Ilima Intermediate School


Ilima Intermediate’s vision and mission is to prepare students to be college and career ready.  The curricular programs and school-wide initiatives support our vision and mission.  Therefore, the programs and initiatives at Ilima will expose students to a well-rounded education that integrate the General Learner Outcomes with preparation for college and career readiness.



Advisor/Advisee Program (Homeroom/Advisory)

The advisor/advisee program provides an opportunity for students to get to know a staff member in a non-teaching capacity.  The goal is to have a small group of students meet at least two (2) times per week with that staff member.


Activities for this program may include but are not limited to study skills, team building, wellness activities, sustained silent reading, goal setting, school spirit activities, accepting responsibility, monitoring progress in current classes and disciplinary follow-up.  Anything that will enable students to understand themselves and the world in which they live may be included in the program.

The program may also include:

  • dissemination of school news
  • education about school-wide programs, policies, and assessment
  • discussion of school issues, student concerns, and current events
  • conferences with individual students and groups
  • class meetings
  • group readings and informal discussion of articles and stories
  • celebrations of achievements, rites of passage, birthdays and recognition of advisory members
  • The advisor acting as an advocate for each student in his/her advisory should keep parents informed while counseling student of their academic progress and attendance.

The goals of the advisor/advisee program are:

  1. Students will become members of a group of their peers with a caring adult.
  2. Students will receive academic support and encouragement.
  3. Students will develop goal-setting skills.




AR (Accelerated Reader) is web-based progress monitoring software assessment for monitoring the practice of reading.  The software assessment tool assesses the student’s reading level, suggests titles of books in the school’s library at that level, assesses the student’s understanding of the book by asking a series of quiz questions, and provides additional information regarding reading proficiency rates.  The AR period is a 30-minute morning period that occurs daily.



AVID (Advancement Via Individual Determination)

Mr. Peter Celebre,  (808) 687-9409


The purpose of AVID is to restructure the teaching methods of an entire school to open access to a rigorous curriculum from elementary through higher education that is designed to increase schoolwide learning and performance to ensure students’ eligibility to college.  Students will become organized and responsible participants as they increase their learning and performance in school.


There are 2 AVID Elective lines with one teacher teaching 4 periods of 7th grade and 1 period of 8th grade and the other teacher teaching 3 periods of 8th grade.  There are approximately 196 students enrolled in the AVID Elective class.  The AVID instructional strategies used in the AVID Elective class include Binder Checks, Cornell Notetaking, Critical Reads, Tutorology, Philosophical Chairs, and Costa’s Levels of Questioning.




Mr.  Tori Kawasaki, (808) 687-9342


Students joining band will be required to purchase specific books and supplies for their chosen instrument.  These supplies are items that need to be replaced frequently (reeds) and/or used as a mouthpiece.  Due to hygienic reasons, sharing supplies is not recommended.  Students who cannot purchase these supplies should talk to the Band Director; funding may be available to supplement the cost of the supplies.  These requests will be handled on a case by case basis. 

Band Uniform:

  • BOTH Beginning Band AND Concert Band students will need to purchase a Band Collared Shirt for concerts.  Cost of the shirt is $8.00.
  • Long Black Pants (NO capri pants or jeans)
  • Long Black Socks
  • Black Shoes



Comprehensive School Alienation Program (CSAP)

Mr. Keller McNairy, (808) 687-9381

Students in these programs are recommended and screened by the staff.  The Special Motivation Program (SMP) is for students who begin to manifest signs of becoming alienated from school.  Students who are alienated and who have failed a grade are placed in the Alternative Learning Center (ALC).



English Learner (EL) Program

Mrs. Elaine Morrell,  (808) 687-9358


ELL is a supplemental educational opportunity for students whose native language is not English. The program supports students who have varying levels of English Language proficiency. The goal is to provide support in English language skill development in reading, writing, and oral communication.  We have three (3) part-time tutors who can provide your child with support in his/her core classes (Math, English, Science & Social Studies).  Support includes: in-classroom assistance, tutorial sessions and basic skill development to meet the individual needs of the ELL student.

Grades: K-12 Sexual Health Education is developed by HealthTeacher, Inc. is an online resource of health education tools including lessons, interactive presentations and additional resources to integrate health into any grade K-12. provides students in grades K-12 with the knowledge and skills needed to overcome two serious threats to good health: a lack of physical activity and a void of health literacy. The research-based games, apps, and educational resources are designed to engage students and to provide data to measure and quantify their impact.’s K-5 products also work in tandem with two important sets of education standards: the National Health Education Standards (NHES) and the Common Core Standards, which have been adopted by 45 states.



In order to help students make decisions that promote healthy behaviors, the Department of Education shall provide sexual health education to include age appropriate, medically accurate, health education that: ( 1) Includes education on abstinence, contraception, and methods of infection prevention to prevent unintended pregnancy and sexually transmitted infection, including human immunodeficiency virus; (2) Helps students develop relationships and communication skills to form healthy relationships that are based on mutual respect and affection and are free from violence, coercion and intimidation; (3) Helps students develop skills in critical thinking, problem solving, decision making and stress management to make healthy decisions about sexuality and relationships; ( 4) Encourages student to communicate with their parents, guardians and/or other trusted adults about sexuality; and (5) Informs students of available community resources. Instruction will emphasize that abstention from sexual intercourse is the surest way to prevent unintended pregnancies, sexually transmitted infections such as HIV/AIDS, and consequent emotional distress.


A description of the curriculum utilized by the school shall be made available to parents and shall be posted on the school's website prior to the start of any instruction. A student shall be excused from sexual health instruction only upon the prior written request of the student's parent or legal guardian. A student may not be subject to disciplinary action, academic penalty or other sanction if the student's parent or legal guardian makes such written request.


[Approved: 6/16/2015 (as Board Policy 103.5); amended: 06/21/2016 (renumbered as Board Policy 103-5)]


Former policy 2110 history: approved: 9/1995


For more information related to this DOE Policy, visit the Sexual Health Education page in the at



Project Lead the Way (PLTW)

Ms. Sarah Milianta-Laffin, (808) 687-9335

Mrs. Suzanne Yamamoto, (808) 687-9405

Ilima’s Project Lead the Way (PLTW) Enrichment Program serves to develop the foundation for students who will compete and succeed in a global world.   Students will complete multiple project-based learning experiments that involve science, technology, engineering, and mathematics.  Working online with a Learning Management System (LMS), students will be challenged to think outside the box on various projects that align to the Hawaii State Standards and Benchmarks, Common Core Standards and Next Generation Science Standards and will obtain 21st century skills to become global thinkers of tomorrow.


Project Lead the Way - Design and Modeling/Animation and Robotics is an elective class that infuses elements of STEM (Science, Technology, Engineering, and Math) into real-world problem-solving and critical thinking scenarios in order to help students develop necessary skills to be successful in ever-growing STEM global economy.  This PLTW class integrates the foundation units: Design and Modeling and Automation and Robotics.  Students apply the design process to solve problems and understand the influence of creativity and innovation in their lives.  They work in teams to design a playground and furniture, capturing research and ideas in their engineering notebooks.  Using Autodesk design software, students create a virtual image of their designs and produce a portfolio to showcase their innovative solutions.  Students trace the history, development, and influence of automation and robotics as they learn about mechanical systems, energy transfer, machine automation, and computer control systems. Students use the VEX Robotics platform to design, build, and program real-world objects such as traffic lights, toll booths, and robotic arms.  The programs that are being used include Autodesk for Design and Modeling, and VEX Robotics for Automation and Robotics.  For the 16-17 SY, this elective class will be offered to 7th graders.



Project Lead the Way - Medical Detectives is an elective class, stemmed from the former STEM elective class from the 14-15 and 15-16 SY.  PLTW is a complex area initiative, therefore to ensure vertical alignment with our feeder High School, Ilima evolved the current STEM elective, that serviced both 7 and 8th graders, into the PLTW elective that will now only service 8th graders.  This PLTW class will cover the specialization unit: Medical Detectives.  In the Medical Detectives class students play the role of real-life medical detectives as they analyze genetic testing results to diagnose disease and study DNA evidence found at a “crime scene.”  Students solve medical mysteries through hands-on projects and labs.  For the 16-17 SY, this elective class will be offered to 8th graders.



Read to Succeed is a Tier III reading intervention class that has been implemented for the school year 2015-2016.  Currently, there are 62 students that are enrolled in this program (19 seventh graders and 43 eighth graders).  Students are being selected using a 3-point data collection process that involves the Smarter Balanced Assessment (SBA) scores, STAR Reading tests, and teacher recommendations.  The ELL students take priority in the selection process.  The students with special needs are not selected into this class because they are being provided individualized services through their inclusion classes.  The Read to Succeed teacher meets with the Victory Math Intervention teacher at the middle and end of the school year to decide on student selection for the upcoming semester.  They also make sure that students selected cannot be in both intervention classes at the same time.  For 8th graders, the Read to Succeed teacher consults with the English Language Arts (ELA) teachers for recommendations on student selection.  Currently, the Read to Succeed teacher is working with the elementary feeder schools for student selection for 7th grade.  Students to be exited from this class are based on a 3-point data process that includes the STAR Reading tests, Achieve3000 Lexile Level, and current grade in Read to Succeed intervention class.  The goal for this class is to have 80 students enrolled and serviced in 5 periods.



Special Education

Ilima participates in the Co-Teaching Inclusion Model (CIM) that is designed to close the achievement gap between the students who are qualified under the Individuals with Disabilities Education Act (IDEA) and regular education students.  Teachers in CIM work collaboratively in an inclusive learning environment to design, create, differentiate, and implement lessons and provide support to all students.  Other IDEA students may be in fully self-contained (FSC) classes or may attend some classes in a resource room setting.  Efforts are made to give students the opportunity to be in regular classes whenever possible.



UPLINK (After School Program)

Mrs. Dione Hulen 687-9322


UPLINK (United Peer Learning Integrating New Knowledge) is an after school program which offers a variety of activities to students as well as tutoring.  It is held every day from 2:30pm to 5:30 pm. 

Activities may include:

  • Archery
  • Art
  • Basketball
  • Brain Games
  • Dance
  • Flag Football
  • Soccer
  • Ukulele
  • Volleyball

This FREE opportunity is funded by a grant from the Lt. Governor’s Office and the Temporary Aid for Needy Families (TANF) federal program.  UPLINK is an enrichment program that works to teach students new skills and activities while assisting them academically as well.  All students should be registered as UPLINK students to further support the program.  Being registered as an UPLINK student does not mean that they are enrolled in our after-school program; it means that they have the benefit of services and equipment use funded through the UPLINK grant.  Transportation must be provided by parents/guardians.



CFA (Common Formative Assessment) are formative assessments that are created through the Reeves Model process and is administered five times throughout the year.  Each department decides on the CCSS Standards to be used for their CFA that is tailored in their content area.  For the 2015-2016 school year, English and Math use the Embedded Assessments in SpringBoard and GoMath curriculum as their first, third, and fifth CFA.  The CFAs are used to help teachers identify the needs of the students and use the data to develop instructional strategies in addressing those needs in their specific content area.



Cornell Notes and Binder Checks are school wide initiatives that promote a college and career readiness culture by teaching the students the importance of being organized.  Binder checks are completed once-a-week through either Homeroom or Advisory period to help the students organize their school supplies and assignments.  Cornell Notes are being used in all classrooms when applicable to help the students organize information and ideas in a particular format.  The purpose of these initiatives is to provide the students research-based, organizational, and notetaking skills resulting in increased student achievement and continuity in all classes.



Costa’s Levels of Questioning is a school-wide initiative that involves three levels of inquiry.  Higher-level questions are essential in facilitating conceptual understanding.  The inquiry process is facilitated by skillful questioning and provides students with the opportunity to become independent thinkers who master their own learning.


The first level is called Gather and Recall Information.  The questions in this level ask students what they know about a problem or concept and connect to prior knowledge.  Examples of questions in level one include:  “What do you know about this problem?”, “What does it say in the text about this topic?”, and “What does this topic mean?”


The second level of inquiry is called Processing.  The questions in this level ask students to begin processing the information gathered and make connections to create relationships.  Examples of questions in level two include:  “How can you organize the information?”, “What can you infer from what you read?”, and “Can you break down the problem in smaller parts?”


The third level of inquiry is called Applying and Evaluating.  The questions in this level ask students to apply the knowledge acquired and make connections to predict, judge, hypothesize, or evaluate.  Examples of questions in level three include:  “How do you know the solution is correct?”, “How do you interpret the message of the text?”, and “Is there a real life situation where this can be applied or used?”



CIM (Co-Teaching Inclusion Model) is an initiative that is designed to close the achievement gap between the Individuals with Disabilities Education Act (IDEA) and regular education.  This model is designed where one general education teacher works collaboratively with a Special Education teacher to deliver substantive instruction to a diverse, or blended, group of students.  They deliver rigorous curriculum through differentiated instruction and meaningful assessment resulting in increased student engagement and achievement for all learners.  The English and Math CIM teachers work collaboratively in an inclusive setting to design, create, and differentiate lessons for the both the special education and regular education students.  They also implement lessons, assess student work, and provide support for all students.  There are several examples of co-teaching models that general education and special education teachers can implement in the inclusion classroom.  These examples include Complementary, Station, Alternative, Parallel, and Shared teaching.  Due to lack of funding, the Social Studies and Science CIM teachers are paired with Educational Assistants rather than Special Education teachers in an inclusive setting.



EL (English  Learner) in an initiative that supports students whose first language is not English.  Currently, there is no EL program or designated EL teacher due to lack of funding.  However, there are 3 Part-Time Teachers (PTTs) that provide services to the EL population.  These PTTs work with the EL student’s classroom teacher and provide individualized support in the general education setting.  Their role help to assist these EL students in academics that involves the curriculum and assignments in their core classes.



FIL (Framing Ilima’s Learning) is a schoolwide initiative found in every classroom that promotes student learning and understanding.  The FIL are magnetic components that teachers place in their classroom to let students understand the lesson being delivered for the day.  The first magnetic component is called Do Now.  This lets the students know what they are to do immediately upon entering the classroom.  The second component is called Purpose, which lets the students know and understand the purpose of the lesson or the CCSS that is going to be covered.  The third component is Mini Lesson, which is sometimes an introduction to the bigger lesson or a continuum from the previous lesson.  The next component is Learning Activity, which usually involves the main lesson.  The next component is Vocabulary, which includes the important words that students need to learn and understand in the lesson.  The next component is Instructional Strategy, which indicates the schoolwide strategy that the teacher is going to use for the lesson.  The last component is the Closing, which includes a variety of ways to close the lesson such as reflection, summary, exit slips, or temperature checks.  The Formative Assessment component involves the strategy used to identify student learning and engagement.



STAR (Standardized Test for the Assessment of Reading) is a standardized, computer-adaptive assessments created by Renaissance Learning, Inc.  Each (Reading and Math) assessment provides estimates of students’ skills and comparisons of students’ abilities to the national norms.  STAR is intended to aid with developing curriculum and instruction by providing feedback about the student, classroom, and grade level progress.  These assessments are administered 3 times per year to monitor student growth.  The students’ scores help the teachers to determine who to select for RTI (Response to Intervention) Tier 2 intervention sessions.


Thinking Maps are consistent visual patterns that is used as an effective teaching tool based on academic studies and brain research.  These patterns help students reach higher levels of critical and creative thinking.  Students will learn that by visualizing their thinking, they create concrete images of abstract thoughts.  Thinking maps are linked directly to eight different thought processes. The eight Thinking Maps include the Circle Map, Bubble Map, Double Bubble Map, Brace Map, Flow Map, Multi-Flow Map, Tree Map, and Bridge Map.



Tier II RTI (Response To Intervention) is an intervention in which data is analyzed from the Universal Screener (STAR test data) and an Action Plan is created for each team.  The teams identify the students who fall under the intervention categories to participate in the RTI sessions that are conducted several times a week for each quarter to increase student achievement and growth.  The RTI sessions are divided into Reading and Math, and are provided throughout the school year during the Homeroom period to students who are identified as Approaching or Urgent Intervention.  The Academic Growth Coach, Curriculum Coordinator, and the Student Services Coordinator provide the instruction for the Tier II intervention.  There is approximately 10-15 students in each RTI session, servicing both 7 and 8th graders.



SUTW (Step-Up-To-Writing) is a writing program that implements strategies to assist students in becoming successful writers.  SUTW teaches students explicit writing strategies within the writing process (pre-writing, drafting, revising, editing, final draft, proofreading, and sharing) to help students organize their thinking and their writing.  This writing program will teach students how to improve in writing informative/expository paragraphs, accordion essays, reports, story and narrative essays, personal narratives, speeches, and self-assessments.