mock-interview, researching colleges, and writing a personal essay.

Credit recovery usage/progress reports List of students earning Work Study credit AP Agreement List of students enrolled in Running Start courses List of students enrolled in E-school courses List of courses offered on Acellus (with course descriptions)

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All students at Maui High are required to complete a Senior Project through their English and History classes. Starting in the second semester of their junior year, students begin to create a proposal of their project. Students are required to complete an argumentative essay during the first semester of their senior year, complete 20 hours of job shadowing, volunteering, or creating a product, compile a portfolio documenting their experiences through their history class, and present their learning and experiences to a panel of three judges comprised of Maui High teachers, staff, and community members. Each student chooses their project topic based on their personal interest and is encouraged to explore and gain invaluable insight and experience in their chosen field. Maui High utilizes a self-paced credit recovery system to provide students the opportunity to make-up credits required for graduation. Starting with the 2016-17 school year, Maui High will transition to utilizing Acellus, an online, self-paced credit recovery system that is aligned to the common core standards. Maui High also maintains an open enrollment policy for pre-Advanced Placement (AP) and AP courses. Any interested student may enroll in a pre-AP or AP course, regardless of past performance or test scores. Therefore, all students have access to college-level courses if they are interested in and up for the challenge. 11th and 12th grade students who want to have a challenging curriculum may also enroll in the Sheltered Running Start English 100 or Psychology 100 course, taught on the Maui High campus by a University of Hawaii at Maui College (UHMC) Professor. Running Start courses are also offered on the UHMC campus. This allows students the opportunity to gain experience in a college course and earn college credit in each course completed successfully. Students are also able to enroll in online courses through the Hawaii Department of Education’s E-school program. This allows students to extend their learning beyond the regular school day, accelerate their progress towards graduation, and/or allow them to enroll in additional courses.

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Additionally, SPED, PSSAS, Teen Parents, 504, and ELL are other examples of supports for students that help individualize the curriculum and support students as they progress through the rigorous standards. Maui High is committed to supporting all learners. Maui High has SPED support teachers for all Academies. Additionally, 6 part time teachers are employed to support ELL learners. Both of these supports allow for inclusion of all students in our rigorous curriculum. Maui High also provides multiple levels of support for students on an as needed basis. There is a Counselor/Admin Peer Review as well as Peer Review that provides support for students who may be identified as struggling in a variety of areas (behavior, mental health, academic, etc). Teachers can refer students to counselors which starts the process of reviewing student need and then matches them with appropriate supports.

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E4. Student Support Criterion – Accessibility Students have access to a system of personalized supports, activities, and opportunities at the school and within the community.

Equal Access to Curriculum and Support E4.1. Indicator: All students have access to a challenging, relevant, and coherent curriculum. Schools regularly examine the demographics and distribution of students throughout the class offerings (e.g., master class schedule and class enrollments) and the types of alternative schedules available (e.g., summer, class periods beyond the traditional school day). E4.1. Prompt: To what extent do all students have accessibility to a challenging, relevant, and coherent curriculum? (Examine the demographics and distribution of students throughout the class offerings and the types of alternative schedules available.) Findings Supporting Evidence Maui High students have direct access to enroll in classes because we have an open enrollment policy for all courses including AP classes. We also have summer programs, night school and credit recovery courses that allow the students to make up class credits. At Maui High we have a rotating class schedule which allows students and teachers to meet at different times of the day. The rotating schedule also allows students to take more classes per school year. Students who have met all course requirements ahead of schedule are allowed to have a modified early release schedule. Maui High also offers an eighth period for students outside of the regular school day, such as Marching Band. The students are allowed to choose which Academy they want to be enrolled in during their high school career. As students develop and refine their interests and strengths, they may change Academies when registering for the next school year. The AVID program strives to provide “average” students the skills and strategies necessary for success in college. The program is meant to serve students who demonstrate academic promise and receive Free/Reduced Lunch, are the first in their family to attend college, and/or are from backgrounds and nationalities/ethnicities that are underrepresented in higher education.

Master Schedule Summer programs available to students Credit recovery program Night School Academies (CTE) Early release Rotating Bell Schedule Running Start/Early Admit to College courses (UHMC) 8th period

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All students are allowed to take college courses through the UHMC “Running Start” Program starting the summer between their sophomore and junior years. This allows them to get a jump start on college credits and ease into the college experience. Scholarships are available to students who qualify for Free/Reduced Lunch in an effort to remove the financial barriers of accessing college level courses.

Curricular/Co-Curricular Activities E4.2. Indicator: School leadership and staff link curricular/co-curricular activities to the academic standards and General Learner Outcomes for students who require access to a system of personalized supports. E4.2. Prompt: Comment on the relationship between curricular/co-curricular activities and the academic standards and General Learner Outcomes for students who require access to a system of personalized supports. Findings Supporting Evidence Curricular/co-curricular activities and personalized supports are directly linked with standards and General Learner Outcomes. Counseling and other support is offered through a wide-range of activities. Some of these services include after-school tutoring, academy tutoring, ELL tutoring and services, teacher-students one-on-one tutoring as well as grade-level counseling and guidance, School-Based Behavioral Health counseling, 504 services, special education services, Special Motivation Program support and substance abuse counseling. All of these services help to address the needs of individual students, providing access to a system of personalized supports.

After-school tutoring: Academies, Holomua, individual teacher and subject area Counseling Services SBBH, 504, SMP, Substance Abuse IEPs Hoalamai Peer Review

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Meeting Student Needs Through Curricular/Co-Curricular Activities E4.3. Indicator: The school has a process for regularly evaluating the degree to which curricular/co-curricular activities are meeting the needs of students who require access to a system of personalized supports. E4.3. Prompt: Evaluate the school process for regularly evaluating the degree to which curricular/co-curricular activities are meeting the needs of students who require access to a system of personalized supports. Findings Supporting Evidence Our school’s process for evaluating this process is consistent and effective as follows: Attendance data is evaluated to look at how regularly students are utilizing tutorial services offered in Holomua, Academy, and ELL tutoring. Also, student surveys were distributed in Academy classes to evaluate how the Academy tutoring was meeting the needs of the students. Individual athletic team coaches do weekly grade checks along with monitoring after school study hall for football, track and field, and baseball teams. A weekly Administration/Counselor peer review was established to evaluate available support services for students deemed high risk according to the state’s LDS data system, monitoring attendance records, or referrals. A weekly SPED peer review is also held to assess student progress and create or monitor interventions to ensure student success. Course offerings are adjusted each year based on student interests. Courses are offered based on registration data. Members of the student government work together to provide exciting and engaging activities to increase school pride and spirit. Student government officers attend leadership workshops, plan class competitions and activities, and participate in numerous other student government opportunities on the school, local, and statewide level. Academy collaboration time was created to allow freshman and sophomore core subject area teachers to discuss student concerns, evaluate student progress, and hold student and parent conferences as well as plan interdisciplinary units and activities to keep all students engaged in their learning.

Holomua and ELL Tutoring Athletic Teams Admin/Counselor Peer Review SPED Peer Review Course Registration Student Government Academy and Small Learning Communities CTE Course Offerings, PBL, Competitions Jupiter Grades College Prep Skills Courses

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Senior CTE Capstone courses utilize individualized project based learning assignments and competitions to assess student learning. Events and competitions such as those provided by the CTSO, the National Scholastic Press Association convention, Hiki No, FAM trips, Health Services trips, Culinary competitions, and PBAs serve to allow students the opportunity to demonstrate their knowledge in real life, relevant ways. Teachers update Jupiter Grades at least every 2 weeks to ensure both students and parents are informed of the students’ progress and facilitate communication between home and school. Reporting progress on Jupiter Grades also encourages students to be engaged in and responsible for his/her own learning. Study Skills, Career/Academic, Career/College Readiness Prep, and College Prep Skills courses are offered to provide individualized and focused support to ensure student success. These courses are offered through the PSSAS, ELL, SPED, and AVID programs at each grade level to ensure appropriate support to students beginning their freshman year.

Student Perceptions E4.4. Indicator: The school is aware of the student perspective of support services through such approaches as interviewing and dialoguing with student representatives of the school population. E4.4. Prompt:Comment on the student perspective about the effectiveness of support services after interviewing and dialoguing with student representatives of the school population. (Ensure that students represent the broad and diverse array of the school population.) Findings Supporting Evidence Tripod student surveys and school quality surveys are administered annually. The data indicates an increasing number of students feel supported. College planning workshop evaluations/topic suggestions provide feedback on the relevance and adequacy of topics offered as well as confirm the need for continued support and services. AVID students feel supported to be successful in school and experience increased post-secondary opportunities. Counseling advisory student committee shared comments on opportunities to interact with college representatives.

Tripod and School Quality Surveys College Planning Workshop Evaluations AVID Student Feedback Counseling Student Advisory Committee Captains Table

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Each year, the Captains Table allows athletic team captains the opportunity to come together to discuss and address issues of concern from the athlete’s perspective, as they represent the other members of their team.

HIDOE/ACS WASC Category E. School Culture and Support for Student Personal and Academic Growth: Summary, Strengths, and Growth Needs

Review all the findings and supporting evidence and summarize the degree to which the criteria in Category E are being met.


Summary (including comments about the student learning needs): E1. Maui High School provides parents and the community many opportunities to be involved in

student activities, projects, and learning. This is done in a variety of ways such as Saber Family Fun Night, Mock Interview, Senior Project, athletics, community mentoring, community service projects, and connecting students with various community agencies to extend student learning beyond the classroom. Parents have the opportunity to monitor their child’s progress and communicate with teachers through Jupitergrades. Parents also have the opportunity to be informed of their child’s learning through the Academy Open House at the beginning of the school year. Consistent engagement of our incoming freshmen families will be a strategy that will help us meet the needs of Critical Learner Need #3.

E2. While we have outgrown our current facilities, Maui High School works hard to maximize our workspace in the most efficient and effective ways to create a comfortable learning environment for our students. Despite numerous changes, Maui High School continues to uphold high behavior and academic standards for our students with discipline, behavior management, and safety systems in place. E3. Maui High provides a variety of services for students who have behavioral, health, emotional and/or academic needs. We are effective in identifying those students and create a personalized plan for these students, as well as provide additional supports from the school and/or community. Through our academies and pathways, Maui HIgh provides students with personalized access to a rigorous standards-based curriculum. Addressing the need for stronger support of our 9th graders (CLN#3) through personalization and services will be one way to address this Critical Need. E4. Maui High strives to provide access for all students to the various programs, electives, and core courses that best fit their needs. Our philosophy is open-enrollment, and we are increasing our efforts to prepare students for more rigorous courses. Co-curricular activities are well-attended by students.

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Prioritize the strengths and areas of growth for Category E.

Category E: Student Culture and Support for Student Personal and Academic Growth: Areas of Strength

Teachers at Maui High School utilize differentiated strategies to meet the academic needs of their students. Maui High staff establish an open line of communication with parents through Jupiter Grades, email, phone calls, and letters home in regards to academic progress. All students have access to various academic resources such as computer labs and tutoring to meet the various needs of the students. Academy structure allows time parent meetings, parent communication, student concerns and integrated projects. All six State Career and Technical Education pathways are offered and are expanding. CTE programs service students in a clear sequence of classes for four years - this allows for the building of relationships, rigor and relevance. Partnerships with community and professional organizations help students get experiences with real world projects. Senior capstone classes and senior projects showcase student learning. Maui High Foundation (scholarships) Collaboration on google apps - example: classroom, docs. Teachers at Maui High School use industry professionals to provide real-life experiences for students to further their particular career interest. Students are able to take post-secondary classes while in high school to further their education.

● Partnerships with industry professionals and post-secondary instructors strengthen curriculum

● CTE Academies in the 9th and 10th grade levels provide tutoring to help students who are struggling

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● Holomua tutoring is offered to upperclassmen in the library ● Students are challenged to increase their learning through Senior Projects, performance

based assessments, and other assessment formats ● PCNC

Category E: Student Culture and Support for Student Personal and Academic Growth: Areas of Growth

Need more academic opportunities for higher-achieving students. Look at student to teacher ratio in classes that service high-needs general ed students (example: repeater courses, MOW 1). Increase parent involvement in open houses, monitoring student grades, and school activities. Need for school level committee (ie design team) to annually discuss and evaluate issues, vision, and decisions. There is a need to find ways to increase teacher morale.

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Chapter V: Academic Plan

A. Utilize the schoolwide strengths and growth areas to revise the Academic Plan. a. Insert the table that lists all strengths from Categories A–E. b. Insert the table that prioritizes all areas of growth from Categories A–E. c. Comment briefly on implications for revising the Academic Plan.

B. State any additional specific strategies to be used by staff within each subject area/program to support sections of the Academic Plan. C. Describe the school’s follow-up process, ensuring an ongoing improvement process.

The HIDOE has changed its Strategic Plavery recently as well as the process and template it would like each school to follow in the creation of their Academic Plan for next year. To date, Maui High’s administration and curriculum coordinators have not received guidance or templates for the Academic Plan. Therefore, it is not included in this report. Please see our current Academic Plan and be assured that, although it will be revised, many of our goals and enabling activities will endure. The addition of more specific steps to address our Critical Learner Needs as well as way to address any Critical Areas for Follow-Up left by this Visiting Committee will be included.

Areas of STRENGTH: Maui High School Self-Study 2017

A: Organization B: Curriculum C: Instruction D: Assessment E: School Culture

-Maui High has many teams that focus on various school goals and critical areas of need. These teams meet regularly, use data to drive their focus, and effectively communicate their goals to the staff. -The school has good communication among administration, faculty, parents,

-Maui High School offers many opportunities for students to demonstrate the General Learner Outcomes through a variety of courses and programs. Senior Project, AVID, AP Courses, ELL program, SPED accommodations and PSSAS are all areas of strength that allow students

-Differentiation exists in many classes consistently. -Objectives and standards are posted consistently across campus. -Teachers stay current in their subjects by taking many content and strategy professional development

-Jupiter Grades usage for students is strong: 90%+ usage for the last 3 years. -Test prep for ACT/Aspire/Explore to continue to increase scores. -There is an impressive number of AP courses and AP exams,

-Teachers at Maui High School utilize differentiated strategies to meet the academic needs of their students. -Maui High staff establish an open line of communication with parents through Jupiter Grades, email, phone calls, and letters home in regards to academic progress. -All students have access to various

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and students. -The School Community Council meets regularly with parents, community members, and school staff to make decisions relating to school climate and budget. -Our Induction and Mentoring program has grown throughout the last few years; more support system; more teachers have been trained -Our schoolwide ACT prep as well as quality teaching and learning has resulted in a jump in our ACT scores. We received the ACT College and Career Readiness Campaign Award last year for this work. -We are a growing technology school with school-wide WiFi and a growing number of Chromebooks and teachers utilizing our GAFE programs on a regular basis. -Professional Development is teacher-centered and based on surveys.

to develop skills to be successful. -Our Academies for our 9th and 10th grade students and other departments and programs provide integrated curriculum across disciplines. -Our Career and Technical Education pathway offerings as well as other programs and departments give students real world experiences that are aligned to academic standards and GLOs -Our post-secondary counseling and transition to college and career programs provide great opportunities for our students. College enrollment, military enlistment and scholarships awarded indicate a robust effort to prepare students for postsecondary education and career options. -Our curricular programs are aligned to academic standards and GLOs and our teachers stay

courses. -Students are provided with many opportunities to engage in well designed tasks that are rigorous and challenging. -There is variety across campus in learning structures and tasks.

demonstrating rigor and challenge for students. -Personal Transition Plan/Mock Interview/Senior Project are GLO based, relevant project based assessment for all students. -Academic and Financial Plan targets key goals in student achievement process. -Grade-level counselors, 504 Counselor, SMC counselor, Transition Counselor and Graduation advisor work together in monitoring student progress and providing needed supports. Counselors and advisor contact students and families to discuss these supports. -Special populations such as AVID,

academic resources such as computer labs and tutoring to meet the various needs of the students. -Academy structure allows time parent meetings, parent communication, student concerns and integrated projects. -All six State Career and Technical Education pathways are offered and are expanding. -CTE programs service students in a clear sequence of classes for four years - this allows for the building of relationships, rigor and relevance. -Partnerships with community and professional organizations help students get experiences with real world projects. -Senior capstone classes and senior projects showcase student learning. -Maui High Foundation (scholarships) -Collaboration on google apps - example: classroom, docs. -Teachers at Maui High School use industry professionals

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current on educational research and instructional strategies including the use of technology. This strength assists us in meeting our critical learner needs of achievement in math and literacy. -Support structures for students who have varying needs (ELL, SPED, 504, PSSAS) give opportunities for all students to be successful.

special motivation, workplace readiness, and teen pregnancy gives ALL students the opportunity to achieve academic standards and general learner outcomes. -Book study group discussed grading and doing their own professional development. -Maui High does well in various competitions that demonstrate student achievement of the standards.

to provide real-life experiences for students to further their particular career interest. -Students are able to take post-secondary classes while in high school to further their education.

● Partnerships with industry professionals and post-secondary instructors strengthen curriculum

● CTE Academies in the 9th and 10th grade levels provide tutoring to help students who are struggling

● Holomua tutoring is offered to upperclassmen in the library

● Students are challenged to increase their learning through Senior Projects, performance based assessments, and other assessment formats

● PCNC

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Areas of GROWTH: Maui High School Self-Study

A: Organization B: Curriculum C: Instruction D: Assessment E: School Culture

-We need for more classrooms that are of adequate size, are air conditioned and are handicapped accessible. -We must create a system to evaluate the effectiveness of our initiatives. -We need to focus on increasing parent involvement. -We need to do a better job at collecting and using data on a consistent basis. -There is a need for more diverse facilities, such as a multi-purpose, a performing arts amphitheater, a larger gym, a testing center, etc. -There is a need to continue to work on ensuring everyone understands the meaning of our Vision and Mission.

-Pacing guides are used in less than half of the courses on campus. Development of pacing guides for all courses and implementation across all disciplines will help ensure that all courses are on track. -Curriculum integration between disciplines at Maui High School occurs inconsistently and needs to increase. -Articulation with other schools so as to vertically align our courses and programs needs to happen with more fidelity and in more departments. -Evaluating the effectiveness of programs is also an area that needs growth, as Maui High School has grown to include many

-Professional development is needed so as to increase differentiation in those courses where it is lacking. -Student understanding of lesson objectives as well as performance levels of achievement needs to increase. -The amount and quality of students feedback collected needs to increase. Using this feedback to inform and adjust instruction should also be happening more often.

-Teacher training is needed to interpret ACT/SBA/EOC test scores. -Need to create an RTI process that includes the use of STAR data. -Grading policies need to be evaluated to determine if they show achievement of standards. -Need to evaluate further on how teachers choose which formative assessment strategies are the most appropriate and how effective they are in informing them of student progress. -School-wide student surveys should be used regularly as a means to collect data toward school and instruction improvement. -GLOs not addressed in GLO language.

-Need more academic opportunities for higher-achieving students. -Look at student to teacher ratio in classes that service high-needs general ed students. -Increase parent involvement in open houses, monitoring student grades, and school activities. -Need for school level committee (ie design team) to annually discuss and evaluate issues, vision, and decisions. -There is a need to find ways to increase teacher morale.

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https://drive.google.com/open?id=1x33ykdHVxdx2oNOGckmz0ku3nHcfZRqS06jc56g8nEA


new programs

Maui High will continue to utilize the Academic Review Team and its processes to analyze and inform how well we are addressing the goals in our academic plan. In addition, we will make a much more concerted effort to annually update our school’s profile data and involve our stakeholders in that process. This will result in the creation of a current Comprehensive Needs Assessment that will be the basis for all future decisions. Our immediate tasks include forming our new ART Team (if needed) based on the state’s new Strategic Plan. We will then write our Academic Plan so as to ensure that our critical areas are addressed fully. Maui High then will work on gathering input from all stakeholders and use their suggestions to inform the plans and next steps. Our self study does not end when the visiting committee leaves. We will continue to be collaborative and comprehensive when analyzing our school’s data and achieving our school’s goals. Appendices:

A. School Trend Report B. School Status and Improvement Report 2015 C. School Status and Improvement Report 2016 D. School Quality Survey 2015 E. School Quality Survey 2016 F. P-20 Report2015 G. StriveHI Report 2015 H. Master Schedule I. Graduation Requirements J. Parent/Community Survey K. Current Academic Plan 2016-2017

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https://drive.google.com/file/d/0B0QtwQpoFkpablowZml4NFJtUEE/view?usp=sharing

https://drive.google.com/file/d/0B0QtwQpoFkpaaVJkZ1lfaXlXMjg/view?usp=sharing

https://drive.google.com/file/d/0B0QtwQpoFkpaTzBqUkFFNVNUbjQ/view?usp=sharing

https://drive.google.com/file/d/0B0QtwQpoFkpaM2JHU19jampjdHc/view?usp=sharing

https://drive.google.com/a/mauihigh.org/file/d/0B__aqqLlTRLLWDdBWEltc05VNm8/view?usp=sharing

https://drive.google.com/file/d/0B0QtwQpoFkpacUE0aTBrUU1hcE0/view?usp=sharing

https://drive.google.com/file/d/0B0QtwQpoFkpaX2hrWm1PN0U3aUk/view?usp=sharing

https://drive.google.com/a/mauihigh.org/file/d/0B__aqqLlTRLLWmxRMTVxNTBab2c/view?usp=sharing

http://www.hawaiipublicschools.org/TeachingAndLearning/StudentLearning/GraduationRequirements/Pages/home.aspx

https://drive.google.com/file/d/0B0QtwQpoFkpacVJ6aGNYREZlRVE/view?usp=sharing


acs wasc hidoe 2013 edited gdocs rs 17-0820, february …...students who participated in our profile...

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