nav center january 2013

January 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: January 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 14

THE CENTER’S WORK 17

FRAMEWORK 17 PROGRAM STRUCTURE 18 ORGANIZATIONAL STRUCTURE 19

PROGRAMS: STUDENT ACTIVITIES 20

STUDENT ORGANIZATIONS 20 PROGRAM FOR AFTERSCHOOL LITERACY SUPPORT (PALS) 23 INTERSESSIONS 26 THE KAMAILE CORE VALUES STORE 28 OTHER STUDENT ACTIVITIES PROGRAMS 31

PROGRAMS: ‘OHANA PROGRAMS 33

‘OHANA-CLASSROOM CONNECTIONS 33 ‘OHANA LEARNING SERIES 35 VOLUNTEER PROGRAM 38 MCKINNEY-VENTO HOMELESS ASSISTANCE 40 OTHER ‘OHANA PROGRAMS 42

PROGRAMS: OLAKINO MAIKA‘I CENTER 44

KAMAILE HEALTH ROOM 44 WAIANAE COAST COMPREHENSIVE HEALTH CENTER (WCCHC) PARTNERSHIP 45 HEALTHY SNACK PROGRAM 49 OTHER ‘OLAKINO MAIKA‘I CENTER PROGRAMS 51

PROGRAMS: CENTER-WIDE INITIATIVES 52

COMMUNITY PARTNERSHIPS 52 EARLY CHILDHOOD EDUCATION (ECE) OUTREACH 53 COMMUNICATION 55 COMMUNITY SCHOOLS RESEARCH & COORDINATION 57

THE STAFF 58



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APPENDIX A: STUDENT ORGANIZATION CONSTITUTION TEMPLATE 60

APPENDIX B: WEBSITE URL’S 62

APPENDIX C: SAIL PLAN FOR COMMUNITY PARTNERSHIPS 63

APPENDIX D: PREK-4 DENTAL SCREENING DATA 65

APPENDIX E: LISTING OF COMMUNITY PARTNERS 66



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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 during the second quarter of its second year of operation. Below are some highlights from the work within the main pillars of programming.

Student Activities • Student Organizations: 31.1% of middle and high school students are driving 10 different groups while

earning a composite 2.71 GPA (compared to and overall 2.49 GPA for all students). • After‐school: PALS is providing free project‐based experiences to 128 students in grades 1‐8. • Intersessions: 85 students attended the winter program, with 94.9% of the reporting that the week

made them a better student academically. • Kamaile Core Values Store: 54.1% of students in grades preK‐6 have “purchased” an item from the store

that was donated from 12 different community supporters.

‘Ohana (Family) Programs • ‘Ohana‐Classroom Connections: 18.4% of Kamaile students have had a family member attend an event.

95% of attendees have reported their presence had a positive academic impact on their student. • ‘Ohana Learning Series: 4.1% of Kamaile students have had a family member attend an event. 100% of

attendees have reported their presence had a positive academic impact on their student, and 80% reported a positive health impact on their child.

• Volunteer Program: 13.7% of students have a family member registered as a volunteer on campus, and 3010.4 hours of service have been logged thus far this year. A sample shows 66.7% of volunteers’ students earning proficient grades in school.

• McKinney Vento Homeless Assistance: With 13.1% of the student population identified as homeless, 68.3% of those students’ families have had a personal meeting to learn about their rights and available resources, and 25.8% of those students have been provided with material aid.

Olakino Maika‘i Health Center • Health Room: 99.9% of all students have met all basic health requirements for school entry. • Dental: Dr. Dan Fujii has held dental health education sessions with all PreK‐4, screened 55.3% of those

grade levels, and found 50.2% of those he screened as being in need of further treatment. • Vision: 250 students were screened in one day, accounting for 26.8% of our student population and just

over half of our K‐3 students. 69 students (27.6% of those screened) were referred for follow‐up, and 13 have been fitted for glasses.



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• 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.

• WCCHC/ATSU Medical Students: Second year medical students completed the first round of their weekly health education lessons called “Mini Docs” with two 3rd grade classrooms.

• Healthy Snack Program: 75.7% of students are eating a healthy snack daily as reported by teachers. Center‐Wide Initiatives • Community Partnerships: 13 organizations have completed Sail Plans for Community Partnerships. • ECE Outreach: 56.8% of K families have participated in at least one ‘Ohana Programs event, and 67.6% of

families have been in communication with the Navigators’ Center. • Communication: 1,430 visitors from 273 cities and 19 different countries have accessed the Navigators’

Center website, while School Reach and Facebook have been launched to better connect with families.

Last year was an exciting year of learning and exploration for the new Navigators’ Center. Though still young and learning, the Center began its second year with the intention of substantiating the successes achieved and deepening its core foundations. All programs are now underway with lessons from last year in mind and clear paths to surpass the results of last year. Community partners have now articulated their commitment to students and families of Kamaile and are aligned with school wide academic wellness goals. Though only halfway through the school year, the Center has already begun to see real gains among students, families, and the broader community.

As important as the actual work is, the Navigators’ Center is determined to remain true to and deepen is core foundations. Perhaps most importantly, the Center aims to be the access point through which the school community—students, families, staff, and community—take true ownership of the school. Great strides have been made to substantiate the roles of the Student Government Association, Parent Council, grade level teams, and Partners Alliance with Kamaile Academy. In addition, the Center looks to deepen its connections with the broader community. We continually share our work with anyone interested and have hosted visitors interested in all aspects of our work, ranging from homeless support to health services. At the same time, we look to learn from others by attending multiple conferences and keeping up with relevant research and projects. Finally, we have dedicated special attention to our vision, mission, and values, both to reaffirm our commitment to those foundations and also to acknowledge that they are living principles, which are constantly evolving to meet the promise and potential of our students and school community.

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



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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 – 11 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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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 following long‐term strategies as a foundation for our work.

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.

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 specific goal to be

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

• 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?

• 95% grade level passing rates; 75% proficient test scores; 80% proficient benchmark performances; 100% graduation rate

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? 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



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Goal #2

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



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

within all programming and partnerships

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

• 90% of students show satisfactory progress on Kamaile Wellness Plan

• 80% positive feedback on Student Wellness Survey • Sustainable establishment of the Olakino Maika‘i Kamaile

Health Center 3. What support, learning and

dispositions will be needed in order to reach the goal?

• 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.



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

• Family and community components embedded within all programs and partnerships

2. What criteria will measure the

progress and growth in this area? What will indicate the goal has been attained?

• 50% of students have family participate meaningfully in ‘Ohana Programs

• 10 meaningful community partnerships • 80% Positive Feedback on Family/Community Surveys

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

• 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 and communities must be piloted, 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 (beginning and end of year)

will track progress



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Foundations The Center defines its purpose out of inspiration from 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).



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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. Launching into 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 to this point in the year.

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

Community Partner(s): PVS, LCC‐Wai‘anae, Grow Hawai‘i, Ka‘ala CLC

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 a Community Advisor from outside the school and 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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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

Academics: • Average 3.0 GPA of SO participants • Average 3.25 GPA for SO officers SO participants earned a composite 2.71 GPA in the first semester. (The composite GPA for all MS/HS students in the first semester was 2.49.)

• 90% of SO abide by Constitutions that reflect a commitment to academic achievement (e.g. through the values of ‘Imi ‘Ike, Ha‘aheo, etc.) 60% 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 31.1% of MS/HS students are members of a SO.

• 80% positive feedback on Social/Emotional Survey from students and Advisors Social/Emotional Surveys are still being developed.

• 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.) 60% of SO have completed Constitutions stating their commitment to health/wellness.

Community: • 60% of SO have regular contact with a community partner 70% 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; Navigator Records with Boys & Girls 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 30% of SO have held event to connect with school community.

• 80% of SO will create and maintain websites to connect with the school community Website support is still in development.

• 90% of SO abide by Constitutions that reflect a commitment to community (e.g. through the values of ‘Ohana, Laulima, etc.) 60% 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 REPORT

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 In development; to be administered before end of Quarter 3

• Faculty Advisor Feedback Form (weekly) Developed and will begin use by end of Quarter 3

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

• Website support Will be initiated in Quarter 3

• Connections with community partners Great progress already 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 continued their work through the second quarter of the year. Below are the 10 groups that have been formed officially along with a brief update on their work

Eco‐Tech Science Mentors‐ The Hawai‘i State 4‐H office informed Eco‐Tech that they received a new grant to fund the project this year, including another weeklong summer program at UH Mānoa.

Forever Live Young Club (hip‐hop dance)‐ Kamaile juniors choreographed they own routine and produced their own video to recruit members from the younger grade levels.

Future Navigators of Kamaile (traditional Polynesian voyaging)‐ The group continued to train for Hokule‘a’s upcoming Worldwide Voyage and contribute to the drydock efforts at Sand Island on a weekly basis.

Graffiti and Mural Club‐ The club is planning their large project for the year.

Life in Still Photography Club‐ The club continues to work on their photography and editing skills.

Na Alaka‘i Hoe (canoe paddling)‐ The crew became the first official Kamaile group to participate in races this January and have become a point of pride for the entire school community.

Navigator Records (music composing and recording)‐ The group continues to offer an outlet for the singing, rapping, and producing talents of Kamaile students.

Students from the Tech Club competed in VEX Robotics tournaments across the island throughout the first semester. The Kamaile squad shocked many with some of their performances, including their 6th place finish out of 45 teams at the statewide tournament held at the Kapolei waterpark.



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Student Wayfinders (mentoring)‐ The small group of upcoming leaders organized a Thanksgiving food drive that brought in more than 400 food items to give to Kamaile families in need. They are now exploring career pathways into education with LCC’s Teacher Academy program.

Student Government Association‐ SGA officers have 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 for the California trip, 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 quarter. Top students in the program have now joined with other students from around the community to compete in the FIRST Robotics Competition to be held in the coming months.

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 of Oahu, Hawai‘i. 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: 2 PALS Jr. courses for grades 1‐3 (with a kindergarten course planned for the second semester), 3 PALS courses for grades 4‐6, and 1 PALS Sr. course 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.”



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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.


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 are working with Coordinators to finalize their project plans.

• 70% of students involved in program will earn proficient grades in school Academic tracking is still in development.

• 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 are being developed.

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) 70 students in grades 1-3 are enrolled, or about 21.6% of students in those grade levels. 26 students in those grades levels (8.0%) 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) 52 students in grades 4-6 are enrolled, or about 17.9% of students in those grade levels. Attendance tracking is in development.

• 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) 6 students in grades 7-8 are enrolled, or about 6.7% of students in those grade levels. Attendance tracking is in development.

• All students will receive an average of 1 hour per week dedicated to physical health through physical activity or health education. Program coordinators are looking into developing regular opportunities to promote physical health.

• 80% positive feedback for wellness items on Student Survey • 80% positive feedback for wellness items on Family Survey Student and Family Surveys are being developed.

Community: • 50% of students will have family members involved at least once per term Plans for family involvement are still in development.

• 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., PALS, and PALS Sr. programs all got into full swing in the second quarter. Tutors launched students into exciting projects covering topics including martial arts, aquaponics, and running specifically for girls. Program Coordinators are excited to continue to develop and strengthen the linkages of all projects with literacy while maintaining student engagement in the new semester.


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 are working 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 are being developed.

• Teacher Feedback Form (weekly) Form being developed in conjunction with PALS.

• Connections with community partners Teachers are currently receiving support through PALS training.

PALS provides students with a safe after‐school space to explore interests alongside teachers. The program is designed to break from the normal classroom routine to engage students deeply, all the while maintaining a strong emphasis on literacy.



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Intersessions

Overview

Coordinator: Center Coordinator

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. Teachers are given the freedom to design project‐based units that are rooted in standards, focused on some topic interesting to students, and aimed at some culminating product or performance. 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 handles all of the logistics of running the school during these breaks.



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.



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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. All teachers were given the project-planning template to plan their projects. 50% of winter classes were guided by such a plan.

• 70% of students involved in program will show some growth in academic skills through a pre/post-test. A measure of academic gain is in development.

• 80% positive feedback for academic items on Student Survey 94.9% of students responded that the intersession program helped them academically (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) 181 students enrolled in the Winter program, or 19.7% of the school population. 85 students, or 9.3% of students, attended at least 80% of the Winter classes.

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

• 80% of intercession programs will feature 1 hour of some physical activity per week Plans are in development to include more physical activity in future intersession programs.

• 80% positive feedback for wellness items on Student Survey 96.8% of students responded that the intersession program supported their emotional wellness (86.7% reported a strong impact).

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

expert or location Plans are in development to include more community connections in future intersession programs.

• 10% of students in program will be represented by a family member at culminating events Plans are in development to include more family involvement in future intersession programs.



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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 pre/post-test system for each intercession In development

• Enrichment plans for each EA’s activities In development

• Student Surveys for each intercession program Developed and administered

• Connections with community partners In development

• Logistical support for culminating events In development

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 first intersession of the year was held during the first week of winter break in December. Teachers led students in grades K‐11 through projects including healthy cooking, sewing, Pearl Harbor, and researching colleges. Perhaps the greatest success, as evidenced in the student surveys, was the overall atmosphere and spirit throughout the week. Even though they were coming to school during their vacation, students were lively and energetic, brightening the campus for the entire week.

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 all new items 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.



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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.



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. 88.8% of goods students “purchased” were school supplies.

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

an item from the store. 54.1% of students (399) in grades preK-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!) 11.2% of goods students “purchased” directly supported physical health and hygiene (mostly in the form of new slippers and uniform shirts). 0% of goods were unhealthy.

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

the store Volunteers have worked 13.5 hours in the store.

• 20 community donors will contribute goods to the store 12 community donors have contributed goods to the store.


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 will provide 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.

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. Hours are posted to allow for different groups (i.e., students, teachers, and community members) to reserve the space to fit their own needs. The Center’s website allows groups to see the calendar for the space and request a reservation during any available times. The Navigators’ Space has picked up where it left off last school year in serving 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. The Center is supporting another round of sophomore and junior applicants this year.

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 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.

On the evening before Election Day 2012, every Kamaile junior participated in a public debate centered around the issue of the new rail system on our island for their Exhibition Night, a prime example of our OCC program. Kamaile staff, parents, siblings, and even community members, including our State House Representative Jo Jordan, actively participated in the debates by evaluating the students’ performances.



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Academics: • 100% of grade levels will host an OCC event. 6 grade levels, or 50% of grade levels, have held an OCC event thus far this year.

• 80% of grade levels will host at least 2 OCC events. 2 grade levels, or 16.7%, have held multiple events.

• 80% of attendees will report that the event will have a positive impact on the academic achievement of their students 95% of attendees at the High School Exhibition Night reported that their student would benefit academically from the event (80% strongly agreed). 95% of attendees at the Kindergarten Winter OCC reported that the event would benefit their children academically, while 95% reported that they personally learned something valuable from the event.

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

positive impact on the social, emotional, and physical health of their students 95% of attendees at the High School Exhibition Night reported that the event was a valuable activity for their student (78% strongly agreed). 95% of attendees at the Kindergarten Winter OCC reported that the event would make their children healthier and happier.

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

least one OCC event 18.4% of Kamaile students have 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 being piloted in January

• Survey for attendees on academic and health impacts Developed and piloted at High School Exhibition Nights





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Progress Details

5 OCC events were held in the second quarter of the school year. The first was a field trip for 110 kindergarten students and some family to the pumpkin patch at Aloun Farm in October. More than 20 parent chaperones and other staff used this fun and exciting time to ask many open‐ended questions to promote higher‐level thinking. Second, on November 5, the Student Government Association of University of Hawai‘i West O‘ahu graciously hosted the 11th grade Exhibition Night at their beautiful new campus in Kapolei. On the evening before Election Day, every Kamaile junior participated in a public debate centered around the issue of the new rail system on our island. Kamaile staff, parents, siblings, and even community members, including our State House Representative Jo Jordan, actively participated in the debates by evaluating the students’ performances. Third, Kamaile freshmen and sophomores shared with the school community personal interpretations of forces impacting the world through their artwork and writing during their Exhibition Nights on November 28‐29. In their World History and Art classes, the 9th and 10th graders explored forces that have shaped history as portrayed in Jared Diamond’s Guns, Germs, and Steel. Fourth, Kamaile middle schools students held their Exhibition Night and Film Festival on December 4‐5. “Modernized Mythology” featured our 7th and 8th grade students premiering their own film interpretations of Hawaiian myths and describing how storytelling communicates and preserves culture. Finally, on December 5, the kindergarten organized another opportunity for their parents to engage directly with their students in the classroom with their Winter Holiday Night.

‘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.

Kamaile High School students led mini‐lessons in printmaking for visiting family members at their Exhibition Night, a part of the OCC program. Family members got hands‐on experience in trying to pick up the skills the 9th and 10th graders were required to learn for their artwork and presentations.

The critics were wowed at the Middle School Film Festival Exhibition Night themed “Modernized Mythology.” Students presented in groups on the cultural background of their stories before sharing their short films.



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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.


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

achievement. 3 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 (80% reported a strong impact). Moreover, 100% reported that they personally learned something valuable (80% strongly agreeing).

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

emotional, and/or physical health. 3 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. 80% 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.

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

least one academic-focused OLS event. 4.1% of students have 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. 4.1% of students have had a family member present at an health-focused OLS event.



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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 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 being utilized



Progress Details

The second OLS event of the year was held in October as part of the first ever Olakino Maika‘i Fest at Kamaile as Dr. Makini presented family and community members on the importance of vision wellness to educational success. This session was a powerful education tool before all students were offered free vision screenings the following week.

November featured the “Netiquette” workshop. Technology experts from Leeward Community College worked with Kamaile family and community members for the morning on Navigators’ Center laptops. Attendees learned some computing basics including email, word processing, and general internet safety.

The “Netiquette Workshop” allowed Kamaile family and community members to work with technology experts from Leeward Community College on basic computer skills and internet safety practices. This was the year’s third installment of the ‘Ohana Learning Series.



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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. Any applicant who displays any issue on their public record is personally screened by the school principal, typically through an in‐person interview, 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.

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.



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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, 66.7% were making proficient progress in school (i.e., teacher evaluation and GPA of 2.0 or higher).

• 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 13.7% of students have a family member registered as a volunteer on campus.

• 10% of students will have a family member volunteer at least 20 hours on campus 2.4% of students have a family member that has volunteered at least 20 hours on campus. 1.5% of students have a family member that has volunteered at least 115 hours on campus.

• Family and community members will volunteer a total of 7000 service hours throughout the course of the year 3010.4 hours of service have been volunteered thus far.


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 are in effect 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?




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Progress Details

The volunteer program continues to be a highlight program of the Navigators’ Center. Numerous family members can be found on a daily basis giving their time in classrooms, the cafeteria, the library, and offices around campus. Faculty and staff have 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 work with volunteers have 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 is looking to progress 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 have noticed 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 has been planned for the spring. 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 students eat their breakfast every morning. Now the village school philosophy can be seen in action every morning in the cafeteria.

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. Thus far in SY 2012‐2013, 13.1% of the student population has been identified 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.



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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, 54.5% were making proficient progress in school (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. 25.8% 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. 68.3% 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 15.0% of MVA-identified students’ families have been referred to a community resource.


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 In progress

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

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





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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. As mentioned, 13.1% of the student population was identified, and efforts were made 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 tentatively plans on hosting at least one large event each quarter of the school year that is open to everyone in the school community.

The Navigators’ Center followed the success of October’s Olakino Maika‘i ‘Ohana Fest with the largest Winter Fest ever held at Kamaile Academy. 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.

The Center also organized six separate First Semester Awards Ceremonies for each grade level at Kamaile in December. Top performers in each content area were recognized and presented with treats to share with their family members who came to support them.

December’s Winter Fest was a huge success for the Navigators’ Center and Kamaile Academy. In addition to a student talent show and gifts from Santa, the school served a record 1200 meals to guests from the school community.



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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 last March, this body has become an important driver of much of the Center’s work. The Council has 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 provides guidance on the Center’s programs and partnerships. Though few in numbers, the Council has 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 1st Semester Awards Ceremonies.

Technology Lab

The Navigators’ Center is looking to support family and community members by increasing access to and developing skills with technology. Currently the Center offers free access to Internet, laptops, and iPads to anyone in the school community. Though still in its early phases, the Center has already support family members in creating email accounts and performing online job searches. In the second semester of the year, the Center is planning to offer 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 is working with the school’s ELL Department to find ways of supporting our ELL families on campus. Plans are underway 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 at 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 In development

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

requirements for entry into school (i.e., immunizations, TB clearance, and physical exams) 99.2% of K students have met all health requirements.

• 95% of all students at Kamaile will meet the basic health requirements for school enrollment 99.9% of all students have 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. In development



Progress Details

In October of last school year, 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 year and the remarkable start to this year, both of those rates have dropped below 1% as seen above. The health aides have 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 continue to remain 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 has been completed while the health aides do 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.

Waianae Coast Comprehensive Health Center (WCCHC) Partnership

Overview

Coordinator: Director

Community Partner(s): WCCHC

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 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



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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. Going into SY2012‐2013, two 4th‐year students are scheduled to complete a 4‐week rotation at Kamaile. Additionally, WCCHC has assigned Kamaile as a community health service site for their 2nd‐year medical students. Four of these students will be volunteering 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 to make the facility a centerpiece of the Olakino Maika‘i Health Center. Last year, we initiated discussions with WCCHC to explore what services could be held in the trailer. While hopes are high for the future, Dr. Dan Fujii offered to begin using the space to deliver dental services to our students as soon as the facility is ready. In the first days of 2013, Dr. Fujii secured the donation of a full‐service dental chair to be placed in the trailer. Multiple meetings have been held with various organizations and funders to bring these plans to fruition, and the Center aims to have Dr. Fujii seeing patients in the space in the very near future.

In terms of getting the trailer physically ready, over the past spring and summer, school volunteers dedicated hours to various projects including “firing up” the diesel generator, inventorying all electrical equipment, and scrubbing the interior. Experts from around the island offered either free or discounted time to checking and repairing the various mechanical systems on the trailer including the diesel generator, air conditioners, and hydraulic lift. Behind the scenes, Associate Principal Paul Kepka was working with the Kamaile facilities team and multiple partners to finalize the school’s legal ownership of the trailer. After more than 18 months of working on it, Mr. Kepka secured the full legal rights for the school. Lastly, the school is exploring plans to replace the power from the diesel generator with solar panels to make it a fully self‐sustaining facility. Solar companies have made assessments and estimates on the project, and the Center is actively seeking financial support to complete the installation.

Needs Assessments Plans are in place for the 4th‐year medical students to follow up the first health needs assessment conducted at Kamaile last spring. 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. Among the rich information collected were the following key findings: ∙ Older students especially demonstrated need for attention to mental health areas such as depression, stress management, and bullying. ∙ Nutrition and fitness are among the highest need areas for students especially at lower grades. ∙ Parents and students alike expressed interest in bringing more direct health services to the Kamaile campus.



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The goal for this year is to update and deepen those findings with a broader survey process. Moreover, the Center hopes to work with the medical students to formalize the process so that it can be repeated regularly to track progress on key indicators. Dental Health Dr. Dan Fujii returned to Kamaile this year to perform basic dental education and screenings with all students. At the release of this report, Dr. Fujii has already held dental health education sessions with all PreK through 6th grade classrooms. He will continue to move upward through the grade levels, offering his services to all students. Initial data from grades PreK‐4 included the following findings (full report in Appendix D): 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 have designed a "Mini Docs" program. For the rest of the year, medical students plan to educate 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 is that these new young health professionals will share their knowledge with family and friends at home. Before the lessons begin, the children complete 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 provides evidence of any acquired knowledge or behavior changes that occurred as a result of the program. 2 3rd grade classrooms completed the program and were recognized at the first ever Kamaile Mini Docs Graduation, complete with healthy smoothies, real stethoscopes for the top performers, and even Dr. Ric’s treasure chest! The medical students will rotate through the final 4 classrooms in the 3rd grade during the remainder of the year while also working to assemble the lessons and activities into an organized curriculum. 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. This summer, 2 Kamaile students took part in the program. In addition, the 2nd‐year medical students on campus have become college and career mentors for the high school. After finishing their “Mini Doc” classes, the medical students invite high school students to join them for their lunch period to discuss college, careers in the health field, and any other topics that may arise.

Reproductive Health For reproductive health, the 4th‐year medical students last year linked our middle/high school with Musu Maneafagia, a wonderful community member who has worked for more than 30 years in the Preventive Health Department at WCCHC. The Department arranged for Musu to be on campus every Friday morning to provide support to middle and high school students in the areas of family planning and reproductive health. Musu was available to students for individual consultations on reproductive health issues on an open‐door basis. Her presence on campus led to at least 4 students seeking referrals at WCCHC on serious personal health issues. Funding issues will prevent Musu from returning to campus in 2013, but the ATSU medical students are developing strategies for supplying a similar outreach service to Kamaile students.



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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 will be presented to all 7th grade classes this year.

Health and Wellness Plan Work has begun on developing a comprehensive “Health and Wellness Plan” that would guide the delivery of health services to all Kamaile students from preschool through high school graduation. The hope is that a working document and tracking system can be completed by the end of SY 2012‐2013.

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.

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.



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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. Snack cards are being developed and distributed to teachers on a weekly basis and are 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.


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 Snack manager has consistently delivered snacks to all classrooms.

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

• Weekly Snack Cards Consistently developed and available online

• Snack Weekly Teacher Feedback Form Developed, available online, and emailed weekly





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Progress Details

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

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 has received special attention over the past few years. Last year, that garden became a central component of the 7th‐8th grade Global Studies course taught by Mr. Michael Washington. The course this year has been turned over to Ms. Kimberly Crawford who has picked right where Mr. Washington left off last year and brought the garden program to a whole new level. The Navigators’ Center continues 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 have 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 Grow Hawai‘i and Ka‘ala Farms. In the long term, plans will be explored for connecting the garden more closely with our health center and school cafeteria.



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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

Coordinator: Director (Kenny)

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 has worked with the Center to create an individualized “Sail Plan for Community Partnerships.” [See Appendix C.] This document directly aligns the activities of all community partners on campus with the established goals of Kamaile Academy. While all partners are encouraged to align their work with as many goals as possible, each is required to commit to aligning with at least two goals. The school goals are 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 is 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 have been completed with 13 Community Partners [See Appendix E for a listing of these partners], and the 3 Partners Alliance meetings have been held.



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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 academic need will receive

support (either direct or family contact) from ECE Outreach Coordinator. In an initial sampling of 2 kindergarten classrooms, 76.0% of students identified by teachers as in academic need were contacted by or received support from the ECE O.C.

• 80% K students whose families are engaged on campus (i.e., attend more than one event) will achieve at benchmark in the classroom. In an initial sampling of 2 kindergarten classrooms, 54.2% 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, 55.6% 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. 27.9% of K families have been referred to a community resource.

• 80% positive feedback on survey items dealing with health access. Survey is in development.

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

Coordinator more than once throughout the year. 42.3% of K families have been contacted more than once; 67.6% of families have been contacted at least once.

• 50% of K families will participate in an ‘Ohana Programs event/activity. 56.8% of K families have participated in at least one ‘Ohana Programs event; 16.2% have participated in more than one event.

• 80% positive feedback on survey items dealing with school’s interaction with family and community. Survey is in development.



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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 In development

• Individualized Support Plan for K students identified as in need of support In development

• Regular communication plan for all K families In development



Progress Details

The ECE Outreach program strategy was revised from last year in an attempt to provide more direct support to kindergarten students and families. The ECE Outreach Coordinator now aims to spend about 50% of her time actually in the kindergarten classroom, assisting teachers with instruction and observing student development. The other half of her time is dedicated to addressing the items observed in the classroom by communicating with families, connecting with community resources, and planning engagement activities.

Given that this is the first attempt at such a strategy, the system is still in development. The Coordinator has become a consistent presence in the classrooms, especially for situations involving students needing individual social and emotional support. In response to this need, the Coordinator now leads the kindergarteners on a weekly basis through the Second Step curriculum to promote social and emotional wellness. Outside of the classroom, the Coordinator has busied herself with meeting families, supporting programming, and addressing the individual needs of students that arise. She was vital in supporting the recent dental and health screenings at the lower grade levels, and has done a wonderful job in assisting a few specific families with situations that would have simply gone ignored if not for having such a position at the school. The Coordinator has also led initiatives to bring higher‐order thinking into the kindergarten classrooms, even providing opportunities for family members to engage their students with open‐ended questions on class field trips.

Communication

Overview

Coordinator: Director

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



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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 will be focused on the following outlets:

• 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:

1,430 visitors from 273 cities and 19 different countries have accessed the site There have been 4,189 visits and 13,599 pageviews Visitors have spent an average of about 3:51 on the site with each visit

• Kūkuni Newsletter: The Navigators’ Center will continue to publish quaterly newsletters for the school community. Recurring sections of the newsletter include Principal’s Place, the PTO Post, Counselor’s Corner, Kamaile Core Value Students, and the ELL Leader for English Language Learners. Electronic versions of each newsletter will be available online along with an events blog that includes those stories which do not fit in the printed.

• ‘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.

• Social Media: The Center maintains an announcement and feedback Facebook page.

• School Reach: The school recently implemented an automated communication system that allows the Center to deliver messages through mass phone calls and cellular text messages. This has been used to regularly to announce upcoming events and reminders.

• 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

Coordinator: Director (Kenny)

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.

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: Student Organizations, Navigators’ Space, Intercessions, School Community Events, McKinney Vento, Center Clerical Duties 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]

Chantelle Bayes 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: Website URL’s

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

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

Kamaile Academy Homepage www.kamaileacademy.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 Responses from Elementary Parent, Grade 6 Student, and Grade 9 Student Health Needs Assessments https://sites.google.com/a/kamaile.org/the‐navigators‐center/programs/health‐center



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Appendix C: Sail Plan for Community Partnerships



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Appendix D: PreK-4 Dental Screening Data



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Appendix E: 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.



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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 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. 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. 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.



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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.

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.



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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’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 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.



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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 through the Ka Ulu Pono after‐school program. 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.



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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. WCCHC has worked with Kamaile Academy in various ways through the years. The partnership currently allows for a representative of the Preventive Health Department to visit campus weekly to provide Family Planning instruction and consultations to high school students. Medical students from the WCCHC have also been working with Kamaile to develop its health 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 and Community Outreach, Ka Wahi Kaiaulu – Waiànae 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 Waiànae 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.



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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.

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

Many of our community partners serve multiple roles on campus, but the graphic above gives a general overview of the areas of

focus for each of our partners.



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nav center january 2013

Documents

navigators center

ohana programs

kamaile academy

olakino maikai center

student activities programs

centerwide initiatives

kamaile health room

community partnerships