Common use of Value Added Clause in Contracts

Value Added. Kualapu‘u intends to implement an action research model to study current practices and make effective changes to three major program areas: 1) School-wide instructional strategies 2) Professional learning communities 3) Reading curriculum and instruction 1. Review current Title I Understanding and Admin Written April 30, 2017 Comprehensive Needs written summary of Summary Assessments, , WASC reports and strengths and areas in self-studies, and other data to need of growth for school assess student needs, school’s strengths and weaknesses 2. Review the inventory of Understanding and Admin Written April 30, 2018 instructional strategies and written summary of Summary programs used with fidelity in the strengths and areas in school need of growth for school 3. Full faculty professional development on instructional strategies. Staff attend the training on the practices used in the school and the connection to student results Admin Agenda from training/PD December 30, 2017 May 30, 2018 December 30, 2018 May 30, 2019 4. Evaluate the frequency and fidelity of the use of agreed upon instructional strategies Data on the use of agreed upon instructional strategies Admin Evaluation report Ongoing- summary report due May 30 of each year 5. Plan for continued professional development on implementing and evaluating effective instructional strategies Professional development plan for continued study of best practices in instructional strategies Admin PD plan October 30, 2018 SUB-GOAL 2: PROFESSIONAL LEARNING COMMUNITY (PLC) 6. Committee to research best Presentation on PLC Meeting agenda May 30, 2018 practices, models and resources researched based best Committee for effective PLC and present practices and models to findings to faculty and leadership staff, guided staff discussion Kualapu‘u School: A Public Conversion Charter School 7. Develop PLC program that incorporates research based practices PLC program plan PLC Committee PLC Program plan May 30, 2018 May 30, 2019 8. Determine the professional development plan for implementation of new program, and criteria for evaluating success of reading program. PD plan for implementation Reading program committee PD plan June 30, 2017 9. Evaluate reading program using the developed criteria and make revisions as necessary. Evaluation report, changes to plan if necessary. Reading program committee Evaluation Report June 30, 2018 The Financial Performance Framework (“Framework”) serves as a tool for the Commission to assess the financial health and viability of charter schools in its portfolio. The framework intends to provide a financial frame of reference based on current and past financial performance of charter schools. The indicators used in the framework are based on industry standard financial measures (e.g. ratios, variances) designed to be viewed in the aggregate with other complementary and supplementary information (e.g. timely and accurate financial and reporting practices, management practices). No single indicator or point in time data point gives a full picture of the financial situation of a school. Taken together, however, the indicators provide a qualitative assessment of the school’s near-term financial health, mid-term capacity, and long-term financial sustainability. •Debt to Asset Ratio •Cash Flow •Total Margin •Budget Variance •Current Ratio •Unrestricted Days Cash •Financial Reporting •Compliance •Annual Audit Report, Financial Review, and Related Management Letters

Value Added. Kualapu‘u intends Redesign student-led conferencing (goal sharing and goal setting conferences) to implement an action research model provide students the opportunity to study current practices reflect on their personal understanding of their growth in Wai’alae’s five Vision Elements: • Creative problem solvers • Self-confident risk takers • Well-rounded individuals who are capable of multiple dimensions • Collaborative • Socially responsible to others and make effective changes to three major program areasthe world All students in grades K- 5 will demonstrate their personal understanding of their growth in Wai’alae’s five Vision Elements every year. This reflection will draw upon archival evidence. Goal setting as well as goal sharing will drive on-going and iterative reflection for students on Vision Elements. This SMART goal outlines the process: Phase 1: Evaluation of Current Student-Led Conferencing (goal setting/sharing) SchoolSY 17-wide instructional strategies 18 Phase 2) Professional learning communities : Researching Best Practices of Student-Led Conferencing SY 18-19 Phase 3) Reading curriculum and instruction: Re-Designing Wai’alae’s Student-Led Conferring SY19-20 Phase 4: Implementing SY20-21 1. Review Convene Student-Led Conferencing (SLC) committee Committee Roster Published CEO Committee roster August 15, 2017 2. Operationalization statements for each of the school’s five Vision Elements a. Statements vetted with community (faculty, staff, parents, students) b. Statements published on website Committee Verification of statements on website September 30, 2017 3. Observe and evaluate current Title I Understanding SLCs for effectiveness based on Vision Element statements Analysis of observations published Committee Summary of findings Fall and Admin Written Spring conferences due April 30, 2017 Comprehensive Needs written summary 2018 4. Complete year 1 evaluation of Summary Assessments, , WASC reports and current SLC Identify strengths and areas in self-studies, challenges to current SLC system and other data to need of growth for school assess student needs, school’s strengths and weaknesses 2. Review the inventory of Understanding and Admin Written April recommend Committee Evaluation report June 30, 2018 instructional strategies 2018 5. Research at least 4 local and written summary 2 non-local schools who are conducting excellent SLC’s compatible with the goals of Waialae School a. List of schools published b. Team visits to school scheduled Committee Summary programs used of findings September 1, 2018 6. Identify at least 3 research based resources on SLC Resources identified Committee Statement of completion September 1, 2018 7. Publish “Best Practices in SLCs” Vet and publish list with fidelity in the strengths school community (faculty, staff, parents, students) Committee Publication December 31, 2018 8. Conduct visits to SLC excellence schools looking for best practices and areas in school need lessons on implementation Publish minutes from visits Committee Summary of growth for schoolvisits, best practices observed June 1, 2018 39. Full faculty professional development Create schedule to community redesign of SLC Timeline published Committee Statement of completion August 15, 2018 10. Hold regular monthly redesign meetings Monthly meeting minutes published on instructional strategies. Staff attend the training on the practices used in the school and the connection to student results Admin Agenda from training/PD December 30, 2017 May 30website Committee Summary of meetings held August 1, 2018 December 30– June 1, 2018 May 2019 11. Committee presents proposed changes to SLC to full stakeholder group Stakeholder meeting (with public announcement) Committee Invitation to public stakeholder meeting 15 days prior April 30, 2019 412. Evaluate the frequency and fidelity Publish new SLC manual for implementation Manual published to website Committee Notification of the use of agreed upon instructional strategies Data on the use of agreed upon instructional strategies Admin Evaluation report Ongoing- summary report due manual published to website May 30 of each year 5. Plan for continued professional development on implementing and evaluating effective instructional strategies Professional development plan for continued study of best practices in instructional strategies Admin PD plan October 30, 2018 SUB-GOAL 2: PROFESSIONAL LEARNING COMMUNITY (PLC) 6. Committee to research best Presentation on PLC Meeting agenda May 30, 2018 practices, models and resources researched based best Committee for effective PLC and present practices and models to findings to faculty and leadership staff, guided staff discussion Kualapu‘u School: A Public Conversion Charter School 7. Develop PLC program that incorporates research based practices PLC program plan PLC Committee PLC Program plan May 30, 2018 May 3015, 2019 813. Determine the professional development plan for implementation Initial faculty training on manual Faculty report awareness of new programSLC procedures and report areas of further learning Committee Statement of completed training June 1, 2019 14. Initial faculty meeting to prepare for new SY 19-20 SLC protocol 90% of faculty report comfort in implementing SLC Committee Summary of faculty survey August 15, 2019 15. Conduct SLC with external evaluator Evaluator publishes assessment of adherence to SLC manual, evidence of best practices, and criteria for evaluating success of reading program. PD plan for implementation Reading program committee PD plan impact on students Committee Publication August 1, 2019 – June 301, 20172020 9. Evaluate reading program using the developed criteria and make revisions as necessary16. Evaluation report, changes of new SLC protocol Report on year-1 of new protocol published to plan if necessary. Reading program committee Evaluation web Committee Report June 301, 2018 2020 The Financial Performance Framework (“Framework”) serves as a tool for the Commission to assess the financial health and viability of charter schools in its portfolio. The framework intends to provide a financial frame of reference based on current and past financial performance of charter schools. The indicators used in the framework are based on industry standard financial measures (e.g. ratios, variances) designed to be viewed in the aggregate with other complementary and supplementary information (e.g. timely and accurate financial and reporting practices, management practices). No single indicator or point in time data point gives a full picture of the financial situation of a school. Taken together, however, the indicators provide a qualitative assessment of the school’s near-term financial health, mid-term capacity, and long-term financial sustainability. •Debt to Asset Ratio •Cash Flow •Total Margin •Budget Variance •Current Ratio •Unrestricted Days Cash •Financial Reporting •Compliance •Annual Audit Report, Financial Review, and Related Management LettersLetters The framework adopts a risk assessment model as part of ongoing oversight and monitoring of charter schools’ fiscal activities, and renewal decision-making. The model aligns the framework to the unique funding and governance environment for charter schools in the State of Hawai`i. This risk-based approach will help identify areas of strength and weakness, highlighting controls that are designed to mitigate risks. School(s) will be closely monitored if there is heightened risk of financial problems. Financial monitoring may include, but not limited to, request for reports or other documentation, inquiries through written or telephone communications, desk audits, or on-site visits, announced or otherwise. Moreover, a school may be requested to develop an appropriate corrective action plan in accordance with the Intervention Protocol (Exhibit D) to address any monitoring issues identified during the risk assessment. The corrective action plan provides a school an opportunity to explain the issue(s); identify measurable solution(s); identify person(s) who will be responsible for each solution; set timelines; and monitor the progress of the corrective action plan.

Value Added. Kualapu‘u intends All teachers will develop and maintain an individual professional development plan (IPDP) that identifies areas for targeted growth and learning based on an annual completion of the Learning Cultures Professional Development Survey. Each teacher’s IPDP will include individual goals, a description of how the desired change will lead to implement an action research model improvement in professional practice and how it will impact student achievement, proposed professional learning activities, a plan for collecting evidence documenting progress, reflections, and a timeline for completion. This SMART goal outlines a three phase process to study current practices be implemented each year from 2017-2018 to 2021-2022: Phase 1: Create/modify Learning Cultures Professional Development Survey Phase 2: Implement Action Steps Phase 3: Evaluate and make effective changes to three major program areas: 1) School-wide instructional strategies 2) Professional learning communities 3) Reading curriculum and instructionRevise 1. Review current Title I Understanding and Admin Written April 30, 2017 Comprehensive Needs written summary All teachers complete Learning Cultures Professional Development Survey at end of Summary Assessments, , WASC reports and strengths and areas in self-studies, and other data school year or when hired 1. Confidence level relating to need of growth for school assess student needs, school’s strengths and weaknesses Social Norms 2. Review the inventory of Understanding Ability to create standards and Admin Written April 30, 2018 instructional strategies and written summary of Summary programs used with fidelity in the strengths and areas in school need of growth for school curricular activities using Work Time 3. Full faculty professional development on instructional strategies. Staff attend the training on the practices used in the school and the connection Ability to student results Admin Agenda from training/PD December 30, 2017 May 30, 2018 December 30, 2018 May 30, 2019 generate high-priority lesson content through analysis of Lessons assessments 4. Evaluate the frequency and fidelity of the use of agreed upon instructional strategies Data on the use of agreed upon instructional strategies Admin Evaluation report Ongoing- summary report due May 30 of each year Confidence level implementing Learning Conferences 5. Plan for continued professional development on implementing and evaluating effective instructional strategies Professional development plan for continued study of best practices in instructional strategies Admin PD plan October 30, 2018 SUB-GOAL 2: PROFESSIONAL LEARNING COMMUNITY (PLC) Confidence level using Oral Reading Assessment 6. Committee to research best Presentation on PLC Meeting agenda May 30, 2018 practices, models and resources researched based best Committee for effective PLC and present practices and models to findings to faculty and leadership staff, guided staff discussion Kualapu‘u School: A Public Conversion Charter School Confidence level implementing Cooperative Unison Reading 7. Develop PLC program that incorporates research based practices PLC program plan PLC Committee PLC Program plan May 30, 2018 May 30, 2019 Ability to provide specific feedback through Writing Conference process 8. Determine the professional development plan Confidence level implementing Genre Practice Principal/ Director Summary of survey results Last day for implementation of new program, and criteria for evaluating success of reading program. PD plan for implementation Reading program committee PD plan June 30, 2017 9. Evaluate reading program using the developed criteria and make revisions as necessary. Evaluation report, changes to plan if necessary. Reading program committee Evaluation Report teachers or upon being hired June 30, 2018 June 30, 2019 June 30, 2020 June 30, 2021 June 30, 2022 2. All teachers use the IPDP worksheet to submit annual goals for targeted growth 1. Set goals related to needs identified in Learning Cultures Professional Development Survey 2. Ability to link goal(s) with improvement(s) in professional 3. responsibilities 4. Proposal of learning activities to meet goals 5. Collection of evidence generated through activities 6. Completion by target date Principal/ Director Goals of 3 randomly selected teachers First Friday of September 2018, 2019, 2020, 2021, 2022 3. All teachers meet with school principal or vice principal to clarify/discuss/revise IPDP 1. Ability to link goals to Learning Cultures Professional Development Survey 2. Creation of plan linking goals to improvement(s) in professional responsibilities 3. Link goals to learning activities 4. Development of process for collecting evidence generated through activities 5. Completion by target date Principal/ Director Statement of completio n End of first quarter SY 2017-2018, SY 2018-2019 SY 2019-2020 SY 2020-2021 SY 2021-2022 4. All teachers submit completed IPDP worksheet to school principal 1. Completion of IPDP worksheet 2. Submission by due date 3. Evaluation of IDPD worksheet Principal/ Director IPDP worksheet for same 3 randomly selected teachers Last day for teachers or by June 30th of each year SY 2017-2018, SY 2018-2019 SY 2019-2020 SY 2020-2021 SY 2021-2022 The Financial Performance Framework (“Framework”) serves as a tool for the Commission to assess the financial health and viability of charter schools in its portfolio. The framework intends to provide a financial frame of reference based on current and past financial performance of charter schools. The indicators used in the framework are based on industry standard financial measures (e.g. ratios, variances) designed to be viewed in the aggregate with other complementary and supplementary information (e.g. timely and accurate financial and reporting practices, management practices). No single indicator or point in time data point gives a full picture of the financial situation of a school. Taken together, however, the indicators provide a qualitative assessment of the school’s near-term financial health, mid-term capacity, and long-term financial sustainability. •Debt to Asset Ratio •Cash Flow •Total Margin •Budget Variance •Current Ratio •Unrestricted Days Cash •Financial Reporting •Compliance •Annual Audit Report, Financial Review, and Related Management Letters

Value Added. Kualapu‘u intends In order to implement improve the level of engagement of our students schoolwide, Voyager Public Charter School will draft an action research model annual calendar for seeking stakeholder feedback in the classroom. This calendar will include all key “quality tools” from the Total Quality Learning/Baldrige-Based Classroom approach, and will be introduced to study current practices all staff at the start of the year to ensure consistent use and make effective changes accountability to three major program areas: 1the tools. Total Quality Learning is a systems-based approach to continuous improvement at both the classroom and school level. It involves reflection on frequent stakeholder feedback, and envisions our students and families as “customers,” who are the most reliable source of data to help us improve our “customer service.” Voyager has historically emphasized the school-level improvement of processes and procedures. In an effort to focus our improvement efforts closer to the students, we will prioritize classroom-level improvement over the course of our next charter contract (5 years). Tools will include: • Student "plus/delta" feedback (after each lesson or unit) School• Feedback on teacher performance through teacher quality factors (sometimes given as teacher “grades” ) • Enthusiasm for learning chart • Fast feedback (e.g., "rate your interest in this topic from one to three”) • Self-wide instructional strategies 2) Professional learning communities 3) Reading curriculum and instructionassessments based on classroom agreements (student quality factors) 1. Review current Title I Understanding Schedule key feedback processes: • True Colors/Learning Preferences • Teacher Quality Factors • Students Quality Factors • Parent Surveys Master calendar of regular feedback surveys Principal and Admin Written April 30Assistant Principal w/ Leadership Team Published schedule shared on Google Docs August 31, 2017 Comprehensive Needs written summary of Summary Assessments, , WASC reports and strengths and areas in self-studies, and other data to need of growth for school assess student needs, school’s strengths and weaknesses2017 2. Review the inventory Ensure schoolwide use of Understanding regular feedback tools through observation and evaluation. Plus/Delta feedback (and sharing back to students) and enthusiasm for learning Fidelity and alignment Academy Leaders w/Admin Written April Report of trimester photo documentation and sharing via Google Docs June 30, 2018 instructional strategies and written summary of Summary programs used with fidelity in the strengths and areas in school need of growth for school2018 3. Full faculty professional development on instructional strategies. Staff attend the training on the practices used Train all staff in the school use of feedback tools PD experience in TQL Principal and the connection to student results Admin Assistant Principal Agenda from training/PD December 30August 31, 2017 May 30, 2018 December 30, 2018 May 30, 20192017 4. Evaluate the frequency Share out results, findings and fidelity of the reflect on use of agreed upon instructional strategies Data on the use tools 2x/trimester Appreciation and common understanding of agreed upon instructional strategies Admin Evaluation report Ongoing- summary report due May 30 tools in use, continuous improvement through reflection Academy (Grade- Level Group) PLC meetings Report Summary of each year 5. Plan for continued professional development on implementing and evaluating effective instructional strategies Professional development plan for continued study of best practices in instructional strategies Admin PD plan October 30, 2018 SUB-GOAL 2: PROFESSIONAL LEARNING COMMUNITY (PLC) 6. Committee to research best Presentation on PLC Meeting agenda May 30, 2018 practices, models and resources researched based best Committee for effective PLC and present practices and models to findings to faculty and leadership staff, guided staff discussion Kualapu‘u School: A Public Conversion Charter School 7. Develop PLC program that incorporates research based practices PLC program plan PLC Committee PLC Program plan May 30, 2018 May 30, 2019 8. Determine the professional development plan for implementation of new program, and criteria for evaluating success of reading program. PD plan for implementation Reading program committee PD plan June 30, 2017 9. Evaluate reading program using the developed criteria and make revisions as necessary. Evaluation report, changes to plan if necessary. Reading program committee Evaluation Report Trimester Findings June 30, 2018 The Financial Performance Framework (“Framework”) serves as a tool for the Commission to assess the financial health and viability of charter schools in its portfolio. The framework intends to provide a financial frame of reference based on current and past financial performance of charter schools. The indicators used in the framework are based on industry standard financial measures (e.g. ratios, variances) designed to be viewed in the aggregate with other complementary and supplementary information (e.g. timely and accurate financial and reporting practices, management practices). No single indicator or point in time data point gives a full picture of the financial situation of a school. Taken together, however, the indicators provide a qualitative assessment of the school’s near-term financial health, mid-term capacity, and long-term financial sustainability. •Debt to Asset Ratio •Cash Flow •Total Margin •Budget Variance •Current Ratio •Unrestricted Days Cash •Financial Reporting •Compliance •Annual Audit Report, Financial Review, and Related Management Letters