Common use of Remaining Assets Clause in Contracts

Remaining Assets. ‌ In the event that the School closes, the School shall return any remaining public assets to the State, provided that any outstanding obligations of the School are fulfilled first pursuant to Section 302D-19, HRS. APPENDICES‌ Exhibit A: Educational Program Exhibit B: Performance Frameworks (Academic, Financial, and Organizational) Exhibit C: Education Service Provider Requirements Exhibit D: Intervention Protocol Exhibit E: Renewal, Non-renewal, and Revocation Exhibit A: Educational Program‌ School Name: Kualapu‘u School: A Public Conversion Charter Shortened School Name: Kualapu`u School Grade Levels that Comprise Each Division: Elementary: K-6 Middle: n/a High: n/a Mission and Vision: “To build a strong foundation for lifelong learning so with proper nurturing our keiki will be able to discover and grow, develop skills and confidence, and, like the ‘uala, withstand adversity and thrive in an ever-changing world.” English Speaking Program Students from Kualapuu School students will: -Exhibit the rigorous outcomes expected by the Common Core Standards in a learning environment; -Be instructed by curricula that is researched, and outcomes bses -Learn in a safe environment that promotes the Hawaiian and all other cultural values needed to thrive in an ever changing world Hawaiian Language Immersion Program Students from Kula Kaiapuni o Kualapuu will -Become proficient in the Hawaiian language through instructional practices that are culturally appropriate, researched, and outcomes based, -Exhibit the rigorous outcomes expected by the Common Core, -Learn in a safe and positive learning environment embedded in Hawaiian cultural values, protocols, and language. Essential Term #1: Kualapu`u School offers an Expanded Learning Time. Expanded Learning Time (ELT) offers significant blocks of instructional time to build this critical foundation for our students. The model ensures that Kualapu`u nurtures all areas of development and helps to support academic achievement in common core standards, enrichment classes and physical education. Essential Term #2: Kualapu`u PCCS would like to fully support and maintain its dual language programs—English Program and Hawaiian Immersion Program. As the geographic school for the central Molokai communities, the school offers a high quality “traditional” English speaking program for the community. The school is also a “choice” school as it is the home of the elementary Hawaiian language immersion program for the island of Molokai. KPCCS continues to provide high quality English and Hawaiian language academic programs for the students in both programs. The duality of KPCCS provides unique educational offering for the Molokai community. The school continues emphasize the academic growth of students, in both Hawaiian language and English programs. According to our WASC Action Plan, academic improvements include explicit program improvements in: - Reading - Math - Writing - Science This unique arrangement has provided the school with a special opportunity. This English and Hawaiian program duality has caused some confusion to those inside and outside of the school community. As a result, the school’s WASC Accreditation report recommended that our WASC Action Plan address the need clarify, confirm, and to solidify to the community a single school identity verses a perceived “school within a school identity.” The quest to define our single school identity is also our opportunity to define or redefine our whole school through a Hawaiian focus. Essential Term #3: Goal #1: Determine the most effective intersection and integration of the English and HLIP programs, and explore the impacts of this on the school-wide identity, whole child values, and vision. Goal #2: Develop and implement a plan to integrate science content and skills across all grade levels. Goal #3: Improve transparency and communication between governance, administration, staff, and constituents (i.e. Team Leads, Google Drive, LAP meetings). Efforts should be made to engage stakeholders, including staff, parents and students, when appropriate, in discussions surrounding larger school issues, such as budget or prioritizing school programs. Goal #4: Develop and implement a comprehensive educational plan, including aligned curricula and instructional initiatives, learning outcomes, and scheduling, connected with the professional development plan (see Goal #5) to support improved student achievement (Note: The action plan for this goal is highlighted in Essential Term #2.) Goal #5: Develop and implement a staff/faculty professional development plan to improve student achievement, including a process to monitor the integration of professional learning into practice. Goal #6: Develop and implement a long-term financial sustainability plan, including staffing, to ensure the continuation of innovative and successful programs, such as pre-K, ELT, `Ike Hawai`i, technology. Essential Term #4: N/A Essential Term #5: N/A Targeted Geographic Area: Kualapu`u School continues to serve the geographic areas designated as a traditional DOE school. Our students come from Kualapu`u, Kalae, Manila Camp, Kalamaula, and Ho'olehua Homestead areas, through Manaha strip (just beyond the Molokai airport.) The school also continues to be the elementary Hawaiian Language Immersion Program (HLIP) for Moloka’i. This designation was also established when the school was a DOE school. Instructional Sites and Maximum Occupancy: 000 Xxxxxxxxxx Xxx., Kualapuu, HI, 96757 Max Occupany: [450] Educational Service Provider: NA Does the school have a virtual learning program? ☐ Yes ☒ No Maximum enrollment of the virtual learning program: Maximum percentage of total student population enrolled in the virtual learning program: Grades served by the virtual learning program: Does the school have a blended learning program? ☐ Yes ☒ No Maximum enrollment of the blended learning program: Maximum percentage of total student population enrolled in the blended learning program: Grades served by the blended learning program: Exhibit B: Performance Frameworks (Academic, Financial, and Organizational)‌ The Academic Performance Framework consists of two sections: Student Academic Outcomes and Value Added.

Remaining Assets. ‌ In the event that the School closes, the School shall return any remaining public assets to the State, provided that any outstanding obligations of the School are fulfilled first pursuant to Section 302D-19, HRS. APPENDICES‌ Exhibit A: Educational Program Exhibit B: Performance Frameworks (Academic, Financial, and Organizational) Exhibit C: Education Service Provider Requirements Exhibit D: Intervention Protocol Exhibit E: Renewal, Non-renewal, and Revocation Exhibit A: Educational Program‌ School Name: Kualapu‘u School: A Na Wai Ola Public Conversion Charter School Shortened School Name: Kualapu`u School Na Wai Ola Grade Levels that Comprise Each Division: Elementary: K-6 Middle: n/a High: n/a Mission and Vision: “To build Our mission is to provide a strong foundation first class private school education in a nurturing environment which ensures academic success for ALL students at a Public School Price. All Na Wai Ola students shall have confidence in the ability to achieve at the highest level as lifelong learning so learners who can become productive leaders and community contributors in a global society with proper nurturing our keiki will be able to discover Hawaiian Culture and growvalues as guiding principles. 1: An education program that is comprehensive, develop skills challenging, purposefully integrated, relevant, and confidence, and, like the ‘uala, withstand adversity and thrive in an ever-changing world.” English Speaking Program Students from Kualapuu School students will: -Exhibit the rigorous outcomes expected by the based on Hawaii Common Core Standards in standards. Our academic program is designed to enable our students ot meet school, state and federal benchmarks for Hawaii State Assessment Testing (HAS) on a learning environment; -Be instructed by curricula that is researched, and outcomes bses -Learn in a safe environment that promotes the Hawaiian and all other cultural values needed to thrive in an ever changing world Hawaiian Language Immersion Program Students from Kula Kaiapuni o Kualapuu will -Become proficient in the Hawaiian language through instructional practices that are culturally appropriate, researched, and outcomes based, -Exhibit the rigorous outcomes expected by the Common Core, -Learn in a safe and positive learning environment embedded in Hawaiian cultural values, protocols, and language. Essential Term #1: Kualapu`u School offers an Expanded Learning Time. Expanded Learning Time (ELT) offers significant blocks of instructional time to build this critical foundation for our students. The model ensures that Kualapu`u nurtures all areas of development and helps to support academic achievement in common core standards, enrichment classes and physical educationconsistent basis. Essential Term #2: Kualapu`u PCCS would like to fully support A school priority is for a level of classroom instruction that appropriately meets the intellectual and maintain its dual language programs—English Program developmental needs and Hawaiian Immersion Programcharacteristics of every student. As the geographic school for the central Molokai communities, the school offers a high quality “traditional” English speaking program for the community. The school is also a “choice” school as it is the home of the elementary Hawaiian language immersion program for the island of Molokai. KPCCS continues to provide high quality English and Hawaiian language academic programs for the students in both programs. The duality of KPCCS provides unique educational offering for the Molokai community. The school continues emphasize We have extended the academic growth of students, in both Hawaiian language and English programs. According day to our WASC Action Plan, academic improvements include explicit program improvements in: - Reading - Math - Writing - Science This unique arrangement has provided the school with a special opportunity4:30pm. This English allows our students to receive one-on one academic and Hawaiian program duality has caused some confusion to those inside personal management support from our academic and outside of the school community. As a result, the school’s WASC Accreditation report recommended that our WASC Action Plan address the need clarify, confirm, and to solidify to the community a single school identity verses a perceived “school within a school identity.” The quest to define our single school identity is also our opportunity to define or redefine our whole school through a Hawaiian focussupport staff. Essential Term #3: Goal #1: Determine Our education program teaches and emphasizes personal accountability for academic success. Our students are provided with organization and structure that support academic and personal management skills within the most effective intersection and integration of the English and HLIP programs, and explore the impacts of this on the school-wide identity, whole child values, and vision. Goal #2: Develop and implement a plan to integrate science content and skills across all grade levels. Goal #3: Improve transparency and communication between governance, administration, staff, and constituents (i.e. Team Leads, Google Drive, LAP meetings). Efforts should be made to engage stakeholders, including staff, parents and students, when appropriate, in discussions surrounding larger school issues, such as budget or prioritizing school programs. Goal #4: Develop and implement a comprehensive educational plan, including aligned curricula and instructional initiatives, learning outcomes, and scheduling, connected with the professional development plan (see Goal #5) to support improved student achievement (Note: The action plan for this goal is highlighted in Essential Term #2.) Goal #5: Develop and implement a staff/faculty professional development plan to improve student achievement, including a process to monitor the integration of professional learning into practice. Goal #6: Develop and implement a long-term financial sustainability plan, including staffing, to ensure the continuation of innovative and successful programs, such as pre-K, ELT, `Ike Hawai`i, technologyacademic day. Essential Term #4: N/A Essential Term #5: N/A Targeted Geographic Area: Kualapu`u School continues to serve Hilo, Hawaii, Lower and Upper Puna district on the geographic areas designated as a traditional DOE school. Our students come from Kualapu`u, Kalae, Manila Camp, Kalamaula, and Ho'olehua Homestead areas, through Manaha strip (just beyond the Molokai airport.) The school also continues to be the elementary Hawaiian Language Immersion Program (HLIP) for Moloka’i. This designation was also established when the school was a DOE school. Big Island of Hawai’i Instructional Sites and Maximum Occupancy: 000 Xxxxxxxxxx Xxx.St. Xxxxxxx Xxxxxx 18-0000 Xxxxxxx Xxxxxxx Xxxxxxxx Xxxx, Kualapuu, HI, 96757 XX 0000 Max Occupany: [450] 206 Educational Service Provider: NA N/A Does the school have a virtual learning program? ☐ Yes ☒ No Maximum enrollment of the virtual learning program: Maximum percentage of total student population enrolled in the virtual learning program: Grades served by the virtual learning program: Does the school have a blended learning program? ☐ Yes ☒ No Maximum enrollment of the blended learning program: Maximum percentage of total student population enrolled in the blended learning program: Grades served by the blended learning program: Exhibit B: Performance Frameworks (Academic, Financial, and Organizational)‌ The Academic Performance Framework consists of two sections: Student Academic Outcomes and Value Added.

Remaining Assets. ‌ In the event that the School closes, the School shall return any remaining public assets to the State, provided that any outstanding obligations of the School are fulfilled first pursuant to Section 302D-19, HRS. APPENDICES‌ Exhibit A: Educational Program Exhibit B: Performance Frameworks (Academic, Financial, and Organizational) Exhibit C: Education Service Provider Requirements Exhibit D: Intervention Protocol Exhibit E: Renewal, Non-renewal, and Revocation Exhibit A: Educational Program‌ School Name: Kualapu‘u SchoolVoyager: A Public Conversion Charter School Shortened School Name: Kualapu`u School Voyager Grade Levels that Comprise Each Division: Elementary: K-6 K-5 Middle: n/a 6-8 High: n/a Mission and Vision: “To build The mission of Voyager: A Public Charter School is to transform education in Hawaii by demonstrating that Hawaii educators, working with a strong foundation for lifelong learning so with proper nurturing diverse population of our keiki will be able to discover community’s children can achieve high expectations as articulated in the Hawaii Content and grow, develop skills performance Standards and confidence, and, like the ‘uala, withstand adversity and thrive in an ever-changing world.” English Speaking Program Students from Kualapuu School students will: -Exhibit the rigorous outcomes expected by the Common Core Standards State Standards. Voyager uses state of the art methods founded on ancient principles and the latest scientific knowledge to help every student achieve and perform beyond expectations. Voyager forms and utilizes a variety of partnerships to share its philosophy and methods with other public schools. • Students are enthusiastic partners in their own learning. • Students’ performance levels and self-esteem rise and remain high. • Teaching is the enjoyable and rewarding career it was meant to be. • Our community reaps the rewards of an improved educational system as our graduates excel in college, career and service. • Hawaii’s school system becomes a learning environment; -Be instructed by curricula that is researched, and outcomes bses -Learn in a safe environment that promotes model for the Hawaiian and all other cultural values needed to thrive in an ever changing world Hawaiian Language Immersion Program Students from Kula Kaiapuni o Kualapuu will -Become proficient in the Hawaiian language through instructional practices that are culturally appropriate, researched, and outcomes based, -Exhibit the rigorous outcomes expected by the Common Core, -Learn in a safe and positive learning environment embedded in Hawaiian cultural values, protocols, and languagerest of America. Essential Term #1: Kualapu`u School offers an Expanded Learning Time. Expanded Learning Time (ELT) offers significant blocks of instructional time Mixed Age Classrooms to build this critical foundation for our students. The model ensures that Kualapu`u nurtures all areas of development and helps to support academic achievement in common core standards, enrichment classes and physical education. encourage student leadership through a mentor/mentee role Essential Term #2: Kualapu`u PCCS would like to fully support • Brain Based Learning Techniques as measured by observation of teacher moves and maintain its dual language programs—English Program and Hawaiian Immersion Program. As the geographic school for the central Molokai communitiesmeasurement of “time on task.” • Explicit Instruction of Thinking Skills, the school offers a high quality as measured by video clips, anecdotal records, “traditional” English speaking program for the community. The school is also a “choice” school as it is the home of the elementary Hawaiian language immersion program for the island of Molokai. KPCCS continues to provide high quality English and Hawaiian language academic programs for the students in both programs. The duality of KPCCS provides unique educational offering for the Molokai community. The school continues emphasize the academic growth of studentsthink-alouds”, in both Hawaiian language and English programs. According to our WASC Action Planstudent led conferences, academic improvements include explicit program improvements in: - Reading - Math - Writing - Science This unique arrangement has provided the school with a special opportunity. This English and Hawaiian program duality has caused some confusion to those inside and outside of the school community. As a result, the school’s WASC Accreditation report recommended that our WASC Action Plan address the need clarify, confirmsurveys, and to solidify to the community student portfolios. • Continuous Evidence Based Organizational Improvement at All Levels as measured by classroom based “Mission, Vision, and Purpose” posted, “Quality Teacher and Student Factors” posted, and Parent, Teacher and Student surveys given at least 3 times a single school identity verses a perceived “school within a school identity.” The quest to define our single school identity is also our opportunity to define or redefine our whole school through a Hawaiian focusyear. Essential Term #3: Goal #1: Determine the most effective intersection Multiple Languages and integration of the English and HLIP programsCulture where each student will have exposure to Mandarin, Spanish, and explore the impacts Hawaiian languages and culture beginning in kindergarten and continuing through 8th grade. Voyager wishes to continue to provide Music Curriulum, as part of this on the schoolEssential Term and dedication to exposure to world-wide identitycultures, whole child values, and vision. Goal #2: Develop and implement a plan to integrate science content and skills across all grade levels. Goal #3: Improve transparency and communication between governance, administration, staff, and constituents (i.e. Team Leads, Google Drive, LAP meetings). Efforts should be made to engage stakeholders, including staff, parents and students, when appropriate, in discussions surrounding larger school issues, such as budget or prioritizing school programs. Goal #4: Develop and implement a comprehensive educational plan, including aligned curricula and instructional initiatives, learning outcomes, and scheduling, connected with the professional development plan (see Goal #5) to support improved student achievement (Note: The action plan for this goal is highlighted in Essential Term #2.) Goal #5: Develop and implement a staff/faculty professional development plan to improve student achievement, including a process to monitor the integration of professional learning into practice. Goal #6: Develop and implement a long-term financial sustainability plan, including staffing, to ensure the continuation of innovative and successful programs, such as pre-K, ELT, `Ike Hawai`i, technologyspecifically Hawaiian culture. Essential Term #4: N/A Arts Integrated Curriculum & Lessons Essential Term #5: N/A Targeted Geographic Area: Kualapu`u School continues to serve the geographic areas designated as a traditional DOE school. Our students come from Kualapu`u, Kalae, Manila Camp, Kalamaula, and Ho'olehua Homestead areas, through Manaha strip (just beyond the Molokai airport.) The school also continues to be the elementary Hawaiian Language Immersion Program (HLIP) for Moloka’i. This designation was also established when the school was a DOE school. Island of Oahu Instructional Sites and Maximum Occupancy: 000 Xxxxxxxxxx Xxx.0000 Xxxxxx Xxxxxx, KualapuuHonolulu, HI, 96757 Max OccupanyHI 96822 Xxx Xxxxxxxx: [450] 308 Educational Service Provider: NA N/A For the purposes of this section, a virtual learning program is defined as a form of distance education that uses the Internet and computer technologies to connect teachers and students and deliver curriculum with students fewer than five hours per week of instruction at a supervised brick and mortar school site location. Does the school have a virtual learning program? ☐ Yes ☒ No Maximum enrollment of the virtual learning program: Maximum percentage of total student population enrolled in the virtual learning program: Grades served by the virtual learning program: For the purposes of this section, blended learning is defined as a program where students receive instruction at a supervised brick and mortar school site location for five hours or more per week and in part through a virtual learning program or alternative learning experience in which students have some element of control over time, place, path, and/or pace. Does the school have a blended learning program? ☐ Yes ☒ No Maximum enrollment of the blended learning program: Maximum percentage of total student population enrolled in the blended learning program: Grades served by the blended learning program: _______ Exhibit B: Performance Frameworks (Academic, Financial, and Organizational)‌ The Academic Performance Framework consists of two sections: Student Academic Outcomes and Value Added.

Remaining Assets. ‌ In the event that the School closes, the School shall return any remaining public assets to the State, provided that any outstanding obligations of the School are fulfilled first pursuant to Section 302D-19, HRS. APPENDICES‌ Exhibit A: Educational Program Exhibit B: Performance Frameworks (Academic, Financial, and Organizational) Exhibit C: Education Service Provider Requirements Exhibit D: Intervention Protocol Exhibit E: Renewal, Non-renewal, and Revocation Exhibit A: Educational Program‌ School Name: Kualapu‘u School: A Innovations Public Conversion Charter School Shortened School Name: Kualapu`u School Innovations Grade Levels that Comprise Each Division: Elementary: K-6 K-­‐6 Middle: n/a 7-­‐8 High: n/a Mission and Vision: “To build The mission of Innovations Public Charter School is to provide the highest quality education to the children of West Hawaii through innovative teaching techniques that meet the needs of every learner. Our vision is to educate the whole child – body, mind and spirit – through a strong foundation for lifelong learning so with proper nurturing our keiki will be able team approach to discover and grow, develop skills and confidence, and, like the ‘uala, withstand adversity and thrive in an ever-changing world.” English Speaking Program Students from Kualapuu School students will: -Exhibit the rigorous outcomes expected by the Common Core Standards in a learning environment; -Be instructed by curricula that is researched, and outcomes bses -Learn in a safe environment that promotes the Hawaiian and all other cultural values needed to thrive in an ever changing world Hawaiian Language Immersion Program Students from Kula Kaiapuni o Kualapuu will -Become proficient in the Hawaiian language through instructional practices that are culturally appropriate, researched, and outcomes based, -Exhibit the rigorous outcomes expected by the Common Core, -Learn in a safe and positive learning environment embedded in Hawaiian cultural values, protocols, and languagechild centered learning. Essential Term #1: Kualapu`u School offers an Expanded Learning Time. Expanded Learning Time (ELT) offers significant blocks of instructional time The learning environment is inquiry-­‐based, using projects and technology to build this critical foundation for our students. The model ensures that Kualapu`u nurtures all areas of xxxxxx the development and helps use of thinking skills, empowering students as independent thinkers, decision-­‐makers and problem-­‐solvers while allowing them to support academic achievement in common core standardslearn by focusing on personally meaningful questions. Student project rubrics measure meaningful questions, enrichment classes thinking skills, and physical educationexploration into an essential question. Essential Term #2: Kualapu`u PCCS would like to fully support Students are offered a balanced curriculum while learning basic skills. Grade level curriculum is further demonstrated through multiple modalities such as arts, music, drama and maintain its dual language programs—English Program technology. Emphasis is placed on integrating performing arts, physical education, art and Hawaiian Immersion Program. As the geographic school for the central Molokai communities, the school offers a high quality “traditional” English speaking program for the community. The school is also a “choice” school as it is the home of the elementary Hawaiian language immersion program for the island of Molokai. KPCCS continues to provide high quality English and Hawaiian language academic programs for the students in both programs. The duality of KPCCS provides unique educational offering for the Molokai community. The school continues emphasize the academic growth of technology into students, in both Hawaiian language and English programs. According to our WASC Action Plan, academic improvements include explicit program improvements in: - Reading - Math - Writing - Science This unique arrangement has provided the school with a special opportunity. This English and Hawaiian program duality has caused some confusion to those inside and outside of the school community. As a result, the school’s WASC Accreditation report recommended that our WASC Action Plan address the need clarify, confirm, and to solidify to the community a single school identity verses a perceived “school within a school identity.” The quest to define our single school identity is also our opportunity to define or redefine our whole school through a Hawaiian focus’ weekly classroom schedules. Essential Term #3: Goal #1: Determine the most effective intersection Community collaborations and integration of the English partnerships enrich instruction as students interact with parent and HLIP programs, community experts. Mentorship and explore the impacts interest group mentor feedback forms will be a part of this on process and be used to determine the school-wide identity, whole child values, and vision. Goal #2: Develop and implement a plan to integrate science content and skills across satisfaction of all grade levels. Goal #3: Improve transparency and communication between governance, administration, staff, and constituents (i.e. Team Leads, Google Drive, LAP meetings). Efforts should be made to engage stakeholders, including staff, parents and students, when appropriate, in discussions surrounding larger school issues, such as budget or prioritizing school programs. Goal #4: Develop and implement a comprehensive educational plan, including aligned curricula and instructional initiatives, learning outcomes, and scheduling, connected with the professional development plan (see Goal #5) to support improved student achievement (Note: The action plan for this goal is highlighted in Essential Term #2.) Goal #5: Develop and implement a staff/faculty professional development plan to improve student achievement, including a process to monitor the integration of professional learning into practice. Goal #6: Develop and implement a long-term financial sustainability plan, including staffing, to ensure the continuation of innovative and successful programs, such as pre-K, ELT, `Ike Hawai`i, technologyparticipants. Essential Term #4: N/A The learning environment is student-­‐centered and non-­‐traditional, improving learning and attitudes about school. Students have input into their curriculum through theme and topic exploration, independent projects, co-­‐authored curriculum presentations, interest groups and inquiry projects. Essential Term #5: N/A Targeted Geographic Area: Kualapu`u School continues The learning environment provides students opportunities to serve the geographic areas designated as a traditional DOE schooldevelop leadership skills and be involved in school planning activities. Our students come from Kualapu`uThese activities include student council, Kalaestudent community service groups, Manila Campstudent leadership team, Kalamaulastudent-­‐led talent assemblies, student participation in public sharing opportunities within and beyond school community, and Ho'olehua Homestead areas, through Manaha strip (just beyond the Molokai airport.) The school also continues to be the elementary Hawaiian Language Immersion Program (HLIP) for Moloka’i. This designation was also established when the school was a DOE school. Instructional Sites and Maximum Occupancy: 000 Xxxxxxxxxx Xxx., Kualapuu, HI, 96757 Max Occupany: [450] Educational Service Provider: NA Does the school have a virtual learning program? ☐ Yes ☒ No Maximum enrollment of the virtual learning program: Maximum percentage of total student population enrolled participation in the virtual learning middle school mentorship program: Grades served by the virtual learning program: Does the school have a blended learning program? ☐ Yes ☒ No Maximum enrollment of the blended learning program: Maximum percentage of total student population enrolled in the blended learning program: Grades served by the blended learning program: Exhibit B: Performance Frameworks (Academic, Financial, and Organizational)‌ The Academic Performance Framework consists of two sections: Student Academic Outcomes and Value Added.

Remaining Assets. ‌ In the event that the School closes, the School shall return any remaining public assets to the State, provided that any outstanding obligations of the School are fulfilled first pursuant to Section 302D-19, HRS. APPENDICES‌ Exhibit A: Educational Program Exhibit B: Performance Frameworks (Academic, Financial, and Organizational) Exhibit C: Education Service Provider Requirements Exhibit D: Intervention Protocol Exhibit E: Renewal, Non-renewal, and Revocation Exhibit A: Educational Program‌ School Name: Kualapu‘u School: A Kanu o ka ‘Āina New Century Public Conversion Charter School Shortened School Name: Kualapu`u School Grade Levels that Comprise Each Division: Elementary: K-6 Middle: n/a High: n/a KANU Mission and Vision: “To build Kanu’s mission is to kūlia i ka nu’u, or strive for the highest. A philosophy of excellence guides KANU as we collectively design, implement and continuously evaluate a strong foundation for lifelong quality, culturally-driven, intergenerational Hawaiian model of education with Aloha. As a community-based learning so with proper nurturing our keiki will be able to discover and grow‘ohana, develop skills and confidenceKANU is steadfast in cultivating compassionate, andempowered, like the ‘ualahighly competent learners of all ages, withstand adversity and thrive grounded in an ever-changing world.” English Speaking Program Students from Kualapuu School students will: -Exhibit the rigorous outcomes expected by the Common Core Standards in a learning environment; -Be instructed by curricula that is researched, and outcomes bses -Learn in a safe environment that promotes the Native Hawaiian and all other cultural values needed to thrive in an ever changing world Hawaiian Language Immersion Program Students from Kula Kaiapuni o Kualapuu will -Become proficient in the Hawaiian language through instructional practices that are culturally appropriate, researched, and outcomes based, -Exhibit the rigorous outcomes expected by the Common Core, -Learn in a safe and positive learning environment embedded in Hawaiian cultural values, protocols, culture and language. Essential Term #1: Kualapu`u School offers Hawaiian language and XXXX’S cultural benchmarks drive its rigorous academic program and instructional practice through an Expanded Learning Time. Expanded Learning Time (ELT) offers significant blocks of instructional time to build this critical foundation for our students. The model ensures that Kualapu`u nurtures all areas of development interdisciplinary and helps to support academic achievement in common core standards, enrichment classes and physical educationthematic-based curriculum. Essential Term #2: Kualapu`u PCCS would like to fully support By their conduct, students, staff, and maintain its dual language programs—English Program and Hawaiian Immersion Program. As the geographic school for the central Molokai communities, the school offers a high quality “traditional” English speaking program for the community. The school is also a “choice” school as it is the home members of the elementary Hawaiian language immersion program for the island of Molokai. KPCCS continues to provide high quality English KANU learning ʻohana model and Hawaiian language academic programs for the students in both programs. The duality of KPCCS provides unique educational offering for the Molokai community. The school continues emphasize the academic growth of students, in both Hawaiian language exemplify schoolwide behavioral expectations based on four core values or ʻōlelo noʻeau that guide engagement and English programs. According to our WASC Action Plan, academic improvements include explicit program improvements in: - Reading - Math - Writing - Science This unique arrangement has provided the school interactions with a special opportunity. This English and Hawaiian program duality has caused some confusion to those inside and outside of the school community. As a result, the school’s WASC Accreditation report recommended that our WASC Action Plan address the need clarify, confirm, and to solidify to the community a single school identity verses a perceived “school within a school identity.” The quest to define our single school identity is also our opportunity to define or redefine our whole school through a Hawaiian focusone another. Essential Term #3: Goal #1: Determine the most effective intersection and integration As an indigenous model of the English and HLIP programseducation, and explore the impacts of this on the school-wide identity, whole child values, and vision. Goal #2: Develop and implement a plan to integrate science content and skills across all grade levels. Goal #3: Improve transparency and communication between governance, administration, staff, and constituents (i.e. Team Leads, Google Drive, LAP meetings). Efforts XXXX believes that student progress should be made to engage stakeholdersmeasured through multiple measures that include quantitative, including staff, parents qualitative and students, when appropriate, in discussions surrounding larger school issues, authentic performance assessments such as budget or prioritizing school programs. Goal #4: Develop and implement a comprehensive educational plan, including aligned curricula and instructional initiatives, learning outcomes, and scheduling, connected with the professional development plan (see Goal #5) to support improved student achievement (Note: The action plan for this goal is highlighted in Essential Term #2.) Goal #5: Develop and implement a staff/faculty professional development plan to improve student achievement, including a process to monitor the integration of professional learning into practice. Goal #6: Develop and implement a long-term financial sustainability plan, including staffing, to ensure the continuation of innovative and successful programs, such as pre-K, ELT, `Ike Hawai`i, technologyhōʻike. Essential Term #4: N/A KANU’s instructional strategies for its learners include a place-based, project or inquiry-based learning as well as blended and virtual learning approaches. Essential Term #5: N/A Targeted Geographic Area: Kualapu`u School continues to serve the geographic areas designated as a Instruction may be delivered in multi-age groups and/or hui. Multi-age groupings align with traditional DOE school. Our Hawaiian learning and teaching styles and allow older students come from Kualapu`u, Kalae, Manila Camp, Kalamaula, and Ho'olehua Homestead areas, through Manaha strip (just beyond the Molokai airport.) The school also continues to be the elementary Hawaiian Language Immersion Program (HLIP) for Moloka’i. This designation was also established when the school was a DOE school. Instructional Sites alakaʻi or leaders and Maximum Occupancy: 000 Xxxxxxxxxx Xxxserve as peer teachers and role models., Kualapuu, HI, 96757 Max Occupany: [450] Educational Service Provider: NA Does the school have a virtual learning program? ☐ Yes ☒ No Maximum enrollment of the virtual learning program: Maximum percentage of total student population enrolled in the virtual learning program: Grades served by the virtual learning program: Does the school have a blended learning program? ☐ Yes ☒ No Maximum enrollment of the blended learning program: Maximum percentage of total student population enrolled in the blended learning program: Grades served by the blended learning program: Exhibit B: Performance Frameworks (Academic, Financial, and Organizational)‌ The Academic Performance Framework consists of two sections: Student Academic Outcomes and Value Added.

Remaining Assets. ‌ In the event that the School closes, the School shall return any remaining public assets to the State, provided that any outstanding obligations of the School are fulfilled first pursuant to Section 302D-19, HRS. APPENDICES‌ Exhibit A: Educational Program Exhibit B: Performance Frameworks (Academic, Financial, and Organizational) Exhibit C: Education Service Provider Requirements Exhibit D: Intervention Protocol Exhibit E: Renewal, Non-renewal, and Revocation Exhibit A: Educational Program‌ School Name: Kualapu‘u School: A Waimea Middle Public Conversion Charter School Shortened School Name: Kualapu`u Waimea Middle School Grade Levels that Comprise Each Division: Elementary: K-6 Middle: n/a Middle: 6-8 High: n/a Mission and Vision: “To build a strong foundation for lifelong learning so Waimea Middle School empowers all students with proper nurturing our keiki will be able to discover and growthe skills, develop skills and confidence, and, like the ‘uala, withstand adversity and thrive in an ever-changing world.” English Speaking Program Students from Kualapuu School students will: -Exhibit the rigorous outcomes expected by the Common Core Standards in a learning environment; -Be instructed by curricula that is researchedvalues, and outcomes bses -Learn in a safe environment that promotes the Hawaiian cultural understanding to successfully navigate high school and all other cultural values needed to thrive in an ever changing world Hawaiian Language Immersion Program Students from Kula Kaiapuni o Kualapuu will -Become proficient in the Hawaiian language through instructional practices that are culturally appropriate, researched, and outcomes based, -Exhibit the rigorous outcomes expected by the Common Core, -Learn in a safe and positive learning environment embedded in Hawaiian cultural values, protocols, and languagebeyond. A Place of Infinite Possibilities Essential Term #1: Kualapu`u Waimea Middle School offers an Expanded Learning Time. Expanded Learning Time (ELT) offers significant blocks will maintain strong stakeholder engagement including students, families, teachers and staff, administrators and the community as measured by participation rates, stakeholder surveys and implementation of instructional time to build this critical foundation for our students. The model ensures that Kualapu`u nurtures all areas the goals of development the Strategic Plan 2017 and helps to support academic achievement in common core standards, enrichment classes and physical educationBeyond. Essential Term #2: Kualapu`u PCCS would like Waimea Middle School will have effective systems in place to fully support meet each student’s unique needs and maintain its dual language programs—English Program to ensure they realize their individual goals and Hawaiian Immersion Programaspirations. As Such systems will take the geographic school for the central Molokai communities, the school offers a high quality “traditional” English speaking program for the community. The school is also a “choice” school as it is the home of the elementary Hawaiian language immersion program for the island of Molokai. KPCCS continues to provide high quality English and Hawaiian language academic programs for the students in both programs. The duality of KPCCS provides unique educational offering for the Molokai community. The school continues emphasize the academic growth of students, in both Hawaiian language and English programs. According to our WASC Action Plan, academic improvements include explicit program improvements inform of: - Reading a school-wide response to intervention system, with academic and behavioral tiers of intervention and supports; - Math individual student portfolios or capstone projects that showcase student learning with authentic audiences and measure proficiency with the Common Core State Standards and our Schoolwide Learning Results; and - Writing - Science This unique arrangement has provided enrichment and support opportunities for all students within and beyond the traditional school with a special opportunity. This English day, i.e. mentors, before and Hawaiian program duality has caused some confusion to those inside and outside of the after- school community. As a resultopportunities, the school’s WASC Accreditation report recommended that our WASC Action Plan address the need clarify, confirm, and to solidify to the community a single school identity verses a perceived “school within a school identity.” The quest to define our single school identity is also our opportunity to define or redefine our whole school through a Hawaiian focussummer programs. Essential Term #3: Goal #1: Determine the most effective intersection Waimea Middle School will provide inquiry based learning opportunities that are designed to address real world problems, allowing students to utilize 21st century skills, while encouraging meaningful community service and integration of the English and HLIP programstheir appreciation for our rich diversity. As a Hawaiian focused charter school, and explore the impacts of this on the school-wide identity, whole child values, and vision. Goal #2: Develop and implement a plan we are committed to integrate science content and skills across all grade levels. Goal #3: Improve transparency and communication between governance, administration, staff, and constituents (i.e. Team Leads, Google Drive, LAP meetings). Efforts should be made to engage stakeholders, including staff, parents and providing our students, when appropriatestaff and families with opportunities to learn and celebrate the people, in discussions surrounding larger school issues, such as budget or prioritizing school programs. Goal #4: Develop place and implement a comprehensive educational plan, including aligned curricula and instructional initiatives, learning outcomes, and scheduling, connected with the professional development plan (see Goal #5) to support improved student achievement (Note: The action plan for this goal is highlighted in Essential Term #2.) Goal #5: Develop and implement a staff/faculty professional development plan to improve student achievement, including a process to monitor the integration culture of professional learning into practice. Goal #6: Develop and implement a long-term financial sustainability plan, including staffing, to ensure the continuation of innovative and successful programs, such as pre-K, ELT, `Ike Hawai`i, technologyHawaii. Essential Term #4: N/A Essential Term #5: N/A Targeted Geographic Area: Kualapu`u School continues to serve The communities of Waimea and Kawaihae on the geographic areas designated as a traditional Big Island of Hawaii and any district that the DOE school. Our students come from Kualapu`u, Kalae, Manila Camp, Kalamaula, and Ho'olehua Homestead areas, through Manaha strip (just beyond the Molokai airport.) The school also continues to be the elementary Hawaiian Language Immersion Program (HLIP) for Moloka’i. This designation was also established when determines the school was a DOE schoolshall serve. Instructional Sites and Maximum Occupancy: 000 Xxxxxxxxxx Xxx.67-0000 Xxxxxxxxx Xxxxxxx, KualapuuXxxxxxx, HI, 96757 Max OccupanyXX 00000 Xxx Xxxxxxxx: [450] 450 Educational Service Provider: NA Does the school have a virtual learning program? ☐ Yes ☒ No Maximum enrollment of the virtual learning program: Maximum percentage of total student population enrolled in the virtual learning program: Grades served by the virtual learning program: Does the school have a blended learning program? ☐ Yes ☒ No Maximum enrollment of the blended learning program: Maximum percentage of total student population enrolled in the blended learning program: Grades served by the blended learning program: Exhibit B: Performance Frameworks (Academic, Financial, and Organizational)‌ The Academic Performance Framework consists of two sections: Student Academic Outcomes and Value Added.

Remaining Assets. ‌ In the event that the School closes, the School shall return any remaining public assets to the State, provided that any outstanding obligations of the School are fulfilled first pursuant to Section 302D-19, HRS. APPENDICES‌ Exhibit A: Educational Program Exhibit B: Performance Frameworks (Academic, Financial, and Organizational) Exhibit C: Education Service Provider Requirements Exhibit D: Intervention Protocol Exhibit E: Renewal, Non-renewal, and Revocation Exhibit A: Educational Program‌ School Name: Kualapu‘u School: A Kua o ka Lā New Century Public Conversion Charter School Shortened School Name: Kualapu`u School Grade Levels that Comprise Each Division: Elementary: K-6 Middle: n/a High: n/a Kua O Ka Lā NCPCS Mission and Vision: “To build provide Xx Xxx 'Aina o Hawai`i with the knowledge and skills, through Hawaiian values and place-based educational opportunities, that prepare receptive, responsive, and self-sustaining individuals that live "ke ala pono" (positive pilina 'aina, pilina kanaka, and pilina 'uhane). Vision: Kua O Ka Lā (KOKL) has adopted the concept of Ke Ala Pono - The Right Path - to describe our goal of nurturing and developing our youth. We believe that every individual has a strong foundation for lifelong learning so with proper nurturing unique potential and that it is our keiki will be able responsibility to discover and grow, develop skills and confidence, and, like help our students learn to work together within the ‘uala, withstand adversity and thrive in an ever-changing world.” English Speaking Program Students from Kualapuu School students will: -Exhibit the rigorous outcomes expected by the Common Core Standards in local community to create a learning environment; -Be instructed by curricula future that is researched, and outcomes bses -Learn in a safe environment that promotes the Hawaiian and all other cultural values needed to thrive in an ever changing world Hawaiian Language Immersion Program Students from Kula Kaiapuni o Kualapuu will -Become proficient in the Hawaiian language through instructional practices that are culturally appropriate, researched, and outcomes based, -Exhibit the rigorous outcomes expected by the Common Core, -Learn in a safe and positive learning environment embedded in Hawaiian cultural values, protocols, and languagepono - right. Essential Term #1: Kualapu`u School offers Hawaiian Culture Hawaiian culture is experienced by students through daily wahena (chanting) and values, hoʻike (demonstration of skills learned to an Expanded Learning Time. Expanded Learning Time authentic audience), traditional practices (ELT) offers significant blocks of instructional time to build this critical foundation for our students. The model ensures that Kualapu`u nurtures all areas of development imu and helps to support academic achievement in common core standardsplanting styles), enrichment classes and physical educationenvironmental literacy through ‘Ike Hawaii curriculum. Essential Term #2: Kualapu`u PCCS would like to fully support Postsecondary Readiness Students communicate effectively (verbal, written, technologies). Career pathway programs in agro-forestry, coastal marine management, agriculture and maintain its dual language programs—English Program culinary art. stimulate early interest in and Hawaiian Immersion Program. As the geographic school preparation for the central Molokai communities, the school offers a high quality “traditional” English speaking program for the community. The school is also a “choice” school as it is the home of the elementary Hawaiian language immersion program for the island of Molokai. KPCCS continues to provide high quality English college and Hawaiian language academic programs for the students in both programs. The duality of KPCCS provides unique educational offering for the Molokai community. The school continues emphasize the academic growth of students, in both Hawaiian language career among preschool and English programs. According to our WASC Action Plan, academic improvements include explicit program improvements in: - Reading - Math - Writing - Science This unique arrangement has provided the school with a special opportunity. This English K–12 learners and Hawaiian program duality has caused some confusion to those inside and outside of the school community. As a result, the school’s WASC Accreditation report recommended that our WASC Action Plan address the need clarify, confirm, and to solidify to the community a single school identity verses a perceived “school within a school identity.” The quest to define our single school identity is also our opportunity to define or redefine our whole school through a Hawaiian focustheir families. Essential Term #3: Goal #1‘Ohana and Community involvement: Determine the most effective intersection Families play an active role in school life through ʻohana hours/events and integration of the English community supported educational programs for literacy, health, economic sustainability and HLIP programs, and explore the impacts of this on the school-wide identity, whole child values, and vision. Goal #2: Develop and implement a plan to integrate science content and skills across all grade levels. Goal #3: Improve transparency and communication between governance, administration, staff, and constituents (i.e. Team Leads, Google Drive, LAP meetings). Efforts should be made to engage stakeholders, including staff, parents and students, when appropriate, in discussions surrounding larger school issues, such as budget or prioritizing school programs. Goal #4: Develop and implement a comprehensive educational plan, including aligned curricula and instructional initiatives, learning outcomes, and scheduling, connected with the professional development plan (see Goal #5) to support improved student achievement (Note: The action plan for this goal is highlighted in Essential Term #2.) Goal #5: Develop and implement a staff/faculty professional development plan to improve student achievement, including a process to monitor the integration of professional learning into practice. Goal #6: Develop and implement a long-term financial sustainability plan, including staffing, to ensure the continuation of innovative and successful programs, such as pre-K, ELT, `Ike Hawai`i, technologyothers. Essential Term #4: N/A Essential Term #5: N/A Targeted Geographic Area: Kualapu`u School continues to serve the geographic areas designated as a traditional DOE school. Our students come from Kualapu`u, Kalae, Manila Camp, Kalamaula, and Ho'olehua Homestead areas, through Manaha strip (just beyond the Molokai airport.) The school also continues to be the elementary Hawaiian Language Immersion Program (HLIP) for Moloka’i. This designation was also established when the school was a DOE school. Hawaii Island Instructional Sites and Maximum Occupancy: 000 Xxxxxxxxxx Xxx.Main Campus: 1) 14-0000 Xxxxx/Xxxxxx Xxxx Xxxxx, Kualapuu, HI, 96757 XX Max Occupany: [450] 270 96778 Kindergarten Campus 2) Opihikao Church Hall 13-6325 Kapoho Max Occupany: 50 Kalapana Highway Virtual Online (Hipuu) Sites 3) Hilo Boys and Girls Club 100 Kamakahonua Max Occupany: 00 Xxxxxx, Xxxx, XX 00000 4) Milolii Community Center, 89-1151 Xxxxxxx Xxx Xxxxxxxx: 00 Xxxx, Xxxxxxx Xxxx, HI 96704 5) Honokaa Site, North Hawaii Education and Max Occupany: 20 Research Center (NHERC) 45-000 Xxxxxxxx Xx, Xxxxxxx, XX 00000 6) Kona Site, 0000 Xxxx Xxxxx, Xxxxxx Xxxx, XX, Xxx Xxxxxxxx: 40 96740 7) Pu`ula Church 00-0000 Xxxxxxx Xxxxxx Xxx Xxxxxxxx: 00 Xxxxx XX. 00000 Educational Service Provider: NA N/A Does the school have a virtual learning program? ☒ Yes* ☐ Yes ☒ No Maximum enrollment of the virtual learning program: 120* Maximum percentage of total student population enrolled in the virtual learning program: 30%* Grades served by the virtual learning program: 4-12* *The virtual learning program referred to in this section is the Hipu‘u Virtual Learning Program. Does the school have a blended learning program? ☒ Yes** ☐ Yes ☒ No Maximum enrollment of the blended learning program: 120** Maximum percentage of total student population enrolled in the blended learning program: 30%** Grades served by the blended learning program: 4-12** **The blended learning program referred to in this section is the Hipu‘u Virtual Learning Program. Exhibit B: Performance Frameworks (Academic, Financial, and Organizational)‌ The Academic Performance Framework consists of two sections: Student Academic Outcomes and Value Added.

Remaining Assets. ‌ In the event that the School closes, the School shall return any remaining public assets to the State, provided that any outstanding obligations of the School are fulfilled first pursuant to Section 302D-19, HRS. APPENDICES‌ Exhibit A: Educational Program Exhibit B: Performance Frameworks (Academic, Financial, and Organizational) Exhibit C: Education Service Provider Requirements Exhibit D: Intervention Protocol Exhibit E: Renewal, Non-renewal, and Revocation Exhibit A: Educational Program‌ School Name: Kualapu‘u SchoolSEEQS: A Public Conversion Charter the School for Examining Essential Questions of Sustainability Shortened School Name: Kualapu`u School Grade Levels that Comprise Each Division: Elementary: K-6 Middle: n/a High: n/a SEEQS Mission and Vision: “To build The diverse community of SEEQS fosters a strong foundation joy of learning through collaborative and interdisciplinary investigation of questions essential to Xxxxxʻx’s future. SEEQS graduates are stewards of planet Earth and healthy, effective citizens of the world. SEEQS offers an interdisciplinary project-based, community-based secondary school experience for lifelong Oahu families. SEEQS’ foundational educational philosophy can be described with five core concepts: (1) Real-world learning; (2) Student choice; (3) Teachers as learners and students as teachers; (4) Place-based, community-based learning so (5) Continuous improvement. SEEQS’ weekly schedule includes both core academic courses and an interdisciplinary, project-based course designed around Essential Questions of Sustainability (EQS). SEEQS prioritizes developing an intellectually safe school culture. Students at SEEQS engage with proper nurturing our keiki will be able to discover content experts in the real work of problem-solving and growsolution-finding, develop and simultaneously learn the skills and confidence, and, like the ‘uala, withstand adversity tools necessary for understanding and thrive in an ever-changing world.” English Speaking Program Students from Kualapuu School students will: -Exhibit the rigorous outcomes expected by the Common Core Standards in a learning environment; -Be instructed by curricula that is researched, and outcomes bses -Learn in a safe environment that promotes the Hawaiian and all other cultural values needed to thrive in an ever changing world Hawaiian Language Immersion Program Students from Kula Kaiapuni o Kualapuu will -Become proficient in the Hawaiian language through instructional practices that are culturally appropriate, researched, and outcomes based, -Exhibit the rigorous outcomes expected by the Common Core, -Learn in a safe and positive learning environment embedded in Hawaiian cultural values, protocols, and languageengaging with such work. Essential Term #1: Kualapu`u School offers an Expanded Learning Time. Expanded Learning Time (ELT) offers Student Choice: Students will play a significant blocks of instructional time to build this critical foundation for our students. The model ensures that Kualapu`u nurtures all areas of development and helps to support academic achievement role in common core standards, enrichment classes and physical education. Essential Term #2: Kualapu`u PCCS would like to fully support and maintain its dual language programs—English Program and Hawaiian Immersion Program. As the geographic school for the central Molokai communities, the school offers a high quality “traditional” English speaking program for the community. The school is also a “choice” school as it is the home of the elementary Hawaiian language immersion program for the island of Molokai. KPCCS continues to provide high quality English and Hawaiian language academic programs for the students in both programs. The duality of KPCCS provides unique determining their own educational offering for the Molokai community. The school continues emphasize the academic growth of students, in both Hawaiian language and English programs. According to our WASC Action Plan, academic improvements include explicit program improvements in: - Reading - Math - Writing - Science This unique arrangement has provided the school with a special opportunity. This English and Hawaiian program duality has caused some confusion to those inside and outside of the school community. As a result, the school’s WASC Accreditation report recommended that our WASC Action Plan address the need clarify, confirm, and to solidify to the community a single school identity verses a perceived “school within a school identity.” The quest to define our single school identity is also our opportunity to define or redefine our whole school through a Hawaiian focus. Essential Term #3: Goal #1: Determine the most effective intersection and integration of the English and HLIP programs, and explore the impacts of this on the school-wide identity, whole child values, and vision. Goal #2: Develop and implement a plan to integrate science content and skills across all grade levels. Goal #3: Improve transparency and communication between governance, administration, staff, and constituents (i.e. Team Leads, Google Drive, LAP meetings). Efforts should be made to engage stakeholderschoices, including staffbut not limited to Morning Physical Activity and projects within the Essential Question of Sustainability (EQS) blocks. Additionally, parents students will have voice in developing and students, when appropriate, in discussions surrounding larger school issues, such as budget or prioritizing school programsmaintaining community behavior norms through the Town Hall structure. Goal #4: Develop and implement a comprehensive educational plan, including aligned curricula and instructional initiatives, learning outcomes, and scheduling, connected with the professional development plan (see Goal #5) to support improved student achievement (Note: The action plan for this goal is highlighted in Essential Term #2.) Goal #5: Develop and implement a staff/faculty professional development plan to improve student achievement, including a process to monitor the integration of professional learning into practice. Goal #6: Develop and implement a long-term financial sustainability plan, including staffing, to ensure the continuation of innovative and successful programs, such as pre-K, ELT, `Ike Hawai`i, technology. Essential Term #4: N/A Essential Term #5: N/A Targeted Geographic Area: Kualapu`u School continues to serve the geographic areas designated as a traditional DOE school. Our students come from Kualapu`uHonolulu, Kalae, Manila Camp, Kalamaula, and Ho'olehua Homestead areas, through Manaha strip (just beyond the Molokai airport.) The school also continues to be the elementary Hawaiian Language Immersion Program (HLIP) for Moloka’i. This designation was also established when the school was a DOE school. Oahu Instructional Sites and Maximum Occupancy: 000 Xxxxxxxxxx 00xx Xxxxxx Xxxxxxxx, Xxxxxxx Xxxx, XX 00000 (through fall 2017) 0000 Xxxxxxx Xxx., KualapuuXxxxxxxx, HI, 96757 XX 00000 (beginning fall 2017) Max OccupanyOccupancy: [450] 180 max occupancy: >1500 Educational Service Provider: NA N/A Does the school have a virtual learning program? ☐ □ Yes ☒ X No Maximum enrollment of the virtual learning program: Maximum percentage of total student population enrolled in the virtual learning program: Grades served by the virtual learning program: _______ Does the school have a blended learning program? ☐ □ Yes ☒ X No Maximum enrollment of the blended learning program: Maximum percentage of total student population enrolled in the blended learning program: Grades served by the blended learning program: Exhibit B: Performance Frameworks (Academic, Financial, and Organizational)‌ The Academic Performance Framework consists of two sections: Student Academic Outcomes and Value Added.

Remaining Assets. ‌ In the event that the School closes, the School shall return any remaining public assets to the State, provided that any outstanding obligations of the School are fulfilled first pursuant to Section 302D-19, HRS. APPENDICES‌ Exhibit A: Educational Program Exhibit B: Performance Frameworks (Academic, Financial, and Organizational) Exhibit C: Education Service Provider Requirements Exhibit D: Intervention Protocol Exhibit E: Renewal, Non-renewal, and Revocation Exhibit A: Educational Program‌ School Name: Kualapu‘u School: A Public Conversion Charter Ka ‘Umeke Kā‘eo Shortened School Name: Kualapu`u School Grade Levels that Comprise Each Division: Elementary: K-6 Middle: n/a High: n/a Ka ʻUmeke Mission and Vision: “I ulu i ke kuamo‘o, I mana i ka ‘ōiwi, I kā‘eo no xx xxxxxxx xxx (Inspired by our past, Empowered by our identity, prepared for our future) Ka ʻUmeke Kāʻeo is a Hawaiian language immersion K-12, learning community, where students and their families are safe, nurtured, and challenged. Utilizing Keaukaha as our learning laboratory, students develop environmental literacy skills and a deep connection and understanding of place that will allow them to enrich their communities and take positions of responsibility beyond the boundaries of the school. All members of Ka ʻUmeke Kāʻeoʻs learning family are seen as contributing to the success of our students. Our academically challenging curriculum is aligned with common core standards and centered on a culture of Native Hawaiian language, knowledge, and the Papakū Makawalu methodology. Teachers work collaboratively to ensure a school wide curriculum that promotes an environment of inquiry, communication, collaboration, sustainable innovation, and advances in individual and collective learning. Instruction at Ka ʻUmeke Kāʻeo is interdisciplinary with science and the natural environment leading content area studies. Students investigate and analyze environmental issues developing critical thinking skills through observation, problem solving, and reflection. Teachers facilitate student access and use of ancient and modern technologies, allowing them to analyze, synthesize, evaluate, and create new knowledge. Students at Ka ʻUmeke Kāʻeo are expected to listen and communicate effectively in Hawaiian and English. Through use of systems thinking and reasoning students will demonstrate an ability to address challenges and make effective judgments and decisions. To build a strong foundation for lifelong learning so with proper nurturing our keiki support these processes students will be able adept at the application and use of technology to discover access and growmanage information. With these skills students will be prepared for post-secondary educational success. Assessments are a Hawaiian cultural norm. Ka ʻUmeke Kāʻeo utilizes various types of assessments allowing us to collect valuable data that informs instructional, develop skills and confidence, and, like the ‘uala, withstand adversity and thrive in an ever-changing world.” English Speaking Program Students from Kualapuu School students will: -Exhibit the rigorous outcomes expected by the Common Core Standards in a learning environment; -Be instructed by curricula that is researchedprogrammatic, and outcomes bses -Learn in a safe environment that promotes the Hawaiian and all other cultural values needed to thrive in an ever changing world Hawaiian Language Immersion Program Students from Kula Kaiapuni o Kualapuu will -Become proficient in the Hawaiian language through instructional practices that are culturally appropriate, researched, and outcomes based, -Exhibit the rigorous outcomes expected by the Common Core, -Learn in a safe and positive learning environment embedded in Hawaiian cultural values, protocols, and languageoperational decision-making for continuous school improvement. Essential Term #1: Kualapu`u School offers an Expanded Learning Time. Expanded Learning Time (ELT) offers significant blocks of instructional time to build this critical foundation for our students. The model ensures that Kualapu`u nurtures all areas of development All students and helps to support academic achievement staff will participate in common core standards, enrichment classes culturally relevant Hawaiian protocols and physical educationpractices daily. Essential Term #2: Kualapu`u PCCS would like to fully support and maintain its dual language programs—English Program and Hawaiian Immersion Program. As the geographic school for the central Molokai communities, the school offers a high quality “traditional” English speaking program for the community. The school is also a “choice” school as it is the home of the elementary Hawaiian language immersion program for the island of Molokai. KPCCS continues to provide high quality English and Hawaiian language academic programs for the All students will be involved in both programs. The duality of KPCCS provides unique educational offering for the Molokai community. The school continues emphasize the academic growth of students, in both Hawaiian language and English programs. According to our WASC Action Plan, academic improvements include explicit program improvements in: - Reading - Math - Writing - Science This unique arrangement has provided the school with a special opportunity. This English and Hawaiian program duality has caused some confusion to those inside and outside of the school community. As a result, the school’s WASC Accreditation report recommended that our WASC Action Plan address the need clarify, confirm, and to solidify hands on activities relating to the community a single school identity verses a perceived “school within a school identity.” The quest to define our single school identity is also our opportunity to define or redefine our whole school through a Hawaiian focusnatural environment. Essential Term #3: Goal #1: Determine All students will develop the most effective intersection Hawaiian language skills necessary to meet the vision and integration mision of the English and HLIP programs, and explore the impacts of this on the school-wide identity, whole child values, and vision. Goal #2: Develop and implement a plan to integrate science content and skills across all grade levels. Goal #3: Improve transparency and communication between governance, administration, staff, and constituents (i.e. Team Leads, Google Drive, LAP meetings). Efforts should be made to engage stakeholders, including staff, parents and students, when appropriate, in discussions surrounding larger school issues, such as budget or prioritizing school programs. Goal #4: Develop and implement a comprehensive educational plan, including aligned curricula and instructional initiatives, learning outcomes, and scheduling, connected with the professional development plan (see Goal #5) to support improved student achievement (Note: The action plan for this goal is highlighted in Essential Term #2.) Goal #5: Develop and implement a staff/faculty professional development plan to improve student achievement, including a process to monitor the integration of professional learning into practice. Goal #6: Develop and implement a long-term financial sustainability plan, including staffing, to ensure the continuation of innovative and successful programs, such as pre-K, ELT, `Ike Hawai`i, technologyKa ʽUmeke. Essential Term #4: N/A Ka ʻUmeke Kāʻeo will build a robust family engagement program to support the achievement of all students. Essential Term #5: N/A Targeted Geographic Area: Kualapu`u School continues to serve the geographic areas designated as a traditional DOE school. Our students come from Kualapu`uKeaukaha, KalaeHilo, Manila CampPuna, Kalamaula, and Ho'olehua Homestead areas, through Manaha strip (just beyond the Molokai airport.) The school also continues to be the elementary Hawaiian Language Immersion Program (HLIP) for Moloka’i. This designation was also established when the school was a DOE school. Hamākua Instructional Sites and Maximum Occupancy: 0000 Xxxxxxxxxxxx Xxx. Hilo, Hawaii 96720 000 Xxxxxxxxxx Xxx.Xxxxx Xx, KualapuuXxxx Xxxxxx, HI, 96757 00000 Max Occupany: [450] 150 Max Occupany: 150 Educational Service Provider: NA N/A Does the school have a virtual learning program? ☐ Yes ☒ No Maximum enrollment of the virtual learning program: Maximum percentage of total student population enrolled in the virtual learning program: Grades served by the virtual learning program: Does the school have a blended learning program? ☐ Yes ☒ No Maximum enrollment of the blended learning program: Maximum percentage of total student population enrolled in the blended learning program: Grades served by the blended learning program: Exhibit B: Performance Frameworks (Academic, Financial, and Organizational)‌ The Academic Performance Framework consists of two sections: Student Academic Outcomes and Value Added. 1. Student Academic Outcomes a) Student academic proficiency: schools will set a target for the percentage of students who score at the levels of proficient or above on the statewide assessments in English Language Arts or Hawaiian Language Arts and math. b) Student academic growth: schools will set a target for growth based on statewide assessment results, as measured under the state ESSA plan for federal reporting and accountability or revised state accountability system (i.e., Strive HI)1. c) Achievement gaps in proficiency between major subgroups: schools will set a target for high-needs proficiency rates in order to close the achievement gap between the non-high needs and high needs student subgroups.2 d) College and career readiness: schools will set a target for each college and career readiness indicator for each grade division served. a. For high schools and schools with a high school division, the readiness measures must include the four-year graduation rate. 3 In addition, schools may also add the five-year graduation4 and/or college-going rates.5 1 If this measure is not calculated using the current growth model for the state ESSA plan for federal reporting and accountability or revised state accountability system (i.e., Strive HI), this measure will not be calculated for the Academic Performance Framework until a calculation methodology for growth is determined and approved by the Commission.‌‌ 2 High needs students include the following full school year students who tested: economically disadvantaged, students with disabilities (IDEA only), English Language Learners, recent exits (2 years) for students with disabilities and English Language Learner. Non-high needs students comprise of all remaining full school year students who tested.‌

Remaining Assets. ‌ In the event that the School closes, the School shall return any remaining public assets to the State, provided that any outstanding obligations of the School are fulfilled first pursuant to Section 302D-19, HRS. APPENDICES‌ Exhibit A: Educational Program Exhibit B: Performance Frameworks (Academic, Financial, and Organizational) Exhibit C: Education Service Provider Requirements Exhibit D: Intervention Protocol Exhibit E: Renewal, Non-renewal, and Revocation Exhibit A: Educational Program‌ School Name: Kualapu‘u School: A Public Conversion Charter Xxxxx X. Xxxxxxxx Academy Shortened School Name: Kualapu`u School Grade Levels that Comprise Each Division: Elementary: K-6 Middle: n/a High: n/a MBTA Mission and Vision: “To build The mission of Xxxxx X. Xxxxxxxx Academy is to provide a strong foundation rigorous, engaging learning environment in which all learners accept responsibility for lifelong their learning, work together, are involved in complex problem solving, recognize and produce quality work and communicate effectively. The vision of Xxxxx X. Xxxxxxxx Academy is to create an innovative, student-centered learning so with proper nurturing our keiki will be able to discover and grow, develop skills and confidence, and, like the ‘uala, withstand adversity and thrive in an ever-changing world.” English Speaking Program Students from Kualapuu School students will: -Exhibit the rigorous outcomes expected by the Common Core Standards in a learning environment; -Be instructed by curricula that is researched, and outcomes bses -Learn in a safe environment that promotes the Hawaiian provides equity, access and all other cultural values needed to thrive in an ever changing world Hawaiian Language Immersion Program Students from Kula Kaiapuni o Kualapuu will -Become proficient in the Hawaiian language through instructional practices that are culturally appropriateexcellence for learners anywhere, researched, and outcomes based, -Exhibit the rigorous outcomes expected by the Common Core, -Learn in a safe and positive learning environment embedded in Hawaiian cultural values, protocols, and languageanytime. Essential Term #1: Kualapu`u School offers an Expanded Learning Time. Expanded Learning Time (ELT) offers significant blocks of instructional time to build All students will engage in learning experiences in this critical foundation for our studentshybrid online- on ground home-based school that is accessible 24/7. The model ensures that Kualapu`u nurtures all areas of development educational program will require students to develop skills in communication, collaboration, problem solving and helps critical thinking. Students will continue to support academic achievement in common core standards, enrichment classes maintain the direction established by the Academic Plan which is revisted each year for validation and physical educationnecessary re-direction. Essential Term #2: Kualapu`u PCCS would like to fully support All students will develop and maintain its dual language programs—English Program a portfolio of best work in core content areas (including writing samples, project/problem-based assessments). Portfolios will also highlight student talents. Students will continue to refine this practice and Hawaiian Immersion Program. As the geographic school for the central Molokai communities, the school offers a high quality “traditional” English speaking program for the community. The school is also a “choice” school as it is the home of the elementary Hawaiian language immersion program for the island of Molokai. KPCCS continues further investigate how new technologies can be used to provide high quality English and Hawaiian language academic programs for the students in both programs. The duality of KPCCS provides unique educational offering for the Molokai community. The school continues emphasize the academic growth of students, in both Hawaiian language and English programs. According to our WASC Action Plan, academic improvements include explicit program improvements in: - Reading - Math - Writing - Science This unique arrangement has provided the school with a special opportunity. This English and Hawaiian program duality has caused some confusion to those inside and outside of the school community. As a result, the school’s WASC Accreditation report recommended that our WASC Action Plan address the need clarify, confirm, and to solidify to the community a single school identity verses a perceived “school within a school identity.” The quest to define our single school identity is also our opportunity to define or redefine our whole school through a Hawaiian focusenhance this process. Essential Term #3: Goal #1: Determine the most effective intersection All students will use technology to access learning, apply knowledge and integration of the English and HLIP programsconcepts to make new meaning, and explore demonstrate understanding of learning through projects, assignments and exhibitions. New technologies will dictate new applications. Routine research and experimentation with tech tools and software is done throuhgout the impacts of this on the school-wide identity, whole child values, and vision. Goal #2: Develop and implement a plan to integrate science content and skills across all grade levels. Goal #3: Improve transparency and communication between governance, administration, staff, and constituents (i.e. Team Leads, Google Drive, LAP meetings). Efforts should be made to engage stakeholders, including staff, parents and students, when appropriate, in discussions surrounding larger school issues, such as budget or prioritizing school programs. Goal #4: Develop and implement a comprehensive educational plan, including aligned curricula and instructional initiatives, learning outcomes, and scheduling, connected with the professional development plan (see Goal #5) to support improved student achievement (Note: The action plan for this goal is highlighted in Essential Term #2.) Goal #5: Develop and implement a staff/faculty professional development plan to improve student achievement, including a process to monitor the integration of professional learning into practice. Goal #6: Develop and implement a long-term financial sustainability plan, including staffing, to ensure the continuation of innovative and successful programs, such as pre-K, ELT, `Ike Hawai`i, technologyyear. Essential Term #4: N/A Essential Term #5: N/A Targeted Geographic Area: Kualapu`u School continues to serve the geographic areas designated as a traditional DOE school. Our students come from Kualapu`uOahu, KalaeHawaii, Manila CampMaui, Kalamaula, and Ho'olehua Homestead areas, through Manaha strip (just beyond the Molokai airport.) The school also continues to be the elementary Hawaiian Language Immersion Program (HLIP) for Moloka’i. This designation was also established when the school was a DOE school. Kauai Instructional Sites and Maximum Occupancy: 000 Xxxxxxxxxx Xxx0000 Xxxxxxxx Xx., KualapuuHonolulu, HI, 96757 Max OccupanyHI 96813 Xxx Xxxxxxxx: [450800] Educational Service Provider: NA N/A For the purposes of this section, a virtual learning program is defined as a form of distance education that uses the Internet and computer technologies to connect teachers and students and deliver curriculum with students fewer than five hours per week of instruction at a supervised brick and mortar school site location. Does the school have a virtual learning program? ☐ Yes ☒ No Maximum enrollment of the virtual learning program: Maximum percentage of total student population enrolled in the virtual learning program: Grades served by the virtual learning program: For the purposes of this section, blended learning is defined as a program where students receive instruction at a supervised brick and mortar school site location for five hours or more per week and in part through a virtual learning program or alternative learning experience in which students have some element of control over time, place, path, and/or pace. Does the school have a blended learning program? ☒ Yes ☐ Yes ☒ No Maximum enrollment of the blended learning program: [800] Maximum percentage of total student population enrolled in the blended learning program: [100%] Grades served by the blended learning program: [K-12] Exhibit B: Performance Frameworks (Academic, Financial, and Organizational)‌ The Academic Performance Framework consists of two sections: Student Academic Outcomes and Value Added.

Remaining Assets. ‌ In the event that the School closes, the School shall return any remaining public assets to the State, provided that any outstanding obligations of the School are fulfilled first pursuant to Section 302D-19, HRS. APPENDICES‌ Exhibit A: Educational Program Exhibit B: Performance Frameworks (Academic, Financial, and Organizational) Exhibit C: Education Service Provider Requirements Exhibit D: Intervention Protocol Exhibit E: Renewal, Non-renewal, and Revocation Exhibit A: Educational Program‌ School Name: Kualapu‘u School: A Kaʻōhao Public Conversion Charter School Shortened School Name: Kualapu`u Kaʻōhao School Grade Levels that Comprise Each Division: Elementary: K-6 Middle: n/a High: n/a or KPCS Mission and Vision: “Vision: A Path to Excellence in Learning and in Life. Mission Statement: At Lanikai School our mission, through combined efforts of staff, parents, students and community, is: To build focus on the whole child by offering an integrated and challenging curriculum that reaches across the disciplines, which includes Physical Wellness, Technology and an emphasis on The Arts. To empower students to meet academic challenges with enthusiasm and a strong foundation willingness to solve real-world problems. To create an atmosphere of cooperation, with respect for lifelong learning so with proper nurturing our keiki will be able to discover individual differences, the community and grow, develop skills and confidence, and, like the ‘uala, withstand adversity and thrive in an ever-changing world.” English Speaking Program Students from Kualapuu School students will: -Exhibit the rigorous outcomes expected by the Common Core Standards in a learning environment; -Be instructed by curricula that is researched, and outcomes bses -Learn in a safe environment that promotes the Hawaiian and all other cultural values needed to thrive in an ever changing world Hawaiian Language Immersion Program Students from Kula Kaiapuni o Kualapuu will -Become proficient in the Hawaiian language through instructional practices that are culturally appropriate, researched, and outcomes based, -Exhibit the rigorous outcomes expected by the Common Core, -Learn in a safe and positive learning environment embedded in Hawaiian cultural values, protocols, . To develop children who are confident and languagecreative builders of their future. Essential Term #1: Kualapu`u School offers an Expanded Learning TimeKPCS will continue to seek best practice strategies, aligned to CCSS in order to meet students’ needs. Expanded Learning Time KPCS completed its accreditation cycle in Fall 2016. A self study was completed by the staff and GB of KPCS and a site visit was conducted through the Western Association of Schools and Colleges (ELTWASC) offers significant blocks of instructional on October 17 – 20, 2016. A full 7 year accreditation was awarded the school due to its proven academic results over time to build this critical foundation for our students. The model ensures as well as systems (organization and fiscal) that Kualapu`u nurtures all areas of development and helps are in place to support academic achievement student success. KPCS staff have engaged in common core standards, enrichment classes a collaborative process to develop an Action Plan based on the commendations and physical educationrecommendations by the WASC Visiting Committee. Essential Term #2: Kualapu`u PCCS would like Integrated Curriculum: Students will be exposed to fully support and maintain its dual language programs—English Program and Hawaiian Immersion Program. As the geographic school for the central Molokai communitiesa variety of disciplines (Art, the school offers a high quality “traditional” English speaking program for the community. The school is also a “choice” school as it is the home of the elementary Hawaiian language immersion program for the island of Molokai. KPCCS continues to provide high quality English and Hawaiian language academic programs for the students in both programs. The duality of KPCCS provides unique educational offering for the Molokai community. The school continues emphasize the academic growth of studentsMusic, in both Hawaiian language and English programs. According to our WASC Action PlanPE, academic improvements include explicit program improvements in: - Reading - Math - Writing - Science This unique arrangement has provided the school with a special opportunity. This English and Hawaiian program duality has caused some confusion to those inside and outside of the school community. As a result, the school’s WASC Accreditation report recommended that our WASC Action Plan address the need clarify, confirmLibrary, and to solidify to Media Technology) as we focus on the community a single school identity verses a perceived “school within a school identity.whole child” The quest to define our single school identity is also our opportunity to define or redefine our whole school through a Hawaiian focuswith grade level projects that integrate the curriculum across the grade levels. Essential Term #3: Goal #1Experiential Learning: Determine Students will meet real-world problems with a hands-on approach to learning that includes an inquiry approach to learning, model building and field trip experiences. KPCS will continue to develop rigorous academic and social learning opportunities for all the most effective intersection and integration of students. A continued focus on a project based learning (PBL) approach will be further expanded in the English and HLIP programs, and explore the impacts of this on the school-wide identity, whole child values, and visionnext contract term. Goal #2: Develop and implement a plan to integrate science content and skills across all grade levels. Goal #3: Improve transparency and communication between governance, administration, staff, and constituents (i.e. Team Leads, Google Drive, LAP meetings). Efforts should be made to engage stakeholders, including staff, parents and students, when appropriate, in discussions surrounding larger school issues, such as budget or prioritizing school programs. Goal #4: Develop and implement a comprehensive educational plan, including aligned curricula and instructional initiatives, learning outcomes, and scheduling, connected with the professional development plan (see Goal #5) to support improved student achievement (Note: The action plan for this goal is highlighted in Essential Term #2.) Goal #5: Develop and implement a staff/faculty professional development plan to improve student achievement, including a process to monitor the integration of professional learning into practice. Goal #6: Develop and implement a long-term financial sustainability plan, including staffing, to ensure the continuation of innovative and successful programs, such as pre-K, ELT, `Ike Hawai`i, technology. Essential Term #4: N/A Essential Term #5: N/A Targeted Geographic Area: Kualapu`u School continues to serve the geographic areas designated as a traditional DOE school. Our students come from Kualapu`u, Kalae, Manila Camp, Kalamaula, and Ho'olehua Homestead areas, through Manaha strip Windward District (just beyond the Molokai airport.Kailua-Kalaheo Complex) The school also continues to be the elementary Hawaiian Language Immersion Program (HLIP) for Moloka’i. This designation was also established when the school was a DOE school. Instructional Sites and Maximum Occupancy: 000 Xxxxxxxxxx XxxXxxxx Xx., KualapuuXxxxxx, HI, 96757 XX 00000 Max Occupany: [450] 350 Educational Service Provider: NA N/A Does the school have a virtual learning program? ☐ Yes ☒ No Maximum enrollment of the virtual learning program: Maximum percentage of total student population enrolled in the virtual learning program: Grades served by the virtual learning program: Does the school have a blended learning program? ☐ Yes ☒ No Maximum enrollment of the blended learning program: Maximum percentage of total student population enrolled in the blended learning program: Grades served by the blended learning program: Exhibit B: Performance Frameworks (Academic, Financial, and Organizational)‌ The Academic Performance Framework consists of two sections: Student Academic Outcomes and Value Added.

Remaining Assets. ‌ In the event that the School closes, the School shall return any remaining public assets to the State, provided that any outstanding obligations of the School are fulfilled first pursuant to Section 302D-19, HRS. APPENDICES‌ Exhibit A: Educational Program Exhibit B: Performance Frameworks (Academic, Financial, and Organizational) Exhibit C: Education Service Provider Requirements Exhibit D: Intervention Protocol Exhibit E: Renewal, Non-renewal, and Revocation Exhibit A: Educational Program‌ School Name: Kualapu‘u School: A Laupahoehoe Community Public Conversion Charter School Shortened School Name: Kualapu`u School Grade Levels that Comprise Each Division: Elementary: K-6 Middle: n/a High: n/a LCPCS Mission and Vision: “To build a strong foundation for lifelong emphasize hands on learning so with proper nurturing our keiki will be able to discover and growacademic success where every student is known, develop skills and confidence, and, like the ‘uala, withstand adversity and thrive in an ever-changing world.” English Speaking Program Students from Kualapuu School students will: -Exhibit the rigorous outcomes expected by the Common Core Standards in a learning environment; -Be instructed by curricula that is researchedvalued, and outcomes bses -Learn in a safe environment that promotes the Hawaiian loved, using community partnerships and all other resources while instilling traditional cultural values needed to thrive in an ever changing world Hawaiian Language Immersion Program Students from Kula Kaiapuni o Kualapuu will -Become proficient in the Hawaiian language through instructional practices that are culturally appropriatevalues. Families, researchedstaff, and outcomes basedcommunity working together to graduate successful learners who are job, -Exhibit the rigorous outcomes expected by the Common Core, -Learn in a safe and positive learning environment embedded in Hawaiian cultural values, protocolsschool, and languagelife ready. Essential Term #1: Kualapu`u School offers Social Emotional Growth LCPCS will implement systems to ensure the social emotional growth of children, addressing the needs of the “whole child” developing a school culture based on traditional cultural values, and recognizing that social emotional growth is a necessary precursor to academic achievement. Current examples of the emphasis on social emotional growth include implementation of the Second Step curriculum, commitment to employ a full-time counselor, hosting a BISAC counselor, and including social emotional health as an Expanded Learning Time. Expanded Learning Time (ELT) offers significant blocks of instructional time to build this critical foundation for our students. The model ensures that Kualapu`u nurtures all areas of development and helps to support academic achievement in common core standards, enrichment classes and physical educationat-risk early warning indicator. Essential Term #2: Kualapu`u PCCS would like to fully support Quality Instruction LCPCS staff will implement an aligned curriculum addressing the common core state standards through a variety of instructional techniques including community and maintain its dual language programs—English Program and Hawaiian Immersion Program. As the geographic school for the central Molokai communitiesplace based learning, the school offers a high quality “traditional” English speaking program for the community. The school is also a “choice” school as it is the home of the elementary Hawaiian language immersion program for the island of Molokai. KPCCS continues to provide high quality English and Hawaiian language academic programs for the students in both programs. The duality of KPCCS provides unique educational offering for the Molokai community. The school continues emphasize the academic growth of students, in both Hawaiian language and English programs. According to our WASC Action Plan, academic improvements include explicit program improvements in: - Reading - Math - Writing - Science This unique arrangement has provided the school with a special opportunity. This English and Hawaiian program duality has caused some confusion to those inside and outside of the school community. As a result, the school’s WASC Accreditation report recommended that our WASC Action Plan address the need clarify, confirmhands on learning, and to solidify to the community a single school identity verses a perceived “school within a school identity.” The quest to define our single school identity is also our opportunity to define or redefine our whole school through a Hawaiian focusproject based learning. Essential Term #3: Goal #1: Determine Achievement LCPCS will support high achievement by developing a continuous learning organization by supporting collaborative practices and capacity building. School capacity to support achievement will be developed through empowerment of staff and growth of school leaders to create a responsive school culture that supports high achievement for all students. Current examples of such practices include empowering teachers at each level to meet and discuss issues as they arise and either make changes or submit solutions to the most effective intersection and integration of the English and HLIP programs, and explore the impacts of this on the school-wide identity, whole child values, and vision. Goal #2: Develop and implement a plan to integrate science content and skills across all grade levels. Goal #3: Improve transparency and communication between governance, administration, staffincluding teacher input in school decisions, using staff meetings as collaboration time for school improvement discussions and constituents (i.e. Team Leads, Google Drive, LAP meetings). Efforts should be made to engage stakeholders, including staff, parents and students, when appropriate, in discussions surrounding larger school issues, such as budget or prioritizing school programs. Goal #4: Develop and implement a comprehensive educational plan, including aligned curricula and instructional initiatives, learning outcomes, and scheduling, connected with the professional development plan (see Goal #5) to support improved student achievement (Note: The action plan for this goal is highlighted in Essential Term #2.) Goal #5: Develop and implement a staff/faculty professional development plan to improve student achievement, including a process to monitor the integration of professional learning into practice. Goal #6: Develop and implement a longproblem-term financial sustainability plan, including staffing, to ensure the continuation of innovative and successful programs, such as pre-K, ELT, `Ike Hawai`i, technologysolving. Essential Term #4: N/A LCPCS will implement a system of supports to ensure success for all students. As a core belief of the school, faculty and staff will know students as individuals with individual strengths and needs. The school is implementing Personal Success Plans for each student in grades Kindergarten through 12th grade. These plans will track multiple dimensions of the “whole child” including academic achievement and needs & interventions, social emotional needs & interventions, student family dynamics, students interests, and student strengths and challenges both inside school out. Essential Term #5: N/A Targeted Geographic Area: Kualapu`u School continues to serve the geographic areas designated as a traditional DOE school. Our students come from Kualapu`u, Kalae, Manila Camp, Kalamaula, and Ho'olehua Homestead areas, through Manaha strip (just beyond the Molokai airport.) The school also continues is open to be all students in the elementary Hawaiian Language Immersion Program (HLIP) for Moloka’istate of Hawaii on a space-available basis. This designation was also established when By facilities use agreement, the school is required to accept all students from the area previously served by Laupahoehoe High and Elementary School. As a conversion school, LCPCS was a formerly part of the Hilo-Laupahoehoe-Waiakea Complex. DOE schoolcurrently lists the former Laupahoehoe service area as the Laupahoehoe District but not as part of the complex area. Instructional Sites and Maximum Occupancy: 000 Xxxxxxxxxx 35-0000 Xxxxxxxxx Xxx., KualapuuXxxxxxxxxxx, HI, 96757 Max OccupanyXX 00000 Xxx Xxxxxxxx: [450] 450 Educational Service Provider: NA N/A Does the school have a virtual learning program? ☒ Yes ☐ Yes ☒ No Maximum enrollment of the virtual learning program: 130 Maximum percentage of total student population enrolled in the virtual learning program: 35% Grades served by the virtual learning program: K-12 Does the school have a blended learning program? ☐ Yes ☒ No Maximum enrollment of the blended learning program: Maximum percentage of total student population enrolled in the blended learning program: Grades served by the blended learning program: _______ Exhibit B: Performance Frameworks (Academic, Financial, and Organizational)‌ The Academic Performance Framework consists of two sections: Student Academic Outcomes and Value Added.

Remaining Assets. ‌ In the event that the School closes, the School shall return any remaining public assets to the State, provided that any outstanding obligations of the School are fulfilled first pursuant to Section 302D-19, HRS. APPENDICES‌ Exhibit A: Educational Program Exhibit B: Performance Frameworks (Academic, Financial, and Organizational) Exhibit C: Education Service Provider Requirements Exhibit D: Intervention Protocol Exhibit E: Renewal, Non-renewal, and Revocation Exhibit A: Educational Program‌ School Name: Kualapu‘u School: A Waialae Elementary Public Conversion Charter School Shortened School Name: Kualapu`u Waialae School Grade Levels that Comprise Each Division: Elementary: K-6 K-5 Middle: n/a High: n/a Mission and Vision: “To build Waialae Public Charter school is a strong foundation student-centered school that honors the whole child. It is committed to nurturing a community of learners who strive for lifelong learning so with proper nurturing our keiki excellence and innovation, empowering all members of the community to actively engage in a democratic society. The vision of Waialae School is to prepare children for the 21st century as well rounded individuals capable of multi-dimensions, self- confident risk-takers, creative problem solvers and socially responsible to others and the world. (Waialae School subscribes to the theory of social constructivism. This philosophy will be able to discover and grow, develop skills and confidence, and, like the ‘uala, withstand adversity and thrive in an ever-changing world.” English Speaking Program Students from Kualapuu School students will: -Exhibit the rigorous outcomes expected by the Common Core Standards in a learning environment; -Be instructed by curricula that is researched, and outcomes bses -Learn in a safe environment that promotes the Hawaiian and all other cultural values needed to thrive in an ever changing world Hawaiian Language Immersion Program Students from Kula Kaiapuni o Kualapuu will -Become proficient reflected in the Hawaiian language through instructional practices that are culturally appropriate, researched, following observable and outcomes based, -Exhibit the rigorous outcomes expected by the Common Core, -Learn in a safe and positive learning environment embedded in Hawaiian cultural values, protocols, and language. measurable essential terms) Essential Term #1: Kualapu`u School offers an Expanded Learning Time. Expanded Learning Time (ELT) offers significant blocks of instructional time to build this critical foundation for our students. The model ensures that Kualapu`u nurtures all areas of development Integrated-thematic curriculum framework based on science and helps to support academic achievement in common core standards, enrichment classes and physical educationsocial studies themes. Essential Term #2: Kualapu`u PCCS would like to fully support Collaborative Inquiry and maintain its dual language programs—English Program and Hawaiian Immersion Program. As the geographic school for the central Molokai communities, the school offers a high quality “traditional” English speaking program for the community. The school is also a “choice” school as it is the home of the elementary Hawaiian language immersion program for the island of Molokai. KPCCS continues problem solving to provide high quality English and Hawaiian language academic programs for the students in both programs. The duality of KPCCS provides unique educational offering for the Molokai community. The school continues emphasize the academic growth of students, in both Hawaiian language and English programs. According to our WASC Action Plan, academic improvements include explicit program improvements in: - Reading - Math - Writing - Science This unique arrangement has provided the school with a special opportunity. This English wide variety of opportunities to inquire, explore, construct knowledge and Hawaiian program duality has caused some confusion to those inside and outside of the school community. As a resultsolve problems through direct interaction with their learning environment as evidenced by instructional practices, the school’s WASC Accreditation report recommended that our WASC Action Plan address the need clarify, confirmcurricula selections, and to solidify to the community a single school identity verses a perceived “school within a school identity.” The quest to define our single school identity is also our opportunity to define or redefine our whole school through a Hawaiian focusteacher developed units of study. Essential Term #3: Goal #1: Determine the most effective intersection and integration of the English and HLIP programs, and explore the impacts of this on the school-wide identity, whole child values, and vision. Goal #2: Develop and implement a plan Equitable access to integrate science content and skills across all grade levels. Goal #3: Improve transparency and communication between governance, administration, staff, and constituents (i.e. Team Leads, Google Drive, LAP meetings). Efforts should be made to engage stakeholders, including staff, parents and students, when appropriate, high quality education as reflected in discussions surrounding larger school issues, such as budget or prioritizing school programs. Goal #4: Develop and implement a comprehensive educational plan, including aligned curricula and instructional initiatives, learning outcomes, and scheduling, connected with the professional development plan (see Goal #5) to support improved student achievement (Note: The action plan for this goal is highlighted in Essential Term #2.) Goal #5: Develop and implement a staff/faculty professional development plan to improve student achievement, including a process to monitor the integration of professional learning into practice. Goal #6: Develop and implement a long-term financial sustainability plan, including staffing, to ensure the continuation of innovative and successful programs, such as pre-K, ELT, `Ike Hawai`i, technologyheterogeneously grouped classrooms. Essential Term #4: NMultiple forms of assessment of student learning including portfolios, projects, learning logs, concept maps, student self-reflection, interviews, teacher observations, 3x/A year assessments in mathematics and language arts, and Hawaii State Assessments where applicable. Essential Term #5: N/A Targeted Geographic Area: Kualapu`u School continues to serve Kaimuki neighborhood district as defined by the geographic areas designated as a traditional DOE school. Our students come from Kualapu`u, Kalae, Manila Camp, Kalamaula, and Ho'olehua Homestead areas, through Manaha strip (just beyond the Molokai airport.) The school also continues to be the elementary Hawaiian Language Immersion Program (HLIP) for Moloka’i. This designation was also established when the school was a DOE school. Department of Education Instructional Sites and Maximum Occupancy: 000 Xxxxxxxxxx Xxx.0000 00xx Xxxxxx Xxxxxxxx, Kualapuu, HI, 96757 Max OccupanyXX 00000 Xxx Xxxxxxxx: [450] school is a conversion school that occupies a former DOE school building but the capacity is unknown at this time Educational Service Provider: NA N/A For the purposes of this section, a virtual learning program is defined as a form of distance education that uses the Internet and computer technologies to connect teachers and students and deliver curriculum with students fewer than five hours per week of instruction at a supervised brick and mortar school site location. Does the school have a virtual learning program? ☐ Yes ☒ No Maximum enrollment of the virtual learning program: Maximum percentage of total student population enrolled in the virtual learning program: Grades served by the virtual learning program: _ For the purposes of this section, blended learning is defined as a program where students receive instruction at a supervised brick and mortar school site location for five hours or more per week and in part through a virtual learning program or alternative learning experience in which students have some element of control over time, place, path, and/or pace. Does the school have a blended learning program? ☐ Yes ☒ No Maximum enrollment of the blended learning program: Maximum percentage of total student population enrolled in the blended learning program: Grades served by the blended learning program: _______ Exhibit B: Performance Frameworks (Academic, Financial, and Organizational)‌ The Academic Performance Framework consists of two sections: Student Academic Outcomes and Value Added.