Kamaile Navigators' Center: January 2014 Report

January 2014 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 2014 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 16

THE CENTER’S WORK 19

FRAMEWORK 19 PROGRAM STRUCTURE 20 ORGANIZATIONAL STRUCTURE 21

PROGRAMS: STUDENT ACTIVITIES 22

STUDENT ORGANIZATIONS 22 PROGRAM FOR AFTERSCHOOL LITERACY SUPPORT (PALS) 26 INTERSESSIONS 30 THE KAMAILE CORE VALUES STORE 33 OTHER STUDENT ACTIVITIES PROGRAMS 35

PROGRAMS: ‘OHANA PROGRAMS 37

‘OHANA-CLASSROOM CONNECTIONS 37 STUDENT-LED 'OHANA CONFERENCES 40 VOLUNTEER PROGRAM 42 E OLA ASSISTANCE 45 OTHER ‘OHANA PROGRAMS 47

PROGRAMS: KAMAILE OLAKINO MAIKA‘I HEALTH CENTER 48

KAMAILE HEALTH ROOM 48 WAIANAE COAST COMPREHENSIVE HEALTH CENTER (WCCHC) PARTNERSHIP 49 HEALTHY SNACK PROGRAM 51 OTHER ‘OLAKINO MAIKA‘I CENTER PROGRAMS 53

PROGRAMS: CENTER-WIDE INITIATIVES 56

COMMUNITY PARTNERSHIPS 56 COMMUNICATION 56 COMMUNITY SCHOOLS RESEARCH & COORDINATION 58

THE STAFF 59



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APPENDIX A: STUDENT ORGANIZATION CONSTITUTION TEMPLATE 61

APPENDIX B: KAMAILE HEALTH & WELLNESS PLAN (DRAFT) 63

APPENDIX C: WEBSITE URL’S 68

APPENDIX D: SAIL PLAN FOR COMMUNITY PARTNERSHIPS 69

APPENDIX E: PREK-4 DENTAL SCREENING DATA 71

APPENDIX F: LISTING OF COMMUNITY PARTNERS 72



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Executive Summary The Navigators' Center is the piko of the Kamaile Academy ‘ohana, the center of our school family. Students, staff, families, and community come together to support our students with aloha academically, physically, socially, and spiritually. Largely based on the community schools model, we work toward these goals through deep community partnerships, rich student activities, meaningful ‘ohana (family) programs, and our comprehensive Olakino Maika‘i (healthful living) Health Center. Founded in the summer of 2011, the Center was built upon people, ideas, partners, and programs that had been supporting the Kamaile school community for years.

Two‐and‐a‐half years into our journey, we have been able to witness some inspiring growth and successes within our school community, yet each and every day continues to reveal new lessons and areas for growth. The figures below provide a glimpse into the progress made toward our principal goals and through our main pillars of programming, and the pages that follow provide much more detailed context and data.

Goal #1‐ Academics: Kamaile students are noticeably motivated on a daily basis in the classroom, continuing to ride of wave of the impressive gains school‐wide on the Hawai‘i State Assessment last year. Students will be finishing this year’s standardized assessments in the second semester while 8th, 10th, and 12th graders prepare and deliver their portfolio defenses. Goal #2‐ Health & Wellness: Student Activities programs continue on the positive trends from previous years. Despite there still being some room for growth in participation and attendance rates, survey feedback and other data points from the programs reveal incredibly positive impacts. Meanwhile, the comprehensive K‐12 Wellness Plan that was developed in conjunction with WCCHC at the end of SY2012‐13 has provided a new degree of sustainability to our Olakino Maika‘i Health Center and has also inspired some exciting new directions for programming. Goal #3‐ Community Support: Family participation rates are for the most part on track to surpass the encouraging levels reached last year, and feedback from program surveys remain incredibly positive with regards to both the programs themselves and the school as a whole. The 11 formal community partnerships formed by the Navigators’ Center continue to provide inspiring support to our students, families, and schools, and the Sail Plans for Community Partnership guiding each of those relationships suggest a fair amount of sustainability entering our second year utilizing the tool. Program Area #1‐ Student Activities • Student Organizations: 33.3% of middle and high school students are driving 11 different groups while

earning a composite 2.70 GPA for the first semester (compared to an overall 2.30 GPA for all students). • After‐school: PALS is providing free project‐based experiences to 204 students in grades 1‐8. • Intersessions: 80 students (8.3% of total enrollment) regularly attended the Winter Intersession

program, with 100% of parents reporting that the program helped their students academically.



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• Kamaile Core Values Store: 47.9% of students in grades K‐6 have “purchased” an item from the store that has been donated from 10 different community supporters.

Program Area #2‐ ‘Ohana (Family) Programs • ‘Ohana‐Classroom Connections: 20.3% of Kamaile students have had a family member attend an event.

95.7% of attendees report their presence has had a positive academic impact on their student. • Student‐Led ‘Ohana Conferences: 7 K‐12 teachers are leading a pilot of this system initiated by the

Navigators’ Center. In the first round of student‐led conferences, 100% of the 18 participating students and 12 participating parents reported a positive academic impact from the conference.

• Volunteer Program: 9.9% of students have a family member registered as a volunteer, and 3966.5 hours of service have been logged this year. 100% of 24 volunteers surveyed report that their service has a positive impact on the academics, happiness, and health of their student.

• E Ola Assistance: With 5.5% of the student population identified as homeless, 17.0% of those students’ families have received some material aid and 30.2% have had personal meetings with the Center to discuss possible resources and opportunities available to them.

Program Area #3‐ Olakino Maika‘i Health Center • Health Room: 99.2% of all students have met all basic health requirements for school entry. • Dental: Dr. Dan Fujii plans to begin school‐wide dental screenings in the second semester with hopes of

offering more comprehensive services out of the medical trailer before year’s end. • Vision: 207 students were screened in one day, 42.5% of the targeted grade levels. 62 (28.4% of those

screened) were referred for follow‐up and offered support from the Center and community partners. • Medical Trailer: After raising more than $36,000 in grant funds for the project over the past year, the

Center has worked closely with Dr. Fujii and various contractors to move forward with the final phases of the project including installation of the photovoltaic system, dental equipment, internet cable, and “green” cooling systems. We hope to have students receiving dental services by this March.

• Health Education: 3rd graders have begun the 2nd year of the Mini Docs program created and delivered by medical students from WCCHC; 8th graders will begin the Health Explorers program developed and led by WCCHC nursing students; and 4 Kamaile juniors have joined the WCCHC Youth Health Corps.

• Healthy Snack Program: 80.6% of students are eating a free healthy snack daily as reported by teachers. Center‐Wide Initiatives • Community Partnerships: 11 organizations updated official Sail Plans for

Community Partnerships, tracking their work with the school since the beginning of SY12‐13.

• Communication: Navigator News has become a weekly staple for keeping the entire Kamaile school community informed on events and issues around campus.

The data and figures above serve as useful indicators of the progress of our work, but the most telling navigational tool we hold remains the daily interactions with students, families, staff, and community. As a school community we set sail toward clear successes such as May’s first ever Kamaile High School graduation ceremony, but we remain ready for the storms that inevitably arise in the lives of our students and families. We strive each day to

manage and balance all of our programs, partnerships, and efforts, but they all remain mere means to a greater end, our true destination of Kamaile students being empowered to navigate a course in life that they truly see as being pono (righteous).

The full January 2014 report and all past reports can be viewed at our website: 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 – 12 public conversion charter school located on the Wai‘anae Coast of O‘ahu. For years, outsiders have bombarded this side of the island with negative stereotypes associating the coast with poverty, homelessness, drug abuse, violence, and educational failure. As a result of a complex history, Wai‘anae is now home to many of the socioeconomically and ethnically marginalized of 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, 81% 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, 11.2% of 1 United States Census Bureau. (n.d.) SELECTED ECONOMIC CHARACTERISTICS 2006-2010 American Community Survey 5-Year Estimates (Waianae CDP, Hawaii, and national reports). Retrieved from http://factfinder2.census.gov/ 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 our 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 officially qualifying for free or reduced meals in SY2013-14. 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.



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students at the school have been identified as homeless or residing in emergency/transitional housing.8 As 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 Hawaiì 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.

8 Percentage of student population identified as qualifying for rights and services under the McKinney Vento Act at the conclusion of SY2012-13. 9 Scores as reported on the Hawai‘i Department of Education’s online Longitudinal Data System.



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Vision Guided by aloha and ‘ohana, Kamaile students will navigate a life that is pono.

While grounded in all of our core values, we look to aloha (loosely translated as love) as the value that weaves all of the others together. Most of our school community views ‘ohana (or family) as the value most rooted throughout Kamaile. These values, along with the actual support of families, staff, community, and each other, are to be the guides by which Kamaile students find their way through their education and lives. Rather than pull students through our expectations for them or push them toward what we view as success, the Navigators’ Center aims to empower students so that they can navigate their education and lives on their own. Academic success and overall wellness are our desired ends, but ultimately we look for all students to find the course in life that for each of them is most pono (or just, right, and righteous).

Mission The Navigators' Center is the piko of the Kamaile Academy ‘ohana, the center of our school family. Students, staff, families, and community come together to support our students with aloha academically, physically, socially, and spiritually. Largely based on the community schools model, we work toward these goals through deep community partnerships, rich student activities, meaningful ‘ohana programs, and our comprehensive health and wellness center.

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

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



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CORE VALUES MEANING STUDENT

OUTCOMES ACADEMIC OBJECTIVE

NAVIGATORS’ CENTER

OBJECTIVE CULMINATING

ACTIVITY GRADE LEVEL FOCUS

Alo

ha &

‘Oha

na

Ola

kino

Mai

ka‘i Healthful

living Active bodies, minds, and spirits achieving and maintaining wellness through reflective decision-making

Evaluate performances and reflect on learning to grow through healthy decisions

Educate and provide access to services for comprehensive health & wellness

Olakino Maika‘i Fest

1 & 7 ‘Im

i ‘Ik

e

To seek knowledge

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

Use research and analysis to collect and interpret information and data

Engage, support, and challenge students toward academic achievement

8th Grade

‘Imi ‘Ike Defense

2 & 8

Laul

ima

Cooperation Skillful collaborators experiencing family and community support

Collaborate productively toward a common goal

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

Sunset at Kamaile

3 & 9

Ha‘

aheo

Pride Confident and competent producers possessing social and emotional wellness

Communicate precisely and accurately to present and share knowledge

Nurture an awareness and pride within students for their school community

10th Grade

Ha‘aheo Defense

4 & 10

Hō‘

ihi &

Na‘

auao

Respect & a deep sense of enlightened knowledge and justice

Empowered activists designing solutions to problems in their world

Use critical thinking and creativity to identify and solve problems

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

Workplace Learning Experience

5 & 11

Kul

eana

To find and fulfill your responsibility

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

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

Empower students to find their role in bettering the world

Graduation Kuleana Defense

K, 6, & 12



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Logo

The Navigators’ Center logo was created to capture the essence of the Center’s 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 (healthful living). We seek to be the crew backing our students as they navigate through their educational experiences.

The background 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, the background also represents 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 (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 succeed academically. More specifically, Kamaile students will successfully advance through all levels of school (PreK‐12), meet academic benchmarks in line with both the DOE’s Strive HI Performance System and internal Kamaile measures, and enter into a post‐secondary education program.

2. Health & Wellness: Kamaile Academy students will understand what it means and have access to services that enable them to be healthy and happy. Namely, Kamaile students will receive the education, screenings, and services listed in the Kamaile Wellness Plan; self‐report on their own physical, emotional, and social well‐being; and have ongoing access to the Kamaile Olakino Maika‘i Health Center.

3. Community Support: Kamaile Academy students will experience the support of their families and community. Specifically, family members will involve themselves with their students’ education, community partners will contribute meaningful to our school, and family and community will self‐report satisfaction with our school.

In order to ensure that these goals remain the ultimate destination toward which all of our work is directed, the Navigators’ Center utilizes the long‐term strategies found on the following pages as a foundation for our work. We have planned for our major targets to be met at the end of this SY2013‐14, which will mark 3 years of operation for the Navigators’ Center. The next pages outline some of the very encouraging progress through our 2.5 years of operation.

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



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GOAL #1‐ ACADEMICS: Kamaile students will successfully advance through all levels of school (PreK‐12), meet academic benchmarks in line with both the DOE’s Strive HI Performance System and internal Kamaile measures, and enter into a post‐secondary education program. Strategic ("SMART") Goal Setting: 1. What is the goal to be reached in this area of growth? What will be done to grow?

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

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

PROGRESS REPORT from SY2012‐13 GREEN Target Met BLUE Approaching Target RED Well Below Target

Grade‐level advancement and on‐time graduation • 95% grade level passing rates

98.6% of grade K‐6 students earned promotion to the next grade (up from 96.2% in SY2011‐12). 93.1% of grade 7‐8 students earned promotion. 89.2% of grade 9‐11 students earned promotion.

• 90% on‐time graduation rate Strive HI Performance System • Achievement: Target proficiency on state Math, Reading, and Science

assessments (for SY2013‐14 HSA Bridge Assessment, proficiency targets for Wai‘anae Complex are 47% in Math, 58% in Reading, and 29% in Science) School‐wide 32% in Math, up from 23.3% in SY11‐12 (statewide average was 60%). School‐wide 51% in Reading, up from 35.7% in SY11‐12 (statewide average was 72%). School‐wide 7% in Science (statewide average was 34%).

• Growth: Improvement in students’ reading and math scores over time in grades 4‐8 and 10 (will be assigned points based on a scoring rubric that compares schools’ results to each other) Kamaile Median Math Student Growth Percentile was 60 (compared to 52 statewide) and Median Reading Student Growth Percentile was 66 (compared to 52 statewide). Students grew an average of 11.47 points on HSA Reading from their last test and an average of 7.57 on HSA Math.

• Readiness (Elementary): Chronic absenteeism (percentage of students absent for 15 or more school days a year, excluding medical emergencies; will be assigned points based on a scoring rubric that compares schools’ results to each other)

• Readiness (Middle): 8th grade English, reading, math, and science ACT scores • Readiness (High): 11th grade English, reading, math, and science ACT scores;

on‐time graduation rate; and college‐going rate 23% of Kamaile 11th graders scored a 19 on the ACT (compared to 34% statewide). The first ever Kamaile 11th grade class earned an average composite score of 16.3 on the ACT, compared to a state average composite score of 17.2.

• Achievement Gap: Gap between student subgroups of “High‐Needs” students and “Non‐High Needs” students (High‐Needs category includes students in any one of three federally‐defined subgroups: disability, language or family income) and how well those gaps narrow over time (current year



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indicator will measure the current gap, while the multi‐year indicator will measure how the school has narrowed the gap over time based on a scoring rubric that compares schools’ results to each other) Kamaile Non High‐Needs Proficiency was 55% and High‐Needs Proficiency was 38% (statewide rates were 83% for Non High‐Needs and 55% for High‐Needs). Kamaile Gap Reduction rate was 32% (statewide was 33%).

Internal Kamaile Measures • 70% proficiency rate on performance tasks • 80% proficient benchmark and graduation defenses

83.3% of 10th graders passed their Ha’aheo Defense. 75.6% of 8th graders passed their ‘Imi ‘Ike defense.

• 80% of students make significant gains in ATI assessments over the course of the year

College‐Going 100% placement of graduating seniors into post‐secondary education program

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

• Students are challenged and engaged • Opportunities for remediation/enrichment are provided • Community partners and families provide support for student success • Teachers are provided support in creating meaningful learning opportunities

4. How long will it take to reach the goal?

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

Results from State Standardized Testing in Recent Years

•



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GOAL #2‐ HEALTH & WELLNESS: Kamaile Academy students will understand what it means and have access to services that enable them to be healthy and happy. Namely, Kamaile students will receive the education, screenings, and services listed in the Kamaile Wellness Plan; self‐report on their own physical, emotional, and social well‐being; and have ongoing access to the Kamaile Olakino Maika‘i Health Center. Strategic ("SMART") Goal Setting: 1. What is the goal to be reached in this area of growth? What will be done to grow?

• Student understanding of physical, social, and emotional wellness and health along with access to services that promote each

• Physical, social, and/or emotional wellness components embedded within all programming and partnerships



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

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

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


• A close relationship with the Kamaile Counseling Department 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?

• 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 Benchmark Data for SY2013‐2014 Student Wellness Survey (Sept. 2013; n= 293 students grades K‐12)

1‐ No, not at all 4‐ Yes, very



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GOAL #3‐ COMMUNITY SUPPORT: Kamaile Academy students will experience the support of their families and community. Specifically, family members will involve themselves with their students’ education, community partners will contribute meaningful to our school, and family and community will self‐report satisfaction with our school. Strategic ("SMART") Goal Setting: 1. What is the goal to be reached in this area of growth? What will be done to grow?

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

• Family and community components embedded within all programs and partnerships



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

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

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


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

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

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

4. How long will it take to reach the goal?

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

Results from SY2012‐2013 ‘Ohana Program Surveys



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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 from 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 is continued by the Navigators’ Center. 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 and summer activities, multiple studies have illustrated the positive impact structured programming can have on youth academically and beyond,

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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including socially 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 Afterschool Alliance (2013). Afterschool Essentials: Research and Polling. Washington, D.C.: Afterschool Alliance; 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; Smink, J., & Deich, S. (2010). A New Vision for Summer School. Baltimore, MD: National Summer Learning Association; Terzian, M., Anderson Moore, K., & Hamilton, K. (2009). Effective and Promising Summer Learning Programs and Approaches for Economically-Disadvantaged Children and Youth: A White Paper for the Wallace Foundation. Bethesda, MD: Child Trends; 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 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 in community partnerships. Despite the high levels of need in our community, we firmly believe in the wealth



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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 (or Healthful Living) Health Center.



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Underlying our three primary pillars of programming are center‐wide focus areas. 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). Additionally, a strict commitment to transparency means that everything that happens in the Navigators Center is communicated to the entire school community through our website, regular newsletters, quarterly reports, and various meeting structures. Finally, in the spirit of the community schools model, community partnerships are sought to support Navigators’ Center programming wherever appropriate.

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 Coordinator directly runs all of the various programs of the Center. The Manager oversees much of the Center’s day‐to‐day operations including facility management, school community relations, and support of all programs. Various other staff members throughout the school support this programming including the school health aides and some part‐time employees (e.g., Store Manager and Snack Manager).

The Center is directly linked with the school’s overall leadership structure. The Center Director is a member of school’s leadership team, which consists of the school Principal, three Associate Principals, Counseling Director, and academic coaches. The Center is also present at each meeting of the Local Advisory Panel, the body made up of staff, students, family, and community that directly advises the Local School Board on operations of the school. These networks allow the Navigators’ Center to align directly with the work of the school and ensure support for the Center’s programming.

Equally as important as formal school leadership is the role of grassroots ownership. The Navigators’ Center prides itself on providing meaningful access points for each of the core constituent groups of the Kamaile school community: students, families, community, and staff. The elected members of the Kamaile Student Government, which the Center consults on a regular basis, represent all students. The Center has supported Faculty Advisors in recent years with establishing and maintaining this body as a source of school ownership for all students. With regards to families and parents, 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. The Center further looks to outside community for support and guidance. Currently, 9 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. Finally, the Center links with faculty and staff through the Grade Level Chairs (GLCs) of the school as well as regular meetings with each grade level team’s Professional Learning Community (PLC). Much of the success of the Center’s program hinges on the support of Kamaile staff, and the Center continually focuses on following the advice and guidance of teachers and staff around the school.



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Programs: Student Activities

This section begins the reporting on the progress of the various programs managed by the Navigators’ Center, starting with Student Activities. In its third year of operation, the Center looks to build upon the successes and lessons learned from the past. 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 general progress.

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

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

The Student Organization program serves as the official afterschool program for Kamaile Academy Middle and High Schools. A student organization is a club, group, or team initiated, organized, and run by students at Kamaile Academy. These can include (but are not limited to) special interest clubs, academic teams, culturally‐based groups, and sports clubs. Membership consists of grade 7‐12 students and a Faculty Advisor from the Kamaile teaching staff. All organizations are also encouraged to link with an outside organization that could serve as their Community Partner.

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

Strategic Plan & Progress Report

GOALS 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 & Wellness: 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 Support: SO will connect with community members and community organizations.



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BENCHMARKS & INDICATORS This hard data will indicate to what degree our vision for students is being realized. PROGRESS REPORT GREEN Target Met BLUE Approaching Target RED Well Below Target

Academics: • 95% of SO participants will earn promotion to the next grade level. • 80% positive feedback for academic items on Student Survey

100% of SO members reported that their SO made them a better student academically in the classroom (75% reported “very”).

• Average 2.75 GPA of SO participants • Average 3.0 GPA for SO officers

SO members earned a 2.702 GPA in the first semester as a group (compared to the 2.303 GPA of grades 7-12 collectively). SO officers earned a 2.958 GPA in the first semester as a group.

• 90% of SO abide by Constitutions that reflect a commitment to academic achievement (e.g. through values of ‘Imi ‘Ike, Ha‘aheo, etc.) 45.5% of SO (5 of 11) have submitted Constitutions that commit themselves to academic achievement.

Health & Wellness: • 10 SO are in regular operation and open to all MS/HS students

11 SO have been formed and are in regular operation. • 35% of MS/HS students are members of a SO

33.3% of MS/HS students (61 of 183) are members of a SO. • 30% of SO will have a primary emphasis on some form of physical

health 30% of SO proposed for this year have a direct emphasis on physical activity and health (i.e., Future Healers, Future Navigators, and Paddling).

• 90% of SO abide by Constitutions that reflect a commitment to health/wellness (e.g. through values of Olakino Maika‘i, Aloha, etc.) 45.5% of SO (5 of 11) have submitted Constitutions that commit themselves to academic achievement.

Community Support: • 70% of SO have regular contact with a community partner

72.7% of SO (8 of 11) have made steps toward regular contact with a community partner (i.e., Eco-Tech with WCCHC; Future Healers with WCCHC and JABSOM; Future Navigators with Polynesian Voyaging Society; Na Alaka‘i Hoe with Makaha Canoe Club; Photography with Lifetouch; Wayfinders with LCC-Wai‘anae; Tech Club with VEX; Yearbook with Lifetouch).

• 90% of SO will hold some event to connect with school community 54.5% of SO (6 of 11) have participated in events to connect with the school community (see details below).

• 80% of SO will create and maintain websites to connect with the school community 45.5% of SO (5 of 11) have created group websites.

• 90% of SO abide by Constitutions that reflect a commitment to community (e.g. through values of ‘Ohana, Laulima, etc.) 45.5% of SO (5 of 11) have submitted Constitutions that commit themselves to academic achievement.



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SUPPORT STRUCTURES This is how we will support programs and track progress through data.

PROGRESS UPDATE

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

• Survey for SO Members Developed and administered

• Quarterly Faculty Advisor Meetings Held in first two quarters

• Monthly Officers Meetings Initiated in Quarter 2

• Regular Training Workshops for SO members (e.g., training on Constitution, website, budget, marketing, etc.) Will begin in Semester 2

• Academic support for SO members (e.g., study groups, tutoring, mandatory GPA requirements, etc.) Will begin in Semester 2

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

TIMELINE Targets are to be achieved by end of SY2013-2014. Benchmarks will be tracked in reports compiled at end of each academic quarter.

Progress Details

National statistics have shown that across the country 12% of middle school students and 7% of high schools students participate in some form of organized afterschool programming, which includes programs offered outside of the school.26 While a number of our students are involved with organized activities outside of our school, the figures do provide a general baseline by which to compare our participation rates in the student organization program. At 33.3%, the program has shown great success in terms of providing a significant proportion of our older students with constructive programming outside of the classroom. Beyond the great strides made within individual groups highlighted below, the Navigators’ Center seeks to support groups and their members in the second semester by providing more structured guidance within areas such as website development, group finances, and academic support.

Below are the 10 groups that have been formed along with a brief overview of their efforts and plans for the year.

Capture a Moment Photography Club‐ The club has held weekly meetings this year and is working closely with the Yearbook Club.

Eco‐Tech Science Club‐ Eco‐Tech has begun meeting to explore projects for this year that may include sustainability projects on campus, learning trips, and further partnership with 4‐H Hawai‘i.

Future Healers‐ After attending a Future Physicians Symposium in Honolulu this fall, a group of aspiring health professionals came together to form this group. These high school underclassmen have accomplished very much in their first months of existence including participation at the John A. Burns School of Medicine Problem‐Based Learning Demonstration, speaking with Kamaile staff who have experience in health careers, and sitting in on classes for A.T. Still University medical students held at WCCHC.

26 Afterschool Alliance (2009). America After 3PM: The most in-depth study of how America’s children spend their afternoons. Washington, D.C.: Afterschool Alliance.



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Future Navigators of Kamaile (traditional Polynesian voyaging)‐ The group has set two clear goals for their work: (1) continue personal training for upcoming Worldwide Voyage and (2) begin passing on their experiences and knowledge to the next generation of voyagers. With regards to training, Kamaile students have participated in two sails since the summer. In July, two students sailed aboard Hōkūle‘a from Moloka‘i to the Big Island in the first channel crossing ever by Kamaile students. In September, three students had the incredible honor of serving as crew to bring Hōkūle‘a and Hikianalia into our own community from Nānākuli to Pōkaʻi Bay. To begin involving the next generation, Future Navigators led canoe tours and learning stations for more than 200 Kamaile 3rd and 6th graders Pōkaʻi Bay as well as organizing a Learning Journey to Kamaile for PVS crewmembers. These students have also visited classrooms during the day and in the PALS after‐school program to teacher their younger peers about voyaging and navigation.

Graffiti & Mural Club‐ The club is planning projects for their third year of work. The group offered their services to faculty and staff around campus and are currently creating works for teachers around campus to beautify their classrooms. The Navigators’ Center is also working with the artists to design a mural for the Kamaile medical trailer before the end of the year.

KCC (Kamaile Chuukese Council)‐ A group of older students came together to set a positive example for their peers in the Chuukese community with this new organization this year.

Kamaile Student Government – The Navigators’ Center worked with two dedicated staff members to revive Student Government in Quarter 1. Officers were elected in late September for the two branches, Elementary Student Council and Secondary Student Council. Since then, the student leaders have supported with October’s Red Ribbon Week for substance abuse awareness and in planning students events such as dances.

Na Alaka‘i Hoe (canoe paddling)‐ Organizers are beginning to prepare for the second season of the Kamaile Paddling team, looking to build off the wonderful fun and pride of last year’s inaugural season. Weekend competitions begin in January.

Student Wayfinders‐ For the second year in a row, the wonderful young leaders of the Wayfinders organized a Thanksgiving Food Drive for Kamaile families in need. The ladies raised enough food for 11 full meal packages that were delivered to the families in time for the holidays.

Tech Club (robotics)‐ The Tech Club’s robotics program picked up right where they left off with impressive showings at VEX Tournaments across the island. The robotics team also initiated a bottle and can collection campaign to raise money for their trip to Maui in October for a tournament. And to inspire our next generation of robot builders, club members visited Kamaile elementary classrooms to put on robot demonstrations for the youngsters. In semester 2, the club hopes to build “Aqua‐bots” for competition.

Yearbook Club‐ The group met on a weekly basis this year to begin planning for the first student‐led publication at Kamaile in years. The club has met with the photography company to organize this year’s publication and helped organizer a daylong photo session for all of the various extracurricular groups across our campus. Two of our high school students were given the incredible honor of joining Hōkūle‘a on the Mālama Hawai‘i leg of the Worldwide Voyage (WWV). The students served as crewmembers on an overnight sail in July from Kaunakakai, Moloka‘i, to Kawaihae, Hawai‘i. Three more students were privileged again in September to serve as crew in bringing Hōkūle‘a and Hikianalia into our own community from Nānākuli to Pōkaʻi Bay .



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Program for Afterschool Literacy Support (PALS)

Overview

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

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

Since October 2012, the Navigators’ Center has offered 3 levels of this reputable after‐school model to our students: PALS Jr. courses for grades 1‐3 (with a kindergarten course planned for second semester), PALS courses for grades 4‐6, and a PALS Sr. course for grades 7‐8. Classes are offered at no cost to families for 90 minutes 3 days per week. Courses are taught by teachers, primarily Kamaile faculty members, who work in pairs to create meaningful and engaging projects for their students.

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

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



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

In the second week of PALS, crewmembers of the Polynesian Voyaging Society visited with all of the PALS students as part of their Learning Journey to Kamaile Academy. PALS staff and the more than 150 students enrolled in the program shared with the voyagers the Mele Pana, a Hawaiian song created specifically for the PALS program that opens each afternoon.



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

academic content standards, 21st Century Learning Skills, and the Kamaile Core Values All tutors are leading projects guided by the planning document.

• 95% of PALS students will earn promotion to the next grade level. • 70% of students who participate in PALS will earn proficient grades in

school and/or demonstrate academic growth in SY13-14. 50.0% (15 of 30) of sampled PALS students were rated as proficient by teachers, compared to 40.1% (93 of 232) in a general sample of students.

• All students will receive 1.5 hours of homework support per week. Students receive 1.5 hours per week of homework time. Structured support will begin in Semester 2.

• 80% positive feedback for academic items on Student Survey 84.1% of students report that PALS has a positive impact on their schoolwork and makes them a better student (n=91).

Health & Wellness: • 25% of students in grades K-3 will be enrolled in PALS Jr. 86 students in grades 1-3 are enrolled, or about 24.7% of students in those grade levels.

• 15% of students in grades K-3 will regularly attend PALS Jr. (70% daily attendance) 41 students in those grades levels (11.2%) regularly attend.

• 25% of students in grades 4-6 will be enrolled in PALS 108 students in grades 4-6 are enrolled, or about 34.3% of students in those grade levels.

• 15% of students in grades 4-6 will regularly attend PALS (70% daily attendance) 42 students in those grades levels (13.3%) regularly attend.

• 20% of students in grades 7-8 will be enrolled in PALS Sr. 10 students in grades 7-8 are enrolled, or about 10.9% of students in those grade levels.

• 10% of students in grades 7-8 will regularly attend PALS Sr. (70% daily attendance) 3 students in grades 7-8 (3.3%) regularly attend.

• All students will receive an average of 1 hour per week dedicated to physical health through physical activity or health education. Direct support for physical activity and health education will begin in Semester 2. 76 students across grades 1-8 are enrolled in courses that put a daily emphasis on health and fitness (38.8% of students enrolled).

• 80% positive feedback for wellness items on Student Survey 88.5% of students report that PALS makes them happy and makes them feel good about themselves as a person (n=91).

Community Support: • 50% of students will have family members involved in the program. 12.3% of students had a family member involved in their program.

• All classes will incorporate a community partner each semester. 100% classes have incorporated outside community resources into their projects in the first semester.



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PROGRESS UPDATE

Database for PALS will track all of the indicators above. The Center will initiate the following: • Project Plans for each class Template created and guiding each class

• Regular support meetings with tutors around Project Plan Scheduled and ongoing

• Student surveys at beginning and end of year Beginning and mid-year surveys administered to all students

• Connections with community partners See above

• Quarterly Ho‘ike events and other events for family members First Ho‘ike held in December

• Targeted academic support during homework time Will begin in Semester 2


Progress Details

National statistics have shown that across the country 17% of elementary school students and 12% of middle school students participate in some form of organized afterschool programming, which includes programs offered outside of the school.27 Statewide in Hawai‘i 28% of K‐12 students participate in afterschool programs on average for 3 days per week.28 A number of Kamaile students are involved with non‐PALS afterschool activities (e.g., 4.7% of our students are enrolled in the A+ Program and 2.8% are enrolled in afterschool tutoring with individual students) and many others participate in organized activities outside of our school. Nevertheless, these national and statewide figures do provide a general baseline by which to compare our participation rates. PALS enrollment rates of 24.7% and 34.3% for grades 1‐3 and 4‐6 respectively are quite encouraging compared to the baseline rates, though attendance can be improved. Enrollment and attendance rates for the grades 7‐8 PALS Sr. program will be priority areas of focus for the remainder of the year.

Below are highlights from the tutors of each PALS class thus far this year.

Book‐Flix (PALS Jr., Grades 1‐3): Book‐Flix is an afterschool group that is inspired by classic children's literature. The group began with the magical and inspiring book Matilda. Book‐Flix was inspired by the main character's love of books and visited the Waianae Public Library. Students created art projects, Venn‐Diagrams, reenactments, and vocabulary talks based on this book by Roald Dahl.

Service (PALS Jr., Grades 1‐3): In September and October, our group researched many ways to volunteer and provide community service. We corresponded with school staff and responded to requests for afterschool volunteer work around campus, picking up trash and organizing books in the library. In November, we had a special guest speaker, a parent of one of our students. She told us about her volunteer work in the community and connected us with ‘Ohana Family of the Living God and Food Blessing. These organizations donated food and toiletries, which our group assembled and distributed to homeless at Waianae Boat

27 Afterschool Alliance (2009). America After 3PM: The most in-depth study of how America’s children spend their afternoons. Washington, D.C.: Afterschool Alliance. 28 Afterschool Alliance (2009). Hawaii After 3pm. Washington, D.C.: Afterschool Alliance.



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Harbor's “Harbor Thanksgiving Event.” In December, we visited Leeward Nursing Home in Makaha where we read books to seniors, and seniors read books to us.

Fitness (PALS Jr., Grades 1‐3): The PALS Jr. Fitness group has been learning about how to keep our minds and bodies healthy through good choices about what we eat and how we can have fun while exercising. We have been to the Kroc Center for a tour of the facilities, took a hip‐hop dance class, and swam and played in the pool, and had our first Ho‘ike in December.

Adventure (PALS, Grades 4‐6): The PALS Adventure Group worked hard last semester learning about a variety of topics. We started talking about navigation using the Hawaiian Star Compass and directions. We looked into map reading and orienteering and even drew our own maps of Kamaile Academy and Wai‘anae using Google Earth. We paired with one of our community partner Vince Dodge to learn how to use Kiawe Flour as an ingredient in recipes. Students made “aina bars” and shared their recipe and treats with the entire PALS group. We also wrote, directed, and filmed our own cooking demonstration. The students went on a filed trip to Uncle Vince's house and also worked one Saturday restoring fishponds.

Robotics (PALS, Grades 4‐6): Robotics competed in the First Lego League Competition, which focused on natural disasters. We showcased our laulima and won an award for Core Values. In order to create mentors from our community, we also visited an expert at the Pacific Tsunami Warning Center.

Kindness (PALS, Grades 4‐6): In an effort to spread aloha and help the community we have done many great services projects so far this year. Kindness kids have done a campus clean‐up as well as one at Poka‘i Bay where we collected over 15 pounds of rubbish and 1000 cigarette butts. We held a pizza Paw‐ty and collected much needed items for the Hawai‘i Humane Society and later delivered the supplies to the humane shelter in Honolulu. The kids also helped complete a service project at the Humane Society by making dog treats and also learned valuable information about properly caring for animals. Students also made trail mix for all the teachers in the school during the most stressful time of year leading up to winter break.

Sole Sisters/ 5K (PALS, Grades 4‐6): CONGRATS PALS KAMAILE GIRLS ON COMPLETING THE GIRLS ON THE RUN OF HAWAII INAUGURAL 5K RACE ON SATURDAY NOVEMBER 23! A special Mahalo to Punahou School for hosting, as well as sponsors, including Jamba Juice, for donating water, bananas, race bags and other goodies.

Theatre (PALS, Grades 4‐6): The Theatre group went on a field trip along the Wai‘anae coast to learn about the mo‘olelos (stories) of the area. The students were able to participate in a workshop at the Hawaii Theatre for Youth, then were able to watch a play about the Hawaiian god, Lono. The students are in the process of writing a script of one of the mo‘olelos which they will present at the Ho‘ike in the Spring.

KFit (PALS Sr., Grades 7‐8): KFit has been learning about healthy lifestyle changes and ways that our students can access healthier options in our community. They visited MA‘O Organic Farms, assisting with a fishpond restoration project, and have been learning exercises that they can do with little to no equipment.

In December, the PALS Jr. Service class visited Leeward Nursing Home in Makaha where grade 1‐3 students read books to seniors, and seniors read books to them.



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Intersessions

Overview

Community Partner(s): Sodexo

The Navigators’ Center oversees the education programs at Kamaile Academy offered during the winter, spring, and summer break periods. Intersessions are designed to be both academic in nature but also highly engaging for students, in line with best practice recommendations from the National Summer Learning Association and the Wallace Foundation29. Teachers are given the freedom to design project‐based units that are focused on some topic interesting to students and aimed at some culminating product or performance to share with family members. The Center assists teachers in creating these plans, linking with outside organizations that can augment the project units, and purchasing the supplies necessary for the projects. The Center also organizes a school‐wide reading block each morning with small pullout groups for those needing extra assistance as identified by school administration. And near the conclusion of each day, the Center provides fun math challenges for all students that are scaffolded across grade levels. The Center also handles all of the logistics of running the school during these breaks, including organizing free lunches for all students through Sodexo.



Academics: Students will be able to learn content and skills rooted in academic standards but in a fashion much more engaging and application-based than in a conventional classroom setting. Health & Wellness: Students will have a safe and positive experience during their academic break that includes activities focused on physical health and healthy meals. Community Support: 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.

29 The intersession program is planned to align with best practice recommendations from sources such as the following: Smink, J., & Deich, S. (2010). A New Vision for Summer School. Baltimore, MD: National Summer Learning Association; Terzian, M., Anderson Moore, K., & Hamilton, K. (2009). Effective and Promising Summer Learning Programs and Approaches for Economically-Disadvantaged Children and Youth: A White Paper for the Wallace Foundation. Bethesda, MD: Child Trends.

The Winter Intersession program finished with an ‘Ohana Day open to family members of all participants. The day included a tower‐building challenge for the math activity. As seen here, elementary students, high school interns, parents, and teachers worked together in teams to build the highest structure they could using dried noodles, gummy fruit snacks, and tape.



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BENCHMAKRS & INDICATORS This hard data will tell us that our vision for our students has been realized.

PROGRESS REPORT GREEN Target Met BLUE Approaching Target RED Well Below Target

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

that incorporate academic content standards, 21st Century Learning Skills, and the Kamaile Core Values. 100% of Winter projects were aligned to standards-based plans.

• 90% positive feedback for academic items on Student & Parent Surveys 100% of parents strongly agreed that their student benefitted academically from the Winter program (n=8).

Health & Wellness: • 55% of Kamaile students will enroll in an intercession program during

the year and 40% will regularly attend classes (70% attendance) 23.5% of Kamaile students (226) enrolled in the Winter program. 8.3% of Kamaile students (80) regularly attended the Winter program.

• 100% of students will receive a healthy meal daily 100% of Winter attendees received a healthy morning snack and healthy lunch daily.

• 80% of intersession programs will feature 1 hour of some physical activity per week 100% of intersession classes featured 1 hour of enrichment time focusing on physical activity.

• 90% positive feedback for wellness items on Student & Parent Surveys 100% of parents agreed (87.5% “strongly) that their student was happier and healthier from participation in the Winter program (n=8).

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

or location 66.7% of Winter projects (6 of 9) connected with some outside community resource.

• 25% of students in program will be represented by a family member at culminating events 26.3% of Winter attendees (21 of 80) had a family member attend the Winter ‘Ohana Day.


PROGRESS UPDATE

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

• Student & Parent Surveys for each intercession program Developed; Parent administered in Winter; Student in Spring

• Connections with community partners See above

• Logistical support for culminating events Winter ‘Ohana Day held




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Progress Details

While no data can be found for direct comparison with our winter and spring programs, trends in participation in summer programs do provide a reasonable benchmark by which to track the performance of our own intersession efforts. National statistics have shown that 25% of school‐age children across the country and 39% in Hawai‘i participate in summer learning programs of some form, which includes programs offered outside of the school.30 Given that a number of our students participate in activities during school breaks organized by outside community organizations, an enrollment of 23.5% is highly encouraging. Regular attendance below 10% of our student population is disappointing, but the timing of the New Year’s holiday in the middle of the week probably impacted our daily turnout.

The students that did attend the Winter program thoroughly enjoyed the week’s activities that combined academic focus with fun and engaging projects. All students received about 45 minute daily of reading time guided by our school’s online literacy programs along with 30 minutes of math skills activities. Students in kindergarten and 2nd grade spent the rest of the week learning about animals of Antarctica and took a trip to Sea Life Park to see them in person. 1st graders learned about plants and actually built a new garden on our campus for their grade level. Grades 3 and 5 contributed to our school’s focus on positive behavior support by designing posters and murals around campus spreading messages of positive behavior. 4th and 6th grade spent the week researching the effects of pollution and litter and spent one whole day cleaning up a community beach. Middle school students researched traditional Hawaiian culture by visiting Bishop Museum and Waikalua Loko fishpond. Lastly, high school students received community service hours and practical experience by serving as interns for the week in each of the elementary classrooms. The week ended on a wonderful note with our ‘Ohana Day as parents and family members were invited to shadow their students for the entire day, helping their students in the reading block, viewing students presentations, and taking part in our team‐building activities.

30 Afterschool Alliance (2010). America After 3PM: Special Report on Summer: Missed Opportunities, Unment Demand. Washington, D.C.: Afterschool Alliance. Accessed at http://www.afterschoolalliance.org/documents/Special_Report_on_Summer_052510.pdf

(From left) A high school intern supports an elementary student on his online literacy program during the daily reading block. Our middle school students get knee‐deep in learning about ancient Hawaiian fishponds. 1st graders get real experience with plants as they work on constructing a new garden for their grade level.



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

The Kamaile Core Values Store

Overview

Community Partner(s): Wai‘anae Neighborhood Place; 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 rewards. The Navigators’ Center buys new items and solicits donations for the store’s inventory to ensure that all goods promote the Center’s goals. The Store Manager maintains detailed inventory to track donations along with a student data system to track the store’s usage.



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



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BENCHMAKRS & INDICATORS This hard data will indicate to what degree our vision for students is being realized.


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

academic achievement. 16.8% of goods students “purchased” were school supplies (125 of 746 transactions).

Health & Wellness: • 80% of students will earn enough Core Values to purchase an item

from the store. 47.9% of students (~375) in grades K-6 have “purchased” an item from the store.

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

• 45% of the goods “purchased” in the store promote physical health, and 0% of goods impact physical health negatively (i.e., nothing is unhealthy!) 31.5% of goods students “purchased” (235 of 746 transactions) directly supported physical health and hygiene (mostly in the form of clothes, food, and hygiene products). 0% of goods were unhealthy.

Community Support: • 20 community donors will contribute goods to the store 10 community donors have contributed goods to the store.


PROGRESS UPDATES

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

donations The Store Manager has composed an open letter soliciting donations and is actively connecting with various organizations and businesses in the community.


Progress Details

Kamaile formed a new committee at the end of last school year to revisit and strengthen the Positive Behavior Interventions and Support (PBIS) system at the school, and the Kamaile Core Values Store was acknowledged as being central to the support of such a system. In this vein, the PBIS Committee has improved upon past successes of the store by creating new Core Value slips, reaching out to teachers to expand their use, developing a special program for Middle and High school students aligned with their performance‐based assessment system, and coordinating directly with the School Manager to improve the daily operations of the store. The widespread use of the Core Values and store by faculty and students from the very beginning of the school year have demonstrated the encouraging success of all of these efforts. In addition, the Store Manager launched a concerted effort to draw in donations from the community with letters, fliers, emails, and personal visits to community business and organizations. By the end of 2013, the store was filled with an abundant inventory furnished entirely through donations.



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Other Student Activities Programs

Advisory

The Navigators’ Center provides assistance to the Middle and High School Advisory Program. In this structure, all Kamaile students in grades 7‐12 are assigned one faculty member as their Advisor. This advisor oversees the overall academic progress and functions as the primary advocate for each of the small number of students in his or her group. These groups also in regular periods throughout the 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 Center has primarily supported the 12th Grade Advisor this year in piloting the Workplace Learning Experience (WLE) with the first Kamaile senior class. Modeled off of the successful WLE program that has operated for more than a decade at our partner Envision Schools, Kamaile students find internship placements at community organizations and business. The students spend one academic quarter exploring career interests, building skills in areas such as resume writing and interviews, and actually securing an internship placement. In the following quarter, students spend one day per week off campus at their internship working under a WLE Site Mentor, performing meaningful responsibilities at their site, and completing a culminating project that will be shared at the workplace and at school. The Center is working closely with high school teachers and administrators in piloting the program through semester 1 with the senior class in the hopes that it will become a requirement for all Kamaile juniors beginning in semester 2.

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, iPads, laptops, conference tables, comfortable sitting areas, educational games, art supplies, and more. The Space is really meant to serve as a community center for our school community open daily from 7am‐5pm. The Center’s website allows groups to see the calendar for the space and request a reservation during any available times. The Navigators’ Space continues to serve as a hub for the school campus. Students are regularly seen using the space with their teachers for academic activities or just as a place to hang out during the morning, lunch, and 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‐Classroom Connection events. Moreover, community organizations have used the Space to conduct meetings like our Partners Alliance or Early Childhood Articulation meetings.



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Student Opportunities

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

One primary example is the Center’s support for students in applying to the College Horizons program. College Horizons supports the higher education of Native 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 participated in the highly selective 2012 College Horizons summer program at Kenyon College in Ohio and a junior was selected to attend the 2013 program at the Hawai‘i Preparatory Academy on the Big Island.

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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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 enhance the academic success, comprehensive health and wellness, and community support of every Kamaile student.

‘Ohana-Classroom Connections

Overview

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 students' academic achievement. Health & Wellness: 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 Support: P/g and community members will directly involve themselves in the education of their students.

For their first semester Exhibition Night, middle school students presented in pairs their retelling of famous stories from Early American History focused on either colonial times, the Revolutionary War, or the early republic. The students developed slideshows in the Japanese pecha kucha style, using a running series of gripping images synchronized with their speeches. Students also demonstrated their mastery of code‐switching by presenting in both Standard English and Hawaiian Pidgin.



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BENCHMARKS & INDICATORS This hard data will indicate to what degree our vision for students is being realized.


Academics: • 20 OCC events will be held this year. 7 OCC events have been held thus far this year.

• 90% of grade levels will host at least 2 OCC events. 40% of grade levels (4 of 10) held an OCC event this year. 0% of grade levels held multiple events.

• 75% of OCC events will include a parent-student interactive component that directly engages parents. 42.9% of OCC events (3 of 7) have featured direct parent engagement.

• 90% of attendees will report that the event will have a positive impact on the academic achievement of their students 95.7% of attendees (n=69) reported that their student would benefit academically from their participation in the event (72.5% strongly agreed). 92.6% (n=68) reported that they personally learned something valuable from the event (52.9% strongly agreed).

Health & Wellness: • 90% of attendees will report that the event will have a positive impact on

the happiness and health of their students 97.0% of attendees (n=67) reported that their participation in the event would make their student happier (86.6% strongly agreed). 86.8% of attendees personally felt better about themselves due to their participation. 94.1% of attendees (n=68) reported that their participation in the event would make their student healthier (77.9% strongly agreed). 80.9% of attendees personally felt healthier due to their participation.

Community Support: • 60% of students will have a family member represent them at least one

OCC event 20.3% of Kamaile students (195) had a family member attend an OCC event.

SUPPORT STRUCTURES This is how we will support programs and track progress through data. PROGRESS UPDATES

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

for future reference Developed and very helpful in planning

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




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Progress Details

The OCC Program continues to be an extremely popular avenue by which family members can directly engage with their students as shown through the survey data above. In the first semester, we fell well short of reaching the halfway point for our targets in terms of the number of events held and number of grade levels organizing events. Nevertheless, the events held were so successful that we have already reached 50% of the attendance target we set for the entire year. Moving forward, the Center looks to deepen support to all grade levels in planning OCC events while maintaining the level of quality we achieved in the first semester. Below are descriptions of the events that were held in the first semester.

August 1‐ Kindergarten Orientation Night‐ Families of all of our new kindergarteners were invited to learn about their students’ new campus. School leaders welcomed the 61 families in attendance in the cafeteria and provided a general introduction to the school, and Nav Center staff proceeded to assist families in filling out basic forms for the year. From there, families where invited to follow their students into their new classrooms to meet their teachers and take part in some introductory classroom activities.

September 23‐ Polynesian Voyaging Society’s Learning Journey to Kamaile Academy‐ As part of their Learning Journey to highlight our school’s work during the Mālama Hawai‘i leg of their Worldwide Voyage, crew members from the Polynesian Voyaging Society enjoyed refreshments in our Navigators’ Center hosted by our Parent Council and Kamaile Future Navigators Crew. Family members and the Navigators’ Center staff shared about the Center’s role as the student, family, and community support center of Kamaile Academy.

October 3‐ 6th Grade PID Tech Together ‘Ohana Night‐ After a 2‐week science program with Tech Together by Partners in Development (PID) Foundation, students presented their recycling projects to their families and friends. Tech together is a hands‐on STEM program focused on renewable and non‐renewable resources.

October 15‐ Counselors’ High School ‘Ohana Night‐ Guest speakers from Leeward Community College presented on financial aid and programs available at LCC, while representatives from the U.S. Military shared their own avenues toward a college education. Kamaile counselors also used the evening to discuss with parents various topics including report cards, GPA, transcripts, and graduation requirements.

November 21‐22‐ Middle School Exhibition Nights: Pecha Kucha & Code‐Switching‐ Middle school students presented in pairs their retelling of famous stories from Early American History focused on either colonial times, the Revolutionary War, or the early republic. The students developed slideshows in the Japanese pecha kucha style, using a running series of gripping images synchronized with their speeches. Students also demonstrated their mastery of code‐switching by presenting in both Standard English and Hawaiian Pidgin.

December 7‐ PALS Winter Ho‘ike‐ Kamaile ‘ohana joined the PALS Jr. and PALS groups for an afternoon of project sharing in the cafeteria. Though video and group presentations, families got a taste of the year's progress and joined in celebrating the goals and accomplishments of each group.

January 3‐ Winter Intersession ‘Ohana Day‐ The intersession week ended on a wonderful note with our ‘Ohana Day as parents and family members were invited to shadow their students for the entire day, helping their students in the reading block, viewing students presentations, and taking part in our team‐building activities.



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Student-Led ‘Ohana Conferences

Overview

Community Partner(s): Envision Learning Partners

After two years of experience in attempting to create opportunities for families to engage meaningfully with their children’s education, the Navigators’ Center has found that putting the student at the center of the activity is vital in our community. With this understanding, Kamaile administration supported the Center in developing this pilot study of Student‐Led ‘Ohana Conferences (SLOCs). In lieu of traditional parent‐teacher conferences, students will be held accountable for their progress in the year by presenting a portfolio of their academic work to their parents/guardians during SLOCs. The student, their ‘ohana, and their teachers will then work collaboratively in creating academic, personal, and family goals for the student through individualized Student Sail Plans. The Navigators’ Center believes SLOCs will cultivate a powerful school‐family‐student relationship and promote positive verbal communication and dialogue about the academic success of every Kamaile student. Throughout the course of this year, the Center is leading a study group of seven PreK‐12 teachers in researching best practice models from across the country, piloting two rounds of student‐led conferences with their own classes guided by student portfolios, and developing a proposal for school‐wide student‐led conferences at Kamaile next year.



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 & Wellness: 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 Support: P/g and community members will directly involve themselves in the education of their children.



Academics: • 80% of students participating in SLOCs will earn proficient

grades in school and/or show academic growth Academic tracking will begin in Semester 2.

• 80% of participating students will report that SLOC will have a positive impact on their academic achievement 100% of students (n=18) reported that they learned something important from the SLOC (72.2% strongly agreed).

• 80% of attendees will report that SLOCs will have a positive impact on the academic achievement of their students 100% of family members (n=12) reported that the SLOC would have a positive academic impact on their student (83.3% strongly agreed).

Health & Wellness: • 80% of participating students will report that SLOCs will have

a positive impact on their happiness and health 100% of students (n=18) felt better about themselves by



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Progress Details

The seven teachers in the pilot study group held their first round of SLOCs in October. In the monthly planning meetings leading up to the conferences, the study team reviewed best practice models from schools around the country and gathered relevant content material and resources used at these schools. From there, the team adopted a general framework for their conferences. Students would present a work sample, a reflection of their performance, and personal goals for the year. For the first round of SLOC, teachers were asked to select a sample of students in their classrooms that represented a diverse range of academic achievement. Beyond the basic structure, the study group participants could modify the conference to suit their specific grade levels and implement their own personal approaches to the conferences.

The SLOCs were a great success. Feedback data above illustrates that students, families, and teachers were convinced of the benefits and promise of adopting this new model. All participating teachers documented this first round through video and other media, which provided a wonderful foundation for both personal and group reflection in the study group meetings that followed the first round.

participating in the SLOC (77.8% strongly agreed), and 88.9% reported that participation made them a healthier person (66.7% strongly agreed).

• 80% of attendees will report that SLOCs will have a positive impact on the happiness and health of their student 91.7% of family members (n=12) reported that their participation in the SLOC made their child happier (91.7% strongly agreed), and 100% reported that it would make their child healthier (83.3% strongly agreed).

Community Support: • 100% of participating teachers will plan, prepare, and

facilitate 2 rounds of SLOCs per school year (one in the 1st quarter and one in the 3rd quarter) 100% of participating teachers (7) conducted a first round of successful SLOCs in October 2013.

• 80% of students in targeted classrooms will have a p/g attend a SLOC


Database for the store will track all of the indicators above. The Center will need to initiate the following: • Logistical support for grade clusters in planning and

scheduling • Student Surveys after every SLOC • Monthly Teacher Feedback Form/Reflection • Monthly Teacher Check-in and Collaboration meetings • Surveys for attendees and teachers on academic and

health impacts TIMELINE Targets are to be achieved by end of SY2013-2014.

Benchmarks will be tracked in reports compiled at end of each academic quarter.



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Moving forward, the study group will take the reflections from the first round of SLOCs to develop a common K‐12 structure for the conferences. This format will be implemented in the second round of conferences scheduled for the spring. Based on the lessons learned from Round 2, the study team will finalize a proposal for SLOCs to be adopted school‐wide in SY2014‐15.

Volunteer Program

Overview

Community Partner(s): U. S. Vets

While our school has always welcomed the support of community volunteers, the structure implemented through the Navigators’ Center since 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 Center performs a background check on all applicants including a check of public records and all pertinent student information held by the school. The school principal, typically through an in‐person interview, personally screens any applicant who displays any issue before being allowed to work on campus.

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

The seven faculty members comprising our SLOC study team each conducted their first round of conferences in October. Here, a 5th grader is guiding his parents through his portfolio of work, reflecting on his performance and setting personal goals for himself. Teachers have met monthly to plan this SLOC pilot study with the ultimate objective of proposing a K‐12 SLOC framework by year’s end.



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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 & Wellness: Family/community involvement at school will contribute to their own and to their students’ social and emotional wellness. Community Support: Parent/guardian and community members will directly involve themselves in the education of their children.



Academics: • 80% of students who have a family member volunteering on campus will

earn proficient grades and/or demonstrate academic growth in SY13-14 35.7% (5 of 14) of sampled students of volunteers were rated as proficient by teachers, compared to 40.1% (93 of 232) in a general sample of students.

• 90% of volunteers will report that their service has had a positive impact on the academic achievement of their students as well as their own development 100% of volunteers (n=24) reported that their service benefited their students academically (79.2% strongly agreed), while 96.0% (n=25) also reported that they personally learned and developed new skills as a volunteer (72.0% strongly agreed).

Health & Wellness: • 90% of volunteers will report that their service has had a positive impact

on the happiness and health of their students as well as themselves 100% of volunteers (n=24) reported that their service made their student feel happier (79.2% strongly agreed), and 100% (n=22) reported that their time made their student healthier (59.1% strongly agreed). 100% of volunteers (n=25) reported feeling better about themselves personally (84.0% strongly agreed), and 95.7% (n=23) reported that their service made them a healthier person (60.9% strongly agreed).

Community Support: • 20% of students will have a family member volunteer on campus 9.9% of students (95) had a family member registered as a volunteer on campus.

• 5% of students will have a family member volunteer at least 20 hours on campus 3.1% of students (30) had a family member that has volunteered at least 20 hours on campus. 1.5% of students (14) have a family member that has volunteered at least 50 hours on campus.

• Family and community members will volunteer a total of 8000 service hours throughout the course of the year 3966.5 hours of service have been volunteered thus far this year.



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Database for the Volunteer Program will track all of the indicators above. The Center will initiate the following: • Strategies for recruiting volunteers from families and community Multiple recruitment efforts were implemented including fliers, events, and connecting with community networks.

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


Progress Details

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

Now in its third year of operation, the formal volunteer program has become fairly widely known as one of the few (if not the only) such opportunities available in the region. Various programs continue to recommend clients to our campus to earn hours, and the Center frequently receives volunteers from new organizations. Around campus, volunteers have come to play critical roles in various capacities including reliable assistants for classroom teachers, leaders of our morning reading program, indispensible facilitators of major school‐wide initiatives such as the vision screening, and daily supports in places like the garden and physical education classes.

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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E Ola Assistance

Overview

Community Partner(s): U.S. Vets; Waianae Neighborhood Place

Details:

The Navigators’ Center is largely built upon our school community’s response years ago to the dire needs faced by students and families experiencing homelessness and poverty. Beneath all of the programs, partnerships, and data that drive the Center today are the heroic efforts of staff and community volunteers who went above and beyond to address the comprehensive needs of our Kamaile students so that they could have a fair shot at receiving a quality education. Long before the Navigators’ Center was even conceived, the banner of E Ola (“life”) was chosen to label these efforts. The E Ola Assistance program is in place to continue this work and honor the efforts of all of those who have come before.

Officially, under the McKinney‐Vento Homeless Assistance Act of 1987, students and families identified as homeless are federally entitled to certain rights and protections. The Navigators’ Center works with various departments on campus (e.g., Counseling, Registration, English Language Learners), the outside community, and identified families to ensure the proper supports are in place and accessible. The Center is very proud of the close relationships and trust built with these members of our school community and is honored to offer them a safe place to turn whenever they are in need.



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

During the holiday season, the Navigators’ Center helped organized a holiday luncheon bringing together staff, community volunteers, and some of our families in most need to enjoy food and activities as one ‘ohana.



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Academics: • 60% of MVA-identified students will earn proficient grades in school

and/or demonstrate academic growth in SY13-14. In a sample, 27.8% (3 of 11) MVA-identified students were rated as proficient by their teachers.

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

material support to address basic health needs. 17.0% of identified students’ families have received some material aid.

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

consultation with Nav Center staff to discuss rights and available resources. 30.2% of identified students’ families have had a personal meeting to learn about rights and resources.

• 30% of MVA-identified students’ families will be connected with a community resource 8.5% of MVA-identified students’ families have been referred to a community resource.


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

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

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


Progress Details

Personnel transitions at the school have presented some obstacles this school year to the E Ola Assistance program. The Navigators’ Center has worked closely with the Registration and Counseling Departments to work through these challenges in order to support the students and families in most need. First and foremost, much effort and collaboration has been required to identify students and families qualifying under MVA. Thus far, only 53 students (5.5% of the school population) have been identified, a number significantly lower than in past years thus signifying that further effort needs to be put toward even the initial registration process. In terms of supporting students and families, many promising developments have been made. The Navigators’ Center developed a Kamaile ‘Ohana Resource Folder, largely inspired by the ‘Ohana Resource Kit used by local social service agencies. This collection of information about services available at the school and around the community serves as a foundation to the Center’s initial meetings with identified families. Moreover, generous community donations this year and from year’s past have allowed the Center to develop an entire E Ola supply inventory stocked with clothes, hygiene products, school supplies, and food for students and families in emergency need. The Counseling Department, Health Room, and Kamaile Store have coordinated through the Navigators’ Center to distribute these items to those in need in a timely manner while tracking all distributions for the sake of coordinating all of our efforts.



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Other ‘Ohana Programs

School Community Events

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

The first major event of the school year was December’s Winter Frolic, a day of activities led largely by the Explorations Team and the school academic coordinators. Throughout the course of the day, the Explorations teachers led grades K‐6 in holiday‐themed performances for family members. As students left their performances, they were able to select books as holiday presents out of huge collections organized by the academic coaches. After school, the Parent Council coordinated with high school students to put on a Middle and High School Talent Show, which featured wonderful performances from our talented students. The day ended with a Winter Frolic dance organized by the upper elementary grade levels. Throughout the course of the day, approximately 196 students (or 20.4% of the school population) had a family member come on campus. In January, the Center supported all grade levels in organizing 5 separate First Semester awards ceremonies at which students were recognized for outstanding academic achievement.

The Navigators’ Center will be busy support school community events throughout the second semester including Sunset @ Kamaile hosted by the 9th grade class, the Olakino Maika‘i Health Fest hosted by the 7th grade class, end‐of‐the‐year awards ceremonies, and May Fest.

Parent Council

To facilitate true family ownership of all of its efforts, the Center formed a Parent Council made up of parent representatives from each grade level. This Parent Council provides a forum for family members to become directly involved with the work of the Center. Launched in March of 2012, this body has become an important driver of much of the Center’s work. The Council met weekly this school year, focusing their attention on three primary goals: increasing parent involvement; fostering better communication at the school; and promoting a culture of positivity across the campus. During these meetings, the Council also provided guidance on the Center’s programs and partnerships. This year, the Parent Council has taken a leading role in the Center’s weekly publishing of the Navigators’ News, played an indispensable role in facilitating school‐wide events such as vision screenings and picture days, and has organized events to increase family involvement at our school such as the Winter Frolic Talent Show and ‘Ohana Garden Days.

The Parent Council has begun organizing regular ‘Ohana Garden Days in an effort to bring more families onto campus for positive engagement with their students and the school. On the Saturday morning pictured here, students, families, and staff worked together to extend the garden area and plant crops donated by families.



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Programs: Kamaile Olakino Maika‘i Health Center The third and final major category of programs within the Navigators’ Center framework is the Kamaile Olakino Maika‘i (“healthful living”) Health 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.

Progress Details

In October of 2011, 40% of students in preschool and kindergarten along with 13% of the general student population faced some deficiency in the basic health requirements needed for school entry (i.e., tuberculosis clearance, physical examination, and immunizations). After intense efforts for the past 2.5 years, both of those rates have dropped to 0.8%. The health aides also made a pointed effort to update the contact records for the entire school to ensure that the guardians of as many children as possible can be reached in the case of an emergency. Additionally, the health aides remained vigilant over the pediculosis (i.e., head lice) situation that has been a chronic problem within our school community. Perhaps most importantly, all of this work was completed while the health aides did an incredible job of meeting the everyday basic health needs of students with a level of professionalism and care that could rival that of any other health room in the state.

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



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Waianae Coast Comprehensive Health Center (WCCHC) Partnership

Overview

Coordinator: Director

Community Partner(s): WCCHC

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

Progress Details

Medical Trailer More than four years ago, a medical trailer was donated to our school. After years of inattention, the Center began a concerted effort last year to make the facility a centerpiece of the Kamaile Olakino Maika‘i Health Center. Scores of hours and resources over the past two years have been dedicated to getting the trailer ready for operation: professional checks and maintenance on the diesel generator, air conditioning unit, and hydraulic lift systems; tireless effort on granting Kamaile full legal ownership of the trailer (finalized in October 2012); and hours of volunteer service cleaning and readying the facility. The Navigators’ Center has secured more than $35,000 in grant funding from community foundations over the past year to finish final phases of the project including the installation of an off‐the‐grid photovoltaic system that will provide all power for the trailer, windows and ventilation that will reduce energy consumption, and a new internet line to allow for the separation of school data and medical records. Final preparations are currently underway for Dr. Fujii to bring his dental equipment into the facility and begin delivering services to Kamaile students before the end of SY2013‐14. As seen by the plans described above, the Navigators’ Center seeks to use this as an opportunity to create a model for energy efficiency and “green” technologies on our campus. The trailer will be a beacon for wellness on multiple levels: a site for direct dental and medical services, a live classroom for our school community, and a prototype for environmental sustainability. The project will represent our commitment to comprehensive wellness and the interconnectedness of individual, community, and global health.

With more than $35,000 in grant funding, the medical trailer represents will be a beacon for wellness on multiple levels: a site for direct dental and medical services, a live classroom for our school community, and a prototype for environmental sustainability.



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Dental Health Dr. Dan Fujii has been a committed partner to the medical trailer project described above. For the past two years, he has been securing dental equipment for the facility and working with WCCHC on formalizing Kamaile Academy as a designated site at which he can provide dental services. As the trailer undergoes the final stages of its physical preparation, the Navigators’ Center is working closely with Dr. Fujii on finalizing the details of his program at Kamaile. The school and he are committed to creating a comprehensive health and wellness program at the school rather than a mere space to provide dental services. To this end, Dr. Fujii has met with students, families, and community partners on our campus to develop what such an approach will look like in our school community. Dr. Fujii will begin his direct screenings and services on campus in the second semester, but last year’s efforts provided firm grounding for the need of such efforts at Kamaile. Last year’s data from grades PreK‐4 included the following findings (full report in Appendix E): 245 students, or 55.3% of those grade levels, turned in permission forms and were screened.

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

Health Education For their community health service project, the 2nd‐year medical students from the ATSU program at WCCHC designed a "Mini Docs" program that is now in its second year of operation. For the project, medical students educate 3rd grade classrooms over 8 weeks 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 provided evidence of any acquired knowledge or behavior changes that occurred as a result of the program. In the program’s first year, the medical students demonstrated statistically significant increases in student understanding and positive changes in their health behaviors. For the second year, 10 medical students will be visiting Kamaile for the same 8‐week span, allowing all 3rd graders the opportunity to interact with a number of potential role models. The medical students will also spend one hour with each of last year’s Mini Docs graduates over the course of the second semester to cement their knowledge from last year. The success of the Mini Docs program with grade 3 has directly inspired the development of a Medical Explorers program with grade 8 in the second semester of SY2013‐14. Nursing students working at WCCHC are collaborating with the Kamaile Middle School health instructor to design a curriculum very similar to the Mini Docs program that will hopefully become an annual effort complimenting the Mini Docs efforts in the elementary grade levels.

The Mini Docs program has begun its second year at Kamaile, allowing 2nd‐year medical students from WCCHC to educate 3rd grade students on health topics such as nutrition and emotional well being. The program was so successful that it has inspired a parallel effort between our 8th grade and WCCHC nursing students called Medical Explorers that will also pilot this year.



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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. For the past two summers, WCCHC has opened health internship experiences to Kamaile high school students interested in health careers. This year, WCCHC for the first time invited 4 Kamaile high school students to enroll in the Youth Health Corps officially during the school year. These 4 juniors will use their experience at WCCHC as their Workplace Learning Experience and hopefully be the first of many Kamaile students to participate in the program. Relatedly, WCCHC as supported the efforts of our Future Healers student organization by inviting them to sit in on classes with the ATSU medical students as part of their “D.O. for a Day” program.

Healthy Snack Program

Overview

Community Partner(s): Sodexo

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

Strategic Plan


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



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Academics: • Snack cards with nutritional and educational information on

foods will be distributed to teachers every week. Aside from a few complications with snack procurement, snack cards have been developed and distributed to teachers on a weekly basis and made available online.

• 60% positive feedback from teachers on whether something is learned by students from the snack experience. 41.2% of teachers (n=17) report that their students learned something from the snack experience.

Health: • 80% of students will be reported by classroom teachers as

eating snack daily. An average 80.6% of students across campus are reported by teachers as eating the snack daily.

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

provided a positive experience for classroom community 94.1% of teachers (n=17) report that the snack is providing a positive experience for their classroom community.


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

classrooms Manager consistently delivered snacks to all classrooms.

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

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


Progress Details

Monitors from the federal Fresh Fruit and Vegetable Program were very impressed with the multi‐faceted approach Kamaile took to the afternoon snack, so much so that our school’s efforts were featured on the cover of a wellness newsletter. The Center has tried to improve the educational impact of the program by including the daily snack and a fun fact in morning announcements. In the second semester, the Center looks to provide teachers with suggest activities so they can better utilize the Snack Cards in their classrooms.



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Other ‘Olakino Maika‘i Center Programs

Vision Health

The Navigators’ Center once again collaborated with various providers across the state to support the vision health of our students with the second annual school‐wide vision screening. 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. Last year, Dr. Makini presented to the entire Kamaile faculty and then at an open community event on the importance of vision in students’ lives, and he presented again at this year’s kindergarten orientation to our newest families. The Center then coordinated again with the Lions Club of Ewa Beach, Project Vision: Hawai‘i, the Learning Disabilities Association of Hawai‘i, and Dr. Makini to provide free vision screenings to our entire school population. In line with specialists’ recommendations, attention was focused on students in grades K, 1, 3, and 5, and students from other grade levels were welcomed on a referral basis. Repeating the successes of last year, Parent Council volunteers and Lions Club members enabled the 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:

The Navigators’ Center has sent home all of the medical referrals and instructions for any families that need support. The Center has also coordinated with the ELL Department to translate the results and referrals into Chuukese and Marshallese and is currently contacting those families who may need special assistance due to language barriers. The results from this year’s screening match closely with the results from fall 2012:

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.



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Kamaile Wellness Plan

The Navigators’ Center has drafted a “Kamaile Wellness Plan” that guides the delivery of health services and education to all Kamaile students from kindergarten through high school graduation. [The draft can be viewed in Appendix B.] The plan is modeled off of the core value system that guides many components of the Kamaile Middle and High School academic program. This framework identifies health education programs, services, and screenings that will occur annually in line with each grade level’s core value. Many of the initiatives listed have already been piloted or delivered, and the plan sets forth an exciting model of organization and sustainability for all of these efforts aimed at the health and wellness of Kamaile students. A parallel tracking document has been created as well so that progress on all major health and wellness initiatives can be tracked annually. The Center looks to make the medical trailer a central component of Wellness Plan in the second semester.

Needs Assessments The Navigators’ Center is preparing to conduct the third annual health needs assessment conducted at Kamaile. Two years ago, ATSU medical students on rotation surveyed Kamaile students, families, and staff to determine needs with regard to health education, health services, and general health behaviors among the student population. The Navigators’ Center supported in providing assessment tools that were adapted from those used at school‐based health centers in New York City. The process was greatly enhanced last year with further direction from staff at WCCHC. So that findings at Kamaile could be evaluated based upon broader trends, last year’s tools were merged with the Youth Risk Behavior Surveillance Survey developed by the US Centers for Disease Control and Prevention. This tool is used in schools across Hawai‘i and the entire nation. The survey was administered to students in grades 6 and 9. The same tool will be administered to students in grades 6, 9, and 12 in the second semester. The Center has used the rich data provided by these surveys in coordination with the Counseling Department and other community partners to tailor our health programming to best fit the needs and assets of our students. Past surveys findings have included the following, along with some immediate follow‐up actions that results: ∙ Grade 6 and 9 students demonstrated need for attention to mental health areas such as depression, stress management, and bullying. Kamaile staff met with mental health experts at WCCHC to plan actions to address these needs. ∙ Responses brought some concern regarding reproductive health. To address this need, medical students created and delivered the lesson mentioned previously on reproductive health and the WCCHC Teen Clinic. ∙ The survey highlighted a few alarming statistics on substance abuse. Medical students and Kamaile staff met with substance abuse experts at WCCHC to plan actions to address these needs, including the Counseling Department’s first ever Red Ribbon Week. ∙ Students expressed interest in bringing more direct health services to the Kamaile campus. In addition to the surveys, the Center has coordinated with the ATSU medical students the past two weeks body mass index screenings for our youngest students in grades K and 1. Both years have resulted in



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alarming trends in the percentage of Kamaile students who fall into the “overweight” and “obese” categories when compared to national trends. The Center plans to conduct another screening this spring. Finally, in an attempt to gauge the most basic status of Kamaile students, the Navigators’ Center developed a simple Wellness Survey asking students to self‐report on their health and happiness and the school’s role in those levels. The first round conducted in the fall impressively brought in 293 responses, and the results can be seen below. The Center will conduct mid‐year and end‐of‐year surveys using the same tool. Benchmark Data for SY2013‐2014 Student Wellness Survey (Sept. 2013; n= 293 students grades K‐12)

1‐ No, not at all 4‐ Yes, very

Pono Choices Kamaile middle schools students will for the third year go through of the pilot study of 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 once again be delivered to all 7th grade classes this year. As in years past after, developers of the program will hold an open parent night at which family members are given a comprehensive overview of the curriculum and can opt their student out of the lessons if they so choose.

School Garden

The school garden continues to flourish in SY2013‐14. Despite yet another staff transition, the new K‐6 garden teacher Mr. Maclaird’s expertise with both children and plants is easily evident. In just one semester under his guidance, students have helped the garden reach its largest, healthiest, and most productive state to date. The Navigators’ Center has provided Mr. Maclaird with various community resources and partnerships to support his efforts. He has also played a key role in facilitating our Parent Council’s ‘Ohana Garden Days and is serving as a tutor in our PALS Jr. afterschool program, all of which has made the garden a key element of our programming far beyond normal school hours.



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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, comprehensive health and wellness, and community support.

Community Partnerships

Overview

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

For the second year, each official community partner has worked with the Center to create an individualized “Sail Plan for Community Partnerships.” [See Appendix D.] This document directly aligns the activities of all community partners on campus with the established goals of Kamaile Academy and the Navigators’ Center. Most Sail

Progress Details

The Navigators’ Center has developed and semi‐annually updated Sail Plans with 11 separate Community Partners (see Appendix F for a listing of these partners). In addition to the specific partnership activities listed in each Sail Plan, the Center has requested all partners to partake in three specific initiatives: Partners Alliance meetings, the portfolio defense system, and the Workplace Learning Experience (WLE) program. Partners Alliance meetings have been held each quarter for the past 2.5 years, and feedback on the value of bringing together all partners in this format has remained consistently positive. Moving into the second semester, the Center will again look to partners for support with the middle and high school portfolio defenses by serving as community judges for the students. Finally, all partners have begun developing potential positions for Kamaile junior interns as part of the WLE program.

Communication

Overview

A primary reason why the Navigators’ Center was formed was to link the various actors within our school community: students, teachers, administration, staff, families, and community members. If these groups are to be linked, then effective communication strategies are absolutely essential. Unfortunately,



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communication has been identified a number of times as a school‐wide area of concern. While positive steps have been taken on campus to address these concerns, the Navigators’ Center sees communication, especially with families and community members, as one of its priority areas.

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

• 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 research college scholarships, apply to become a Student Organization, 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 register to become volunteers, access electronic versions of the school newsletter, and find contact numbers to various service providers across our community. In the summer of 2013, the Center completely redesigned the site to better serve the purposes listed above.

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

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

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

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

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



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Community Schools Research & Coordination

Overview

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

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

In January 2013, the Navigators’ Center joined schools and organizations from around the state for the Re‐imagining School and Community Partnership Conference held in Kapolei, HI. The Center staff spent two days learning from experts from across the nation and planning with partners at home. The Center was also able to share some of its successes from the first 1.5 years of its existence during a panel presentation to the nearly 200 participants at the conference. The Center has been invited to present in April at the 2014 Community Schools National Forum in Cincinnati and looks to build upon all of the experiences and lessons of the 2013 state‐level conference.

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



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The Staff Staffing for the Navigators’ Center is financed by two sources. The Director position, Center Manager position, two health aides, two part‐time employees, and 0.5 Center 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.

Marcia Tagavilla Navigators’ Center Coordinator Contact: [email protected]

Joseph Carrero Navigators’ Center Manager Contact: [email protected]

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

Verna Agoan Health Aide Contact: [email protected]



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Ronnie Samoa Health Aide Contact: [email protected]

Shar Corpuz Kamaile Store Manager Contact: [email protected]

Chantelle Sholtis Snack Manager Contact: [email protected]

Kenny Ferenchak Director Contact: [email protected]



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Appendix A: Student Organization Constitution Template

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

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

Section 2 ‐ Purpose: _____________________________________________________________________________

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

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

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

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

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

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

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

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



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‐3(f) ‐ Laulima: ________________________________________________________________________________

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

‐3(g) ‐ Ha‘aheo: ________________________________________________________________________________

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

‐3(h) ‐ Na‘auao:_____________________________________________________________________________

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

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

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



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Appendix B: Kamaile Health & Wellness Plan (Draft)

GRADE LEVEL

CORE VALUE

MEANING STUDENT OUTCOMES

HEALTH EDUCATION (provider)

HEALTH SERVICES & SCREENINGS (provider)

CULMINATING ACTIVITY

K Kuleana To find and fulfill your responsibility

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

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

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

TBD

1 Olakino Maika‘i

To live healthfully

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

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

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

TBD



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Maika‘i Fest (Kamaile)

2 ‘Imi ‘Ike To seek knowledge

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

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

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

TBD

3 Laulima To cooperate Skillful collaborators experiencing family and community support

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

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

TBD

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

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


TBD



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medical students & WCCHC)*

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


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

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

TBD

6 Kuleana To find and fulfill your responsibility


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

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

TBD

7 Olakino Maika‘i

To live healthfully

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

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


Olakino Maika‘i Fest

8 ‘Imi ‘Ike To seek knowledge

Critical thinkers realizing meaningful academic

‐Family health history project (ATSU medical students)*


‘Imi ‘Ike Defense



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success and a commitment to lifelong learning

9 Laulima To cooperate Skillful collaborators experiencing family and community support

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

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

Sunset at Kamaile

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

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

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

Ha‘aheo Defense

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


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

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

Workplace Learning Experience



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

(ATSU medical students)

12 Kuleana To find and fulfill your responsibility


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

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

Kuleana Defense

*Denotes program or activity currently in development.



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Appendix C: Website URL’s

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

Navigator News http://kferenchak.wix.com/nav‐center#!navigator‐news/c118b

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



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Appendix D: Sail Plan for Community Partnerships



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Appendix E: PreK-4 Dental Screening Data



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Appendix F: Listing of Community Partners 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. HONOLULU COMMUNITY ACTION PROGRAM, INC. (HCAP) & HCAP HEAD START www.hcapweb.org and www.hcapweb.org/headstart.html Honolulu Community Action Program, Inc. (HCAP) is a private, non‐profit 501(c)(3) organization that has been serving O'ahu's needy population since 1965. It is our belief and philosophy that no individual should be denied the opportunity to share and contribute fully to the best of his/her capabilities in the social and economic well being and prosperity of our society. HCAP Head Start is a federally funded program that provides quality services to qualifying preschoolers and their families. From our humble beginning as a summer project in 1965, we have grown to become the largest early childhood program in the State of Hawaii serving over 1,659 children and their families each year. Head Start offers an early childhood program for children 3 to 5 years of age whose families qualify for our Head Start services. Three HCAP Head Start sites in the Wai‘anae community that offer full‐day services are directly affiliated with Kamaile Academy and collaborate closely with multiple actors on campus. INPEACE (The Institute for Native Pacific Education and Culture) www.inpeace.org Since 1994, INPEACE has been working to educate and empower Native Hawaiian communities. INPEACE has emerged as a local and international leader in early childhood education, workforce development, and cultural land stewardship. INPEACE is committed to



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improving the quality of life for Native Hawaiians through community partnerships that provide educational opportunities and promote self‐sufficiency. For years, Kamaile Academy has enjoyed a close relationship with INPEACE, serving as a host to a number of its highly acclaimed early childhood education programs and coordinating with other efforts of the organization. These areas of partnership include the following programs and initiatives: Keiki Steps, Keiki Steps to Kindergarten, P‐3 Initiative Wai‘anae Project, Hō‘ala, Kupu Ola, Kūkuluao & Ka Lama Education Academy, Kūlia I Ka Pono, and Ke Ala Hānau Moku. Leeward Community College – Wai‘anae www.leeward.hawaii.edu/leewardccw Leeward Community College Wai‘anae (LeewardCCW) is a satellite campus in the University of Hawai‘i Community College system located on the beautiful Wai‘anae coast of Oahu. It offers a variety of first and second year college credit classes in liberal arts, education, business, and career and technical areas. Students can complete a majority of the course requirements for an Associate of Arts or an Associate of Arts in Teaching degree at LeewardCCW. Kamaile Academy’s partnership with LeewardCCW is young but has already produced many promising results including college counselor visits to high school classrooms and collaboration among instructors at the two sites. Plans are also being made for dual‐credit courses to be taught at Kamaile through LCC‐W instructors. Parents and Children Together (PACT) Family Centers www.hawaiipirc.org PACT is one of Hawaii's leading private non‐profit family service agencies and is a leader in the design and delivery of a broad range of innovative social and educational services. PACT is an active partner with numerous community efforts, coalitions, initiatives, schools and other providers, and is a prominent advocate for the needs of Hawaii's most socio‐economically challenged citizens. PACT manages two Early Head Start classrooms that feed into Kamaile Academy, along with a home‐based program that supports children and families in the Kamaile district. Both programs offer critical comprehensive support to the development of future Kamaile students. In addition, PACT’s Family Center is working with Kamaile Academy to better engage families in their children’s education through the Sundays Project (http://www.hawaiipirc.org/sundays/index.html ). Families learn from one another successful ways to 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.



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



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



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and Community Outreach, Ka Wahi Kaiaulu – 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. United States Veterans Initiative www.usvetsinc.org U.S.VETS provides comprehensive services to the veterans we serve, including case management, employment assistance, job placement, counseling, as well as drug and alcohol free housing. At our facilities veterans progress through a seamless continuum of services designed to help them increase their level of responsibility and prepare them to live independently in the community. Waianae Civic Center is the only U.S.VETS location that provides services to both veteran and non‐veteran men and women, families and children. WCC began serving the Hawaii homeless population in March of 2007. Waianae currently serves 300 men, women, and children each day. Kamaile Academy has worked closely with the staff of the Waianae Civic Center to coordinate the best support possible to our students and families who are in their program.



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

Academic Enrichment

Early Childhood Education

‘Ohana Support Health Services Afterschool

Polynesian Voyaging Society

Honolulu Community Action Program (HCAP)

Wai‘anae Neighborhood Place

Wai‘anae Coast Comprehensive Health Clinic

Program for Afterschool Literacy Support (PALS)

Leeward Community College – Wai‘anae

INPEACE Parents And Children Together (PACT)

Sodexo

Envision Learning Partners

Parents And Children Together (PACT)

United States Veterans Initiative

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Kamaile Navigators' Center: January 2014 Report

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