kamaile navigators' center: july 2013 report

July 2013 Report

85-180 Ala Akau Street Wai‘anae, HI 96792

808.697.7110 www.navigatorscenter.org

THE NAVIGATORS’ CENTER at Kamaile Academy

The Navigators’ Center at Kamaile Academy: July 2013 Report

www.navigatorscenter.org

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Table of Contents

EXECUTIVE SUMMARY 4

ABOUT THE NAVIGATORS’ CENTER 6

THE SCHOOL: KAMAILE ACADEMY 6 VISION 8 MISSION 8 VALUES 8 LOGO 10 GOALS 11 FOUNDATIONS 15

THE CENTER’S WORK 18

FRAMEWORK 18 PROGRAM STRUCTURE 19 ORGANIZATIONAL STRUCTURE 20

PROGRAMS: STUDENT ACTIVITIES 21

STUDENT ORGANIZATIONS 21 PROGRAM FOR AFTERSCHOOL LITERACY SUPPORT (PALS) 25 INTERSESSIONS 28 THE KAMAILE CORE VALUES STORE 32 OTHER STUDENT ACTIVITIES PROGRAMS 34

PROGRAMS: ‘OHANA PROGRAMS 36

‘OHANA-CLASSROOM CONNECTIONS 36 ‘OHANA LEARNING SERIES 39 VOLUNTEER PROGRAM 42 MCKINNEY-VENTO HOMELESS ASSISTANCE 45 OTHER ‘OHANA PROGRAMS 46

PROGRAMS: OLAKINO MAIKA‘I CENTER 49

KAMAILE HEALTH ROOM 49 WAIANAE COAST COMPREHENSIVE HEALTH CENTER (WCCHC) PARTNERSHIP 51 HEALTHY SNACK PROGRAM 56 OTHER ‘OLAKINO MAIKA‘I CENTER PROGRAMS 58

PROGRAMS: CENTER-WIDE INITIATIVES 59

COMMUNITY PARTNERSHIPS 59 EARLY CHILDHOOD EDUCATION (ECE) OUTREACH 60 COMMUNICATION 62 COMMUNITY SCHOOLS RESEARCH & COORDINATION 64

THE STAFF 65



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APPENDIX A: STUDENT ORGANIZATION CONSTITUTION TEMPLATE 67

APPENDIX B: KAMAILE HEALTH & WELLNESS PLAN (DRAFT) 69

APPENDIX C: WEBSITE URL’S 74

APPENDIX D: SAIL PLAN FOR COMMUNITY PARTNERSHIPS 75

APPENDIX E: PREK-4 DENTAL SCREENING DATA 77

APPENDIX F: LISTING OF COMMUNITY PARTNERS 78



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Executive Summary The Navigators' Center at Kamaile Academy seeks to support the whole child by providing meaningful student activities, rich family programming, comprehensive health support, and deep community connections. Largely based on the community schools model, the Navigators’ Center is both a place and a system dedicated to the academic success, comprehensive health and wellness, and community support of Kamaile Academy students. While the Center was founded in the summer of 2011, the ideas and programs that make up the Center have been supporting Kamaile Academy's students for years. The Navigators' Center is meant to build upon this work as a location and framework where all of these efforts can come together to ensure that Kamaile Academy's haumana (students) receive the aloha (love) they deserve.

This report details the efforts of the Navigators’ Center at the end of our second year of operation. Below are some highlights from the work toward our principal goals and within our main pillars of programming.

Goal #1‐ Academics: Kamaile students made impressive gains school‐wide on the Hawai‘i State Assessment (see chart), while 83.3% of 10th graders and 75.6% of 8th graders passed their benchmark defenses. Goal #2‐ Health & Wellness: Participation in Student Activities programs such as Intersessions significantly increased this year, while a comprehensive K‐12 Wellness Plan has been developed in conjunction with WCCHC that will guide health education and services into the future. Goal #3‐ Community Support: 58.9% of Kamaile students had a family member participate in at least one ‘Ohana Program this past year, 14 community partnerships have been formed, and family feedback remains strongly positive (see chart). Program Area #1‐ Student Activities • Student Organizations: 31.1% of middle and high school students

drove 10 different groups while earning a composite 2.64 GPA for the year (compared to an overall 2.43 GPA for all students).

• After‐school: PALS provided free project‐based experiences to 92 students in grades 1‐6. • Intersessions: 280 students (29.5% of total enrollment) regularly attended at least 1 of the 3 intersession

programs, with 85.9% of them reporting that the latest summer program helped them academically. • Kamaile Core Values Store: 77.4% of students in grades preK‐6 “purchased” an item from the store that

was donated from 18 different community supporters. Program Area #2‐ ‘Ohana (Family) Programs • ‘Ohana‐Classroom Connections: 51.2% of Kamaile students had a family member attend an event. 97.3% of

attendees reported their presence had a positive academic impact on their student.



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The full July 2013 Report can be viewed online at www.navigatorscenter.org.

• ‘Ohana Learning Series: 10.0% of Kamaile students had a family member attend an event. 100% reported that their presence helped their student academically, and 85.7% reported a positive health impact.

• Volunteer Program: 15.1% of students had a family member registered as a volunteer, and 7009.3 hours of service were logged this year. In a sample, 72.4% of volunteers’ students earned proficient grades.

• McKinney Vento Homeless Assistance: With 11.2% of the student population identified as homeless, 73.1% of those students’ families have had a personal meeting to learn about their rights and available resources, and 26.9% of those students have been provided with material aid.

Program Area #3‐ Olakino Maika‘i Health Center • Health Room: 100% of all students have met all basic health requirements for school entry. • Dental: Dr. Dan Fujii held dental health education sessions with 44 of 46 PreK‐11 classrooms, screened

55.3% of grades PreK‐6, and found 50.2% of those he screened as being in need of further treatment. • Vision: 250 students were screened in one day, 26.8% of enrollment and just over 50% of K‐3 students. 69

(27.6% of those screened) were referred for follow‐up, and 13 were ultimately fitted for glasses. • Medical Trailer: The diesel generator, air conditioning units, and hydraulic lift have all been brought to

working order, and a donated full dental chair has been moved into the facility. A proposal for “green” energy systems has been adopted, and the school has set a target date of Fall 2013 to begin operations.

• WCCHC/ATSU Medical Students: Second year medical students completed with all 3rd grade classes (approximately 110 students) their 7‐week “Mini Docs” health education program.

• Healthy Snack Program: 75.7% of students ate a free healthy snack daily as reported by teachers. Center‐Wide Initiatives • Community Partnerships: 14 organizations completed official Sail Plans for Community Partnerships, and

all of the plans were monitored and reviewed at least once during the course of the year. • ECE Outreach: 51.2% of kindergarten families participated in at least one ‘Ohana Programs event, and

88.4% of families communicated with the Navigators’ Center during the course of the year. • Communication: 2,004 visitors from 359 cities and 32 different countries accessed the Navigators’ Center

website, while School Reach and Facebook were launched to better connect with families.

The highlights above and details that follow in this report demonstrate that all programs have been contributing to real outcomes in our students. The Center set data targets at the beginning of the year aimed at improving upon the results of last year. As demonstrated in the Strategic Plans for each program in this repot, most benchmarks were met, some exceedingly so. Data from areas not as successful have revealed areas in need of attention, both in terms of increasing efforts toward those ends and also reevaluating whether the targets set are actually aligned with the outcomes we ultimately want to see in our students.

In addition to and often aligned with the work of our programs, the Navigators’ Center maintained a firm emphasis on our community partnerships. All partners continue to show incredible support for the students of Kamaile, and the Center simply could not function without their contributions.

Finally, the Navigators’ Center remained committed to being the access point through which the school community—students, families, staff, and community—take true ownership of the school. Steps were taken this year to improve communication around campus as well as connecting with the broader community. While we remained focused on the students of Kamaile, our dream is that all children will receive the comprehensive support they deserve.

It was a year of hard work, deep learning, and powerful inspiration for the Center. We proudly look forward to the future in the same spirit of service to our students, school, and community.



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About the Navigators’ Center Kamaile Academy believes fully in the infinite worth of every student. The traditional school environment, however, often fails to provide opportunities for our students to discover, develop, and share their unique gifts. Moreover, the health, family, and community support structures needed to foster such infinite worth are often ignored or never established. The Navigators' Center seeks to support the whole child by providing meaningful student activities, rich family programming, comprehensive health support, and deep community connections.

Largely based on the community schools model, the Navigators’ Center is both a place and a system dedicated to the academic success, comprehensive health and wellness, and community support of Kamaile Academy students. While the Center was founded in the summer of 2011, the ideas and programs that make up the Center have been supporting Kamaile Academy's students for years. On campus and throughout our community, many individuals and organizations have made invaluable contributions to our students and school. The Navigators' Center is meant to build upon this work as a location and framework where all of these efforts can come together to ensure that Kamaile Academy's haumana (students) receive the aloha (love) they deserve.

The School: Kamaile Academy Kamaile Academy is a PreK – 12 public conversion charter school located on the Wai‘anae Coast of O‘ahu. Wai‘anae is home to many of those socioeconomically and ethnically marginalized in Hawai‘i. Nationally in 2010, 15.7% of families with children under 18 and 13.8% of individuals fell below the poverty level, while in the state of Hawai‘i those rates were 10.0% and 9.6% respectively. Rates in Wai‘anae eclipsed both of those baselines as 20.0% of families with children and 15.6% of individuals were below the poverty level.1 Of the 13,177 residents of the community, the highest prevalence of any ethnic group2 is Native Hawaiian and other Pacific Islanders at 69.4%.3 While poverty’s impact on educational attainment is similar across localities, studies have shown that Native Hawaiians have performed especially low on most measures relative to other ethnic groups.4

At Kamaile Academy, 78.7% of students live in economic hardship5 (compared to a statewide average of 46.9%6) while 58.9% of students identify primarily as being of Native Hawaiian ancestry.7 Moreover, 14.1% of students at the school have been identified as homeless or residing in emergency/transitional housing.8 As

1 United States Census Bureau. (n.d.) SELECTED ECONOMIC CHARACTERISTICS 2006-2010 American Community Survey 5-2 Self-reported as “race alone or in combination with one or more races.” 3 United States Census Bureau. (n.d.) Profile of General Population and Housing Characteristics: 2010 Demographic Profile Data, Waianae CDP, Hawaii. Retrieved from http://factfinder2.census.gov/ 4 Benham, M. K. (2006). Pacific Islander scholars: What the research literature teaches us about out work. Race Ethnicity and Education 9(1), 29-50; and Kao, G. & Thompson, J. S. (2003). Racial and ethnic stratification in educational achievement and attainment. Annual Review of Sociology, 29, 417–443. 5 As measured by those students qualifying for free or reduced meals as of October 1, 2012. 6 National Center for Educational Statistics (n.d.) State Education Data Profiles: Hawaii Elementary and Secondary Education Characteristics 2010-2011. Retrieved from http://nces.ed.gov/programs/stateprofiles 7 As reported on student registration forms as of October 1, 2012. Note that this percentage does not account for those students who identify with another race as their primary ethnicity but are still part Hawaiian. 8 These are students receiving special support from the Navigators’ Center after being identified under the McKinney Vento Act.



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would be expected from trends associating such socioeconomic and demographic factors with academic achievement, results from state assessments clearly evidence the achievement gap that exists. While 70.4% and 58.6% of students across Hawai`i met proficiency in reading and math respectively on annual statewide standardized test in SY 2011‐2012, only 35.7% of Kamaile students were proficient in reading and only 23.2% in math.9

Situated in what would conventionally be labeled a “high need” and “high risk” community, the school community of Kamaile Academy deliberately chooses to focus on the talents, potential, and culture each of our students possesses. The vision of our school is “where learning leads to endless opportunities and infinite worth.” Faculty, staff, families, and community members are bound by the belief that education is the path by which those positive assets of our children will lead to endless opportunities for their future and the realization of each individual’s infinite worth. As the “Home of the Navigators,” Kamaile Academy believes fully that with an appreciation for where they come from along with the proper training, they can navigate their lives to wherever they want to go.

Our mission is “to prepare self‐directed, self‐aware, college‐ready learners who will embrace the challenges of obstacles, experience the pride of perseverance and accomplishments, and demonstrate the strength of ‘ohana (family) and community.” The school community at Kamaile Academy believes that our school must foster in each child, from pre‐school through 12th grade, an intrinsic drive toward achievement and betterment, enabling them to be become self‐directed learners. Throughout this process of growth, we also seek to instill in each child a self‐awareness of her or his own academic, social, emotional, and physical growth. In a community that has experienced years of academic underachievement, college‐readiness has become the clear marker by which teachers, staff, and families will measure our school’s success. While all of these are noble goals, we recognize the daunting challenges faced in our community. Rather than trying to separate the child from this environment, we look to develop the ability of our students to embrace the obstacles in life as opportunities for growth. In this way, we hope that each child experiences the pride that comes with perseverance and eventual success. All the while, our school promotes the strength and support that can be found in family and community. Keeping with the metaphor, we hope to see our students follow the path of the traditional Polynesian navigators—disciplined training, cooperation with a crew, and respect for one’s roots enabling one to cross oceans of great struggle toward new lands of discovery.

9 Scores as reported on the Hawai‘i Department of Education’s online Longitudinal Data System.



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Vision Empowering students to navigate their infinite worth

The overall vision of Kamaile Academy is “where learning leads to endless opportunity and infinite worth.” The Navigators’ Center supports this vision directly by providing a broad set of support structures and programs that are aimed at supporting learning in ways that reach beyond the walls of the classroom. Through this support, we look to empower students to chart their own courses in school and in life, courses that will enable each and every student to realize her and his own full potential.

Mission The Kamaile Navigators’ Center will engage, support, and challenge students to connect with their community, develop their whole selves, and contribute meaningfully to their world.

The broad mission of the Navigators’ Center is to support the education of Kamaile Academy students. To promote learning, we believe students must be engaged by the content and instruction, supported by a variety of individuals, and challenged always to push themselves further. For this to happen, we feel that students must be connected to the broader community; must nurture their social, emotional, and physical needs along with their academic selves; and must constantly be driven by a deeper sense of justice to give back to their world.

Values The guiding values of the Navigators’ Center were developed to align directly with the broader values of Kamaile Academy. During the summer of 2012, the Navigators’ Center led an initiative to revisit the core values of the school and explore how these values could play a primary role in driving the education students receive at Kamaile. The Center organized and facilitated focus groups with students, family members, school leadership, faculty, and community partners to draft and adopt a Graduate Profile that defines the expectations of all students who seek to earn a high school diploma from Kamaile Academy. Throughout this process, it was clear that the core values would be a foundation to drive all of our efforts at Kamaile, from day‐to‐day instruction in the classroom to annual program planning in the Navigators’ Center.

The graphic that follows illustrates this progression from the school’s core values, to the vision of a Kamaile graduate, to the academic objectives in the classroom, and finally to the role of the Navigators’ Center. All efforts of the Center will find their purpose in supporting these student outcomes, and all programs will be designed, evaluated, and modified to fit these criteria.



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CORE VALUES MEANING STUDENT

OUTCOMES ACADEMIC OBJECTIVE

NAVIGATORS’ CENTER

OBJECTIVE CULMINATING

ACTIVITY GRADE LEVEL FOCUS

Alo

ha &

‘Oha

na

Ola

kino

Mai

ka‘i To live

healthfully Active bodies achieving and maintaining physical health through reflective decision-making

Evaluate performances and reflect on learning to grow through healthy decisions

Educate and provide opportunities for physical health

Olakino Maika‘i Fest

1 & 7

‘Imi ‘

Ike

To seek knowledge

Critical thinkers realizing meaningful academic success and a commitment to life-long learning

Use research and analysis to collect and interpret information and data

Engage, support, and challenge students toward academic achievement

8th Grade

‘Imi ‘Ike Defense

2 & 8

Laul

ima

To cooperate Skillful collaborators experiencing family and community support

Collaborate productively toward a common goal

Engage and connect with families and community to build a network of support for students

Sunset at Kamaile

3 & 9

Ha‘

aheo

To be proud Confident and competent producers possessing social and emotional wellness

Communicate precisely and accurately to present and share knowledge

Educate and nurture toward social and emotional wellness

10th Grade

Ha‘aheo Defense

4 & 10

Na‘

auao

To nurture a deep sense of enlightened knowledge and justice

Empowered activists designing solutions to problems in their world

Use critical thinking and creativity to identify and solve problems

Root all programs in the purpose of contributing to a better, more just world

Workplace Learning Experience

5 & 11

Kul

eana

To find and fulfill your responsibility

Well-rounded scholars giving back their skills and talents to the world while constantly bettering themselves

Reflect to develop metacognitive understanding of self and plan for personal role in the world

Empower students to find their role in bettering the world

Graduation Kuleana Defense

K, 6, & 12



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Logo

The Navigators’ Center logo was created to capture the essence of its vision, mission, and values. The center of the logo features a traditional Polynesian wa‘a, or canoe, voyaging on the ocean. The canoe represents our navigators, the students of Kamaile Academy, as they are currently finding their own paths to their futures through education. They are at the center of the logo because they are at the center of everything we do. As the apostrophe in our name suggests, the Navigators’ Center is truly their center. This metaphor of navigation can also be taken literally as the image of the wa‘a was created from an actual photograph of our Kamaile students training on the ocean with the Polynesian Voyaging Society.

Behind the canoe that symbolizes our students is the ocean that represents their lives. We believe that education is the primary route by which young people can develop their full potential, encounter life opportunities, and realize their dreams. Our role in the Center is to support them in this journey by nurturing their potential on multiple levels, bringing opportunities to them, and encouraging them to follow their dreams. In all of them we hope to instill the value of ‘imi ‘ike (to seek knowledge) while at the same time encouraging them to learn the importance of olakino maika‘i (to live healthily). We seek to be the crew backing our students as they navigate through their educational experiences.

The left hand side of the logo depicts the departure point of our students, the Wai‘anae Coast. We believe firmly that we must honor our community’s deep values of aloha (love) and ‘ohana (family) through the families, cultures, traditions, and values from which our students come. We want our students to develop a sense of ha‘aheo (pride) in their roots and to carry that identity with them throughout their life journeys. Moreover, the Navigators’ Center seeks to build off of the wonderful people, resources, and practices already present in our community. Rather than duplicate services or create new programs, our aim is laulima (cooperation)—bringing to our students that which is already present in their home community.

Finally, on the right hand side of the logo is our students’ destination point, that same Wai‘anae Coast. While we would support any student who wants to stay in our community when they grow older (and hopefully work in the Navigators’ Center!), we in no way mean to say that we expect our students to remain in the Wai‘anae area for their entire lives. Rather, we hope that our students learn that their kuleana (responsibility) is to never forget from where they came and to always give back to those that brought them to where they are. Every student possesses a special gift, and it is the kuleana of each to give that gift back to the world. Beyond academic success, social and emotional wellness, and physical health, we strive for our students to develop na‘auao (to nurture a deep sense of enlightened knowledge and justice) in order to be able to give back to their community. In the same way, the whole mission of the Navigators’ Center is to lift up our students and their community. Our destination is the realization of every student’s potential as well as the potential of this community as a whole.



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Goals To navigate successfully, a voyage must have a clear destination in mind. The Navigators’ Center finds its destination in the success and wellbeing of our students. In the spirit of Kamaile Academy’s values and in line with the Results Framework produced by the National Coalition for Community Schools10, the following overarching goals serve as benchmark indicators for the Navigators’ Center:

1. Academics: Kamaile Academy students will successfully advance through all levels of school (PreK‐12), demonstrate mastery at benchmark and graduation points, and enter into a post‐secondary education program.

2. Health: Kamaile Academy students will achieve and maintain comprehensive health and wellness—physical, social, and emotional.

3. Community: Kamaile Academy students will enjoy the support, safety, and stability of involved families and community.

In order to ensure that these goals remain the ultimate destination toward which all of our work is directed, the Navigators’ Center utilizes the long‐term strategies found on the following pages as a foundation for our work. We planned for our major targets to be met at the end of SY2013‐14, which would mark 3 years of operation for the Navigators’ Center. Nevertheless, we achieved some very encouraging progress this school year that is noted within the plans.

10 Lubell, E. (2011). Building Community Schools: A Guide for Action. New York: The Children’s Aid Society, National Center for Community Schools. See the “Community Schools Framework for Student Success” on Page 19.



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Goal #1

Academics: Kamaile Academy students will successfully advance through all levels of school (PreK‐12), demonstrate mastery at benchmark and graduation points, and enter into a post‐secondary education program.

Strategic ("SMART") Goal Setting:

1. What is the goal to be reached in this area of growth? What will be done to grow?

• Student academic success • Academic emphasis on all programming and partnerships

2. What criteria will measure the progress and growth in this area? What will indicate the goal has been attained?

PROGRESS REPORT

• 95% grade level passing rates; 75% proficient test scores; 80% proficient benchmark performances; 100% graduation rate Encouraging gains were made in SY2012‐13 on the Hawai‘i State Assessment (HSA), both in terms of % of students reaching proficiency and average students score. See the trends below. 83.3% of 10th graders and 75.6% of 8th graders passed their benchmark portfolio defenses.

3. What support, learning and dispositions will be needed in order to reach the goal?

• Students are challenged and engaged • Opportunities for remediation/enrichment are provided • Community partners and families provide support for student

success • Teachers are provided support in creating meaningful learning

opportunities 4. How long will it take to reach

the goal? • 3 years from Nav Center’s founding in summer of 2011 • First high school graduating class in SY 2013‐2014



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Goal #2

Health: Kamaile Academy students will achieve and maintain comprehensive health and wellness—physical, social, and emotional.

Strategic ("SMART") Goal Setting: 1. What is the specific goal to be

reached in this area of growth? What will be done to grow in this area?

• Student physical, social, and emotional wellness and health • Physical, social, and/or emotional components embedded

within all programming and partnerships


PROGRESS REPORT

• 90% of students show satisfactory progress on Kamaile Wellness Plan Wellness Plan has been developed in conjunction with WCCHC (see Appendix B) and will be tracked in SY2013‐14.

• 80% positive feedback on Student Wellness Survey Survey data from Student Activities throughout this report universally meet the 80% threshold. A formal Student Wellness Survey will be piloted in SY2013‐14.

• Sustainable establishment of the Kamaile Olakino Maika‘i Health Center Steady progress has been made over the past two years, much of which now lives in the Kamaile Wellness Plan. More details found in this report’s section on the Olakino Maika‘i Health Center.


• Student Activities must be piloted, scaled up, and maintained with a focus on physical/social/emotional criteria in addition to academic purposes

• ‘Ohana Programs and community partnerships must be piloted, scaled up, and maintained to support the physical/social/emotional development of students

• A close relationship with the Kamaile Counseling Center must be maintained to monitor and address social/emotional needs and concerns of students

• Close relationships with the Kamaile Health Room and WCCHC must be maintained to monitor and address physical health needs and concerns of students

• Collaboration must be achieved with Elementary Character Education programs and Middle/High School Advisory program

• School staff, families, and community must collaborate to meet physical/social/emotional needs of students

• Appropriate surveys and data tools must be created, administered, and maintained

4. How long will it take to reach the goal? What/when are the key benchmarks that will show progress?

• 3 years from Nav Center’s founding in summer of 2011 • First high school graduating class in SY 2013‐2014 • Biannual survey administration (beginning and end of year)

will track progress



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Goal #3

Community: Kamaile Academy students will enjoy the support, safety, and stability of involved families and community.

Strategic ("SMART") Goal Setting: 1. What is the specific goal to be

reached in this area of growth? What will be done to grow in this area?

• Family and community involvement with, engagement in, and ownership of students’ education

• Family and community components embedded within all programs and partnerships


PROGRESS REPORT

• 50% of students have family participate meaningfully in ‘Ohana Programs 58.9% of Kamaile students had a family member participate in at least one ‘Ohana Program this past year.

• 10 meaningful community partnerships 14 community partnerships have been developed over the past 2 years, all of which are guided and monitored by the Sail Plan for Community Partnerships.

• 80% Positive Feedback on Family/Community Surveys Survey data from ‘Ohana Programs universally meet the 80% positive feedback threshold. See results below.


• Student Activities, ‘Ohana Programs, Olakino Maika‘i Health Center activities, and community partnerships must be piloted, scaled up, and maintained to allow for family and community involvement

• Regular and meaningful communication mechanisms with families/ communities must be scaled up and maintained

• School staff, families, and community must collaborate to meet academic and health needs of students

• Appropriate surveys and date tools must be created, administered, and maintained

4. How long will it take to reach the goal? What/when are the key benchmarks that will show progress?

• 3 years from Nav Center’s founding in summer of 2011 • First high school graduating class in SY 2013‐2014 • Biannual survey administration will track progress



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Foundations The Center defines its purpose out of inspiration f rom the local traditions of Wai‘anae, Hawai‘i, and our school’s identity as the Home of the Navigators. The navigation theme aligns the Center’s work with the experience of traditional Polynesian voyagers.11 On one level, voyagers must rely on their environment for all of their support and direction—the stars, the ocean, the birds, the winds. At Kamaile, we, too, must rely upon our own environment, which is the families and broader community from which our students come, to find our direction and steer the course. At the same time, the voyagers need to maintain themselves—mentally, physically, socially, and emotionally—in order for the canoe to utilize those natural guides. In order to utilize the richness of our environment, we, too, must engage and nurture the comprehensive needs of our students. Furthermore, voyagers always navigate with a clear purpose and destination, constantly checking their progress on that course. Through innovative, meaningful, and comprehensive data collection, we must track our progress toward our goal of the wellbeing and success of the whole child. Finally, in moving their canoe forward, the voyagers advanced not only themselves but their entire people, allowing for even greater understanding and utilization of those original natural foundations in their environment. As we move toward every Kamaile student realizing his or her infinite worth, we see their individual development promoting the development of our broader community.

The original plans for the Navigators’ Center came largely out of a formal research study conducted in 2009‐2010 by a Master’s student within the College of Education at the University of Hawai‘i at Mānoa. The purpose of this study was to gather insights of members of the Kamaile school community on the implementation of plans to bring the community school model to Kamaile Academy, an idea very much in line with the mission of the Navigators’ Center.

The community schools model is a clear fit for the work that has been occurring at Kamaile Academy for years and for the plans that the Navigators’ Center has to continue this work. The Coalition for Community Schools, which advocates for community schools across the nation, describes the model as such:

“A community school is both a place and a set of partnerships between school and community. It has an integrated focus on academics, youth development, family support, health and social services, and community development… The community school is uniquely equipped to develop an educated citizenry, to strengthen family and community, and to nurture democracy in the twenty‐first century.”12

The community schools movement has gained much momentum in the past couple of decades, spreading across the United States and the globe. The National Center for Community Schools in New York City has done a wonderful job documenting the origins, development, and spread of the model both in research and in practice.13

Research has proven the positive impact that the core elements of the community school approach can have on young people and their education. On the front of after‐school activities, multiple studies have illustrated the positive impact structured programming can have on youth academically and beyond, including socially

11 For one of many works detailing traditional Polynesian “wayfinding” and its modern-day practice, see the following: Kyselka, Will. (1987). An Ocean in Mind. Honolulu: University of Hawaii Press. 12 From http://www.communityschools.org 13 Lubell, E. (2011). Building Community Schools: A Guide for Action. New York: The Children’s Aid Society, National Center for Community Schools.



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and behaviorally.14 Likewise, focusing on the development of not just academic skills but the whole child—socially, emotionally, physically, morally, and vocationally—is shown to have long‐lasting benefits on children.15 Community schools’ specific focus on physical health is further rooted in research that demonstrates disparities in fundamental, education‐related health indicators among poor, minority youth, a group that is underperforming academically as is well known through the national achievement gap.16 The model’s emphasis on schools involving families and communities in meaningful and substantial ways is also shown to have significant positive influence on the development of youth and the success of schools on the whole.17 Lastly, experts have recognized the community school pillar of partnering with outside organizations and resources to support students as a key strategy in successful school turnarounds.18 The evidence is there to support the importance of all the key components of the community school.

Though all of the components of a community school have been supported, one could still ask the question of whether those benefits would still occur if all of the individual aims were combined within one effort, exactly as community schools set out to do. In this line of thinking, it is important to note that the notion of community schools is by no means new. The great John Dewey recognized the potential impact of such an effort at the beginning of the 20th century:

“We may say that the conception of the school as a social centre [sic] is born of our entire democratic movement. Everywhere we see signs of the growing recognition that the community owes to each one of its members the fullest opportunity for development… This is no longer viewed as a matter of charity, but as a matter of justice—nay, even of something higher and better than justice—a necessary phase of developing and growing life.”19

According to the National Center for Community Schools,20 the community schools model can be traced back to the work of individuals like Jane Addams in the late 1800s in urban settlement houses for newly arrived immigrants. As evidenced by the quote from Dewey above, advocates began calling for schools to fulfill a larger purpose in society and to play a central role in the community in the early 1900s. Support from actors like the Charles Stewart Mott Foundation in the 1930s and 1960s with their investments in community education furthered the mission. The modern push for community schools can be attributed largely to the work of groups like Beacons, Bridges to Success, Children’s Aid Society, and some university‐assisted efforts in the 1980s and 1990s that were a response to the growing body of research on the education of children living in poverty.

From these roots, various interpretations of the community schools model have arisen in locations across 43 states in the U.S. and 69 countries across the globe.21 The model has also been the subject of a breadth of

14 Clark, R. M. (1988). Critical Factors in Why Disadvantaged Students Succeed or Fail in School. New York: Academy for Educational Development; McLaughlin, M.W. (2000). Community Counts: How Youth Organizations Matter for Youth Development. Washington, D.C.: Public Education Network; and Vandell, D.L., Reisner, E.R., and Pierce, K.M. (2007). Outcomes Linked to High-Quality Afterschool Programs: Longitudinal Findings from the Study of Promising Afterschool Programs. Washington, D.C.: Policy Studies Associates. 15 Eccles, J.S. (1999). The development of children ages 6 to 14. The Future of Children: When School is Out, 9(2), 30-44. 16 Basch, C.E. (2010). Healthier Students are Better Learners. New York: The Campaign for Educational Equity, Teachers College. 17 Bryk, A.S., et al. (2010). Organizing Schools for Improvement: Lessons from Chicago. Chicago: University of Chicago Press; Epstein, J.L. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 77(9), 701-712; and Weiss, H. B., Lopez, M. E., and Rosenberg, H. (2010). Beyong Random Acts: Family, School, and Community Engagement as an Integral Part of Education Reform. Cambridge, MA: Harvard Family Research Project. 18 Pappano, L. (2010). Inside School Turnarounds: Urgent Hopes, Unfolding Stories. Cambridge, MA: Harvard Education Press. 19 Dewey, J. (1902). The school as social centre. The Elementary School Teacher, 3(2), 73-86. (p. 86) 20 Lubell, E. (2011). Building Community Schools: A Guide for Action. New York: The Children’s Aid Society, National Center for Community Schools. 21 Ibid.



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research studies that have on the whole shown promising results in terms of both educational outcomes and overall youth development.22

Educationally, the Center looks to the foundations laid by the likes of John Dewey23 who developed the idea of educating young people by rooting learning in experience, appealing to all of the needs of the child, and nurturing a drive within students to better themselves through learning. Within contemporary education trends, the Center looks largely to the whole child approach, which declares, “Each child, in each school, in each of our communities deserves to be healthy, safe, engaged, supported, and challenged.”24

In a very broad sense, the Center is driven by the conception of “development as freedom” championed by the Nobel laureate Amartya Sen.25 This view posits that true human development provides the social arrangements necessary for an individual to realize her full agency as a human being. The Center seeks to provide the comprehensive support structure necessary for the students of Kamaile to discover, nurture, and share their infinite worth. Ultimately, the students’ development may promote the similar development of individuals in their families and the broader community.

22 Dryfoos, J.G. (1994). Full-Service Schools: A Revolution in Health and Social Services for Children, Youth, and Families. San Francisco: Jossey-Bass Publishers; Dryfoos, J. G. (1995). Full service schools: Revolution or Fad? Journal of Research on Adolescence, 5(2), 147-172; Dryfoos, J. (2002). Full-service community schools: Creating new institutions. Phi Delta Kappan, 83(5), 393-399; Dryfoos, J. G. (2003). A community school in action. Reclaiming Children and Youth, 11(4), 203-205; Dryfoos, J. (2005). Full-service community schools: A strategy—not a program. New Directions for Youth Development, 107, 7-14; Kronick, R. F. (2005). Full Service Community Schools: Prevention of Delinquency in Students with Mental Illness and/or Poverty. Springfield, IL: Charles C. Thomas; and Robison, E. (1993). An Interim Evaluative Report Concerning a Collaboration between the Children's Aid Society, New York City Board of Education, Community School District 6, and the I.S. 218 Salome Urena de Henriquez School [and] The Community Schools P.S. 5 and I.S. 218 Spring 1994 Update. New York: Graduate School of Social Service of Fordham University. 23 For one of many examples, see Dewey’s Democracy and Education. 24 See http://www.wholechildeducation.org 25 Sen, A. (2000). Development as Freedom. Harpswell, ME: Anchor.

Whole Child Tenets (www.wholechildeducation.org/about) • Each student enters school healthy and learns about and practices a healthy

lifestyle. • Each student learns in an intellectually challenging environment that is

physically and emotionally safe for students and adults. • Each student is actively engaged in learning and is connected to the school

and broader community. • Each student has access to personalized learning and is supported by

qualified, caring adults. • Each graduate is challenged academically and prepared for success in

college or further study and for employment in a global environment.

The Coalition for Community Schools (www.communityschools.org) “A community school is both a place and a set of partnerships between school and community. It has an integrated focus on academics, youth development, family support, health and social services, and community development… The community school is uniquely equipped to develop an educated citizenry, to strengthen family and community, and to nurture democracy in the twenty-first century.”



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The Center’s Work The Navigator’s Center roots all of its work in the foundation of the core values of Kamaile Academy and aims all of its efforts at promoting the three overarching goals of the Center. While the Center is still very new and many lessons are yet to be learned, the values and goals have mapped a fairly clear pathway by which to navigate our work.

Framework

The graphic below illustrates the broad structure through which the Navigators’ Center operates.

First and foremost, located in the center of the graphic, is the primary focus of all of the Center’s work: the students of Kamaile Academy. These are the Navigators to whom all of our efforts are directed, and every project undertaken by the Navigators’ Center must be able to be traced back to them. The Navigators’ Center’s name is just that because it truly is the Center of the Navigators, the students of Kamaile.

Moving to the bottom of the illustration, the foundations of our work come from data and community partnerships. By data, here, we do mean the conventionally conceived facts and figures derived from formal measures, but we also value the more informal information generated from day‐to‐day experiences with students and interactions with the community. To put it simply, all of the work of the Navigators’ Center must align with a need or desire readily found in the school community. When working under such sweeping banners of academic success, social and emotional wellness, and physical health, it is easy to validate the existence of almost any program. By staying true to the information coming for the community, however, we ensure that all of our work has real and reliable value. In addition, the Center seeks to root all of its work



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in community partnerships. Despite the high levels of need in our community, we firmly believe in the wealth of support found in the organizations and individuals already working in our area. The Navigators’ Center does not intend to create new projects in the community, but rather to connect our students and school with the invaluable work already being done. Rather than compete or take away from other community actors, all of our programs are designed to bring these wonderful resources to our school. Just as the traditional navigators looked to their stars, traditions, and crew for direction, so do we find our course in our school community.

Moving up the graphic, all of the data and community partners drive our various programs that fall into three interrelated categories: Student Activities, ‘Ohana (family) Programs, and the Olakino Maika‘i Health Center. Every program in each of these pillars must be targeted at students, and each must drive the three overarching goals of the Center: academic success, comprehensive wellness, and community support. The navigator must keep the crew focused on keeping the canoe on the right path, and our Center seeks to stay true to our goals by supporting our students and families in their educational journey.

Finishing the upward progression through the graphic, in working toward these goals, the primary outcome sought by the Navigators’ Center is the development of the whole child, thus empowering each and every student of Kamaile Academy to achieve success down whatever path she chooses to steer her life. Once theses children are able to realize their full potential, then their development will naturally spill over into the broader community and truly bring to life the vision of an inclusive learning village at Kamaile Academy. The data gathered from our successes and failures will then feed directly back into shaping the work of the Center. When the destination is reached, the navigator’s experience does not fade but rather becomes the guiding tradition for all the navigators who are to come.

Program Structure To promote our core values and work toward our goals, the Center designs, manages, and monitors programs across three primary areas: Student Activities, ‘Ohana (or Family) Programs, and the Olakino Maika‘i Center (Kamaile Health Center).

Navigators’ Center

‘Ohana

Programs

Student

Activities

Health Center

-‘Ohana-

Classroom

Connections

-’Ohana Learning

Series

-Volunteer

Program

-McKinney Vento

Assistance

-Afterschool

-Student Orgs

-PALS (Jr. & Sr.)

-Intersessions

-Kamaile Core

Values Store

-Kamaile Health

Room

-WCCHC at

Kamaile

-Healthy Snack

Program

-Garden

Support

Community Partnerships, Communication, & ECE

Data



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Underlying our three primary pillars of programming are center‐wide focus areas. In the spirit of the community schools model, community partnerships are sought to support Navigators’ Center programming wherever appropriate. A strict commitment to transparency means that everything that happens in the Navigators Center is communicated to the entire school community through our website, monthly newsletters, quarterly reports, and various meeting structures. Furthermore, while the Center supports students at all grade levels, the importance of providing all learners strong foundations has led us to adopt a special focus on early childhood education (ECE). Finally, all programs are data‐driven, ensuring that our efforts align with the assets and needs of our school community while maintaining a firm standard of quality.

Organizational Structure The organizational structure has been continually reworked and developed to best fit the work of the Center.

Most of the Navigators’ Center work is overseen directly by the Center’s staff. Currently, a Director leads the broad efforts of the Center including the development of Center aims and areas of focus, fostering of community partnerships, tracking of progress, supervision of staff, and maintenance of communication systems. The Center Coordinator oversees much of the Center’s day‐to‐day operations including facility management, school community relations, and support of all programs. Program Coordinators are the direct managers for the various programs run out of the Center. Various other staff members throughout the school support this programming including the school health aides and some part‐time employees.

The Center is also directly linked with the school’s overall organizational structure. The Center Director is a member of school’s leadership team, which consists of the school Principal, three Associate Principals, Counseling Center Director, and academic coaches. This allows the Navigators’ Center to align directly with the work of the school and ensure support for the Center’s programming. Moreover, the Center’s staff is linked to the various grade levels throughout the school. The Director is a member of the Middle/High School Lead Team; the Early Childhood Education (ECE) staff members work directly with grade PreK‐3 teachers; and another Center staff member coordinates with the teams of grades 4‐6. These structures allow the Navigators’ Center to connect directly with students, teachers, staff, and leadership throughout the school.

Outside of these direct school links, the Center also seeks the engagement and ownership of parents and families from the school community. The Center has driven the formation of a Parent Council made up of parent representatives from each grade level. This Parent Council provides a forum for family members to become directly involved with the work of the Center through weekly meetings and key roles in all major events.

Finally, the Center looks outside of the direct school community for support and guidance. Currently, 13 various organizations are listed as official Community Partners that work directly with our students and families. Aside from the regular communication that occurs with these partners, the Center also engages them through the Partners Alliance, a more structured setting that allows them to drive the work of the Center and also explore areas to coordinate with each other. Additionally, the Navigators’ Center has supported the school Principal in her efforts to reestablish the school’s Local Advisory Panel (LAP), which is a body made up of various community members who oversee the work of the school in an advisory capacity. The Center looks to utilize this LAP as yet another mechanism by which the community can direct, oversee, and own the work of the Navigators’ Center.



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Programs: Student Activities

This section begins the reporting on the progress of the various programs managed by the Navigators’ Center, starting with Student Activities. In its second year of operation, the Center looks to build upon the successes and lessons learned from last year. All goals have been established based on the baseline data gathered at the end of last year. For each program, there will be a general overview, a strategic planning framework similar to the ones used for the Center’s overarching goals, and a summary of any data collected.

One of the three main pillars of the Navigators' Center’s programs is Student Activities. These co‐curricular and extracurricular activities are meant to assist, enhance, and augment the instruction Kamaile Academy teachers provided within the classroom. Maintaining our focus on the whole child and aligning with the school's core values, each program is meant to support the academic success, comprehensive wellness, and community support of every Kamaile student.

Student Organizations

Overview

Coordinator: Director & Center Coordinator

Navigators’ Center Community Partner(s): PVS, LCC‐Wai‘anae

The Student Organization program serves as the official afterschool program for Kamaile Academy Middle and High Schools. A student organization is a club, group, or team initiated, organized, and run by students at Kamaile Academy. These can include (but are not limited to) special interest clubs, academic teams, culturally‐based groups, and sports clubs. Membership consists of grade 7‐11 students and a Faculty Advisor from the Kamaile teaching staff. All organizations are also encouraged to link with an outside organization that could serve as their Community Partner.

All organizations are designed to align with the core values of Kamaile Academy. Groups must promote academic success, social and emotional wellness, physical health, community cooperation, and a deep sense of justice. After filing an initial application online to form a group, all Student Organizations must work with their Faculty Advisor to draft a Constitution that lays out the structure of their group [see Appendix A]. The Navigators' Center is here to support students as they create and operate their organizations.

Strategic Plan & Progress Report

What is the specific goal to be reached in this area of growth? What will be done to grow in this area? This is what we want to see happen for our students.

Academics: involvement in a Student Organization (SO) will serve as an incentive toward academic achievement (AA); SO activities will promote AA Health: SO will provide a ‘safe space’ and network of support for students’ social and emotional well-being; SO will promote physical health and fitness on the campus Community: SO will connect with community members and community organizations



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The Graffiti and Mural Club ended the school year by organizing a school‐wide contest to fill the dream bubbles on their “Draw Your Future” mural located on our school’s library building. Club members took winners from each grade level, K‐11, and helped the younger artists put their design on the actual mural.

What criteria will measure the progress and growth in this area? What will indicate the goal has been attained? This hard data will tell us that our vision for our students has been realized. PROGRESS REPORT GREEN Target Met BLUE Approaching Target RED Well Below Target

Academics: • Average 3.0 GPA of SO participants • Average 3.25 GPA for SO officers SO participants earned a composite 2.64 GPA for the year. (The composite GPA for all MS/HS students was 2.43.)

• 90% of SO abide by Constitutions that reflect a commitment to academic achievement (e.g. through the values of ‘Imi ‘Ike, Ha‘aheo, etc.) 80% of SO have completed Constitutions stating their commitment to academic achievement.

Health: • 10 SO are in regular operation and open to all MS/HS students 10 SO have been formed and are operating.

• 40% of MS/HS students are members of a SO 31.2% of MS/HS students are members of a SO.

• 30% of SO will have a primary emphasis on some form of physical health 30% of proposed SO plan to have a primary emphasis on some form of physical health (i.e. Dance, Future Navigators, and Paddling).

• 90% of SO abide by Constitutions that reflect a commitment to health/wellness (e.g. through the values of Olakino Maika‘i, Aloha, etc.) 80% of SO have completed Constitutions stating their commitment to health/wellness.

Community: • 60% of SO have regular contact with a community partner 60% of SO have made steps toward regular contact with a community partner (i.e., Eco-Tech with 4-H Hawai‘i; Future Navigators with Polynesian Voyaging Society; Na Alaka‘i Hoe with Makaha Canoe Club; SGA with UH West O‘ahu; Wayfinders with LCC-Wai‘anae; and Tech Club with West O‘ahu Robotics).

• 30% of SO will hold some event to connect with school community 90% of SO have held event to connect with school community.

• 80% of SO will create and maintain websites to connect with the school community 70% of SO have a live website.

• 90% of SO abide by Constitutions that reflect a commitment to community (e.g. through the values of ‘Ohana, Laulima, etc.) 80% of SO have completed Constitutions stating their commitment to community.



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How will this data be tracked? This is how we will measure and keep track of that hard data. PROGRESS UPDATE

Database for SO will track all of the indicators above. The Center will need to initiate the following: • SO Constitution template Developed and available to all interested students and faculty

• Social/Emotional Survey for students and Faculty Advisors at beginning, middle, and end of school year Developed; will be administered in SY2013-14.

• Faculty Advisor Feedback Form (weekly) Based on feedback and performance, needs to be redesigned

• Quarterly Faculty Advisor Meetings Held in first three quarters; regular monthly meetings added for SO Officers

• Website support Sessions held in Quarter 4

• Connections with community partners Great progress made (see above under “Community”)

How long will it take to reach the goal? What/when are the key benchmarks that will show progress?

Goals to be achieved by end of 2012-2013 SY. Benchmarks will be tracked in reports to be compiled at the end of every school term.

Progress Details

Student organizations finished up the second year of the program with some amazing activities. Below are the 10 groups that have been formed along with a brief overview of their work from the year.

Eco‐Tech Science Mentors‐ Eco‐Tech delivered multiple lessons to elementary classes throughout the year. The club has also joined the Nav Center in an effort to make our medical trailer “go green” before opening next August. Eco‐Tech has written a proposal to support the Nav Center in raising funds for the project and has led tours to the trailer with younger grade levels. Lastly, the group hosted a group of visitors from the Utah 4‐H during the Spring Intersession. Eco‐Tech organized for our guests a classroom volunteering experience, ocean activities, a hula lesson, a tour of a community farm, a healthy dinner, and an unforgettable cultural exchange.

Forever Live Young Club (hip‐hop dance)‐ Juniors choreographed they own routine and produced their own video to recruit members from the younger grade levels that was shown at a community meeting.

Future Navigators of Kamaile (traditional Polynesian voyaging)‐ The group spent the year training for upcoming Worldwide Voyage and contributing to the drydock efforts at Sand Island on a weekly basis to prepare the canoes Hōkūle‘a and Hikianlia for their upcoming Worldwide Voyage. In August, the navigators had the extreme honor of welcoming Archbishop Desmond Tutu when he came to bless Hōkūle‘a. Additionally, leaders from the club presented alongside PVS in January at the Rotary International Peace

The Future Navigators led an end‐of‐the‐year field trip in May for all Kamaile students in the PALS after‐school program to Sand Island to visit the Polynesian Voyaging Society. One of our sophomore navigators is pictured here going over safety gear with young Kamaile students on board Hōkūle‘a.



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Forum in Honolulu, sharing their work with Rotary leaders and youth from around the globe. To wrap up the year in May, the group led more than 40 Kamaile elementary students from the PALS afterschool program on a field trip to Sand Island to tour the canoes and meet PVS crewmembers. They also organized a screening of the film Papa Mau for members of our Micronesian community to share the integral role the Micronesian navigator played in the rebirth of traditional voyaging within the Hawaiian community. Throughout the year, the students also had the great privilege of being able to take part in actual training sails aboard Hōkūle‘a and Hikianlia.

Graffiti and Mural Club‐ The club met throughout the year to learn about famous graffiti artists and work on their own creations. They ended the year by organizing a school‐wide contest to fill the dream bubbles on the “Draw Your Future” mural located on our school’s library building. Club members took winners from each grade level, K‐11, and helped the younger artists put their design on the actual mural.

Life in Still Photography Club‐ The club continued to develop their photography and editing skills through the year.

Na Alaka‘i Hoe (canoe paddling)‐ The crew finished the season as the first official Kamaile paddling club. The team became a point of pride for the entire school community and has started what will hopefully become a long‐standing tradition at Kamaile.

Student Wayfinders (mentoring)‐ The small group of upcoming leaders continued to explore career pathways into education with LCC’s Teacher Academy program. They organized observation periods with elementary teachers over their lunch block to begin learning about best practices for teachers. In November, the club demonstrated their commitment to service by organizing a school‐wide Thanksgiving Food Drive. Over 400 items were donated to provide meals to our needy families at Kamaile. Finally in May, the group organized a school‐wide campus cleanup. Teachers from every grade level brought their students out for an afternoon to beautify Kamaile.

Student Government Association‐ SGA officers worked with the Navigators’ Center on a number initiatives including the organizing of a formal Winter Ball, working with the school cafeteria on improving food service, fundraising and organizing for the California trip that occurred in May, and bringing general student concerns to school administration.

Tech Club (robotics and broadcasting)‐ The Tech Club’s robotics program captured the attention of the entire school with their strong showings at VEX competitions this past year. Top students in the program joined with other students from around the community to compete in the FIRST Robotics Competition. The club also held demonstration events with their robots to raise funds in the community and to inspire our next generation of engineers in elementary classrooms.

WE/ST. F.A.M.ILY (music composing and recording)‐ The club broke out of their “underground” development this phase to widespread critical acclaim! Students have written, recorded, and co‐produced (alongside their Faculty Advisor) two original tracks that were released to the public on their website. The performers made public appearances at a middle & high school community meeting before a crowd of 200 and then Sunset at Kamaile in front of 350 guests. Weekend and Hold On can now be heard from students humming in the halls or even as the ring tones on staff phones.

In May, the Student Wayfinders organized a school‐wide campus cleanup. Teachers from every grade level brought their students out for an afternoon to beautify Kamaile.



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Program for Afterschool Literacy Support (PALS)

Overview

Coordinator: PALS Site Coordinator (hired from Kamaile Faculty, funded by PALS); After‐school Academic Coordinator (hired from Kamaile Faculty, funded by Kamaile)

Community Partner(s): Program for Afterschool Literacy Support (PALS)

The Program for Afterschool Literacy Support (PALS) is a program offered through the University of Hawai‘i at Mānoa to provide learning opportunities for a predominantly Native Hawaiian population of children on the Wai‘anae coast. This partnership served as the primary afterschool program for grades 4‐6 at Kamaile Academy for years. In SY20111‐2012, PALS agreed to train at no cost the Kamaile teachers who would lead the grades K‐3 afterschool program modeled directly off of the successes of PALS named Ka Ulu Pono. After last year’s exciting collaboration, the partnership deepened further this year as PALS agreed once again to train our K‐3 teachers while also identifying Kamaile as the first site to pilot a PALS program for grades 7‐8.

Since October 2012, the Navigators’ Center has offered 3 levels of this reputable after‐school model to our students: PALS Jr. courses for grades 1‐3 (with a kindergarten course planned for the fourth quarter), PALS courses for grades 4‐6, and PALS Sr. courses for grades 7‐8. Classes are offered at no cost to families for 90 minutes 3 days per week.

Below is an overview from their website, which you can visit at www.palshi.org. "PALS uses a place‐based cultural project (PBCP) curricular framework that embraces the multiple cultural locations in which the children exist and utilizes community and place as the springboard for learning. PBCPs engage real‐life, ways of knowing and doing and provide integrated opportunities for literacy teaching and learning across the curriculum.

“Students in PALS engage with teachers and other community members in projects that have relevance to their own lives and that nurture children’s identities as learners, community activists, and as stewards of the environment. PALS partners with multiple cultural and educational organizations and individuals including the Polynesian Voyaging Society (PVS), the Honolulu Academy of Arts, Ka‘ala and Hoa ‘Āina O Makaha farms, and numerous local artists, engaging these community partners as both co‐planners and co‐teachers within the projects.”



Academics: Students will experience rich educational experiences after school that directly support academic achievement in school. Health: Students will enjoy safe, positive after-school activities that increase health and wellness directly and through education. Community: Family and community will be given regular opportunities to engage with the after-school program.



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Academics: • 100% of classes will be guided by project-based plans that incorporate

academic content standards, 21st Century Learning Skills, and the Kamaile Core Values All tutors successfully developed project plans.

• 70% of students involved in program will earn proficient grades in school 63.9% of students who regularly attended PALS score proficient on HSA Reading (compared to 49.9% school-wide). 51.4% of students who regularly attended PALS score proficient on HSA Math (compared to 30.8% school-wide).

• All students will receive an average of 1 hour per week dedicated to homework support Students receive 1.5 hours per week dedicated to homework support.

• 80% positive feedback for academic items on Student Survey • 80% positive feedback for academic items on Family Survey Student and Family Surveys were not administered this year.

Health: • 30% of students in grades K-3 will be enrolled in program • 20% of students in grades K-3 will regularly attend program (80% daily

attendance) 47 students in grades 1-3 are enrolled, or about 14.6% of students in those grade levels. 28 students in those grades levels (8.7%) regularly attend.

• 30% of students in grades 4-6 will be enrolled in program • 20% of students in grades 4-6 will regularly attend program (80% daily

attendance) 45 students in grades 4-6 are enrolled, or about 15.3% of students in those grade levels. 28 students in those grades levels (9.5%) regularly attend.

• 20% of students in grades 7-8 will be enrolled in program • 15% of students in grades 7-8 will regularly attend program (80% daily

attendance) Middle school enrollment dropped to 0 students by the year’s end.

• All students will receive an average of 1 hour per week dedicated to physical health through physical activity or health education. 46.7% of PALS (grades 4-6) students are enrolled in courses that put a daily emphasis on physical activity.

• 80% positive feedback for wellness items on Student Survey • 80% positive feedback for wellness items on Family Survey Student and Family Surveys were not administered this year.

Community: • 50% of students will have family members involved at least once per term 35.3% of students who regularly attended had a family member attend a PALS event in quarter 4.

• All classes will incorporate a community partner at least once per semester All classes have begun to approach outside community resources.



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Goals to be achieved by end of 2012-2013 SY. Benchmarks will be tracked in reports to be compiled at the end of every school term.

Progress Details

The PALS Jr. and PALS courses provided positive and engaging after‐school experiences for students throughout the year. Four PALS project‐based courses were open to Kamaile grades 4‐8 students: Robotics; Martial Arts and Me; Wai Ola (gardening); and Girls on the Run (fitness). Three PALS Jr. project‐based courses were open to Kamaile grades K‐3 students that were modeled off of the PALS framework: Animal Habitats (specifically for kindergarten students), Movies & Munchies, and Keiki Haku (focused on developing a school recycling program). The year ended on some very bright notes. All courses wrapped up their projects with exciting activities, such as the race and overnight trip in Waikiki for the “Girls on the Run.” There was also a great family turnout at the culminating PALS Ho‘ike in May at which everyone was delighted by the student presentations. Lastly, about 40 PALS students made the trip down to Sand Island with the Kamaile Future Navigators high school student organization for the final PALS day of the year. The PALS students had a blast learning about voyaging and navigation from their older schoolmates aboard Hōkūle‘a.


Database for KUP will track all of the indicators above. The Center will need to initiate the following: • Project Overviews for each class All tutors worked with Program Coordinators to finalize their project plans.

• Student Surveys at middle and end of year • Family Surveys at middle and end of year Student and Family Surveys need to be administered next year.

• Teacher Feedback Form (weekly) Form has become a part of the project plans.

• Connections with community partners Teachers received support with community connection throughout the year from PALS.

The PALS “Girls on the Run” course encourages young females to take an active role in creating healthy habits and lifestyles early on. Our Kamaile students and teachers joined other PALS participants from Wai‘anae Elementary in Honolulu in February for the 1.5‐mile “5210 Let’s Go Keiki Run” and Great Aloha Run Expo. The girls even made the front page of Westside Stories for their efforts.



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Intersessions

Overview

Coordinator: Center Coordinator

Community Partner(s): Sodexo

The Navigators’ Center oversees the education programs at Kamaile Academy offered during the winter, spring, and summer break periods. Intersessions are designed to be both academic in nature but also highly engaging for students, in line with best practice recommendations from the National Summer Learning Association and the Wallace Foundation. Teachers are given the freedom to design project‐based units that are focused on some topic interesting to students and aimed at some culminating product or performance to share with family members. The Center assists teachers in creating these plans, linking with outside organizations that can augment the project units, and purchasing the supplies necessary for the projects. The Center also organizes a school‐wide reading block each morning with small pullout groups for those needing extra assistance as identified by school administration. And near the conclusion of each day, the Center provides fun math challenges for all students that are scaffolded across grade levels. The Center also handles all of the logistics of running the school during these breaks, including organizing free lunches for all students through Sodexo.



Academics: Students will be able to learn content and skills rooted in academic standards but in a fashion much more engaging and application-based than in a conventional classroom setting. Health: Students will have a safe and positive experience during their academic break that includes activities focused on physical health and healthy meals. Community: Students will be able to connect with community members and locations that hold some expertise in the field they are studying, and families will have the opportunity to experience the student learning.

The Summer Intersession program sought to connect more deeply with community and families. All K‐8 classes were guided by the theme of Mālama Honua (caring for the earth) to connect with the Polynesian Voyaging Society’s Worldwide Voyage. At the ‘Ohana Day held to wrap up the program, families were invited to join students in constructing and flying lupe (kites) to commemorate the sail. Students decorated the fronts of their kites with how they learned to Mālama Honua and the backs with the dreams to which they are sailing in life.



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Academics: • 100% of academic classes will be guided by project-based

plans that incorporate academic content standards, 21st Century Learning Skills, and the Kamaile Core Values. 100% of summer classes were guided by and documented on an online project-planning tool. 87.5% of spring classes were guided by project plans. 50% of winter classes were guided by project plans.

• 70% of students involved in program will show some growth in academics. 52.4% of students who regularly attended an intersession grew at least 10 points on HSA Reading. 48.0% grew at least 10 points on HSA Math.

• 80% positive feedback for academic items on Student Survey Summer: 85.9% of students responded that the intersession program helped them academically (60.0% reported a strong impact). Spring: 88.9% of students responded that the intersession program helped them academically (66.7% reported a strong impact). Winter: 94.9% of students reported positive academic impact (84.2% reported a strong impact).

Health: • 50% of Kamaile students will enroll in an intercession program

during the year and 30% will regularly attend classes (80% attendance) Overall: 468 students enrolled, or 49.3% of the school population, enrolled in at least 1 of the 3 intersession programs. 280 students, or 29.5% of students, regularly attended at least 1 program. Summer: 324 students enrolled, or 34.1% of the school population. 220 students, or 23.2% of students, attended at least 80% of the Summer classes. Spring: 207 students enrolled, or 22.7% of the school population. 71 students, or 7.8% of students, attended at least 80% of the Spring classes. Winter: 181 students enrolled (19.7% of the school population). 85 students (9.3%) attended regularly.

• 100% of students will receive a healthy meal daily All students in all intersession programs received a healthy lunch daily prepared by the school cafeteria.

• 80% of intercession programs will feature 1 hour of some physical activity per week All summer courses incorporated approximately 1 hour of physical enrichment daily.

• 80% positive feedback for wellness items on Student Survey Summer: 86.2% of students responded that the intersession program supported their emotional wellness (56.9% reported a strong impact).



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Spring: 92.0% of students responded that the intersession program supported their emotional wellness (71.0% reported a strong impact). Winter: 96.8% of students reported a positive impact on wellness (86.7% reported a strong impact).

Community: • 50% of academic classes will connect with some community

expert or location 90.1% of summer courses were guided by the theme of Mālama Honua (caring for the earth) to connect with the Polynesian Voyaging Society’s Worldwide Voyage.

• 10% of students in program will be represented by a family member at culminating events 27 students had family members attend the Summer Intersession ‘Ohana Day, representing 12.3% of students who attended regularly. 15 students had family member attend the Spring Intersession ‘Ohana Day, representing 21.1% of students who attended regularly.


Database for Intercessions will track all of the indicators above. The Center will need to initiate the following: • Intercession Project Overviews for each teacher’s class • Academic intervention system for each intercession Administration identified students from grades 1-6 for small group daily reading intervention during the intersession

• Student Surveys for each intercession program Developed and administered

• Connections with community partners Modification to encourage all teachers to plan projects around one theme inspired by a community partner

• Logistical support for culminating events Summer and spring programs included first ‘Ohana Days; both very successful

How long will it take to reach the goal? What/ when are the key benchmarks that will show progress?

Goals are to be achieved by end of 2012-2013 SY. Benchmarks will be tracked in reports to be compiled at end of every school term.

Progress Details

The summer intersession program was a wonderful success largely driven by the lessons learned through the winter and spring programs. In line with best practice research, the programs provided rigorous academic practice for students during school breaks while also engaging them in ways unique from the typical school experience.

Intersessions were re‐designed this year to provide structured support in reading and math to students while also providing a fun‐filled week through engaging projects designed by teachers. Each morning, students of all ages came together in the library for 30 minutes of reading. Prior to the program, administration identified the students in grades 1‐6 who were in need of extra literacy support, and they were pulled out daily into smaller reading groups (~4‐5 students) to work with an educational assistant.



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Students then spent a couple of hours working through engaging projects designed by teachers. The projects needed to align with academic standards, 21st Leadership Skills, and the Kamaile Core Values whenever possible. Finally, students received math practice through daily games and challenges such as tangram puzzles, logic games, and a tower building competition. At the end of the program, family members were invited to join their students in the first ever Intersession ‘Ohana Days. Feedback from families, students, and staff were overwhelmingly favorable on the inclusion of families.

To connect more deeply with community partners, all K‐8 summer classes were guided by the theme of Mālama Honua (caring for the earth) to connect with the Polynesian Voyaging Society’s Worldwide Voyage that launched in June. The canoes Hōkūle‘a and Hikianalia will be traveling around the globe learning from communities how they care for the earth under five main pillars: Culture, Leadership, Ocean protection, Voyaging, and Education. The Kamaile Summer Intersession program looked to support this mission by designing projects around the Essential Question of "How can we Mālama Honua (care for the earth) in our community?" All Intersession teachers were asked to design projects that tied into this Essential Question through the themes of Culture, Leadership, Ocean protection, Voyaging, or Education.

The Summer Intersession program is designed to provide rigorous academic practice for students during school breaks while also engaging them in ways unique from the typical school experience. Incoming 3rd graders experienced a model of such a balance. As with all summer classes, their project was guided by the the theme of Mālama Honua (caring for the earth) to connect with the Polynesian Voyaging Society’s Worldwide Voyage. Students had daily lessons on the importance of ocean protection. These lessons culminated in projects such as the t‐shirts and canoe/ocean models pictured here. For the physical enrichment activities, students were able to participate in fun activities with water. Finally, students gained firsthand experience of what they were taught through learning trips to the aquarium and a ride on an actual submarine.



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The Core Values Store enables students to earn tangible rewards for their positive behavior at school. Stocked largely through generous community donations, the program is a wonderful manifestation of our community’s support.

The Kamaile Core Values Store

Overview

Coordinator: Store Manager (part‐time employee of Kamaile Academy)

Community Partner(s): Various donors from the community

The Kamaile Core Values Store has been successfully operating for years on our campus and in 2011 was placed within the structure of the Navigators’ Center. As a component of the school‐wide Positive Behavior Support system, students are issued “Core Values.” These paper slips are given whenever a student is observed doing something that models the behaviors promoted by our school’s core values. These slips then serve as currency for our Kamaile Store where students redeem their Core Values for various goodies. The Navigators’ Center has supported this year by buying new items and soliciting donations for the store’s inventory to ensure that all goods promote the Center’s goals, by supporting the Kamaile Store clerks in composing a detailed inventory, and by assisting in creating a data system to track the Store’s operations.



Academics: Students being rewarded with Core Values are upholding the values of the school and thus will be performing well in the classroom. Health: Students are positively recognized for good behavior and also earn items that contribute to their social/emotional wellness and physical health. Community: The Store will offer a venue through which families and community members can directly reward students for their achievements.



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Academics: • 25% of the goods “purchased” in the store in some way

promote academic achievement. 29.3% of goods students “purchased” were school supplies (439 of 1497 transactions).

Health: • 70% of students will earn enough Core Values to purchase

an item from the store. 77.4% of students (593) in grades K-6 have “purchased” an item from the store.

• 100% of goods “purchased” in the store promote social and emotional wellness All items in the store promote wellness.

• 25% of the goods “purchased” in the store promote physical health, and 0% of goods impact physical health negatively (i.e., nothing is unhealthy!) 41.8% of goods students “purchased” (626 of 1497 transactions) directly supported physical health and hygiene (mostly in the form of clothes, food, hygiene products, and uniform shirts). 0% of goods were unhealthy.

Community: • Family and community will volunteer 100 hours of service to

the store Volunteers have worked 53 hours in the store.

• 20 community donors will contribute goods to the store 18 community donors have contributed goods to the store.

How will this data be tracked? This is how we will measure and keep track of that hard data. PROGRESS UPDATES

Database for the store will track all of the indicators above. The Center will need to initiate the following: • Store inventory The inventory is complete and updated regularly. • System for marketing store as an opportunity for a

community donations In development



Progress Details

As seen in the figures above, the store has maintained its key role in the school’s Positive Behavior Support system. Children regularly visit the store to redeem their Core Values, and teachers have been scheduling visits to take their entire classes down to see what is available. The hiring of a new Store Manager in January provided the opportunity to reconnect the store with its original purpose of accepting donations and providing for our students and families in need.



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Other Student Activities Programs

Advisory

The Navigators’ Center has provided assistance to the Middle and High School Advisory Program. In this structure, all Kamaile students in grades 7‐11 are assigned one Advisor who oversees their overall progress and functions as the primary advocate for the small number of students in his or her group. These groups also meet for 50 minutes, 4 days a week, to work on character development, keep track of academic progress, prepare for college, and connect with outside resources. The Navigators’ Center has linked Advisors with opportunities for students in their groups, such as guest speakers, scholarship opportunities, and educational supports. One highlight of the Center’s support this past year was the Kumu Waiwai Core Value Discussion Series. The Center organized visits from respected members of the community who embodied the Kamaile core values to speak to the grade levels who were focused on those values. Dr. Dan Fujii spoke to grades 7‐8 on olaknino maika‘i (to live healthfully), Jenna Ishii presented to grade 9 on laulima (cooperation), Sam Kapoi discussed ha‘aheo (pride) with grade 10, and Dr. Ric Custodio focused on na‘auao (an enlightened sense of justice) with grade 11.

The Navigators’ Space

The physical location of the Navigators’ Center is also meant to function as a resource in and of itself. This Navigators’ Space features educational and meeting equipment such as a SmartBoard, a large television with a DVD‐player, iPads, laptops, conference tables, comfortable sitting areas, educational games, art supplies, and more. The Space is really meant to serve as a community center for our school community open daily from 7am‐5pm. The Center’s website allows groups to see the calendar for the space and request a reservation during any available times. The Navigators’ Space continues to serve as a hub for the school campus. Students are regularly seen using the space with their teachers for academic activities or just as a place to hang out during the morning, lunch, or afternoons. Teachers have consistently used the Center to hold class, host incentive‐based activities for students, or run their team meetings. Family members are frequent visitors to ask general questions about the school, consult Center staff for specific referrals, or attend events like Parent Council meetings or ‘Ohana Learning Series installments. Moreover, community organizations have used the Space to conduct meetings like our Partners Alliance or Early Childhood Articulation meetings. On top of all of that, the Space hosted the vision and dental screenings for Kamaile students throughout the fall of 2012.

The Navigators’ Center has become a hub on the Kamaile campus for all members of the school community—students, staff, families, and community member.



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Student Opportunities

The Navigators’ Center also serves as a link for students to various outside enrichment activities.

The Center supports students in applying to the College Horizons program. College Horizons supports the higher education of Native American students by providing college and graduate admissions workshops to American Indian, Alaska Native, and Native Hawaiian students/participants from across the nation at weeklong summer programs on mainland university campuses. A Kamaile 10th grader was accepted into the highly selective 2012 College Horizons summer program at Kenyon College in Ohio. One junior was selected to attend the 2013 program at the Hawai‘i Preparatory Academy on the Big Island this June.

Another 2012 summer program was organized for 10 high school students through a partnership with 4‐H. These students spent 5 days and nights on campus at UH Mānoa being trained by university science instructors to become science mentors for younger students at Kamaile.

The Center has furthermore organized trips for students to see three Nobel Peace Prize Laureates this year and last: His Holiness the Dalai Lama, Archbishop Desmond Tutu, and Aung San Suu Kyi.



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Programs: ‘Ohana Programs

The second of the three main pillars of the Navigators' Center programs is ‘Ohana (family) Programs. Parents and families are essential to a student’s success and wellness. Kamaile Academy and the Navigators’ Center hope to provide meaningful opportunities for families to get involved with the school and strengthen their support for their students. Maintaining our focus on the whole child and aligning with Kamaile Academy’s core values, each program is meant to support the academic success, social and emotional wellness, and physical health of every Kamaile student.

‘Ohana-Classroom Connections

Overview

Coordinator: ‘Ohana Programs Coordinator

Community Partner(s): Envision Learning Partners

The purpose of 'Ohana‐Classroom Connections (OCC) is to connect families with the experiences of their students in the classroom. Throughout the course of the year, each grade level at Kamaile is expected to host two of these events with the support of the Navigators' Center. For example, families may be invited for an evening of playing math games with their students. On another day, the community may be asked to observe academic defenses from our high school students. The goal is to have everyone in the school community involved with our students' education as a true learning village.



Academics: Parents/guardians (p/g) will realize the value of quality education in their students’ lives AND be able to support their academic achievement. Health: P/g will realize the value of social, emotional, and physical health in their students’ lives AND be able to support their students in achieving such wellness. Community: P/g and community members will directly involve themselves in the education of their children.

Kamaile freshmen shared their knowledge of genetics and probability with upperclassmen, staff, and family members at their 3rd Quarter Exhibition. In a joint project between their Biology and Algebra classes, students were asked to “mix” with a celebrity of their choice. They shared their project with guests and helped anyone interested in finding the results of their own mixing.



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Academics: • 100% of grade levels will host an OCC event. 100% of grade levels held an OCC event this year.

• 80% of grade levels will host at least 2 OCC events. 100% of grade levels held multiple events.

• 80% of attendees will report that the event will have a positive impact on the academic achievement of their students 97.3% of attendees reported (of 225 total responses) that their student would benefit academically from their participation in the event (82.7% strongly agreed). 96.9% reported (of 225 total responses) that they personally learned something valuable from the event (77.8% strongly agreed).

Health: • 80% of attendees will report that the event will have a

positive impact on the social, emotional, and physical health of their students 97.8% of attendees reported (of 225 total responses) that their participation in the event would make their student happier (88.9% strongly agreed). 94.7% of attendees personally felt better about themselves due to their participation. 95.1% of attendees reported (of 224 responses) that their participation in the event would make their student healthier (77.7% strongly agreed). 91.6% of attendees personally felt healthier due to their participation.

Community: • 40% of students will have a family member represent them at

least one OCC event 51.2% of Kamaile students had a family member attend an OCC event.


Database for the OCC program will track all of the indicators above. The Center will need to initiate the following: • Logistical support for grade levels in planning events • Simple and basic OCC Event Planning form to store in an

online archive for future reference Developed and very helpful in planning

• Survey for attendees on academic and health impacts Developed and utilized at all events





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Progress Details

The OCC program has become a major success school‐wide with involving family members, as shown in the data above. 10 OCC events were held in the fourth quarter of the school year, one shy of the record 11 events for one academic term that was set last quarter. Here is a brief summary from each event:

March 22‐ Spring Intersession ‘Ohana Day‐ Kamaile Academy held its first Spring Intersession 'Ohana Day! Family members and their student enjoyed a fun‐filled day of reading, project sharing, and math activities.

April 12‐ 3rd Grade HSA Awareness‐ Grade 3 students and families packed the library for the HSA Awareness Night, which celebrated the growth and passing scores of HSA from round 2. Students created and presented a visual graph for their HSA scores and explained their testing goals for the next round. Parents were able to write a motivational and encouraging note and poster to the students for the final round of testing.

April 19‐ 11th Grade Spring Exhibition‐ Kamaile students flooded the library for the 11th Grade Spring Exhibition. The library was transformed in to a global marketplace as juniors presented on the similarities and differences between Hawai‘i and the major countries that will be visited for Polynesian Voyaging Society's Worldwide Voyage. Students further accentuated their presentation by giving attendees a taste, literally, of each country by sharing a food spread of ethnic dishes.

April 25‐ Middle School Olakino Maika‘i Fest‐ The Middle School celebrated Health of the Mind, Body, and Spirit during their Olakino Maika‘i Festival. Kamaile families were taken on a “Health Voyage” as student navigators led garden tours, presented posters centered around health & fitness activities, and presented projects that educated the community about the health diseases that predominantly affect their Wai‘anae community.

May 1‐ 3rd Grade Mini Doc Graduation‐ As a wrap‐up to this year's Mini Doc Program, Grade 3 parents and family members were invited to the Mini Doc ‘Ohana Celebration. Special guests from the Wai‘anae Coast Comprehensive Health Center hosted the event, including Dr. Ric Custodio. Students were recognized and received a special t‐shirt award for being the first participants of the Mini Doc Program. Parents and students alike exchanged positive feedback about their Mini Doc experiences.

May 2‐ PALS Ho‘ike‐ The after‐school PALS program ended the year with a Ho‘ike. Families and friends were invited to join their students in reflecting on things that they learned during the after school program. Kamaile ‘ohana enjoyed the afternoon by watching demonstrations and video presentations of their children's accomplishments.

May 6‐8‐ 10th Grade Ha‘aheo Defenses & May 13‐14‐ 8th Grade ‘Imi ‘Ike Defenses‐ As a cornerstone of the Envision Schools model being adapted at Kamaile, 8th graders and sophomores are asked to present and defend an argument as to why they feel they are ready to move onto the next grade using their own academic work as evidence. In an effort to make this an even more meaningful experience, Kamaile invited family and community partners to serve as panel members in evaluating the defense. Thus when a student passed their defense, they truly had their entire community behind them.

May 14‐ 2nd Grade Reading Toolkit‐ Grade 2 teachers created this interactive event to provide parents with a “reading toolkit” to help students work on reading strategies for the summer. Parents and students were able to load their toolkit with different assignments and activities for summer practice. Grade 2 once again had a successful turnout and ended the afternoon by passing out student awards for every student's academic achievements in comprehension, phonics/fluency, writing, and conventions/grammar for this school year.



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Kamaile Academy launched a new learning opportunity as a part of the ‘Ohana Learning Series entitled “Kumu Waiwai: Core Value Discussion.” A community expert is invited to share their perspective on one of our Core Values and facilitate a discussion with students.

Parents and community members are welcomed to join in and enhance the dialogue. Pictured here is Sam Kapoi discussing ha‘aheo (pride) with our sophomores and Dr. Ric Custodio discussing na‘auao (an enlightened sense of justice and wisdom) with our juniors.

June 28‐ Summer Intersession ‘Ohana Day‐ ‘Ohana Day was held on the last day of our summer program. Family members were invited to join their students in the day's activities including a reading period, project presentations, and an afternoon kite‐constructing and flying activity to commemorate the launching of the Polynesian Voyaging Society's Worldwide Voyage.

‘Ohana Learning Series

Overview


Community Partner(s): INPEACE, HCAP, PACT

The ‘Ohana Learning Series (OLS) features a series of learning opportunities and workshops throughout the year. These events are all focused on helping parents and families contribute to the academic success, social and emotional wellness, and physical health of their students and themselves. ‘Ohana Learning Series events rotate focus between the various age groups represented on our campus, from young children to adolescents. The Center has invited various experts and organizations from our community to lead these opportunities for families.



Academics: Parents/guardians (p/g) will realize the value of quality education in their students’ lives AND be able to support their academic achievement. Health: P/g will realize the value of social, emotional, and physical health in their students’ lives AND be able to support their students in achieving such wellness. Community: P/g and community members will directly involve themselves in the education of their children.



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Academics: • 8 OLS events will be held with a focus on student academic

achievement. 17 OLS events have been held with an academic focus.

• 80% of attendees will report that the event will have a positive impact on the academic achievement of their students. 100% of attendees to OLS events reported that it would benefit their students academically (85.7% reported a strong impact). Moreover, 100% reported that they personally learned something valuable (57.1% strongly agreeing).

Health: • 8 OLS events will be held with a focus on student social,

emotional, and/or physical health. 14 OLS events have been held with a focus on wellness.

• 80% of attendees will report that the event will have a positive impact on the social, emotional, and physical health of their students. 85.7% of attendees reported that the event would both make their students happier and healthier. 100% reported that the event personally made them feel better about themselves, and 71.4% reported that the event helped in making them a healthier person.

Community: • 15% of students will have a family member represent them at

least one academic-focused OLS event. 10.0% of students (95) had a family member present at an academic-focused OLS event.

• 15% of students will have a family member represent them at least one health-focused OLS event. 8.5% of students (81) had a family member present at a health-focused OLS event.


Database for the OLS program will track all of the indicators above. The Center will need to initiate the following: • Strategies for involving parents, families, community,

students, and faculty in planning and facilitating OLS events • Simple and basic OLS Event Planning form to store in an

online archive for future reference • Survey for attendees on academic and health impacts All developed and utilized





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Progress Details

The OLS program expanded into a variety of new directions in the second half of the year in an attempt to reach parents and families on multiple levels. While attendance remained a challenge, each event brought forth rich discussion and received positive feedback. Given the lack of interest despite clear quality of the events, plans are being considered to adjust the program for next year.

Here are overviews of the 3 events that were held in the fourth quarter:

April 18‐ Standardized Tests and Testing Strategies‐ Dennis DiNoia, Testing Consultant for Kamaile Academy, presented about the importance of standardized testing and shared testing strategies with family members and students. Parents received an HSA shirt if they attended the workshop and their student met their testing goal.

May 8‐ Associate of Arts in Teaching Program Info Session‐ Leeward Community College hosted an Information Session for community members interested in pursuing an Associate of Arts in Teaching. Attendees had a chance to meet the LCC faculty, experience a sampling of their teaching styles, and learn about the degree requirements and what the degree can do for them.

May 8‐ Sundays Project Info Meeting and Movie Night‐ The Navigators' Center and Kamaile English Language Learner Department teamed up to introduce the Sundays Project, an education experience for ELL families to learn ways to help their children succeed in school. Families and Kamaile staff enjoyed the afternoon getting to know each other. They finished off the afternoon eating popcorn and watching the feature film Papa Mau: The Wayfinder to learn about the close ties between Micronesian and Hawaiian traditions of voyaging and navigation.

The parents and guardians of next year’s kindergarten class were invited onto the Kamaile campus in March as part of the OLS program. Kindergarten teachers opened their classrooms for the guests to observe and then answered questions from them in the Navigators’ Center.



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In addition to continuing the success of community volunteers in the classroom and around campus, this year the Navigators’ Center brought back the morning E Ola program. Scores of students have had family members register to read and work on schoolwork together while their student eats their breakfast every morning.

Volunteer Program

Overview


Community Partner(s): INPEACE, HCAP, PACT

While our school has always welcomed the support of community volunteers, the new structure implemented through the Navigators’ Center at the beginning of SY2011‐2012 strives to serve as the central support system for everyone volunteering on our campus. A website allows anyone interested in participating in community service at our school to review the volunteer policies, submit a detailed registration form, and then log their hours once they have been approved by the school’s administration. The ‘Ohana Programs Coordinator performs a background check on all applicants including a check of public records and all pertinent student information held by the school. The school principal, typically through an in‐person interview, personally screens any applicant who displays any issue before being allowed to work on campus.

A parallel online system allows faculty and staff members to request volunteers for various duties around campus. Teachers, office staff, and facilities personnel have all utilized this program to receive assistance with tasks ranging from reading with students in the classroom to helping paint the exteriors of new classroom buildings. Many volunteers have been involved family and community members, but we have also been able to support individuals earning hours for the First‐to‐Work state assistance program, education programs at the University of Hawai‘i at Mānoa, and programs through other local nonprofit organizations. Official community partners of the Navigators’ Center often promote the volunteer opportunities at Kamaile to their clients.



Academics: Family/community involvement at school will make them feel more connected to the school, thus more engaged with their students’ learning, thus leading to academic achievement. Health: Family/community involvement at school will contribute to their own and to their students’ social and emotional wellness. Community: Parent/guardian and community members will directly involve themselves in the education of their children.



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Academics: • 80% of students whose relations volunteer will receive

proficient grades in school • Students who have a relation volunteer on campus will

average a 3.0 GPA Out of sample of volunteers’ students (29), 72.4% were making proficient progress in school (i.e., teacher evaluation or GPA of 2.0 or higher). 51.7% earned at least a 2.5 GPA. A sample of volunteers’ students (17) in grades 7-11 earned a composite GPA of 2.47.

• 80% of volunteers will report that their service has had a positive impact on the academic achievement of their students 94% of volunteers reported that their service benefited their students academically (87% strongly agreed), while 94% also reported that they personally learned and developed new skills as a volunteer.

Health: • 80% of volunteers will report that their service has had a

positive impact on the social, emotional, and physical health of their students 93% of volunteers reported that their service made their student feel happier, and 80% reported that their time made their student healthier. 100% of volunteers reported feeling better about themselves personally, and 86% reported that their service made them a healthier person.

Community: • 15% of students will have a family member volunteer on

campus 15.1% of students (143) had a family member registered as a volunteer on campus.

• 10% of students will have a family member volunteer at least 20 hours on campus 3.9% of students (37) had a family member that volunteered at least 20 hours on campus. 2.0% of students (19) have a family member that has volunteered at least 50 hours on campus.

• Family and community members will volunteer a total of 7000 service hours throughout the course of the year 7009.3 hours of service were volunteered this year.



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The 7009.3 hours of service volunteered by family and community members were integral to the success of many programs and events, such as the school‐wide vision screening in October pictured here.


Database for the Volunteer Program will track all of the indicators above. The Center will need to initiate the following: • Strategies for recruiting volunteers from families and

community Multiple recruitment efforts were implemented including fliers, events, and connecting with community networks.

• Survey for volunteers on academic and health impacts Developed and administered.

How long will it take to reach the goal?


Progress Details

The volunteer program continued to be a highlight program of the Navigators’ Center. Staff remarked that the Volunteer Program is one of our school’s biggest strengths in terms of connecting with the community and that its organized structure allows family members to engage in their students’ learning easily and meaningfully. Numerous family members could be found on a daily basis giving their time in classrooms, the cafeteria, the library, and offices around campus. Faculty and staff expressed gratitude for the online request system. The system allows them to get support with their often‐overwhelming responsibilities, and also “makes volunteers feel like they are actually a part of something rather than just looking for something to do.” Faculty who worked with volunteers also commented that the structured volunteer program gives volunteers a sense of accountability and responsibility that provides an added benefit to many of them who are actually looking for employment.

The Center progressed the program by offering opportunities for volunteers to expand their skill sets, as evidenced by the ‘Ohana Learning Series (OLS) event aimed at volunteers. The first OLS event of the year was held in September and was aimed at supporting those family and community members enrolled in our Volunteer Program. The “Helpful Hearts: Volunteer Workshop” was an incredibly positive experience for all those who attended, leaving them with insights and resources to support both the academic successful and overall wellness of their students. Faculty and staff notice the direct impact such training has had on volunteers, reporting that attendees to the training are now taking the initiative to go far beyond “just doing busy work.” Due to this success, a second installment of Helpful Hearts was held in February 2013, during which volunteers were trained in further basic instructional strategies.

In addition to continuing the success of community volunteers in the classroom and around campus, this year the Navigators’ Center brought back the morning E Ola program. Scores of students had family members register to read and work on schoolwork together while their students eat their breakfast every morning. Now the village school philosophy can be seen in action every morning in the cafeteria.



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McKinney-Vento Homeless Assistance

Overview

Coordinator: Center Coordinator

Community Partner(s): U.S. Vets, Waianae Neighborhood Place, Wai‘anae Coast Comprehensive Health Center

Details:

Under the McKinney‐Vento Homeless Assistance Act of 1987, students and families identified as homeless are federally entitled to certain rights and protections. By the end of SY 2012‐2013, the school identified 11.2% of the student population (106 students) as qualifying for services. The Navigators’ Center works with the school community and identified families to ensure the proper supports are in place and accessible. The Center is very proud of the close relationships and trust built with these members of our school community and is honored to offer them a safe place to turn whenever they are in need.



Academics: Students will be relieved of the basic barriers to academic success presented by their homeless situation. Health: Basic physical, social, and emotional needs (e.g., hygiene, clothing, etc.) will be met. Community: Students’ families will be supported on a personal level and will be connected with resources in the community.


Academics: • 60% of MVA-identified students will make proficient progress

in school. Out of sample of MVA students in grades K and 7-11 (10), 70.0% were making proficient progress in school in semester 1 (i.e., teacher evaluation and GPA of 2.5 or higher).

Health: • 30% of MVA-identified students’ families will receive some

form of material support to address basic health needs. 26.9% of identified students’ families have received some material aid.

Community: • 80% of MVA-identified students’ families will have a personal

consultation with Nav Center staff to discuss rights and available resources. 73.1% of identified students’ families have had a personal meeting to learn about rights and resources.

• 25% of MVA-identified students’ families will be connected with a community resource 25.5% of MVA-identified students’ families have been referred to a community resource.



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Database for the MV program will track all of the indicators above. The Center will need to initiate the following: • Personal consultations with identified families See target data above

• Reliable stock of basic material supports for wellness (e.g., hygiene products, clothing, etc.) Regularly stocked through donations and school E Ola funds

• Maintained database of community resources available Continuously being developed with the support of community partners



Progress Details

The Navigators’ Center drove the school’s effort at the beginning of the year to identify students and families whose situations qualify them under the MVA guidelines. Throughout the course of the year, 167 students were identified as qualifying for services. By the end of the year, 106 of those students remained enrolled at Kamaile, representing 11.2% of the school population. The Navigators’ Center Coordinator made efforts to meet with each one of these families to explain to them their rights under the law. The Center has been recognized by managers of the state‐level program for doing exemplary work in terms of fulfilling the school’s legally mandated requirements but for also going far beyond these set standards. More telling than this recognition or any of the statistics above, however, have been the number of cases of families turning to the Center’s staff for assistance that cannot be captured in the data. The Center is very proud to offer this support to our children and families finding themselves in difficult circumstances.

Other ‘Ohana Programs

School Community Events

The Navigators’ Center has taken a lead role in organizing many of the large events that have traditionally taken place on campus. The school seeks to hold at least one large event each quarter of the school year that is open to everyone in the school community.

In conjunction with the exciting developments for the Navigators’ Center with the development of the health center (see next section), the first major event of the year was the Olakino Maika‘i ‘Ohana Fest held on October 12. 2012. The entire afternoon was filled with a series of events to celebrate health and wellness in our school community. The 1st grade opened with a song and dance sending a message of healthy living. Dr. Makini from Eyes Plus, Inc., then presented to families on the importance of vision screening. The festivities then moved outside for a ribbon‐cutting ceremony for the medical trailer, a Zumba demonstration that brought attendees of all ages to their feet, and then a beautiful hula performance. All the while, a dozen community providers had stations set up at which family could receive free information and services



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including vision screenings, blood tests, and blood pressure checks. The entire evening was made possible by the support of amazing community volunteers, many of whom are members of the Parent Council. Nearly 400 members of the school community were able to attend the event, which may become an annual tradition given its great success.

For the second quarter, the Navigators’ Center followed the success of October’s Olakino Maika‘i ‘Ohana Fest with the largest Winter Fest ever held at Kamaile Academy on December 14, 2012. This annual event reached a record scale as the school provided roasted pork and vegetable dinners at no cost to approximately 1200 community members. All guests were treated to student performances throughout the evening featuring everything from traditional hula to hip‐hop dance. Each child received a special surprise at the end of the night as Santa delivered gift bags to all young ones.

Term 3 featured an unforgettable 3rd annual Sunset at Kamaile. Keeping the tradition alive, the freshman class organized another memorable occasion on March 15, 2013. The 9th grade class spent months organizing the event to demonstrate their understanding of the core value Laulima (cooperation). Nearly 400 students, staff, family, and community members came together for the fun‐filled evening. The Center supported the 9th grade advisors in overseeing the student‐led committees throughout the entire planning process and contributed funds for the evening’s entertainment.

The year finished with a flurry of events in May. The Navigators’ Center supported the organizing of three separate awards ceremonies for the various grade levels, the 6th grade promotion ceremony, kindergarten graduation, a Volunteer Appreciation Brunch, and a Staff Appreciation Potluck. The year was concluded beautifully with another memorable installment of our annual May Fest on May 23, 2013.

The Navigators’ Center plays a lead role in coordinating major school community events throughout the year, with about one major event per academic quarter. Pictured here (clockwise) are the fall Olakino Maika‘i Fest, the Winter Fest, spring’s Sunset at Kamaile, and May Fest just before summer.



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Parent Council

To facilitate true family ownership of all of its efforts, the Center formed a Parent Council made up of parent representatives from each grade level. This Parent Council provides a forum for family members to become directly involved with the work of the Center. Launched in March of 2012, this body has become an important driver of much of the Center’s work. The Council met weekly this school year, focusing their attention on three primary goals: increasing parent involvement; fostering better communication at the school; and promoting a culture of positivity across the campus. During these meetings, the Council also provided guidance on the Center’s programs and partnerships. Though few in number of members, the Council cemented its place at the school through these meetings and incredible willingness to support events like the Olakino Maika‘i ‘Ohana Fest, school‐wide vision screenings, flu shot clinic, Winter Fest, school spelling bee, and Awards Ceremonies.

Technology Lab

The Navigators’ Center supported family and community members by increasing access to and developing skills with technology. The Center offered free access to Internet, laptops, and iPads to anyone in the school community. The Center supported family members in creating email accounts and performing online job searches. Beginning in January, the Center offered weekly Tech Sessions as part of the ‘Ohana Learning Series to provide regular support to all family and community members looking to develop their technology skills.

English Language Learners (ELL) Support

The Center worked with the school’s ELL Department to find ways of supporting our ELL families on campus. Plans were made to bring back the Sundays Project, a series of workshops offered by Hawaii Parent Information Resource Center (HPIRC) and Parents and Children Together (PACT) aimed at supporting Marshallese and Chuukese parents to ensure the success of their children in school. The Center and ELL Department are looking into having this program flow into free computer language courses on campus for interested families.



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Programs: Olakino Maika‘i Center The third and final major category of programs within the Navigators’ Center framework is the Olakino Maika‘i (“healthy life and body”) Center, which consists of the efforts and plans to establish a health center at Kamaile Academy. As one of the three primary goals for the Navigators’ Center, we view physical health and a healthy environment as being absolutely essential to the academic success and social and emotional wellness of our students.

Kamaile Health Room

Overview

Coordinator: Kamaile Health Aides

Community Partner(s): WCCHC

In fall 2011, Kamaile Academy was proud to bring on two highly qualified medical assistants with years of professional health care experience in the Wai‘anae community to staff the school health room. Verna Agoan and Ronnie Samoa have become invaluable resources in ensuring the physical health of students on campus.

Strategic Plan & Progress to Date


Academics: Basic health issues will be addressed in a timely and comprehensive manner so that students are able to remain present and active within the classroom. Health: Basic health needs of students will be monitored and addressed. Community: Family members will remain informed of any health issues that may be affecting their students in school.


Academics: • Minimize time spent in health room Hours were tracked and cases of concern were brought to the attention of administration.

Health: • 100% of kindergarten students will meet the health

requirements for entry into school (i.e., immunizations, TB clearance, and physical exams) 100% of K students met all health requirements.

• 95% of all students at Kamaile will meet the basic health requirements for school enrollment 100% of all students met all health requirements.

Community: • 100% of students will have a contact number on file 100% of students have an emergency contact number.



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How will this data be tracked? This is how we will measure and keep track of that hard data.

Database for the Health Room will track all of the indicators above.



Progress Details

In October of 2011, 40% of students in preschool and kindergarten along with 13% of the general student population faced some deficiency in the basic health requirements needed for school entry (i.e., tuberculosis clearance, physical examination, and immunizations). After intense efforts last school year and a remarkable start to this current year, both of those rates have dropped to 0% as seen above. The health aides also made a pointed effort to update the contact records for the entire school to ensure that the guardians of as many children as possible can be reached in the case of an emergency. Additionally, the health aides remained vigilant over the pediculosis (i.e., head lice) situation that has been a chronic problem within our school community. Perhaps most importantly, all of this work was completed while the health aides did an incredible job of meeting the everyday basic health needs of students with a level of professionalism and care that could rival that of any other health room in the state.

The Kamaile Health Room meets the everyday basic health needs of students with a level of professionalism and care that could rival that of any other health room in the state. At they same time, the health aides support special wellness initiatives at the school such as the Body Mass Index (BMI) Screening pictured here. In conjunction with ATSU medical students and Kamaile High School volunteers, the BMI’s of our youngest students are tracked annually to provide a basic indication of health progress.



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Waianae Coast Comprehensive Health Center (WCCHC) Partnership

Overview

Coordinator: Director

Community Partner(s): WCCHC

For years, Health Center (WCCHC) has been a prominent health care provider in our community. Thus for the Navigators’ Center, reaching out to them for support was natural. In the summer of 2011, Dr. Ricardo Custodio, then Medical Director and Pediatrician at WCCHC, graciously offered to support our efforts at Kamaile through the osteopathic medical students they host on their campus from A. T. Still University in Arizona. Additionally, Dr. Dan Fujii has become an invaluable partner in delivering dental care to our students and in bringing our medical trailer closer toward operation.

Strategic Plan & Progress to Date

In terms of goals and planning, last year a report was formed by the visiting medical students that will be used by each 4th‐year on a rotation to track progress on the development of the Olakino Maika‘i Health Center. As this work is still in the developing stage, it is not possible to set clear targets as with other programs. Rather, general updates and, wherever available, data will be provided for the major categories of the partnership. Medical Students Dr. Custodio arranged for 4th‐year medical students to spend a month at Kamaile as a community health rotation to help us formulate and implement our plans for the health center. In SY2012‐2013, 6 4‐week rotations by 4th‐year students occurred at Kamaile. Additionally, WCCHC assigned Kamaile as a community health service site for their 2nd‐year medical students. 3‐4 of these students volunteered on a weekly basis throughout SY2012‐2013. Medical Trailer More than three years ago, a medical trailer was donated to our school. After years of inattention, the Center began a concerted effort last year to make the facility a centerpiece of the Olakino Maika‘i Center. Scores of hours and resources over the past year have been dedicated to getting the trailer ready for operation: professional checks and maintenance on the diesel generator, air conditioning unit, and hydraulic lift systems; tireless effort on granting Kamaile full legal ownership of the trailer (finalized in October 2012); and hours of volunteer service cleaning and readying the facility. Final preparations are currently underway for Dr. Fujii to bring his dental equipment into the facility and begin delivering services to Kamaile students in SY2013‐14, while the Navigators’ Center is working with the ATSU medical students to plan for the future of the trailer.



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The Navigators’ Center is presently seeking financial support for the final steps in preparing our medical trailer for operation. We seek to use this as an opportunity to create a model for energy efficiency and “green” technologies on our campus. The trailer will be a beacon for wellness on multiple levels: a site for direct dental and medical services, a live classroom for our school community, and a prototype for environmental sustainability. The project will represent our commitment to comprehensive wellness and the interconnectedness of individual, community, and global health. Dental Health Dr. Dan Fujii returned to Kamaile this year to perform basic dental education and screenings with all students. He held dental health education sessions with 44 of our 46 PreK‐11 classrooms. In addition, he and his staff were able to offer free screenings to all K‐6 students. Initial data from grades PreK‐4 included the following findings (full report in Appendix E): 245 students, or 55.3% of those grade levels, turned in permission forms and were screened.

Of those screened, 50.2% were assessed as requiring treatment and 28.6% as requiring urgent treatment (pulpotomy, swelling, or 3+ cavities). 75.9% showed evidence of having received prior treatment. 97.1% had dental insurance (86.1% Medicaid).

Beyond basic screenings, Dr. Fujii plans to deliver more comprehensive services to students on site at the school. To facilitate this work, he will bring dental equipment to the campus with the intention of it finding a permanent home in the medical trailer. Vision Health The Navigators’ Center and the WCCHC students have reached out to various providers across the state to support the vision health of our students. Dr. Makini of Eyes Plus, Inc., quickly became a natural partner for the Center with his focus on vision health from a comprehensive lens, looking deeply in vision’s connection with academic performance. In this vein, Dr. Makini presented to the entire Kamaile faculty and then at an open community event on the importance of vision in students’ lives. He then coordinated with the Lions Club of Ewa Beach and Project Vision: Hawai‘i to provide free vision screenings to our entire K‐3 population along with older students on a referral basis. In an incredibly orchestrated morning, Parent Council volunteers and Lions Club members enabled the three organizations to screen all students in a matter of hours. Students flagged in the initial Lions Club screening were able to go directly to the Project Vision van and equipment to consult with Dr. Makini. Here are the results from the screenings:

250 students, or 26.8% of all students, turned in permission forms and were screened. 69 students, or 27.6% of those screened, were flagged with a medical referral for some vision need. 13 students, or 5.2% of those screened, were seen by Dr. Makini for further screening and fitted for glasses.

We look forward to making this an annual event.



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Health Education For their weekly service hours, the 2nd‐year medical student volunteers from the ATSU program at WCCHC designed a "Mini Docs" program. Throughout the course of the year, medical students educated 3rd grade classrooms on basic health topics such as nutrition, hygiene, social‐emotional wellness, disease (i.e., diabetes, obesity, and high blood pressure), and fitness. The intention was that these new young health professionals would share their knowledge with family and friends at home. Before the lessons began, the children completed a pre‐survey to assess their prior knowledge and current behaviors on the health topics to be covered. A post‐survey completed at the end of the program provided evidence of any acquired knowledge or behavior changes that occurred as a result of the program. All 5 Grade 3 classrooms completed the program and were recognized at official Kamaile Mini Docs Graduation Ceremonies, complete with healthy smoothies, official Mini Doc t‐shirts, real stethoscopes for the top performers, and even Dr. Ric’s treasure chest! The Mini Docs were even invited to take part in the first ever Wai‘anae School of Community Health Celebration of Achievement on Saturday, June 1, 2013. Family members were thrilled to see their 3rd graders recognized at the WCCHC Campus alongside graduates from programs such as nursing, dental residency, and even medical school. 4th‐year medical students further contributed to health education at Kamaile based on the results of the health needs assessment that was conducted (see next section for details on the needs assessment). With the support of specialists at WCCHC and the Kamaile Counseling Department, a series of lessons were created and delivered to address wellness concerns at specific grade levels. Grades K‐2 received a series of lessons on hygiene, grades 4‐6 received a special session on nutrition and fitness, grades 5‐6 received an introduction to puberty, and grades 9‐10 received an introduction to reproductive health and services available at the WCCHC Teen Clinic. All materials have been collected and organized so that medical students on rotation can deliver the lessons each year. This support from WCCHC is in addition to the partnership secured last year with Pono Choices: A Culturally Responsive Teen Pregnancy and STI Prevention Program. As described on their website, this is “a ten module curriculum that provides young adolescents with the knowledge, attitudes, beliefs and skills necessary to reduce their risk of sexually transmitted infections (STIs) and pregnancy by incorporating medically accurate information, character education, and Hawaiian cultural values. It is based on social learning, self–regulation, and developmental assets theories and the researchers’ extensive experience working with youth.” The curriculum was delivered to all 7th grade classes this year.



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Needs Assessments 4th‐year medical students helped organize the second annual health needs assessment conducted at Kamaile. Last year, the medical students on rotation surveyed Kamaile students, families, and staff to determine needs with regard to health education, health services, and general health behaviors among the student population. The Navigators’ Center supported in providing assessment tools that were adapted from those used at school‐based health centers in New York City. The process was greatly enhanced this year with further direction from staff at WCCHC. So that findings at Kamaile could be evaluated based upon broader trends, last year’s tools were merged with the Youth Risk Behavior Surveillance Survey developed by the US Centers for Disease Control and Prevention. This tool is used in schools across Hawai‘i and the entire nation. The survey was administered to students in grades 6 and 9, with plans to survey those grades as well as grade 12 in years to come. The surveys brought some rich findings including the following, along with some immediate follow‐up actions that results: ∙ Grade 6 and 9 students demonstrated need for attention to mental health areas such as depression, stress management, and bullying. Medical students and Kamaile staff met with mental health experts at WCCHC to plan actions to address these needs. ∙ Responses brought some concern regarding reproductive health. To address this need, medical students created and delivered the lesson mentioned previously on reproductive health and the WCCHC Teen Clinic. ∙ The survey highlighted a few alarming statistics on substance abuse. Medical students and Kamaile staff met with substance abuse experts at WCCHC to plan actions to address these needs. ∙ Students expressed interest in bringing more direct health services to the Kamaile campus. Health Career Guidance Another exciting area of development in the partnership has been through the WCCHC Youth Health Corps. For years, this program has allowed high school students on the coast to explore careers in the health field through shadowing actual health professionals during their school day. Discussions have begun that will hopefully open this opportunity to Kamaile Academy High School students in the near future. Affiliated with this program is the Youth Health Academy, a six‐week summer program that gives similar opportunities to 10th‐12th grade students. Last summer, 2 Kamaile students took part in the program. Those same students enrolled this summer in the first ever WCCHC Community Health Summer Internship Program alongside college students and high school seniors. In addition, the 2nd‐year medical students on campus became college and career mentors for the high school. After finishing their “Mini Doc” classes, the medical students invited high school students to join them for their lunch period to discuss college, careers in the health field, and any other topics that arose.



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Health and Wellness Plan The Navigators’ Center worked with 4th‐year medical students throughout the year to draft a “Health and Wellness Plan” that guides the delivery of health services and education to all Kamaile students from kindergarten through high school graduation. [The draft can be viewed in Appendix B.] The plan is modeled off of the core value system that guides many components of the Kamaile Middle and High School academic program. This framework identifies health education programs, services, and screenings that will occur annually in line with each grade level’s core value. Many of the initiatives listed have already been piloted or delivered, and the plan sets forth an exciting model of organization and sustainability for all of these efforts aimed at the health and wellness of Kamaile students.

Formal WCCHC Partnership For the long‐term, the medical students and other WCCHC representatives continue to investigate the possibility of the Kamaile Olakino Maika‘i Center becoming an official Health Center Service Site of WCCHC. The realization of this goal may take time, but even the potential of this development is incredibly exciting. Initial steps taken toward pursuing this status have been promising.



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Healthy Snack Program

Overview

Coordinator: Snack Manager

Community Partner(s): Sodexo

Four afternoons per week for the past couple of years, every student on campus has been treated to a healthy fruit or vegetable snack. From juicy green grapes to exotic mangosteen, the young people of Kamaile have had the opportunity to sample treats from around the globe. The Navigators' Center supports this program this year by giving students and teachers a chance to learn about what they are putting into their bodies. At the beginning of every week, Daily Snack Cards are posted online that provide nutritional information and interesting facts for the snacks of that week. Teachers can use this information in their lessons or turn it into a fun activity for their classes during snack time. At the end of every week, the Navigators’ Center coordinates an online survey that teachers use to give feedback on their experience with the snacks for the week.

Strategic Plan


Academics: Students will have first-hand nutritional learning experiences and learn about healthy eating Health: Students will develop healthier eating habits Community: Students will enjoy the snack as part of a healthy, positive community


Academics: • Snack cards with nutritional and educational information on

foods will be distributed to teachers every week. When a reliable snack calendar was available, snack cards were developed and distributed to teachers on a weekly basis and made available online.

• 60% positive feedback from teachers on whether something is learned by students from the snack experience. 28.6% of teachers report that their students learned “very much” from the snacks.

Health: • 80% of students (~800) will be reported by classroom

teachers as eating snack daily. 75.7% of students are reported by teachers as eating the snack daily.

Community: • 80% positive feedback from teachers on whether the snack

provided a positive experience for classroom community 57.1% of teachers report that the snack is contributing positively to health and wellness of their students.



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Database for the Snack Program will track all of the indicators above. The Center will need to initiate the following: • Distribution system so that snacks reliably reach all

classrooms Manager consistently delivered snacks to all classrooms.

• Volunteer system whereby 7th and 9th grade students assist Snack Manager with distribution Students assisted on a daily basis.

• Weekly Snack Cards When a reliable snack calendar was available, consistently developed and made available online

• Teacher Feedback Form Developed, available online, and emailed regularly



Progress Details

The addition of a Snack Manager this year added a degree of reliability and organization to the snack program not seen before at the school. Students were seen enjoying their snacks on a daily basis. Another exciting addition this year was the 7th and 9th grade volunteers. In line with the core value focus outlined in the Kamaile Graduate Profile, 7th graders promoted their value of olakino maika‘i (to live healthfully) on a daily basis while 9th graders practiced their value of laulima (cooperation).



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Other ‘Olakino Maika‘i Center Programs

School Garden

While a number of gardens have been started over the years around campus, the largest garden in the back of our campus received special attention over the past few years. In SY2011‐2012, that garden became a central component of the 7th‐8th grade Global Studies course taught by Mr. Michael Washington. The course this past year was been turned over to Ms. Kimberly Crawford who picked up right where Mr. Washington left off and brought the garden program to a whole new level. The Navigators’ Center continued to work with Ms. Crawford and student leaders throughout the year in linking with community partners such as Grow Hawai‘i, securing resources for the garden, and connecting with learning opportunities. After presenting at a side booth at last year’s Schools of the Future Conference, Ms. Crawford, Mr. Washington, and two middle school students were invited back to this year’s conference in October actually to co‐lead a conference session with Punahou School. In addition, 9th grader Daniel Corpuz was invited to share the Kamaile garden successes as a member of a keynote panel at September’s Hawai‘i Food & Wine Festival. The teachers and students impressed the entire school community with their dedication and hard work, and the garden is now as large and as green as it has ever been! The Center will continue the support of this program immediately by supporting the development of partnerships with various community organizations. In the long term, plans will be explored for connecting the garden more closely with our health center and school cafeteria.

9th grader Daniel Corpuz was invited to share the Kamaile garden successes as a member of a keynote panel at September’s Hawai‘i Food & Wine Festival.



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Programs: Center-Wide Initiatives

In addition to the three main pillars of Navigators’ Center programs, there are a few initiatives that span across our program categories and even the programs themselves. As with each of our individual programs, these efforts are designed to align with our core values and are evaluated on the basis of our three primary goals of academic achievement, social and emotional wellness, and physical health.

Community Partnerships

Overview


The Navigators’ Center was founded on the premise that wonderful resources for our students and families already exist in our community, and that the primary role for the Center is to link our school to those resources. While there are a wide array of organizations and individuals we connect with to support our efforts, a number of those actors play a special role in the success of the Center and our entire school. We show our appreciation for the special contribution of these groups by recognizing them as our official community partners.

Strategic Plan

For SY2012‐2013, each official community partner worked with the Center to create an individualized “Sail Plan for Community Partnerships.” [See Appendix D.] This document directly aligned the activities of all community partners on campus with the established goals of Kamaile Academy. While all partners were encouraged to align their work with as many goals as possible, each was required to commit to aligning with at least two goals. The school goals were as follows:

Goals 1 & 2‐ Academic: Kamaile Academy students will successfully advance through all levels of school (PreK‐12), demonstrate mastery at benchmark and graduation points, and enter into a post‐secondary education program. [Goal 1 will be a school‐wide goal while Goal 2 represents each of the individual PLC goals created by each grade level.]

Goal 3‐ Readiness to Learn: Kamaile Academy students will attend school, ready to learn, on a daily basis.

Goal 4‐ Health: Kamaile Academy students will achieve and maintain comprehensive health and wellness—physical, social, and emotional.

Goal 5‐ Community: Kamaile Academy students will enjoy the support, safety, and stability of involved families and community.

Our goal was to create and implement a Sail Plan for at least 10 different Community Partners this year, while gathering together all of them quarterly with Partners Alliance meetings.

PROGRESS REPORT: Sail Plans were completed with 14 Community Partners [See Appendix F for a listing of these partners], and 4 Partners Alliance meetings were held. Observations and comments were made on all Sail Plans.



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Early Childhood Education (ECE) Outreach

Overview

Coordinator: ECE Outreach Coordinator

Community Partner(s): HCAP, PACT, INPEACE, U.S. Vets

The Navigators’ Center is largely supported through the Ho‘okahua Project, a grant program dedicated to strengthening Early Childhood Education (ECE) in the Kamaile Academy community. While all of our programs are designed to benefit our PreK‐11 students and families, a special emphasis is placed on early childhood. The Center firmly believes that if students and families are engaged in the earliest years of schooling, then such engagement will become the norm for them throughout the child’s educational experience. The ECE Outreach program is being designed in that spirit of building relationships in the earliest years to set students on the path of long‐term and lasting success, wellness, and health.

The Center collaborates closely with the overall grant managers, our affiliated Kamaile pre‐schools, and the Kamaile kindergarten team as a member of the School Transition Planning Team. This group seeks to create coherent educational and support experiences for students and families as they transition from one of Kamaile Academy’s feeder pre‐schools to our Kindergarten.

In addition to supporting the work of this team, the primary role of the Navigators’ Center in the Ho‘okahua Project is to offer family development services. Staff and parents collaborate on individualized family plans that focus on the child's developmental needs and the family's social and economic needs. Such support is already a part of our affiliated Head Start and Early Head Start pre‐school programs, so the Navigators’ Center’s role is to provide coherence to students and families by offering them the same type of assistance once they reach kindergarten at Kamaile Academy.

In large part, these child and family development services are already present within the Navigators’ Center’s structure. Parenting education comes through our ‘Ohana Learning Series, and parent‐child interaction is facilitated through our ‘Ohana‐Classroom Connections and various Student Activities Programs. Our Health Room and WCCHC Partnership can address many health services, while other health and social service needs can be referred to our various community partners. The opportunities are already there for families to engage with the school and access support resources.

ECE Outreach is being designed as a program to bring Kindergarten families into all of these support structures. Rather than relying solely on the programs themselves to draw in families, ECE Outreach will focus on building relationships among students, teachers, and families to explore how our programs can best support them. Since the goal of the program is to build relationships, we expect the exact nature of the work to constantly shift to be meet the needs of everyone involved.



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Strategic Plan


Academics: Strong relationships with families along with direct classroom support will bring about student success in the kindergarten (K) classroom. Health: Families will feel that they and their students have access to the health and wellness resources they need and will be successfully linked with those resources. Community: Families will be in communication with the school, engaged in campus activities, and satisfied with their relationship with the school.


Academics: • 80% of students identified as in need of academic support

will receive support (either direct or family contact) from ECE Outreach Coordinator (ECE O.C.). In a sampling of 2 kindergarten classrooms, 100% of students’ families identified by teachers as in academic need were contacted by the ECE O.C. 75.0% of those students’ families were given a direct referral to a service.

• 80% K students whose families are engaged on campus (i.e., attend more than one event) will achieve at benchmark in the classroom. In a sampling of 2 kindergarten classrooms, 76.5% of students whose families attended an event on campus were identified by teachers as achieving proficiently.

• 60% K students whose families are in communication with the school will achieve at benchmark. In an initial sampling of 2 kindergarten classrooms, 74.2% of students whose families had communicated with the school were identified by teachers as achieving proficiently.

Health: • 50% K families who request a service are matched with a

community provider. 37.2% of K families have been referred to a resource.

• 80% positive feedback on survey items dealing with health access. 95.5% of families (of 22 responses) reported that the ‘ohana program that they attended had a positive impact on their student’s health.

Community: • 90% of K families will be contacted by the ECE Outreach

Coordinator more than once throughout the year. 45.5% of K families have been contacted more than once; 88.4% of families have been contacted at least once.

• 50% of K families will participate in an ‘Ohana Programs event/activity. 51.2% of K families have participated in at least one ‘Ohana Programs event; 9.1% have participated in more than one event.

• 80% positive feedback on survey items dealing with school’s interaction with family and community. Survey not administered.



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Database for ECE Outreach will track all of the indicators above. The Center will need to initiate the following: • General Feedback survey for K families • Individualized Support Plan for K students identified as in

need of support • Regular communication plan for all K families All remain in development



Progress Details

The ECE Outreach Coordinator, along with input from some of the kindergarten teachers and the PreK‐3 Consultant on the Ho‘okahua Project, developed a system for tracking the academic achievement of the kindergarten students. On a test run of two kindergarten classrooms, teachers divided their students into four groups: (1) approaching or meeting standards, with a normal rate of growth; (2) not approaching or meeting standards, with a normal rate of growth; (3) approaching or meeting standards, with little to no growth; (4) not approaching or meeting standards, with little or no growth. Students were classified not only by their achievement on tests, but also by the teacher’s observations of the student’s abilities. This approach is more in line with current ECE best‐practices.

Using the academic tracking, students in groups 3 and 4 received support from the Outreach Coordinator with personal phone calls notifying families of special programs such as the Kindergarten Math Night and Intersession programs. These contacts opened up conversations with the families that sometimes led to referrals to other community service organizations. In the future, the ECE Outreach Coordinator hopes to be in regular contact with families of students in groups 3 and 4, providing referrals to community resources and services, goal‐setting, and information on child development.

Communication

Overview


A primary reason why the Navigators’ Center was formed was to link the various actors within our school community: students, teachers, administration, staff, families, and community members. If these groups are to be linked, then effective communication strategies are absolutely essential. Unfortunately, communication has been identified a number of times as a school‐wide area of concern. While positive steps have been taken on campus to address these concerns, the Navigators’ Center sees communication, especially with families and community members, as one of its priority areas.

The Center’s efforts on communication are focused on the following outlets:



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• Website (www.navigatorscenter.org): In addition to providing information on all of the programs included in this report, the website serves as an interactive tool for all groups within our school community.

Students can use the website to apply to become a Student Organization, reserve the Navigators’ Space for a meeting, or display their work. Teachers can view a constantly updated master calendar, access all materials needed to organize field trips and assemblies, and request volunteer support. Community members can apply to the PTO, access an events blog and electronic versions of the school newsletter, watch videos from recent workshops, and find contact numbers to various service providers across our community. Here a few pieces of data that illustrate the website’s success to date:

2,004 visitors from 359 cities and 32 different countries have accessed the site There have been 5,344 visits and 16,629 pageviews Visitors have spent an average of about 3:28 on the site with each visit

• School Reach: The school purchased this electronic calling system to connect directly with the school community. The Navigators’ Center, school administration, and staff regularly utilize the system to send out mass phone calls and cellular text messages to either the entire school community or targeted grade levels to inform them of special events and programs (e.g., key testing dates, large school community events, important deadlines, school closings, etc.). In the first year of operation, parents and staff all remarked that the system is a vast improvement for the school but that there are still improvements that can be made. The school continues to work on perfecting the system.

• Social Media: The Center maintains an announcement and feedback page on Facebook. The page has tapped into our school community’s familiarity with social media to promote important dates, highlight school successes, and share various resources. To date, the page has 60 total “Likes.”

• Navigator News/ Kūkuni Newsletter: The Navigators’ Center worked with the Parent Council to develop a regular communication tool that goes out to the entire school community to notify them of important happenings around the school. The “Navigator News” was updated and shared electronically on a weekly basis to capture all major announcements. The document was printed and sent home with students during the first and third week of every month. Navigator News improved upon the Kūkuni Newsletter that was formerly published by the Center on a monthly basis. While Kūkuni was successful in highlighting successes around the school community, the Center sees Navigator News as a more flexible and functional tool that will enable us to better connect all of the members of our community.

• ‘Ohana Board: The Navigators’ Center maintains the large bulletin board facing the campus entrance with school announcements, community activities, and resources of interest to students and families.

• Other initiatives: While the approaches listed above have brought reasonable success, there remains much room for improvement. The Navigators’ Center is constantly seeking new ways to effectively communicate with family and community members. More ideas have been as grand as to purchase electronic display screens, while others have been as simple as greeting parents as they pick up their students or canvasing the neighborhood. Attending conferences and workshops around the community has allowed us to learn from the work of others, and we are constantly exploring new methods of communication.



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Community Schools Research & Coordination

Overview


The Center’s commitment to staying true to the needs of the community and basing its efforts in data require that a strong relationship with the direct school community must be maintained. In order to best address these needs and support the community, though, the Center must also look to the outside to learn from best practices.

As mentioned earlier, the community schools model captures most of what the Center has set out to do. The Center regularly monitors the research and news coming out of forums like the Coalition for Community Schools (www.communityschools.org). The Director will also look into connecting with and visiting models similar to the Navigators’ Center in different geographic locations. Learning visits have already been made to various community school programs in New York City; Cincinnati, OH; Oakland, CA; Cleveland, OH; and Kahuku, HI.

In January 2013, the Navigators’ Center joined schools and organizations from around the state for the Re‐imagining School and Community Partnership Conference held in Kapolei, HI. The Center staff spent two days learning from experts from across the nation and planning with partners at home. The Center was also able to share some of its successes from the first 1.5 years of its existence during a panel presentation to the nearly 200 participants at the conference.

The Navigators’ Center is also working closely with other organizations to spread the community schools model beyond Kamaile Academy. The Center continues to support the efforts of a coalition of organizations for the Ke Ala Hānau Moku (KAHM) project, a plan for a Promise Neighborhood on the Wai‘anae Coast. Kamaile Academy has submitted a letter of support for the project and has agreed to participate in the development of a shared database among organizations in the project. Furthermore, the Center is currently supporting the efforts of this same KAHM coalition working in conjunction with the Hawai‘i Department of Education and Kamehameha Schools Ka Pua initiative in bringing wraparound services to all schools along the Wai‘anae Coast.



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The Staff Staffing for the Navigators’ Center is financed by two sources. The Director position, Center Coordinator position, two health aides, two part‐time employees, and 0.5 Program Coordinator position are covered by the school’s general budget as Student Support Services. 1.5 Program Coordinator positions are provided through the Ho‘okahua Project ECE grant.

Lovelyn Ampeloquio Center Coordinator Programs: Intersessions, School Community Events, McKinney‐Vento Homeless Assistance Contact: [email protected]

Marcia Tagavilla ‘Ohana Programs Coordinator Programs: ‘Ohana‐Classroom Connections, Volunteer Program, ‘Ohana Learning Series, Parent Council Support Contact: [email protected]

JoJo Suan ECE Outreach Coordinator Programs: ECE Outreach Contact: [email protected]

Verna Agoan Health Aide Programs: Kamaile Health Room Contact: [email protected]



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Ronnie Samoa Health Aide Programs: Kamaile Health Room Contact: [email protected]

Shar Corpus Kamaile Store Manager Programs: Kamaile Core Value Store Contact: [email protected]

Chantelle Sholtis Snack Manager Programs: Healthy Snack Program Contact: [email protected]

Kenny Ferenchak Director Contact: [email protected]



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Appendix A: Student Organization Constitution Template

Student Organizations: Your Constitution The constitution is the main guide of a Student Organization, so it is meant more than anything to help the organization. The constitution sets the basic principles and structure of the organization, and it gives the rules for how members will run the organization. Organizations should be careful in writing and updating this constitution so that all of their needs are met. Each member should be familiar with and have access to the document. Please use the outline below for your organization’s constitution. You can copy and paste the text below, simply replacing all shaded areas with your content. Your Faculty Advisor must approve the document, then you must submit an electronic copy to the Navigators’ Center. Please have your Faculty Advisor email it as an attachment to [email protected] with “Student Org Constitution” as the subject line. ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ CONSTITUTION Article l ‐ Name, Purpose, Values, and Non‐Discrimination Policy of the Organization. Section 1: Name: ________________________________________________________________________________

‐Your organization’s Name must somehow communicate the purpose of your organization. For example, “Kamaile Kids” is not acceptable because it tells us nothing about your group. “Kamaile Rugby Club” would be accepted because it tells us what your organization does.

Section 2 ‐ Purpose: _____________________________________________________________________________

‐Your Purpose must be 3‐5 sentences long and include the overall focus and the objectives of your organization.

Section 3 – Alignment with Kamaile Core Values ‐3(a) ‐ Aloha: _____________________________________________________________________________

‐1‐2 sentences on how your organization will be based in a spirit of love ‐3(b) ‐ ‘Ohana: _____________________________________________________________________________

‐1‐2 sentences on how your organization will operate on the idea of family and spread that value to others

‐3(c) ‐ Olakino Maika‘i:________________________________________________________________________

‐1‐2 sentences on how your organization will promote physical health within its members and at the school.

‐3(d) ‐ ‘Imi ‘Ike: ________________________________________________________________________________

‐1‐2 sentences on how your organization will support academic achievement. This may be a direct support, such as offering tutoring services or participating in academic projects. Or the support may be indirect, such as requiring a certain GPA for membership in the organization.



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‐3(f) ‐ Laulima: ________________________________________________________________________________

‐1‐2 sentences on how your organization will cooperate with the outside community. Please include who your Community Advisor and Community Partner will be.

‐3(g) ‐ Ha‘aheo: ________________________________________________________________________________

‐1‐2 sentences on how your organization will promote social and emotional wellness within its members and at the school.

‐3(h) ‐ Na‘auao:_____________________________________________________________________________

‐1‐2 sentences on how your organization will promote justice in the school or community. ‐3(i) ‐ Kuleana: ____________________________________________________________________________

‐1‐2 sentences on how your organization will help you find your personal gift in life and/or help you to share that gift with the world.

Section 4 ‐ Non‐Discrimination Policy: ________________________________________________________ ‐All student organizations must state that they will avoid all forms discrimination. You can use the following statement or something similar: “This organization and its members shall not discriminate against any individual(s) for reasons of age, color, disability, gender identity or expression, national origin, race, religion, sex, sexual orientation, or veteran status.” Article II ‐ Membership: Qualifications and categories of membership. ‐Describe here who is eligible to be a Voting Member of your organization. Remember that organizations should be initiated, led, and run by students. Your eligibility requirements could include the following: grade level, GPA, recommendation by faculty, parent/family approval, etc. Article III ‐ Organization Leadership: Titles, terms of office, type of selection, and duties of the leaders. ‐Describe here your leadership. Your organization needs at least 5 officers: President, Vice President, Treasurer, Webmaster, and Secretary. For each of these officers (and any other positions you choose), state how they will be selected and what their duties will be. Article VI – Method of Selecting and/or Removing Officers and Members. ‐Describe here how officers and members will be selected. Also include the steps that will be followed to remove an officer/member if they fail to live up to their eligibility requirements or duties. Article VII – Faculty and Community Advisor(s) ‐Describe here the responsibilities and expectations of your Faculty Advisor and Community Advisor. Faculty Advisors must be teachers at Kamaile. Community Advisors must be approved by the Navigators’ Center. Article VIII – Meetings of the Organization: Required meetings and their frequency. ‐Describe here your meeting/activity schedule. All organizations are required to hold at least one meeting/activity per week during the academic calendar. Exceptions are allowed for weeks shortened due to school breaks.



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Appendix B: Kamaile Health & Wellness Plan (Draft)

GRADE LEVEL

CORE VALUE

MEANING STUDENT OUTCOMES

HEALTH EDUCATION (provider)

HEALTH SERVICES & SCREENINGS (provider)

CULMINATING ACTIVITY

K Kuleana To find and fulfill your responsibility

Well‐rounded scholars giving back their skills and talents to the world while constantly bettering themselves

‐Hygiene presentations (ATSU medical students & WCCHC) ‐Oral health presentation (Dr. Fujii)

‐Dental screening (Dr. Fujii) ‐BMI Check (ATSU medical students) ‐Vision screening (Lions Club) ‐Hearing screening (LDAH) ‐Monitoring of school entry requirements: physical exam, TB test, and vaccinations (Kamaile)

TBD

1 Olakino Maika‘i

To live healthfully

Active bodies achieving and maintaining physical health through reflective decision‐making

‐Hygiene presentations (ATSU medical students & WCCHC) ‐Oral health presentation (Dr. Fujii) ‐After‐school fitness, nutrition, and wellness program (Kamaile, WCCHC, & ATSU)* ‐Participation in Olakino

‐Dental Screening (Dr. Fujii) ‐BMI Check (ATSU medical students) ‐Vision screening (Lions Club)

TBD



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Maika‘i Fest (Kamaile)

2 ‘Imi ‘Ike To seek knowledge

Critical thinkers realizing meaningful academic success and a commitment to lifelong learning

‐Hygiene presentations (ATSU medical students & WCCHC) ‐Oral health presentation (Dr. Fujii) ‐After‐school fitness, nutrition, and wellness program (Kamaile, WCCHC, & ATSU)* ‐Family health history project (ATSU medical students)*

‐Dental Screening (Dr. Fujii) ‐BMI Check (ATSU medical students)

TBD

3 Laulima To cooperate Skillful collaborators experiencing family and community support

‐8‐week Mini Docs program (ATSU medical students & WCCHC) ‐Oral health presentation (Dr. Fujii) ‐After‐school fitness, nutrition, and wellness program (Kamaile, WCCHC, & ATSU)*

‐Dental Screening (Dr. Fujii) ‐BMI Check (ATSU medical students) ‐Vision screening (Lions Club) ‐Mini Docs Pre‐ and Post‐Survey (ATSU medical students)

TBD

4 Ha‘aheo To be proud Confident and competent producers possessing social and emotional wellness

‐Nutrition & fitness presentation (ATSU medical students & WCCHC) ‐Native Hawaiian healing project (ATSU


TBD



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medical students & WCCHC)*

5 Na‘auao To nurture a deep sense of enlightened knowledge and justice


‐Nutrition & fitness presentation (ATSU medical students & WCCHC) ‐Introduction to puberty presentation (ATSU medical students & WCCHC)

‐Dental Screening (Dr. Fujii) ‐BMI Check (ATSU medical students) ‐Vision screening (Lions Club)

TBD

6 Kuleana To find and fulfill your responsibility


‐Nutrition & fitness presentation (ATSU medical students & WCCHC) ‐Introduction to puberty presentation (ATSU medical students & WCCHC)

‐Dental Screening (Dr. Fujii) ‐BMI Check (ATSU medical students) ‐Middle School Youth Risk Behavior Survey (Kamaile & ATSU medical students)

TBD

7 Olakino Maika‘i

To live healthfully

Active bodies achieving and maintaining physical health through reflective decision‐making

‐Pono Choices reproductive health curriculum (Pono Choices & Kamaile) ‐Lessons surrounding planning of Olakino Maika‘i Fest (ATSU medical students)* ‐Olakino Maika‘i Fest (Kamaile)


Olakino Maika‘i Fest

8 ‘Imi ‘Ike To seek knowledge

Critical thinkers realizing meaningful academic

‐Family health history project (ATSU medical students)*


‘Imi ‘Ike Defense



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success and a commitment to lifelong learning

9 Laulima To cooperate Skillful collaborators experiencing family and community support

‐Reproductive health and introduction to the Teen Clinic (ATSU medical students & WCCHC) ‐Mental & emotional wellness presentation (Kamaile & WCCHC)*

‐Dental Screening (Dr. Fujii) ‐Sports physical examinations (ATSU medical students)* ‐BMI Check (ATSU medical students) ‐High School Youth Risk Behavior Survey (Kamaile & ATSU medical students)

Sunset at Kamaile

10 Ha‘aheo To be proud Confident and competent producers possessing social and emotional wellness

‐Reproductive health and introduction to the Teen Clinic (ATSU medical students & WCCHC) ‐Mental & emotional wellness presentation (Kamaile & WCCHC)* ‐Native Hawaiian healing project (ATSU medical students & WCCHC)*

‐Dental Screening (Dr. Fujii) ‐Sports physical examinations (ATSU medical students)* ‐BMI Check (ATSU medical students)

Ha‘aheo Defense

11 Na‘auao To nurture a deep sense of enlightened knowledge and justice


‐Workplace Learning Experience in health fields (Kamaile & WCCHC)* ‐Reproductive

‐Dental Screening (Dr. Fujii) ‐Sports physical examinations (ATSU medical students)* ‐BMI Check

Workplace Learning Experience



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health and introduction to the Teen Clinic (ATSU medical students & WCCHC) ‐Mental & emotional wellness presentation (Kamaile & WCCHC)* ‐Health career guidance (ATSU students)

(ATSU medical students)

12 Kuleana To find and fulfill your responsibility


‐Reproductive health and introduction to the Teen Clinic (ATSU medical students & WCCHC) ‐Mental & emotional wellness presentation (Kamaile & WCCHC)* ‐Health career guidance (ATSU students)

‐Dental Screening (Dr. Fujii) ‐Sports physical examinations (ATSU medical students)* ‐BMI Check (ATSU medical students) ‐High School Youth Risk Behavior Survey (Kamaile & ATSU medical students)

Kuleana Defense

*Denotes program or activity currently in development.



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Appendix C: Website URL’s

The Navigators’ Center Website www.navigatorscenter.org or www.navigatorscenter.com

Navigator News & Kūkuni Newsletter https://sites.google.com/a/kamaile.org/the‐navigators‐center/kukuni‐‐events‐page

Kamaile Academy Homepage www.kamaile‐academy.org or www.kamaile.org 10th Grade Benchmark Portfolio Defenses https://sites.google.com/a/kamaile.org/kamaile‐middle‐high‐schools/10th‐grade‐benchmark‐portfolio‐defense The Navigators’ Center on Facebook facebook.com/navigatorscenter



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Appendix D: Sail Plan for Community Partnerships



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Appendix E: PreK-4 Dental Screening Data



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Appendix F: Listing of Community Partners Center for Research on Education, Diversity & Excellence Hawai'i Project (CREDE) www.coe.hawaii.edu/departments/projects/CREDE The Center for Research on Education, Diversity, and Excellence (CREDE) Hawai‘i Project promotes educators’ use of research‐based strategies of effective practice for culturally and linguistically diverse children and students. The project offers professional development to educators who want to improve the learning and engagement of children and students from diverse backgrounds. A number of Kamaile Academy teachers across all grade levels have enrolled in the CREDE training and use the CREDE standards to guide their instruction. Envision Learning Partners www.envisionlearning.org “To close the academic achievement gap and improve outcomes for underserved students, redesign the entire high school experience.” Envision Schools was founded in 2002 on this simple idea. We believe the current achievement gap reflects a systemic failure to understand how kids learn, what motivates them to learn, and what they need in order to learn well. We employ the best practices of high school design —rigorous college‐preparatory curricula, small and personalized learning environments, and a focus on measurable results—and add a truly innovative model that emphasizes project‐based learning, development of Deeper Learning skills, integration of arts and technology into core subjects, real‐world experience in workplaces, and a uniquely rigorous assessment system. Envision Schools is working directly with the faculty and staff of Kamaile to bring the model of their Bay Area schools to Kamaile Academy Middle and High Schools. GROW HAWAII www.growhi.org GROW HAWAII is a project of the Hawaii Association of Independent Schools (HAIS) in partnership with the Hawaii State Department Agriculture and the Ulupono Initiative. Over the next three years, GROW HAWAII will use a variety of strategies to significantly enrich the educational dialogue in all private and public schools statewide concerning the urgency for growing food in the islands. Beginning with the belief that the betterment of humankind is inherently possible and that schools are a prominent force for good, GROW HAWAII and its partners aspire to create lifelong “buy local, eat local” consumers by engaging students, starting in elementary school, in exploration, experimentation, and action‐oriented problem‐based learning that will foster consideration of the origins of and their relationship with island grown food and the social systems and values we will need to create a more sustainable way of life. Simultaneously, we aspire to



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document this story and share it with all who are interested, allowing the voices of students to chart a course to the future and be in the vanguard of those leading the way. GROW HAWAII has been a strong source of support to Kamaile students, teachers, and kitchen staff. Invitations to conferences, technical assistance and equipment for garden projects, and trainings for our cafeteria cooks have all been welcome opportunities for our school community. HONOLULU COMMUNITY ACTION PROGRAM, INC. (HCAP) & HCAP HEAD START www.hcapweb.org and www.hcapweb.org/headstart.html Honolulu Community Action Program, Inc. (HCAP) is a private, non‐profit 501(c)(3) organization that has been serving O'ahu's needy population since 1965. It is our belief and philosophy that no individual should be denied the opportunity to share and contribute fully to the best of his/her capabilities in the social and economic well being and prosperity of our society. HCAP Head Start is a federally funded program that provides quality services to qualifying preschoolers and their families. From our humble beginning as a summer project in 1965, we have grown to become the largest early childhood program in the State of Hawaii serving over 1,659 children and their families each year. Head Start offers an early childhood program for children 3 to 5 years of age whose families qualify for our Head Start services. Three HCAP Head Start sites in the Wai‘anae community that offer full‐day services are directly affiliated with Kamaile Academy and collaborate closely with multiple actors on campus. INPEACE (The Institute for Native Pacific Education and Culture) www.inpeace.org Since 1994, INPEACE has been working to educate and empower Native Hawaiian communities. INPEACE has emerged as a local and international leader in early childhood education, workforce development, and cultural land stewardship. INPEACE is committed to improving the quality of life for Native Hawaiians through community partnerships that provide educational opportunities and promote self‐sufficiency. For years, Kamaile Academy has enjoyed a close relationship with INPEACE, serving as a host to a number of its highly acclaimed early childhood education programs and coordinating with other efforts of the organization. These areas of partnership include the following programs and initiatives: Keiki Steps, Keiki Steps to Kindergarten, P‐3 Initiative Wai‘anae Project, Hō‘ala, Kupu Ola, Kūkuluao & Ka Lama Education Academy, Kūlia I Ka Pono, and Ke Ala Hānau Moku.



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Leeward Community College – Wai‘anae www.leeward.hawaii.edu/leewardccw Leeward Community College Wai‘anae (LeewardCCW) is a satellite campus in the University of Hawai‘i Community College system located on the beautiful Wai‘anae coast of Oahu. It offers a variety of first and second year college credit classes in liberal arts, education, business, and career and technical areas. Students can complete a majority of the course requirements for an Associate of Arts or an Associate of Arts in Teaching degree at LeewardCCW. Kamaile Academy’s partnership with LeewardCCW is young but has already produced many promising results including college counselor visits to high school classrooms and collaboration among instructors at the two sites. Plans are also being made for dual‐credit courses to be taught at Kamaile through LCC‐W instructors. Pacific American Foundation

www.thepaf.org The Pacific American Foundation is a non‐profit organization dedicated to improving the lives of Pacific Americans. Established in 1993, the Pacific American Foundation has developed over a dozen different programs, created a variety of culturally based curriculum for public schools, and has touched the lives of thousands of Pacific Americans in Hawai‘i and abroad. The Pacific American Foundation is working to build a brighter future through the following pathways: Education, Mentorship/Leadership Training, Employment, Research and Development, and Community Partnerships. For years, PAF has supported the Pacific American youth of Kamaile Academy. Place‐based curricula have allowed students to connect their learning directly to the natural treasures of their community. Teacher training has empowered Kamaile educators to lead their students through unforgettable learning experiences. And powerful guidance on the overall vision and direction of the school has provided a powerful foundation grounded in aloha. Parents and Children Together (PACT) Family Centers www.hawaiipirc.org PACT is one of Hawaii's leading private non‐profit family service agencies and is a leader in the design and delivery of a broad range of innovative social and educational services. PACT is an active partner with numerous community efforts, coalitions, initiatives, schools and other providers, and is a prominent advocate for the needs of Hawaii's most socio‐economically challenged citizens. PACT manages two Early Head Start classrooms that feed into Kamaile Academy, along with a home‐based program that supports children and families in the Kamaile district. Both programs offer critical comprehensive support to the development of future Kamaile students. In addition, PACT’s Family Center is working with Kamaile Academy to better engage families in their children’s education through the Sundays Project (http://www.hawaiipirc.org/sundays/index.html ). Families learn from one another successful ways to



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help their children succeed in school and how to make education a priority in their lives, while having fun. Classes are conducted in English, Chuukese and Marshallese. Polynesian Voyaging Society http://pvs.kcc.hawaii.edu/index.html The Polynesian Voyaging Society (PVS) was founded in 1973 to carry out an experiment that would help answer some questions: how did the Polynesians settle the far‐flung islands of the mid‐Pacific – by accident or by design? Did their canoes and their knowledge of navigation enable them to sail purposefully over the vast sea distances between Pacific islands? PVS began with the building of a replica of a Hawaiian voyaging canoe, Hōkūle‘a, launched in 1975, to explore the seafaring heritage and the voyaging routes of our ancestors. Since its first voyage to Tahiti in 1976, PVS has explored the ocean of our ancestors in order to rediscover and perpetuate through practice Hawaiian voyaging traditions and values and to bring together communities throughout the Pacific. With a legacy of ocean exploration as its foundation, the Polynesian Voyaging Society is committed to undertake voyages of discovery (Holokai); to respect, learn from, and perpetuate through practice our heritage and culture (‘Ike); and to promote learning which integrates voyaging experiences and values into quality education (Ho‘ona‘auao). We are committed to nurturing communities and the leadership therein that values learning and sharing knowledge in order to foster living well on islands. PVS has provided a number of invaluable experiences and resources for the students of Kamaile Academy over the past few years. From working with PALS afterschool classes and giving inspiration speeches to high school students, to taking students on 3‐day coastal voyages and weekend training camps, PVS has had a major impact on many young people at Kamaile. Program for Afterschool Literacy Support (PALS) http://palshi.org The Program for After‐School Literacy Support (PALS) provides learning opportunities for a predominantly Native Hawaiian population of children on the Wai’anae coast of Oahu, Hawaii. PALS uses a place‐based cultural project (PBCP) curricular framework that embraces the multiple cultural locations in which the children exist and utilizes community and place as the springboard for learning. PBCPs engage real‐life, ways of knowing and doing and provide integrated opportunities for literacy teaching and learning across the curriculum. Students in PALS engage with teachers and other community members in projects that have relevance to their own lives and that nurture children’s identities as learners, community activists, and as stewards of the environment. PALS partners with multiple cultural and educational organizations and individuals including the Polynesian Voyaging Society (PVS), the Honolulu Academy of Arts, Ka’ala and Hoa ‘Aina O Makaha farms, and numerous local artists, engaging these community partners as both co‐planners and co‐teachers within the projects. PALS has overseen the after‐school program for grades 4‐6 at Kamaile Academy for years, and more recently provided training and support to bring the PALS model to our K‐3 students along with our 7‐8 middle school students.



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Sodexo http://sodexousa.com Sodexo, Inc. is a world leader in Quality of Daily Life Solutions in the U.S., Canada, and Mexico, serving 10 million consumers in 6,000 locations every day. Our dedication to excellent service, corporate citizenship, and fighting hunger all come from one goal ‐ to make every day a better day. As the leading provider of integrated food and facilities management services in the U.S., Canada, and Mexico, we set out each morning to treat every person we encounter with the highest level of respect and service. And when you put that effort, expertise, and enthusiasm together, it adds up to “a better day” for our clients, their customers, and our people. Sodexo manages the Kamaile Academy school cafeteria and has been a great support to our school community by serving healthy breakfasts and lunches daily to all students, managing the distribution of our Healthy Snacks program, and servicing community events. Waianae Coast Comprehensive Health Center (WCCHC) www.wcchc.com We are a Community Health Center that serves over 27,000 patients, with more than 139,000 visits annually through our six service sites. We are proud to consider ourselves pioneers in Community‐governed healthcare, Telemedicine and Hawaiian and other Traditional Healing Arts in an Integrated Healthcare setting. For years, Health Center (WCCHC) has been a trusted and respected health care provider in our community. Thus for the Navigators’ Center, reaching out to them for support was natural. Graciously, Dr. Ricardo Custodio, Medical Director and Pediatrician at WCCHC, offered to support our efforts at Kamaile through the medical students they host on their campus from A. T. Still University (ATSU) in Arizona. Additionally, Dr. Dan Fujii has become an invaluable partner in delivering dental care to our students and in bringing our medical trailer closer toward operation. Dr. Custodio has included Kamaile Academy in his plans for the Wai‘anae School of Community Health. The Kamaile School‐Based Clinic is listed as a Rotational Integrated Clinical Experience for medical students at WCCHC. Additionally, the Youth Health Corps, which hosts Kamaile students for its summer program, is included as an Area Health Education Center. Wai'anae Neighborhood Place www.wccmhc.org/wnp.htm Wai‘anae Neighborhood Place is a community based program that provides family strengthening and support services to families and resources on the Waiànae Coast. It is a place for Òhana to work together and acknowledge the unique cultures, values, contributions and strengths of everyone, building a nurturing, stable and courageous community for all keiki to safely live the best lives possible‐culturally, spiritually, academically and economically. Waiànae Neighborhood Place strives to embrace parents by giving support, assistance, resources, opportunities and encouragement to successfully raise their children. Through Family Outreach



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and Community Outreach, Ka Wahi Kaiaulu – Wai`anae Neighborhood Place – builds the capacity of at‐risk families to provide for the safety of children. Serving as a neutral hub for service coordination and community building, we work for positive changes that reduces environmental and social risk factors and increases protective factors; while providing access to resources, both concrete and informational, and support without judgment. We are open to all on the Wai`anae Coast and provide referral information of service providers and other various resources. Kamaile Academy has partnered with Wai‘anae Neighborhood Place as a vital link to service providers along the Wai‘anae Coast who can support our students and families. The WNP staff has been an invaluable resource for our school community through case referrals, program support, and regular consultations. United States Veterans Initiative www.usvetsinc.org U.S.VETS provides comprehensive services to the veterans we serve, including case management, employment assistance, job placement, counseling, as well as drug and alcohol free housing. At our facilities veterans progress through a seamless continuum of services designed to help them increase their level of responsibility and prepare them to live independently in the community. Waianae Civic Center is the only U.S.VETS location that provides services to both veteran and non‐veteran men and women, families and children. WCC began serving the Hawaii homeless population in March of 2007. Waianae currently serves 300 men, women, and children each day. Kamaile Academy has worked closely with the staff of the Waianae Civic Center to coordinate the best support possible to our students and families who are in their program.



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Many of our community partners serve multiple roles on campus, but the graphic below gives a general overview of the areas of focus for each of our partners.

Academic Enrichment

Early Childhood Education

‘Ohana Support Health Services Afterschool

Polynesian Voyaging Society

INPEACE Wai‘anae Neighborhood Place

Wai‘anae Coast Comprehensive Health Clinic

Program for Afterschool Literacy Support (PALS)

Leeward Community College – Wai‘anae

Parents And Children Together (PACT)

Parents And Children Together (PACT)

Sodexo

Envision Learning Partners

United States Veterans Initiative

Center for Research on Education, Diversity, & Excellence (CREDE)

Grow Hawai‘i

Pacific American Foundation

kamaile navigators' center: july 2013 report

Documents

navigators center

kamaile academy

ohana programs

olakino maikai center

student activities programs

kamaile health room

centerwide initiatives

appendix b