Nav Center June 2012 Report by Kamaile Navigators' Center

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June June 2012 2012 Report Report

85-180 Ala Akau Street Waiâ&#x20AC;&#x2DC;anae, HI 96792 808.697.7110 www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

Table of Contents EXECUTIVE SUMMARY

ABOUT THE NAVIGATORS’ CENTER

THE SCHOOL: KAMAILE ACADEMY VISION MISSION VALUES LOGO GOALS FOUNDATIONS

6 8 8 8 9 10 12

THE CENTER’S WORK

FRAMEWORK PROGRAM STRUCTURE ORGANIZATIONAL STRUCTURE

16 17 18

PROGRAMS: STUDENT ACTIVITIES

STUDENT ORGANIZATIONS PROGRAM FOR AFTERSCHOOL LITERACY SUPPORT (PALS) KA ULU PONO AFTERSCHOOL INTERCESSIONS NAVIGATORS’ SPACE THE KAMAILE CORE VALUES STORE OTHER STUDENT ACTIVITIES PROGRAMS

19 22 23 25 27 29 31

PROGRAMS: ‘OHANA PROGRAMS

‘OHANA LEARNING SERIES ‘OHANA-CLASSROOM CONNECTIONS VOLUNTEER PROGRAM OTHER ‘OHANA PROGRAMS

32 34 37 39

PROGRAMS: OLAKINO MAIKA‘I CENTER

THE HEALTH ROOM AND WAIANAE COAST COMPREHENSIVE HEALTH CENTER (WCCHC) PARTNERSHIP HEALTHY SNACK PROGRAM OTHER ‘OLAKINO MAIKA‘I CENTER PROGRAMS

41 45 47

PROGRAMS: CENTER-WIDE INITIATIVES

EARLY CHILDHOOD EDUCATION (ECE) OUTREACH COMMUNITY PARTNERSHIPS COMMUNICATION COMMUNITY SCHOOLS RESEARCH & COORDINATION

48 50 52 54

THE STAFF

55 www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

APPENDIX A: STUDENT ORGANIZATION CONSTITUTION TEMPLATE

APPENDIX B: WEBSITE URL’S

APPENDIX C: PROFILE OF MUSU MANEAFAGI FROM THE PREVENTIVE HEALTH DEPARTMENT AT WCCHC 59 APPENDIX D: RESULTS FROM APRIL 2012 BODY MASS INDEX (BMI) SCREENINGS OF KINDERGARTEN STUDENTS

APPENDIX E: SUMMARY OF RESPONSES FROM SCHOOL APPRAISAL OF PARENT/FAMILY SCHOOL AND COMMUNITY INVOLVEMENT 61 APPENDIX F: LISTING OF COMMUNITY PARTNERS

APPENDIX G: RECOMMENDATIONS FOR THE NAVIGATORS’ CENTER FROM JANUARY 2012 COMMUNITY SCHOOL SITE VISITS REPORT

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The Navigators’ Center at Kamaile Academy: June 2012 Report

Executive Summary The Navigators' Center at Kamaile Academy seeks to support the whole child by providing meaningful student activities, rich family programming, comprehensive health support, and deep community connections. Largely based on the community schools model, it is both a place and a system dedicated to the academic success, social and emotional wellness, and physical health of Kamaile Academy students. While the Center was founded in the summer of 2011, the ideas and programs that make up the Center have been supporting Kamaile Academy's students for years. The Navigators' Center is meant to build upon this work as a location and framework where all of these efforts can come together to ensure that Kamaile Academy's haumana (students) receive the aloha (love) they deserve. This report details the efforts of the Navigators’ Center in its first year of operation. Below are some highlights from the work within the main pillars of programming. Student Activities • 32.9% of grade 7‐10 students (including a full 47.1% of high school students) were members of one of the ten student‐driven Student Organizations formed this year on campus. At year’s end, the average cumulative GPA of members was 2.97, surpassing the 2.79 average GPA across grades 7‐10 and demonstrating a correlation between extracurricular involvement and success in the classroom. • 17% of students in grades 4‐6 were enrolled in the Program for Afterschool Literacy Support (PALS), a free program offered through a partnership with the University of Hawai‘i at Mānoa. • 22.3% of K‐4 students were enrolled in the Ka Ulu Pono afterschool program, developed with support from PALS. On student surveys, 83% of participants responded that the afterschool program was helping them “a lot” with their classes. On family surveys, 86% ranked it as an overall positive experience for their family and 93% stated that their child enjoyed the program. • 287 students enrolled in either the winter or spring Intercession program, representing 30.6% of the school population. On a survey of grade K‐9 participants, 87.7% of students responded that the program would have a positive or largely positive impact on their academic performance in school. • Approximately 37% of all Kamaile students and 43% of Kamaile teachers signed in and utilized the Navigators’ Center facilities throughout the course of the year for academic purposes. • During the course of the school year, 506 students in grades K‐6, or 63.3% of students in those grade levels, have been able to “purchase” an item from the Kamaile Core Values Store. ‘Ohana (Family) Programs • 15 ‘Ohana Learning Series events were organized to educate and support family members on issues relating to the academic, social, emotional, and physical well‐being of their students. 12.2% of students at Kamaile had a family member attend one of these events. • The Center was extremely proud to have family members of 27.8% of Kamaile students participate in an ‘Ohana‐Classroom Connections event during the course of this school year. • Volunteers officially logged an incredible 6863.05 hours of service on campus throughout the year! A total of 82 community members officially registered as volunteers, representing 12.6% of our students. Upper grade students who had a relative volunteer this year had an impressive 2.93 average cumulative GPA compared to the 2.54 GPA average across their grade levels, suggesting that family involvement on campus does have an impact on student academic performance. Olakino Maika‘i (Health) Center • A continually blossoming partnership with the Wai‘anae Coast Comprehensive Health Center has resulting in exciting support for our students in the following areas: reproductive health, pediculosis, www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

immunizations, fitness, behavioral health, dental health, vision health, and health career counseling among others. • As part of our Healthy Snack Program, an average of 79% of our students ate and learned about a fresh fruit or vegetable four afternoons per week. Center‐Wide Initiatives • Through the efforts of our ECE Outreach program, 100% of kindergarten families were contacted at least twice this year regarding available programs and services, 43.9% were referred directly to some community resource, and 30.9% participated in a campus activity. • Community Partnerships were officially made with 14 organizations to support the academic, social, emotional, and physical development of Kamaile students. • A website and monthly newsletters have been created to keep the school community directly linked with programs and activities happening at the school. In the first year of operation for the Center, developments have affirmed the work done thus far while providing some new insight as to future directions for the Center’s work. From the programming itself, experience has confirmed that placing students at the center of events and efforts is the best strategy in terms of securing buy‐in from the community and meaningful results. Observations from the Center’s own work along with research on other sites have revealed the effectiveness of aligning the Center’s work with the broader goals and efforts of the school itself. Additionally, the voice of students, families, and community members must become a driver for all of the Center’s efforts, and structures can be created to optimize the role of those key players. Finally, visits to community school networks on the mainland and recent developments toward bringing the community school model to other neighboring sites have hinted at the potential boon to the Navigators’ Center’s efforts that can come from having parallel efforts nearby. Current efforts can certainly be refined, and much work lies ahead if broad goals are to be realized fully. But the first year for the Navigators’ Center has been remarkably fruitful, and the future looks bright for both the Center and the navigators whom it serves.

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The Navigators’ Center at Kamaile Academy: June 2012 Report

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. The Navigators' Center, based largely on the community schools model, is both a place and a system dedicated to the academic success, social and emotional wellness, and physical health 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 – 10 public conversion charter school located on the Wai'anae Coast of O'ahu. Waiànae is home to many of those socioeconomically and ethnically marginalized in Hawaiì. Compared to national rates in 2000 of 9.2% of families and 12.4% of individuals below the poverty level, 17.2% of families and 19.8% of individuals in Waiàne live in poverty.1 Of the 10,506 residents of the community, the highest prevalence of any ethnic group is among Native Hawaiian and other Pacific Islanders at 27.3.2 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.3 At Kamaile Academy, 86% of students live in poverty4 while 62% of students are of Native Hawaiian ancestory.5 The area served by the school is also home to high rates of homelessness and public housing, as evidenced by the 30% student transiency rate due to homelessness and poverty.6 As would be expected from trends, results from state assessments clearly evidence the achievement gap that exists. While 67% and 55% of students across Hawaiì met proficiency in reading and math respectively on annual statewide standardized test in SY 2010‐2011, only 43% of Kamaile students were proficient in reading and only 23% in math.7

United States Census Bureau. (n.d.) Fact sheet: Waianae CDP, Hawaii. Retrieved from http://factfinder.census.gov/ Ibid. 3 Benham, M. K. (2006). Pacific Islander scholars: What the research literature teaches us about out work. Race Ethnicity and Education 9(1), 29-50; and Kao, G. & Thompson, J. S. (2003). Racial and ethnic stratification in educational achievement and attainment. Annual Review of Sociology, 29, 417–443. 4 As measured by those students qualifying for free or reduced lunch 5 Internal school data reported in SY 2011-2012 School Wide Title I Plan 6 Ibid. 7 Hawai`i Department of Education. (2011). State of Hawaii Final AYP School Report SY 2010-11. Retrieved from http://arch.k12.hi.us/PDFs/nclb/2009/FinalAYPStateSummaryRptPub20090826.pdf 1 2

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The Navigators’ Center at Kamaile Academy: June 2012 Report

Community Profile8 Families with single mother as head of household Families receiving public assistance Families with children living in poverty Percentage of families with children under 18 Percentage of population aged 5‐19 Student Profile9 Hawaiian/Part Hawaiian students Free/reduced lunch students ELL students Special Education students Student Daily Attendance (State Standard: 95%) Average Daily Absences (State Standard: 9 days)

27.2% 26.4% 25.7% 52.4% 28.7%

62% 86% 11% 12% 90% 75.12

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 9

Internal school data reported in SY 2011-2012 School Wide Title I Plan Ibid.

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The Navigators’ Center at Kamaile Academy: June 2012 Report

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

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

Values The guiding values of the Navigators’ Center were developed to align directly with the broader values of Kamaile Academy. The graphic below 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. www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

Logo The Navigators’ Center logo was created to capture the essence of its vision, mission, and values. The center of the logo features a traditional Polynesian wa‘a, or canoe, voyaging on the ocean. The canoe represents our navigators, the students of Kamaile Academy, as they are currently finding their own path to their futures through education. They are at the center of the logo because they are at the center of everything we do. As the apostrophe in our name suggests, the Navigators’ Center is truly their center. This metaphor of navigation can also be taken literally as the image of the wa‘a was created from an actual photograph of our Kamaile students training on the ocean with the Polynesian Voyaging Society. Behind the canoe that symbolizes our students is the ocean that represents their lives. We believe that education is the primary route by which young people can develop their full potential, encounter life opportunities, and realize their dreams. Our role in the Center is to support them in this journey by nurturing their potential on multiple levels, bringing opportunities to them, and encouraging them to follow their dreams. In all of them we hope to instill the value of ‘imi ‘ike (to seek knowledge) while at the same time encouraging them to learn the importance of olakino maika‘i (to live healthy). We seek to be the crew backing our students as they navigate through their educational experiences. The left hand side of the logo depicts the departure point of our students, the Wai‘anae Coast. We believe firmly that we must honor our community’s deep value of ‘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 laulima (cooperation)— bringing to our students that which is already present in their home community. Finally, on the right hand side of the logo is our students’ destination point, that same Wai‘anae Coast. While we would support any student who wants to stay in our community when they grow older (and hopefully work in the Navigators’ Center!), we in no way mean to say that we expect our students to remain in the Wai‘anae area for their entire lives. Rather, we hope that our students learn that their kuleana (responsibility) is to never forget from where they came and to always give back to those that brought them to where they are. Every student possesses a special gift, and it is the kuleana of each to give that gift back to the world. Beyond academic success, social and emotional wellness, and physical health, we strive for our students to develop na‘au pono (to nurture a deep sense of 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. www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

Goals In the spirit of Kamaile Academy’s values, the following overarching goals have been set to serve as benchmark indicators for the Navigators’ Center: 1. Kamaile Academy students will successfully advance through all levels of school (P‐12), demonstrate mastery at benchmark and graduation points, and enter into a post‐secondary program. 2. Kamaile Academy students will achieve and maintain social and emotional wellness through the support of the school, their families, and their community. 3. Kamaile Academy students will achieve and maintain physical health within a physically healthy environment. In order to ensure that these goals remain the ultimate destination toward which all of our work is directed, the Navigators’ Center developed the following long‐term strategies as a foundation for our work.

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

Goal #1

Strategic ("SMART") Goal Setting: 1. What is the specific goal to be • reached in this area of growth? • What will be done to grow in this area? 2. What criteria will measure the • progress and growth in this area? What will indicate the goal has been attained? 3. What support, learning and • dispositions will be needed in • order to reach the goal?

• •

Student academic success Academic emphasis on all programming

• •

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

5 years First high school graduating class

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

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

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The Navigators’ Center at Kamaile Academy: June 2012 Report

Goal #2

Kamaile Academy students will achieve and maintain social and emotional wellness through the support of the school, their families, and their community.

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

Student social and emotional wellness Social and emotional components embedded within all programming

•

80% positive feedback on Student Wellness Survey; 80% student participation in extra/co‐curricular activities; 80% positive feedback on Family Survey; 80% positive feedback on Teacher Survey; 50% family participation in ‘Ohana Programs; 10 meaningful community partnerships Student activities must be piloted, scaled up, and maintained with a focus on social/emotional criteria in addition to academic purposes ‘Ohana activities and community partnerships must be piloted, scaled up, and maintained to support the social/emotional growth of students A close relationship with the Counseling Center must be maintained to monitor and address social/emotional concerns Collaboration must be achieved with Elementary Character Education programs and Middle/High School Advisory program School staff, families, and community must collaborate to meet social/emotional needs of students Appropriate surveys must be created and administered

• • •

5 years Biannual survey administration (beginning and end of year) First high school graduating class

•

• •

•

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

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The Navigators’ Center at Kamaile Academy: June 2012 Report

Standard #3

Kamaile Academy students will achieve and maintain physical health within a physically healthy environment.

Strategic ("SMART") Goal Setting: 1. What is the specific goal to be • reached in this area of growth? What will be done to grow in • this area? 2. What criteria will measure the • progress and growth in this area? What will indicate the • goal has been attained?

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

Student physical health and a school environment that promotes that health Physical health components embedded within programs

•

*Consultation with health professionals will occur to develop more details health indicators Healthy check‐ups in Health Center; age‐appropriate health‐ promotion education programs at each grade level; nutritious offerings at every school meal School Health Center and Nutrition Center must be developed through community partnerships ‘Ohana activities and community partnerships must be piloted, scaled up, and maintained to support the physical health of students School staff, families, and community must collaborate to meet physical health needs of students Appropriate data tools must be created and maintained

• •

5 years First high school graduating class

• •

•

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

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.10 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, 10 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.

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The Navigators’ Center at Kamaile Academy: June 2012 Report

we must track our progress toward our goal of the wellbeing and success of the whole child. Finally, in moving their canoe forward, the voyagers advanced not only themselves but their entire people, allowing for even greater understanding and utilization of those original natural foundations in their environment. As we move toward every Kamaile student realizing his or her infinite worth, we see their individual development promoting the development of our broader community. The original plans for the Navigators’ Center came largely out of a formal research study conducted in 2009‐ 2010 by a Master’s student within the College of Education at the University of Hawai‘i at Mānoa. The purpose of this study was to gather insights of members of the Kamaile school community on the implementation of plans to bring the community school model to Kamaile Academy, an idea very much in line with the mission of the Navigators’ Center. The community schools model is a clear fit for the work that has been occurring at Kamaile Academy for years and for the plans that the Navigators’ Center has to continue this work. The Coalition for Community Schools, which advocates for community schools across the nation, describes the model as such: “A community school is both a place and a set of partnerships between school and community. It has an integrated focus on academics, youth development, family support, health and social services, and community development… The community school is uniquely equipped to develop an educated citizenry, to strengthen family and community, and to nurture democracy in the twenty‐first century.”11 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.12 Research has proven the positive impact that the core elements of the community school approach can have on young people and their education. On the front of after‐school activities, multiple studies have illustrated the positive impact structured programming can have on youth academically and beyond, including socially and behaviorally.13 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.14 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 who as a group are also underperforming academically as is well known through the national achievement gap.15 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.16 Lastly, experts have recognized the community school pillar of partnering with

From http://www.communityschools.org Lubell, E. (2011). Building Community Schools: A Guide for Action. New York: The Children’s Aid Society, National Center for Community Schools. 13 Clark, R. M. (1988). Critical Factors in Why Disadvantaged Students Succeed or Fail in School. New York: Academy for Educational Development; McLaughlin, M.W. (2000). Community Counts: How Youth Organizations Matter for Youth Development. Washington, D.C.: Public Education Network; and Vandell, D.L., Reisner, E.R., and Pierce, K.M. (2007). Outcomes Linked to High-Quality Afterschool Programs: Longitudinal Findings from the Study of Promising Afterschool Programs. Washington, D.C.: Policy Studies Associates. 14 Eccles, J.S. (1999). The development of children ages 6 to 14. The Future of Children: When School is Out, 9(2), 30-44. 15 Basch, C.E. (2010). Healthier Students are Better Learners. New York: The Campaign for Educational Equity, Teachers College. 16 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. 11 12

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The Navigators’ Center at Kamaile Academy: June 2012 Report

outside organizations and resources to support students as a key strategy in successful school turnarounds.17 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 those 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.”18 According to the National Center for Community Schools,19 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.20 The model has also been the subject of a breadth of research studies which have on the whole shown promising results in terms of both educational outcomes and overall youth development.21 Educationally, the Center looks to the foundations laid by the likes of John Dewey22 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.” With the aim to support the whole child, the Center also aligns itself with the movement toward partnering schools with community organizations known broadly as “community schools” or “wraparound services.” These schools

Pappano, L. (2010). Inside School Turnarounds: Urgent Hopes, Unfolding Stories. Cambridge, MA: Harvard Education Press. Dewey, J. (1902). The school as social centre. The Elementary School Teacher, 3(2), 73-86. (p. 86) 19 Lubell, E. (2011). Building Community Schools: A Guide for Action. New York: The Children’s Aid Society, National Center for Community Schools. 20 Ibid. 21 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), 147172; 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. 22 For one of many examples, see Dewey’s Democracy and Education. 17 18

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The Navigators’ Center at Kamaile Academy: June 2012 Report

broaden the scope of their work by focusing on academics along with youth development, family support, health and social services, and community development. In a very broad sense, the Center is driven by the conception of “development as freedom” championed by the Nobel laureate Amartya Sen23. 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.

Whole Child Tenets (http://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. http://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.”

Sen, A. (2000). Development as Freedom. Harpswell, ME: Anchor.

www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

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

Framework The graphic below illustrates the broad structure through which the Navigators’ Center operates. First and foremost, located in the center of the graphic, is the primary focus of all of the Center’s work: the students of Kamaile Academy. These are the Navigators to whom all of our efforts are directed, and every project undertaken by the Navigators’ Center must be able to be traced back to them. The Navigators’ Center’s name is just that because it truly is the Center of the Navigators, the students of Kamaile. Moving to the bottom of the illustration, the foundations of our work come from data and community partnerships. By data, here, we do mean the conventionally conceived facts and figures derived from formal measures, but we also value the more informal information generated from day‐to‐day experiences with students and interactions with the community. To put it simply, all of the work of the Navigators’ Center must align with a need or desire readily found in the school community. When working under such sweeping banners of academic success, social and emotional wellness, and physical health, it is easy to validate the existence of almost any program. By staying true to the information coming for the community, however, we ensure that all of our work has real and reliable value. In addition, the Center seeks to root all of its work www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

in community partnerships. Despite the high levels of need in our community, we firmly believe in the wealth of support found in the organizations and individuals already working in our area. The Navigators’ Center does not intend to create new projects in the community, but rather to connect our students and school with the invaluable work already being done. Rather than compete or take away from other community actors, all of our programs are designed to bring these wonderful resources to our school. Just as the traditional navigators looked to their stars, traditions, and crew for direction, so does our Center 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 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, social and emotional wellness and support, and physical health and a healthy environment. The navigator must keep the crew focused on keeping the canoe on the right path, and our Center seeks to stay true to our goals by supporting our students and families in their educational journey. Finishing the upward progression through the graphic, in working toward these goals, the primary outcome sought by the Navigators’ Center is the development of the whole child, thus empowering each and every student of Kamaile Academy to achieve success down whatever path she chooses to steer her life. Once theses children are able to realize their full potential, then their development will naturally spill over into the broader community and truly bring to life the vision of an inclusive learning village at Kamaile Academy. The data gathered from our successes and failures will then feed directly back into shaping the work of the Center. When the destination is reached, the navigator’s experience does not fade but rather becomes the guiding tradition for all the navigators who are to come.

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

www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

All programs are data‐driven, and community partnerships are sought wherever appropriate. In this first year, the Center is focused on a limited number of programs and small pilot projects. From those initial successes and lessons learned, programs will then be expanded.

Organizational Structure Throughout the first year of operation for the Center, the organizational structure has been continually reworked and developed to best fit the work of the Center. Most of the Navigators’ Center work is overseen directly by the Center’s staff. Currently, a Director leads the broad efforts of the Center including the development of Center aims and areas of focus, fostering of community partnerships, tracking of progress, supervision of staff, and maintenance of communication systems. The Center Coordinator oversees much of the Center’s day‐to‐day operations including facility management, school community relations, and support of all Center programs. Program Coordinators serve as the direct managers for the various programs that are run out of the Center. Various other staff members throughout the school support this programming including the school health aides and some part‐time employees. The Center is also directly linked with the school’s overall organizational structure. The Center Director is a member of school’s leadership team, which consists of the school Principal, three Associate Principals, and Counseling Center Director. This allows the Navigators’ Center to align directly with the work of the school and ensure support for the Center’s programming. Moreover, the Center’s staff is linked to the various grade levels throughout the school. The Director is a member of the Middle/High School Lead Team; the Early Childhood Education (ECE) staff members work directly with grade PreK‐2 teachers; and another Center staff member coordinates with the teams of grades 3‐6. These structures allow the Navigators’ Center to connect directly with students, teachers, staff, and leadership throughout the school. Outside of these direct school links, the Center also seeks the engagement and ownership of parents and families from the school community. As the Center strongly supports all of the work of the school’s Parent Teacher Organization (PTO), Navigators’ Center staff members sit on the PTO Executive Board. The Center has also linked with the PTO to form 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. Finally, the Center looks outside of the direct school community for support and guidance. Currently, 14 various organizations are listed as official Community Partners that work directly with our students and families. Aside from the regular communication that occurs with these partners, the Center also engages them through the Partners Alliance, a more structured setting that allows them to drive the work of the Center and also explore areas to coordinate with each other. Additionally, the Navigators’ Center has supported the school Principal in her efforts to reestablish the school’s Local Advisory Panel (LAP), which is a body made up of various community members who oversee the work of the school in an advisory capacity. The Center looks to utilize this LAP as yet another mechanism by which the community can direct, oversee, and own the work of the Navigators’ Center. www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

Programs: Student Activities This section begins the reporting on the progress of the various programs managed by the Navigators’ Center, starting with Student Activities. As this marks the end of the first year of operation for the Center, this data serves as an evaluative tool for our efforts and also the basis of planning for the future. For each program, there will be a general overview, a strategic planning framework similar to the ones used for the Center’s overarching goals, and a summary of any data collected to this point. 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, social and emotional wellness, and physical health of every Kamaile student.

Student Organizations Overview 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 7‐10 students and a Faculty Advisor from the Kamaile teaching staff. All organizations are also encouraged to link with a Community Advisor from outside the school and an outside organization that could serve as their Community Partner. All organizations are designed to align with the core values of Kamaile Academy. Groups must promote academic success, social and emotional wellness, physical health, community cooperation, and a deep sense of justice. After filing an initial application online to form a group, all Student Organizations must work with their Faculty Advisor to draft a Constitution that lays out the structure of their group [see Appendix A]. The Navigators' Center is here to support students as they create and operate their organizations.

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

Academic Achievement (AA): involvement in a Student Organization (SO) will serve as an incentive toward AA; SO activities will promote AA Social/Emotional Wellness & Support (SEW): SO will provide a ‘safe space’ and network of support for students; SO will connect with community members and community organizations Physical Health (PH): SO will promote physical health and fitness on the campus

www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

What criteria will measure the progress and growth in this area? What will indicate the goal has been attained? This hard data will tell us that our vision for our students has been realized.

AA: Average 2.5 GPA of SO participants; average 3.0 GPA for officers; all SO Constitutions reflect a commitment to academic achievement (i.e. ‘Imi ‘Ike, Ha‘aheo) SEW: 20% of Mid/HS students members of a SO; 80% of SO have regular contact with a community partner; 80% positive feedback on Social/Emotional Survey from students and Advisors; 50% of SO will hold some event to connect with school community; all SO Constitutions reflect a commitment to social/emotional wellness (i.e. Laulima, Na‘au Pono) PH: 25% of SO will have a primary emphasis on some form of physical health; all SO Constitutions reflect a commitment to physical health (i.e. Olakino Maika‘i)

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

AA: Track GPA of non-members, members, and officer categories; track number of activities, number of hours, and number of participants in academic-related SO activities SEW: Track % of 7-10 students who are members/officers of SO; track time, resources, and amount of communication between SO and community partner; administer student/advisor Social/Emotional Surveys at each semester PH: Track % of SO with a physical health emphasis (e.g. sports, dance, garden, nutrition, etc.)

How long will it take to reach the goal? What/when are the key benchmarks that will show progress? This is when we want our vision to be realized and when will we be checking to see if we’re on pace to fulfill our vision.

Goals to be achieved by end of 2011-2012 SY. Benchmarks will be tracked in reports to be compiled at end of every school term.

Progress to Date The following 10 groups are operating as official student organizations (focus in parentheses if needed): • • • • • • • • • •

Future Navigators of Kamaile (traditional Polynesian voyaging) Gardening Club Graffiti and Mural Club Intramural Sports Club Life in Still Photography Club L.O.O.F. Etc. (career planning and community service) Navigator Records (music composing and recording) Student Activities Club (dances, trips, etc.) Student Wayfinders (mentoring) Tech Club (robotics and broadcasting) www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

Here are some highlights of progress in the primary goal areas listed above: Academic Achievement: At year’s end, the average cumulative GPA of student organization members was 2.97, far surpassing our goal of an average 2.5 GPA for all members. This 2.97 average GPA is also significantly higher than the 2.79 average GPA across grades 7‐10, demonstrating a correlation between involvement in Student Organizations and success in the classroom. Furthermore, 8 of the 10 student organizations have submitted Constitutions outlining their commitment to academics through the values of ‘imi ‘ike (to seek knowledge) and ha‘aheo (pride). Social/Emotional Wellness & Support: At the end of the third term, 47 out of the 143 students in grades 7‐10 were members of a student organization, representing 32.9% and surpassing our goal of 20%. In the high school grades, an even more encouraging 47.1% of students were official members of an organization. All of the Constitutions submitted thus far (80% of the student organizations) include articles specifically stating how the student organization will be committed to social/emotional wellness through the values of laulima (cooperation) and na‘au pono (to nurture a deep sense of justice). In terms of connecting with the outside community, 50% of groups have made progress in linking with other organizations. The Future Navigators continue to maintain a close relationship with the Polynesian Voyaging Society; the Tech Club has been competing in VEX robotics competitions across the island; the Gardening Club has received direct support from Grow Hawai‘i and is linking with many other local groups; L.O.O.F. Etc. has tapped into multiple community resources for field trips and guest speakers; and Life in Still Photography has connected with various community members to support their work. Furthermore, 70% of student organizations have launched websites to share their purpose and activities with the school and outside communities. These sites are all accessible through the Student section of the Center’s main site at www.navigatorscenter.org. [See Appendix B for full URL’s.] Members of student organizations have also contributed articles to the Kūkuni Newsletter to communicate their work with the school community. To date, 50% of the groups have been featured on the front page of the newsletter with a student‐authored article. Physical Health: The 7 student groups that have submitted Constitutions likewise express their commitment to physical health with articles relating to the value of olakino maika‘i (to live healthy). Moreover, 30% of student organizations have a purpose dedicated to some form of physical health. The Future Navigators regularly train to promote physical fitness with such activities as swimming, paddling, and beach workouts. The Intramural Sports Club provides opportunities for students to stay physically active. Lastly, the Gardening Club promotes a healthy lifestyle through the nutritious food they grow and the physically intensive labor they put into maintaining the garden. This photo was taken and edited by a member of the Life in Still Photography Club on a class field trip.

www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

Program for Afterschool Literacy Support (PALS) Overview The Program for Afterschool Literacy Support (PALS) is a program offered through the University of Hawaiʻi at Mānoa. This partnership serves as the primary afterschool program for grades 4‐6 at Kamaile Academy. Courses are offered at no cost to families for 90 minutes 3 days per week. Below is an overview from their website, which you can visit at www.palshawaii.org. "By implementing the Place‐Based Cultural Approach To Learning concept, the PALS program utilizes the community and nature as a starting point of interaction between students and teachers. The PALS program was developed to establish a connection to bridge teacher to student relationships and open up the minds of students through cultural‐educational activities. Our organization partners up with cultural‐education organizations including Polynesian Voyaging Society (PVS), Honolulu Academy of Arts, Ka‘ala Farm and Hoa 'Aina O Makaha farm to conduct project activities."

Strategic Plan & Progress to Date As a program of UH, the strategic plan and data tracking have already been established and implemented by the PALS managers. The Navigators’ Center works closely with these individuals, though, to ensure that the program remains aligned with the broader goals of the Navigators’ Center. In SY 2011‐2012, 8 Kamaile teachers team‐taught 4 different courses: aquaponics, art, mele and movement, and robotics. 48 students were enrolled, which was approximately 17% of students in grades 4‐6. To launch the year, PALS brought some team‐building adventure courses to the Kamaile campus.

www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

Ka Ulu Pono Afterschool Overview Ka Ulu Pono, or "to grow in righteousness," is the official afterschool program for grades K‐3 at Kamaile Academy. The program was modeled largely off of the success of the PALS program that has brought so much richness to our students in grades 4‐6. Because of our close partnership, the PALS staff was wonderful in training our Ka Ulu Pono staff to bring the successful model to our younger students. As with PALS, Ka Ulu Pono classes focus on a place‐based cultural approach to learning, involve no cost to families, and run for 90 minutes after school 3 days per week.

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

Academic Achievement (AA): Students will experience rich educational experiences after school that directly support AA in school. Social/Emotional Wellness & Support (SEW): Students will enjoy safe, positive activities that increase happiness and directly involve families. Physical Health (PH): Students will regularly participate in activities that get them physically active and teach them about PH.

What criteria will measure the progress and growth in this area? What will indicate the goal has been attained? This hard data will tell us that our vision for our students has been realized.

AA: 80% of students involved in program will earn proficient grades (TBD) in school; 80% positive AA feedback in student surveys; 80% positive AA feedback in family surveys SEW: 10% of students in grade levels will have at least 80% attendance; 50% of families will be involved at least once per month; 80% positive SEW feedback in student surveys; 80% positive SEW feedback in family surveys PH: At least one 15-minute physical activity in program per week

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

Track grades (e.g. GPA) of participants in program, feedback from surveys, student attendance, family attendance, and amount of physical activities. Survey is to be administered 3 times: early October (benchmark), late January (mid-term), and early May (final). Student survey will be all-inclusive. Family survey will be randomized sample.

www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report How long will it take to reach the goal? What/when are the key benchmarks that will show progress? This is when we want our vision to be realized. This is when will we be checking to see if we’re on pace to fulfill our vision.

Goals are to be achieved by end of 2011-2012 SY. Benchmarks will be tracked in reports to be compiled at end of every school term.

Progress to Date The Ka Ulu Pono program was launched in mid‐September of 2011 and has achieved some promising results in its first year. 8 Kamaile teachers taught in pairs for grade K‐3 students. The following 4 courses were offered: Sports; Fitness, Food, and Fun; Fun with Dance; and Science Fun. At year’s end, 109 students were enrolled in the program, which was about 22.3% of students in grades K‐3. Below are some highlights of progress in the primary goal areas listed above, the data mainly coming from teacher plans, attendance records, and surveys that were administered to all students in the program and a small sample size of families (14) at the end of the year. Academic Achievement: All teachers in the program were required to write plans for their classes that aligned with academic content standards and also 21st century learning skills. All student participants were also expected to spend an average of 30 minutes per day in the program working on homework. From the family surveys, 100% of students enrolled are reported as “A or B students.” 71% of families responded that their students’ grades had improved since entering the Ka Ulu Pono program, very close to our goal of 80% positive feedback. On student surveys, 83% of participants responded that the afterschool program was helping them “a lot” with their classes, which surpassed our goal of 80%. Social/Emotional Wellness & Support: 22.3% of students in grades K‐3 are currently enrolled in the Ka Ulu Pono program. 10.9% of students from these grade levels attended the afterschool classes regularly (i.e., less than 10 absences) throughout the year, thus meeting our goal of 10%. In addition to academic content, teachers are required to dedicate time to social and emotional wellness in their programs. From the student surveys, 83% of participants reported that the program was having a “high” positive impact on their social and emotional wellness, surpassing our goal of 80%. On family surveys, 79% of respondents reported that the program was having a positive impact on their students’ behavior, 86% ranked it as an overall positive experience for their family, and 93% stated that their child enjoyed the program. These family survey indicators collectively surpassed our goal of 80% positive feedback on social and emotional wellness items. To engage families in the program, 3 events were held throughout the year for students to share their performances and work. Family members were able to meet with the afterschool teachers and see the work that their students have been doing. Among those activities was a culminating event for students to share their work from the year with their families. 19 students had family members attend one of the events, representing 17.4% of students involved in the program. This is far below our initial goal of 50% of families, but also gives a much more accurate indication of what is reasonable to expect in terms of family attendance. Physical Health: All of the afterschool courses offered involve some substantial physical activity. As is the case with academic achievement and social/emotional wellness, plans for the program require time to be dedicated to physical health. Teachers have reported approximately 1 hour of physical activity every day of the program, far surpassing our initial goal of 15 minutes per day. www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

All students from the Ka Ulu Pono program gather daily to chant E Ho Mai to prepare for the afternoon classes.

Intercessions Overview The Navigators’ Center oversees the education programs at Kamaile Academy offered during break periods. Intercessions are designed to be both academic in nature but also highly engaging for students. Teachers are given the freedom to design 5‐day project‐based units that are rooted in standards, focused on some topic interesting to students, and aimed at some culminating product or performance. The Center assists teachers in creating these plans, linking with outside organizations that can augment the project units, and purchasing the supplies necessary for the projects. The Center also handles all of the logistics of running the school during these breaks.

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

What criteria will measure the progress and growth in this area? What will indicate the goal has been attained? This hard data will tell us that our vision for our students has been realized.

Academic Achievement (AA): 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. Social/Emotional Wellness & Support (SEW): Students will have a safe and positive experience during their academic break. Physical Health (PH): Students will be able to engage in activities that promote PH during their school breaks and receive a healthy meal. AA: 100% of intercession courses offered will be standardsbased and feature project-based learning; 80% positive AA feedback in student surveys SEW: 20% of Kamaile students will enroll in an intercession program during the year and regularly attend classes; 80% positive SEW feedback in student surveys PH: 80% of intercession courses feature some physical activity; 100% of student participants receive a healthy meal

www.navigatorscenter.org

Track teacher plans, student survey feedback, enrollment and attendance figures, amount of physical activity offered, and number of meals served Goals are to be achieved by end of 2011-2012 SY. Benchmarks will be tracked in reports to be compiled at end of every school term.

Progress to Date The Navigators’ Center has overseen two successful 5‐day intercession programs to date. In December 2011, 11 separate project‐based courses were created and taught by Kamaile faculty to engage students at all age levels. Younger students were engaged with hands‐on learning in the fields of botany and culinary arts, while a small group of older students took part in an incredibly special wa‘a (canoe) camp organized and run by crewmembers from the Polynesian Voyaging Society. The week provided a wonderful precedent for future intercession programs. The Spring Intercession of March 2012 was adjusted to account for the traditionally lower participation rates of both students and faculty. 3 project‐based courses were created and led by Kamaile faculty to engage students for half of the day. During the other half of the day, students worked through engaging online reading and math enrichment programs while also taking part in physical activities. Indicators of progress toward the overall goals of the program from those first two programs are described below. Academic Achievement: 100% of courses taught in both the winter and spring programs were aligned to standards and involved some project‐based learning components, thus matching our initial target. While some of the plans had room for improvement, this is a great success seeing as how these are the first times that the intercession program has been designed around the emphasis on projects. Additionally, 100% of participants in the spring session received at least 30 minutes daily of online, academic enrichment in math and reading. On a survey of 61 intercession participants from grades K‐9, 87.7% of students responded that the program would have a positive or largely positive impact on their academic performance in school, surpassing our target of 80% positive responses. Social/Emotional Wellness & Support: 157 students enrolled in the spring program, representing 17% of the student population. 57 students attended the program daily on average, representing 6.1% of the school population. To date, 287 students have enrolled in an intercession program, representing 30.6% of the school population. This exceeds our goal of 20% of students enrolling in at least one intercession program for the year. Survey responses from 61 intercession student participants from grades K‐9 show that 90.2% felt the program had a positive impact on their social and emotional wellness. Overall, 93.4% of those same students felt that the intercession program was a positive experience. Both of these topped our 80% target. Physical Health: Every student that has attended intercession classes thus far this year has been fed a healthy meal prepared in the school cafeteria each day. During the spring program, 100% of students were www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

able to partake in at least 30 minutes of physical activity per day, surpassing our aim of 80% of students having such an opportunity. During the December 2012 intercession, a small group of older students part in an incredibly special wa‘a (canoe) camp organized and run by crewmembers from the Polynesian Voyaging Society. These young people learned training and swimming techniques from experts, learned about sail planning from experienced voyagers, took part in a service project that involved planting native species in Mānoa Valley, studied water samples with marine biologists, and were evaluated with a 3‐mile paddling experience and open‐ocean swim test.

Navigators’ Space Overview The physical location of the Navigators’ Center is also meant to function as a program in and of itself. This Navigators’ Space features educational and meeting equipment such as a SmartBoard, a large television with a DVD‐player, iPads, laptops, conference tables, comfortable sitting areas, educational games, art supplies, and more. The Space is really meant to serve as a community center for our school community. Hours are posted to allow for different groups (i.e., students, teachers, and community members) to reserve the space to fit their own needs. The Center’s website allows groups to see the calendar for the space and request a reservation during any available times.

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

Academic Achievement (AA): The Space will be a place where students can work on and display their academic work, as well as a place where families can develop their ability to support their students’ AA. Social/Emotional Wellness & Support (SEW): The Space will be a positive space where students and families can take part in positive experiences. Physical Health (PH): The Space will promote PH in all visitors.

www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report What criteria will measure the progress and growth in this area? What will indicate the goal has been attained? This hard data will tell us that our vision for our students has been realized. How will this data be tracked? This is how we will measure and keep track of that hard data. How long will it take to reach the goal? What/when are the key benchmarks that will show progress? This is when we want our vision to be realized. This is when will we be checking to see if we’re on pace to fulfill our vision.

AA: 3 teachers will utilize the Space for their classes each week; 80% of Kamaile teachers will use the Space during the year; all grade levels will have some academic work on display in the Space SEW: 3 community events/meetings will take place in the Space each week; 20% of Kamaile families will utilize the Space at some point during the year; 80% of Kamaile students will utilize the Space at some point during the year PH: (still in development) Track teacher use of Space (# of events & time), community use of space (# of events & time), individuals visiting the Space (name, relation to Kamaile, # of visits), and student work displayed in space. Goals are to be achieved by end of 2011-2012 SY. Benchmarks will be tracked in reports to be compiled at end of every school term.

Progress to Date The Navigators’ Space continues to be a hit! Due to its popularity in the morning, a schedule has been created allowing each grade level to have its own day to utilize the Center. Lines form almost every morning as students wait to watch book read‐aloud’s on the SmartBoard, read with volunteers, receive tutoring from older students, color with friends, or watch educational videos. Students have also become regular visitors to this safe place during lunch and afterschool hours. During lunch, older students can be seen daily using the facility to work on projects, plan their Student Organizations, or sometimes just “cruise” with friends. Afterschool, some families have begun to use the space as a comfortable place to begin homework assignments. Additionally, teachers have utilized the Navigators’ Space to host regular classes, show education videos to students, and even base class community service projects on the work of the Navigators’ Center. Finally, parents and community members have come to see the Navigators’ Space as a gathering point to discuss issues facing students in school, plan Parent Teacher Organization initiatives, and hold meetings with the school’s leadership team to address any concerns they have. The data on progress toward the program goals continues to be very promising. Here are some highlights: Academic Achievement: The Center houses a number of resources that can be utilized by teachers to enhance their instruction, and all staff is encouraged to take advantage of the facility for the benefit of student learning. 5 teachers are officially scheduled to utilize the Navigators’ Space on a weekly basis. From week to week, 1‐3 additional teachers have been further using the space. This surpasses our aim of 3 teachers per week utilizing the space. Throughout the course of this first year, however, only 43.3% of Kamaile teachers utilized the Space for their classes, falling short of our 80% target.

www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

The space also serves as a central hub on campus where the achievements of students can be recognized and celebrated. Through work displayed on the walls and photographs continually running on the SmartBoard, work from 9 grade levels (82% of grade levels on campus) has been represented in the Center. Social/Emotional Wellness & Support: To increase family and community involvement in students’ education, the Center welcomes all community members to utilize the space and resources. In the past semester, 2‐4 community events or meetings were held in the Navigators’ Center each week. The Center also looks to serve simply as a safe and positive environment where students feel welcomed. Approximately 37% of all Kamaile students signed in and visited the Center throughout the course of the year. While not meeting our 80% target, this gives us a much more reasonable baseline for next year. The Navigators’ Center offers facilities for all members of our school community, from our youngest keiki to parent groups.

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

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

Academic Achievement (AA): Students being rewarded with Core Values are upholding the values of the school and thus will be performing well in the classroom. Social/Emotional Wellness & Support (SEW): Students are positively recognized for good behavior and also earn items that contribute to their SEW. Physical Health (PH): Students earn items that promote PH.

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AA: 80% of students earning significant number of Core Value slips (TBD) will earn proficient grades in school (TBD) SEW: 100% of goods distributed in store in some way promote SEW; 50% of Kamaile students earn enough Core Values to purchase an item from the store PH: 20% of goods distributed in store in some way promote PH; 0% of goods impact PH negatively (i.e. nothing is unhealthy!)

How will this data be tracked? This is how we will measure and keep track of that hard data. How long will it take to reach the goal? What/when are the key benchmarks that will show progress?

Track inventory of store, students purchasing items from store, grades of students, % of goods promoting SEW, % of goods promoting PH

Goals are to be achieved by end of 2011-2012 SY. Benchmarks will be tracked in reports to be compiled at end of every school term.

Progress to Date Thus far, the Kamaile Store has maintained its key role in the school’s Positive Behavior Support system. Children regularly visit the store to redeem their Core Values, and teachers have been scheduling visits to take their entire classes down to see what is available. Below are data highlights from the first three terms of the 2011‐2012 school year in line with the overarching program goals: Academic Achievement: In the third term, the Center has begun to monitor the academic progress of top Core Value users in the store by analyzing HSA test results. The top Core Value earners in grades 3‐6 on average scored 1.3 points higher on their HSA readings tests than their grade‐level averages and 2.9 points below the grade‐level averages for HSA math. These results do not prove any significant impact of the Core Value program on academic achievement, but they do show that the top earners are on pace with their grade peers. This is also great baseline data upon which to improve. Social/Emotional Wellness & Support: 100% of goods in the Kamaile Store encourage social and emotional wellness as the school store is an incentive program for students’ positive behavior and good decision‐ making. During the course of the school year, 506 students in grades K‐6, or 63.3% of students in those grade levels, have been able to “purchase” an item from the store with their Core Values, surpassing our target of 50% of students. Moreover, 86.7% of 3rd graders and 98.3% of 1st graders were able to utilize the store this year, illustrating how widely this program is accessed by some grade levels. Physical Health: Approximately 35% of the items in the school store promote physical health and can only be used when the body is physically in motion. No items in the store negatively impact physical health.

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The Navigators’ Center at Kamaile Academy: June 2012 Report

Other Student Activities Programs Advisory The Navigators’ Center has provided assistance to the Middle and High School Advisory Program. In this structure, all Kamaile students in grades 7‐10 are assigned one Advisor who oversees their overall progress and functions as the primary advocate for the small number of students in his or her group. These groups also meet for 75 minutes, 4 days a week, to work on character development, keep track of academic progress, 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. In the second semester, the Navigators’ Center has supported the high school faculty as they prepare students for their Benchmark Portfolio Defense. In this defense, 10th grade students orally presented an argument to their peers and teachers, supported by their work throughout the year, as to why they should be promoted to the 11th grade. The Center worked with teachers to organize a Benchmark Parent Panel that allowed family members to participate directly in this process. 15% of 10th graders had a family member come to Advisory class to support students as they prepared their defenses, and these parents also took part in the evaluation of the actual defenses in May.

Supplemental Educational Services (SES) Tutoring The SES Tutoring program is a federally funded service available to students that meet certain requirements. The Navigators’ Center works with the private service providers to enroll students and facilitate their tutoring programs on campus to Kamaile students.

Student Opportunities The Navigators’ Center also serves as a link for students to various outside enrichment activities. For example, the Center supported students in applying to the College Horizons program. College Horizons supports the higher education of Native American students by providing college and graduate admissions workshops to American Indian, Alaska Native, and Native Hawaiian students/participants from across the nation at weeklong summer programs on mainland university campuses. A Kamaile 10th grader was accepted into the highly selective 2012 summer program. Another summer program was organized for 20 high school students through a partnership with 4‐H. These students will spend 5 days and nights on campus at UH Mānoa being trained by university science instructors to become science mentors for younger students at Kamaile next year.

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The Navigators’ Center at Kamaile Academy: June 2012 Report

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's core values, each program is meant to support the academic success, social and emotional wellness, and physical health of every Kamaile student.

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

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

What criteria will measure the progress and growth in this area? What will indicate the goal has been attained? This hard data will tell us that our vision for our students has been realized.

Academic Achievement (AA): Parents/guardians (p/g) will realize the value of quality education in their students’ lives AND be able to support their academic achievement (AA) Social/Emotional Wellness & Support (SEW): P/g will realize the value of social/emotional wellness (SEW) in their students’ lives AND be able to support both students’ and their own SEW Physical Health (PH): P/g will realize the value of physical health (PH) in their students’ lives AND be able to support both their students’ and their own PH AA: 3 OLS events focused on AA; 5% of Kamaile students represented by family’s attendance at an AA-focused OLS; 80% positive feedback on AA portion of OLS feedback surveys SEW: 4 OLS events focused on SEW; 5% of Kamaile students represented by family’s attendance at an SEW-focused OLS; 80% positive feedback on SEW portion of OLS feedback surveys PH: 3 OLS events focused on PH; 5% of Kamaile students represented by family’s attendance at an PH-focused OLS; 80% positive feedback on PH portion of OLS feedback surveys

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The Navigators’ Center at Kamaile Academy: June 2012 Report How will this data be tracked? This is how we will measure and keep track of that hard data. How long will it take to reach the goal? What/when are the key benchmarks that will show progress? This is when we want our vision to be realized. This is when will we be checking to see if we’re on pace to fulfill our vision.

Track number and categories of OLS events; track % of students represented by attendees at OLS events; track responses by category on OLS feedback surveys at every event Goals are to be achieved by end of 2011-2012 SY. Benchmarks will be tracked in reports to be compiled at end of every school term.

Progress to Date OLS events have covered a wide variety of topics to date this year, pulling from a wide array of resources throughout the community. The workshops held at the beginning of the year drew very few family members. Even though the sessions featured important topics and incentives such as door prizes and activities, a lack of buy‐in from the community resulted in disappointing attendance. Since then, much has been done to reach more members of the school community. For example, the Center has support parents in organizing their own OLS events around topics they have felt important. Other OLS sessions have been targeted specific groups of parents and have been held during the school day to better accommodate their schedules. Moreover, experience has shown that parents are much more likely to attend events that directly involve their students, so the Center has tried various tactics to put students at the center of events. All of these strategies have helped to strengthen the OLS program, but there still remains room for growth. In the 2nd semester, the Center tried to build upon the successes realized thus far this year. A partnership with PACT’s Family Center brought a whole series of OLS events to our Micronesian families through the Sundays Project. In classes at the neighborhood Paiolu shelter and a local church, families learned from one another successful ways to help their children succeed in school and how to make education a priority in their lives, all while having fun. Two classes were conducted weekly in English, Chuukese, and Marshallese. To promote physical health, the very popular Zumba classes were also brought back to campus in the 3rd term. Evening Zumba sessions were offered twice weekly to any community member for the small fee of $3. In the hopes of strengthening parents’ sense of ownership and involvement of their students’ education, the Center organized a “Understanding Report Cards” workshop at the beginning of the 4th term. School administration and counselors guided family members through all of the information that is held in the report card and how they can use this knowledge to better support their children. Finally, an “‘Ohana Literacy Night” was held in May to promote literacy among our students and families, celebrate students who made outstanding reading achievements this past year, and share with families how they can access the online myON Reader program. Over a spaghetti dinner, families learned from their students how they can access this online library purchased by the school at any time and any place to bring literacy outside of the walls of the school. Looking ahead, the Center will continue to focus on engaging more families by encouraging parents and community members to take a lead in planning the events while also trying to involve students more in the programs. In terms of the broad goals of the program, the following data illustrate progress made thus far: www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

Academic Achievement: While aiming to hold just 3 in the course of the year, 7 OLS events had a specific focus on supporting the academic achievement of students (Training with Principals, Literacy with Kawai, Holiday Literacy, Family Orientation to Kindergarten, the Sundays Project, Understanding Report Cards, and ‘Ohana Literacy Night). 12.2% of students at Kamaile Academy were represented at these events with attendance of a family member, more than doubling our target of 5%. On feedback forms from all of the OLS events, 77% of attendees reported that their attendance would have a positive impact on the academic performance of their students, falling just shy of our aim of 80% feedback on this indicator. Social/Emotional Wellness & Support: 5 OLS events were held this year that had a specific emphasis on supporting the social and emotional wellness of students (Cyberbullying, Depression, Bowl of Light with Kawai, the Sundays Project, and Voyaging Film Night), one more than our target. 6.9% of Kamaile students were represented with the attendance of a family member at one of these events, surpassing our target of 5%. Surveys from all of the OLS events indicate that 80% of attendees felt that the program they attended would have a positive impact on the social and emotional wellness of them and their students. Physical Health: This year, 3 OLS events specifically focused on physical health (Zumba, Pediculosis, and EFNEP), meeting our target. Based on the attendance of a family member at one of these events, 4.0% of Kamaile students were represented, falling just shy of our 5% aim. Based on overall feedback from all OLS events, 84% of attendees felt that the program would positively impact the physical health of them and their students, surpassing our 80% target for positive feedback. The ‘Ohana Learning Series provides opportunities for families to promote the wellness of their students and themselves such as the Family Orientation to Kindergarten and Zumba classes illustrated here.

‘Ohana-Classroom Connections Overview 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 benchmark defense presentations 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. www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

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

What criteria will measure the progress and growth in this area? What will indicate the goal has been attained? This hard data will tell us that our vision for our students has been realized. How will this data be tracked? This is how we will measure and keep track of that hard data. How long will it take to reach the goal? What/when are the key benchmarks that will show progress? This is when we want our vision to be realized. This is when will we be checking to see if we’re on pace to fulfill our vision.

Academic Achievement (AA): Parents/guardians (p/g) will realize the value of quality education in their students’ lives AND be able to support their academic achievement (AA) Social/Emotional Wellness & Support (SEW): P/g will realize the value of social/emotional wellness (SEW) in their students’ lives AND be able to support both their students’ and their own SEW Physical Health (PH): P/g will realize the value of physical health (PH) in their students’ lives AND be able to support both their students’ and their own PH AA: 2 events per grade level; 80% positive feedback on AA portion of feedback surveys SEW: 25% of families participate in at least one event; 80% positive feedback on SEW portion of OLS feedback surveys PH: 80% positive feedback on PH portion of feedback surveys

Track number of events per grade level, theme of events, families in attendance, and survey feedback at every event.

Goals are to be achieved by end of 2011-2012 SY. Benchmarks will be tracked in reports to be compiled at end of every school term.

Progress to Date The final term of the school year featured an array of exciting opportunities for families and community members to partake directly in the education of our students. By the end of the year, the OCC program clearly proved to be the most successful avenue by which to connect with our families and community. The final quarter of the school was really kicked off in mid‐April with Kamaile Middle School’s first ever Exhibition Nights. More than 90% of students had family members come to see them deliver their moving “I Am From” poems in the two evenings of presentations. Kindergarten held their second OCC event of the year later in April as 26 parents joined their students for a field trip to the Honolulu Zoo. In May, the 1st grade team hosted students’ families for an exciting sugarcane planting project behind their classrooms. The new plants will be used as a learning site for future students and hopefully cool down those classrooms with a natural “wind wall” design. 2nd grade followed with their second OCC event of the year as the invited families to learn and play with their students in an ‘Ohana Field Day. The school year ended with OCC “Shirting

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The Navigators’ Center at Kamaile Academy: June 2012 Report th

Ceremonies” for both the 8 and 10 grade classes as they received their new uniforms for their next step as Kamaile students. In what was certainly a highlight for the entire year for the OCC program and school as a whole, the 10th grade invited family and community members to witness the Benchmark Portfolio Defenses. As a cornerstone of the Envision Schools model, sophomores are asked to present and defend an argument as to why they feel they are ready to move onto the 11th grade using their own academic work as evidence. Far from a mere recognition of the work they've done to this point, this Defense is a high‐stakes, performance‐ based assessment that requires literally weeks of preparation from our 10th grade students. Seeing as how this was the first time for such an event for our school (and to our knowledge for the entire state), we were not exactly sure how it would turn out. Nevertheless, given the confidence we have in our students, we held this first round in our school library and invited everyone in our school community to attend. Younger students, teachers from various grade levels, parents, family members, school administration, and distinguished guests from our community partners all came throughout the day to watch our students' work. The Navigators’ Center supported by involving parents in the Defense process and supporting the teaching team with all the logistics for the event. The Defenses proved to be one of the proudest moments in Kamaile history! [See Appendix B for the website URL to view the presentations.] The following figures give a more detailed look at the OCC program with respect to its overarching goals: Academic Achievement: 82% of grade levels held at least one OCC event this year, with 55% of grade levels meeting the objective of at least 2 events for the year. 83% of attendees who completed surveys responded that the OCC events had a positive academic impact on their student, meeting our 80% aim. Social/Emotional Wellness & Support: The Center was extremely proud to surpass our 25% target as 27.8% of Kamaile students had a family member participate in some OCC event during the course of this school year. The Middle and High School Exhibition Nights were particularly successful in engaging families as 95% of grade 7‐10 students had family members attend on the events this year. Based on survey feedback, 79% of those in attendance felt the event had a positive impact on their and their students’ social and emotional wellness, just shy of our 80% target. Physical Health: 79% of family members responded that the OCC event had a positive influence on the health of themselves and their students, again just short of our 79% target.

In the spirit of a true learning village, ‘Ohana‐Classroom Connections supports teachers in linking families with the learning of their students. The success of the High School Exhibition Nights (pictured left) inspired the 5th grade team to host their own in March (pictured center and right).

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The Navigators’ Center at Kamaile Academy: June 2012 Report

Volunteer Program Overview While our school has always welcomed the support of community volunteers, the new structure implemented through the Navigators’ Center at the beginning of SY2011‐2012 strives to serve as the central support system for everyone volunteering on our campus. A website allows anyone interested in participating in community service at our school to review the volunteer policies, submit a detailed registration form, and then log their hours once they have been approved by the school’s administration. 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.

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

Academic Achievement (AA): 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. Social/Emotional Wellness & Support (SEW): Family/community involvement at school will contribute to their own and to their students’ SEW as well as the overall sense of inclusiveness on campus. Physical Health (PH): Family/ community involvement at school will contribute to their own and to their students’ PH AA: 80% of students whose relations volunteer will receive proficient grades in school; 80% positive feedback on AA portion of volunteer feedback surveys SEW: 10% of Kamaile families will volunteer on campus; 5% of Kamaile families will serve at least 20 hours; 80% positive feedback on SEW portion of volunteer feedback surveys PH: 80% positive feedback on PH portion of volunteer feedback surveys Track volunteer hours, relationship to Kamaile students, % of families volunteering on campus, and survey feedback. Volunteer surveys are to be administered at set volunteer hour intervals: 20 hours; 50 hours; 100 hours; 200 hours; and at every other 100

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Goals are to be achieved by end of 2011-2012 SY. Benchmarks will be tracked in reports to be compiled at end of every school term.

Progress to Date The Volunteer Program has achieved incredible success in its first year of operation. The new online system has greatly streamlined the process and has allowed volunteers to be matched with actual needs on campus. Volunteers officially logged an incredible 6863.05 hours of service on campus throughout the year! A total of 82 community members officially registered as volunteers. With regards to the broader program goals, here is the data that has been collected over the year: Academic Achievement: From volunteer surveys, 75% of respondents report that their service on campus had positive impact on their students’ performance in school, slightly below our aim of 80%. Of upper grade level (i.e., grades 6‐10) students who had a relative volunteer on campus this year, 76.9% earned proficient grades this past school year (i.e., cumulative GPA of 2.5 or higher), falling just shy of our 80% target. Those students collectively had an impressive 2.93 average GPA for this past year, suggesting that family involvement on campus does have an impact on student academic performance. Social/Emotional Wellness & Support: This year, 12.6% of Kamaile students had some relative volunteer on campus, surpassing our 10% target. 7.1% of students have had a family member volunteer 20 hours or more on campus, further meeting our 5% aim in that category. 81% of volunteers in surveys stated that their service has had a positive impact on the social and emotional wellness of them and their students, meeting our 80% target. Physical Health: 75% of volunteers responded that their service has had a positive influence on the health of themselves and their students, slightly below our 80% target.

As a show of the school’s appreciation for their service, the Center arranged a Volunteer Appreciation Breakfast in December and a year‐end Volunteer Luncheon in May.

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The Navigators’ Center at Kamaile Academy: June 2012 Report

Other ‘Ohana Programs School Community Events The Navigators’ Center has taken a lead role in organizing many of the large events that have traditionally taken place on campus. The school tentatively plans on hosting at least one large event each quarter of the school year that is open to everyone in the school community. After the wonderfully successful Winter Fest event in December and Sunset at Kamaile event in March, the Center carried great momentum into our end‐of‐the‐year events. On May 4, the Center helped organize one of the largest and most successful May Day ceremonies in Kamaile history. Toward the end of May, the team put together three separate Awards Ceremonies to recognize students at every grade level in the school. Along with the 6th grade team, the Center also organized a wonderful 6th Grade Aloha Ceremony and Banquet to recognize their promotion into the 7th grade. A Kindergarten graduation was also held to recognize some of our youngest academics. Finally, the Center hosted our first Alumni Luncheon to recognize the former Kamaile students graduating this year from Wai‘anae High School. It was an incredibly busy May, but these events provided a fitting conclusion to what was already a remarkably exciting year for Kamaile Academy.

May Day 2012

Photos by Deyten Weber, Shayanne Black-Crow, and Morgan Brown-Ilo

Parent Teacher Organization (PTO) & Parent Council The Navigators’ Center has assisted in the establishment and operation of the first PTO at Kamaile Academy for years. The Center has supported parents and community members in recruiting membership, hosting meetings, promoting events, creating and maintaining a website, and organizing activities. The Navigators’ Space also serves as the location for monthly “Coffee with the Principals” discussion groups with the school’s administration as well as office space for PTO officers. Indicative of this close partnership, the PTO has written into its bylaws that a representative of the Navigators’ Center shall sit on the PTO Executive Board. The Center looks forward to continue this coordination into the future in areas such as the ‘Ohana Learning Series and School Community Events. To facilitate a great family voice in all of its efforts, the Center has also linked with the PTO to form 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, the Center hopes that this body will become an important driver of all of the Center’s work into the future. www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

McKinney-Vento Homeless Assistance Under the McKinney‐Vento Homeless Assistance Act of 1987, students and families identified as homeless are federally entitled to certain rights and protections. To date, approximately 6.5% of the student population has been identified as qualifying for services. The Navigators’ Center works with the school community and identified families to ensure the proper supports are in place and accessible. The Center is very proud of the close relationships and trust built with these members of our school community and is delighted to offer them a safe place to turn whenever they are in need. To date this year, personal consultations with the families of 61 students have been held to inform and educate them on their rights under the federal law.

Technology Lab The Navigators’ Center is looking to support family and community members by increasing access to and developing skills with technology. Currently the Center dedicates a weekly block of time to offering free access to Internet, laptops, and iPads to anyone in the school community. Personnel around campus have volunteered to be present during these times to offer support, assistance, and instruction to anyone in need. This program is still in its very early developmental stages and will adjust to fit the needs of the community.

English Language Learners (ELL) Support The Center is working with the school’s ELL Department to find ways of supporting our ELL families on campus. This coordination resulted in the enrollment of a number of our Micronesian families into the Sundays Project, a series of workshops offered by Hawaii Parent Information Resource Center (HPIRC) and Parents and Children Together (PACT) aimed at supporting Marshallese and Chuukese parents to ensure the success of their children in school. The Center and ELL Department are looking at having this program flow into free computer language courses on campus for all families involved next school year.

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The Navigators’ Center at Kamaile Academy: June 2012 Report

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

The Health Room and Waianae Coast Comprehensive Health Center (WCCHC) Partnership Overview This year, 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. In line with the overarching philosophy of the Navigators’ Center, our first step in expanding the health center was to reach out to organizations already operating in our community. For years, the Wai‘anae Coast Comprehensive 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. Dr. Custodio arranged for 4th‐year medical students to spend a month at Kamaile as a community health rotation to help us formulate our plans for the health center. After some great initial successes, Kamaile was able to benefit from the work of a number of medical students throughout this first year of the partnership. Carlann DeFontes, Alister Mix, Chris Chin, and Emily Ochmanek all proved to be amazing assets in the time they were able to spend here in the fall and spring. The current staff in our Health Room was wonderful in supporting these medical students as they explored possibilities for the partnership. While this round of students left us with wonderful direction and support during their time spent on campus, a number of new medical students interested in taking future rotations at Kamaile will do much to continue to solidify the partnership.

Strategic Plan & Progress to Date Rather than formalizing a strategic plan for the partnership with WCCHC, this year has been used to assess needs at the school, launch immediate opportunities for support, and explore options for the longer term. Below are some highlights of the work and plans currently underway broken into the primary areas that were addressed throughout the course of the year.

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The Navigators’ Center at Kamaile Academy: June 2012 Report

Needs Assessments During her time here in the fall, Carlann met with staff and community members to identify the most urgent health needs at our school and explore possible health initiatives that could be pursued. For urgent attention, the following issues were raised: ∙ Reproductive health education and support for upper grades ∙ Immunization and physical examination updates for current Kindergarteners ∙ ‘Uku (head lice) infestation The responses to those immediate needs are described in the following sections. In the spring, Alister and Chris saw an opportunity to use their rotation month for a more formal needs assessment. First, school staff was consulted to develop an inventory of health education programs currently underway on campus and determine any significant gaps. Next, three separate online surveys were administered to elementary student parents, 6th grade students, and high school freshman [a link to the results of those surveys online can be found in Appendix B]. All of these findings were then compared to key health benchmarks the medical students identified throughout the PreK‐12 career of a young person. While the survey will continue to be developed and expanded into the future, initial findings suggest the following: ∙ Older students especially demonstrated need for attention to mental health areas such as depression, stress management, and bullying. ∙ Nutrition and fitness are among the highest need areas for students especially at lower grades. ∙ Parents and students alike expressed interest in bringing more direct health services to the Kamaile campus. Reproductive Health For reproductive health, Carlann linked our middle/high school advisory program with Musu Maneafagia, a wonderful community member who has worked for more than 30 years in the Preventive Health Department at WCCHC [see Appendix B for more background on Musu]. The Department arranged for Musu to be on campus every Friday morning to provide support to middle and high school students in the areas of family planning and reproductive health. Since January, Musu has presented to Grades 9‐10 Advisory classes on topics including healthy relationships, reproductive health, sexually transmitted infections, abstinence, and contraceptives. The content she has presented has been specially approved by community committees and used at other schools along the Wai‘anae Coast. Additionally, Musu has been available to students for individual consultations on reproductive health issues on an open‐door basis during lunch on Friday’s and by special request on Friday mornings. To date, these classes and individual consultations have already led to at least 4 students seeking referrals at WCCHC on serious personal health issues. This support from WCCHC is in addition to the partnership secured this year with Pono Choices: A Culturally Responsive Teen Pregnancy and STI Prevention Program. As described on their website, this is “a ten module curriculum that provides young adolescents with the knowledge, attitudes, beliefs and skills necessary to reduce their risk of sexually transmitted infections (STIs) and pregnancy by incorporating medically accurate information, character education, and Hawaiian cultural values. It is based on social learning, self–regulation, and developmental assets theories and the researchers’ extensive experience working with youth.” Kamaile Academy was selected as an experimental group in the ongoing research study to develop the Pono Choices curriculum. As part of the study, the curriculum was delivered to all 7th and 8th grade students in their science class, and a parent informational night was organized to inform interested parents. The curriculum will be presented to all 7th grade classes in future years to come. www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

Immunizations and Health Records With regards to the health needs of Kindergarteners, the Health Room staff, school administration, Navigators’ Center team, and office staff have all been involved in the effort thus far. When the original health records were checked, 47 preschool and kindergarten students (40% of students in those grade levels) were found to have some deficiency. Over a two‐month period, the Center worked with the health room staff to send notices and contact by phone every family whose child’s records were deficient. The school team ensured that all families were provided with multiple contacts and resources to ensure their students’ needs were met. By the time the semester had ended, every single preschool and kindergarten student had either met the required health standards or had scheduled an appointment to do so before the start of the second term. Toward the end of the first semester of SY 2011‐2012, the team moved on to check the health records of all students in grades 1‐10 and sent home notices and support information to bring every Kamaile Academy student in line with state health standards. 108 students, representing approximately 13% of students in those grade levels, were identified as having some deficiency in their health records. As of the end of the school year, 106 of the original 108 students, or 98%, have had their needs met through the efforts of the Kamaile health aides. Procedures are being developed to ensure that these deficiencies are identified upon entrance into the school and then addressed immediately. Pediculosis (‘Ukus/ Lice) Similarly, the ‘uku problem has been addressed and continues to be monitored by multiple actors at school including the administration team, Counseling Center, Navigators’ Center, and many other staff members on campus. In response to concerns raised throughout the school community, a school‐wide check was administered in late September that identified 76 students, or 8.2% of the student population, as in need of treatment. For the entire second term, the school team, assisted by a handful of dedicated volunteers, administered regular checks to all students, kept in close contact with families, and administered treatment and cleaning to students in need. On the last day of the semester in mid‐December, only 2 students, or 0.2% of the student population, appeared on the list as in need of treatment. Systems remain in place to monitor the situation regularly and provide assistance to students in need of support with treatment. Nutrition and Fitness As mentioned above, nutrition and fitness have been identified as serious areas of concern, especially among our youngest students. The WCCHC medical students coordinated a body mass index (BMI) screening for all of our kindergarten students. The screening estimated that 19.4% of our students are considered to be “overweight” while another 23.7% would be classified “obese” according to guidelines set by the U.S. Centers for Disease Control and Prevention. [The results from the BMI screening are included in Appendix D.] The Navigators’ Center is now working with the Preventive Health Department at WCCHC to provide education and support programs for Kamaile students next year. Mental and Behavioral Health To address the mental and behavioral health needs that came through among our students, the WCCHC medical students have been coordinating with the Kamaile Counseling Center. The counselors have worked with the medical students to identify the areas of highest need among our students and begin developing plans to address those needs. The medical students have also connected the Kamaile counselors to professionals and resources available at WCCHC so that direct referrals can be made. This will continue to be an area of focus for future medical student rotations. www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

Dental Health Dr. Dan Fujii has committed to return to Kamaile to perform basic dental screenings on students at the beginning of next school year. His offer has sparked an initiative to work on the medical trailer that was dedicated to the school years ago with the aim of making it fully operational by the beginning of SY 2012‐ 2013 to house Dr. Fujii for his dental work. Vision Health The Navigators’ Center and the WCCHC students have reached out to various providers across the state to support the vision health of our students. Projects are being planned with two separate organizations to provide screenings for our elementary students next year and also to educate our faculty and family members on the importance of vision for academic success. Health Career Guidance Another exciting area of development in the partnership has been through the WCCHC Youth Health Corps. For years, this program has allowed high school students on the coast to explore careers in the health field through shadowing actual health professionals during their school day. Discussions have begun that will hopefully open this opportunity to Kamaile Academy High School students in the near future. Affiliated with this program is the Youth Health Academy, a six‐week summer program that gives similar opportunities to 10th‐12th grade students. This summer, 2 Kamaile students will be taking part in the program. Medical Trailer Serious progress has been made this year in bringing to life the medical trailer that was donated to our school years ago. With the wonderful support of Associate Principal Paul Kepka, the trailer has found a permanent home on campus and is ready to run with the support of a generator. Plans are being developed to house health services such as dental care in the trailer as early as next fall. The WCCHC students have further begun looking into opportunities to install solar panels on the trailer to make it a fully self‐sustaining facility. Second‐Year Medical Students The 4th‐year medical students at WCCHC have worked with Dr. Custudio to deepen their partnership with Kamaile by making our school the site of the weekly community service project for 2nd‐year medical students. Beginning next school year, these 2nd‐year students will be utilized to deliver health education, provide direct health services, and counsel older students on health careers and college readiness. Health and Wellness Plan Work has begun on developing a comprehensive “Health and Wellness Plan” that would guide the delivery of health services to all Kamaile students from preschool through high school graduation. The hope is that a working document and tracking system can be completed by the end of SY 2012‐2013. Formal WCCHC Partnership For the long‐term, the medical students and other WCCHC representatives continue to investigate the possibility of the Kamaile Olakino Maika‘i Center becoming an official Health Center Service Site of WCCHC. The realization of this goal may take time, but even the potential of this development is incredibly exciting. Initial steps taken toward pursuing this status have been promising. www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

The partnership with WCCHC has spurred efforts to utilize the medical trailer that was donated to Kamaile Academy years ago. The plan is to first use the facility for next year’s dental screenings and then explore other possible uses.

Healthy Snack Program Overview Four afternoons per week for the past couple of years, every student on campus has been treated to a healthy fruit or vegetable snack. From juicy green grapes to exotic mangosteen, the young people of Kamaile have had the opportunity to sample treats from around the globe. The Navigators' Center is supporting 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 What is the specific goal to be reached in this area of growth? What will be done to grow in this area? This is what we want to see happen for our students. What criteria will measure the progress and growth in this area? What will indicate the goal has been attained? This hard data will tell us that our vision for our students has been realized.

Academic Achievement (AA): Students will have first-hand nutritional learning experiences and learn about healthy eating Social/Emotional Wellness & Support (SEW): Students will enjoy the snack as part of a healthy, positive community Physical Health (PH): Students will develop healthier eating habits AA: Weekly snack overviews distributed to teachers; 80% positive feedback on “AA” item of weekly snack survey SEW: 80% positive feedback on “SEW” item of weekly snack survey PH: 80% of students (~800) eating snack daily

www.navigatorscenter.org

Weekly teacher survey tracking # of students eating snack, feedback on whether students learn from snack activity, and feedback on SEW of activity Goals are to be achieved by end of 2011-2012 SY. Benchmarks will be tracked in reports to be compiled at end of every school term.

Progress to Date The feedback from the Daily Snack Cards and Weekly Evaluations was very encouraging this year. Here are some data highlights that mark progress toward the program goals: Academic Achievement: Health and background information on snacks has been emailed and posted on the website every day since the program began. On their weekly surveys, 54% of teachers reported that their students learned a significant amount from the snack experience. Social/Emotional Wellness & Support: 85% of teachers rated the weekly snack program as a positive experience for students on their surveys, meeting our target of 80%. Physical Health: Based on the weekly estimates of classroom teachers, an average of 79% of students school‐ wide ate the healthy snack daily, which was just about directly in line with our aim of 80%. The Health Snack Program provides students with a nutritious treat every afternoon and, with the support of the Navigators’ Center, has also become a teaching moment.

www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

Other ‘Olakino Maika‘i Center Programs School Garden While a number of gardens have been started over the years around campus, the largest garden in the back of our campus has received special attention over the past few years. This school year, that garden became a central component of the 7th‐8th grade Global Studies course taught by Mr. Michael Washington. The Navigators’ Center worked with Mr. Washington and student leaders throughout the year in linking with community partners such as Grow Hawai‘i, securing resources for the garden, and connecting with learning opportunities such as the Schools of the Future Conference held this past October in Waikiki and a field trip to local farms and gardens in March. Mr. Washington and the students have impressed the entire school community with their dedication and hard work, and the garden is now as large and as green as it has ever been! The Center will continue the support of this program immediately by supporting the development of a Garden Club. In the long term, plans will be explored for connecting the garden more closely with our health center and school cafeteria.

www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

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

Early Childhood Education (ECE) Outreach Overview The Navigators’ Center is largely supported through the Ho‘okahua Project that is essentially a grant program dedicated to strengthening Early Childhood Education (ECE) in the Kamaile Academy community. While all of our programs are designed to benefit our PreK‐10 students and families, a special emphasis is placed on early childhood. The Center firmly believes that if students and families are engaged in the earliest years of schooling, then such engagement will become the norm for them throughout the child’s educational experience. The ECE Outreach program is being designed in that spirit of building relationships in the earliest years to set students on the path of long‐term and lasting success, wellness, and health. The Center collaborates closely with the overall grant managers, our affiliated Kamaile pre‐schools, and the Kamaile kindergarten team as a member of the School Transition Planning Team. This group seeks to create coherent educational and support experiences for students and families as they transition from one of Kamaile Academy’s feeder pre‐schools to our Kindergarten. In addition to supporting the work of this team, the primary role of the Navigators’ Center in the Ho‘okahua Project is to offer family development services. Staff and parents collaborate on individualized family plans that focus on the child's developmental needs and the family's social and economic needs. Such support is already a part of our affiliated Head Start and Early Head Start pre‐school programs, so the Navigators’ Center’s role is to provide coherence to students and families by offering them the same type of assistance once they reach kindergarten at Kamaile Academy. In large part, these child and family development services are already present within the Navigators’ Center’s structure. Parenting education comes through our ‘Ohana Learning Series, and parent‐child interaction is facilitated through our ‘Ohana‐Classroom Connections and various Student Activities Programs. Many health services can be addressed by our Health Room and WCCHC Partnership, while other health and social service needs can be referred to our various community partners. The opportunities are already there for families to engage with the school and access support resources. ECE Outreach is being designed as a program to bring Kindergarten families into all of these support structures. Rather than relying solely on the programs themselves to draw in families, ECE Outreach will focus on building relationships among students, teachers, and families to explore how our programs can best support them. Since the goal of the program is to build relationships, we expect the exact nature of the work to constantly shift to be meet the needs of everyone involved. www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

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

What criteria will measure the progress and growth in this area? What will indicate the goal has been attained? This hard data will tell us that our vision for our students has been realized.

How will this data be tracked? This is how we will measure and keep track of that hard data. How long will it take to reach the goal? What/when are the key benchmarks that will show progress? This is when we want our vision to be realized. This is when will we be checking to see if we’re on pace to fulfill our vision.

Academic Achievement (AA): Strong relationships with families will bring about student success in the kindergarten (K) classroom. Social/Emotional Wellness & Support (SEW): Families will be in communication with the school, engaged in campus activities, and satisfied with their relationship with the school. Physical Health (PH): Families will feel that they and their students have access to the health resources they need AA: 80% K students whose families are engaged on campus will achieve at benchmark in the classroom; 60% of K students whose families are in communication with the school will achieve at benchmark SEW: 75% of K families will have made more than one contact with the school; 50% of K families will be involved in some campus activity; 80% positive feedback on survey items dealing with relationship with school; 80% of K families who request a social service are matched with a provider PH: 80% of K families who request a health service are matched with a provider; 80% positive feedback on survey items dealing with health access Track K teacher assessment of student progress; frequency, duration, and summary of K family contacts; K family attendance/involvement with campus activities (e.g. volunteering, OLS, etc.); service referrals (esp. social services and health); end-of-year survey on relationship to school and support with finding access to resources Goals are to be achieved by end of 2011-2012 SY. Benchmarks will be tracked in reports to be compiled at end of every school term.

Progress to Date The ECE Outreach program was developed to respond to the needs of preschool and kindergarten students and families. As should be expected given this nature of the program, its first few months of operation have clearly demonstrated a need for flexibility. As reported earlier, the first major initiative came in the end of 2011 with the effort to fulfill the health needs of our youngest students. From the original 47 students identified as lacking some health requirement (representing 40% of grade levels K and PreK), within 2 months every single child had received the necessary care or scheduled an appointment to do so before the end of the 2011. www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

Last semester, options were also explored for receiving quality feedback from the families of younger students. A comprehensive School Appraisal of Parent/Family School and Community Involvement was administered to a small group of 8 parents. The data from that session was very rich and provides a great benchmark from which to proceed. [Please see Appendix E for a full summary of the survey results.] In the second semester, the Center shifted its focus to building relationships with the students, teachers, and families at the kindergarten level. Consistent phone calls have been made to kindergarten families to inform them of activities and programs offered by the Navigators’ Center. These communications have also led to a handful of referrals to various community resources to support family needs, including support to two families with securing medical insurance. The Center turned its attention in the final term of year to students needing academic support, setting up a small skills intervention group for students in need of remediation. With the support of the kindergarten teaching team, students and family members were given individual support as to how to address academic needs. Given the shifting needs of the ECE students, much work remains to be done with regards to the specific program goals. Nevertheless, here is a summary of progress made thus far: Academic Achievement: The Center continues to work with the ECE teachers and staff to determine appropriate measures for gauging the academic progress of students. As was mentioned, students clearly falling below academic benchmarks were targeted in an intervention program at the end of the year. Social/Emotional Wellness & Support: By year’s end, 100% of kindergarten families had been contacted at least twice by the Navigators’ Center to inform them of programs and survey their needs. 43.9% of those families were referred to some community resource of service by Navigators’ Center staff. 30.9% of kindergarten families participated in a campus activity. A comprehensive survey tool to evaluate family opinions on their relationship with the school was piloted among a small group of parents, and more work will be done next term to expand upon this foundation. A detailed summary of the data can be found in Appendix E, but here are some highlights. (The follow represents the category of survey items and percentage of positive or highly positive feedback on those items.) Communication: 76.2% Parenting Support: 72.8% Student Learning Support: 75.2% Volunteering: 64.3% School Decision Making: 63.0% Collaborating with the Community: 60.2% Physical Health: 100% of students in need of support for meeting immunization and physical examination requirements were contacted and referred to resources in the community. • • • • • •

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. www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

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

Academic Achievement (AA): partner with organizations that support academic achievement of students Social/Emotional Wellness & Support (SEW): partner with organizations that promote connections between our school and families Physical Health (PH): partner with organizations that promote physical health among our students

AA: 3 official partners; regular programming from partner; impact 200 students SEW: 2 official partners; regular programming from partner; impact 100 students PH: 2 official partners; regular programming from partner; impact 100 students Partnership database will be regularly updated. Partnership programs will be tracked in terms of hours, number of participants, category of benefits, and survey feedback. Goals to be achieved by end of 2011-2012 SY. Benchmarks will be tracked in reports to be compiled at end of every school term.

Progress to Date Though the Center has only been in operation for one year, 14 organizations have officially accepted invitations to become community partners with our school. In additional to becoming official partners, each of these groups has already begun planning or implementing wonderful support programs for our school community. Appendix F provides a complete listing of these partners. In the third term, the Center supported the Kamaile leadership in identifying key community partners to serve on the school’s Local Advisory Panel (LAP). Many of these individuals represent the community partners already working with the Navigators’ Center. The Center looks to play a leading role in supporting the LAP once it begins its operations. In the final term of the school year, the Center launched the Partners Alliance. This forum allows representatives from each partner organization to play a part in wider school planning and also coordinate with other partners on campus. Plans are to hold these meetings quarterly through the next year. Through the summer, individual meetings will be held with each community partner to document an actual plan on how the partnership will directly impact Kamaile students. Even without such formal plans this past year, the initial data points on the partners themselves was very promising:

www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

Academic Achievement: 7 of our community partners have a specific focus on academic achievement and provide regular support for our students and school community. Social/Emotional Wellness & Support: 3 of our community partners have a specific focus on social and emotional wellness and provide regular support for our students and school community. Physical Health: 4 of our community partners have a specific focus on physical health and provide regular support for our students and school community.

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

Strategic Plan & Progress to Date No formal strategic plan has yet to be developed for Communication, but the Center is actively pursuing multiple efforts to connect the school with the outside community. Highlighted below are a few of those initiatives along with details on their performance to date: • Website: An entire website was designed and launched by the Navigators’ Center during the summer of 2011 at www.navigatorscenter.org [see Appendix B for other specific URL’s]. In addition to providing information on all of the programs included in this report, the website serves as an interactive tool for all groups within our school community. Students can use the website to apply to become a Student Organization, reserve the Navigators’ Space for a meeting, or display their work. Teachers can view a www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

constantly updated master calendar, access all materials needed to organize field trips and assemblies, and request volunteer support. Community members can apply to the PTO, access an events blog and electronic versions of the school newsletter, watch videos from recent workshops, and find contact numbers to various service providers across our community. Here a few pieces of data that illustrate the website’s success to date: o841 visitors from 174 cities and 11 different countries have accessed the site oThere have been 2,807 visits and 9,227 pageviews oVisitors have spent an average of about 4.5 minutes on the site with each visit • Kūkuni Newsletter: The Navigators’ Center published 10 monthly newsletters for the school community that continually grew in popularity. In August, staff struggled to fill 2 pages in large font to complete the newsletter. By October, the Center published a 4‐page, professional newsletter with separate sections for our various grade levels and a number of story submissions that had to be omitted from the printed version. Recurring sections of the newsletter include Principal’s Place, the PTO Post, Counselor’s Corner, Kamaile Core Value Students, and the ELL Leader for English Language Learners. Over 12,000 newsletters have been distributed throughout the community to date. Electronic versions of each newsletter are available online along with an events blog that includes those stories which do not fit in the printed newsletter (See Appendix B for website URL). • Flyers: Any visitor to the Kamaile campus should recognize the logo that appears on the cover of this report given the number of postings the Navigators’ Center regularly makes around campus. Literally thousands of notices have been sent home, distributed to community partners, and plastered on walls to advertise various events and programs happening on campus. • 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. The school recently purchased an automated communication system that will allow the Center to deliver messages through mass phone calls and cellular text messages. More ideas have been as grand as to construct giant bulletin boards or 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. Navigatorscenter.org and the Kūkuni Newsletter have become key tools in connecting our school and the Navigators’ Center with the outside community.

www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

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 thus constantly monitors the research and news coming out of forums like the Coalition for Community Schools (www.communityschools.org). The Director also organized research trips in January and April to visit reputable community school sites across the country. Connections were made with the following organizations in the cities listed here: Community Learning Centers Institute‐ Cincinnati, OH Cleveland Central Promise Neighborhood‐ Cleveland, OH National Center for Community Schools‐ New York, NY Youth Development Institute‐ New York, NY Oakland Unified School District‐ Oakland, CA Appendix G to this report lists the recommendations for the Center that came out of these site visits, and a report detailing all findings from the visit can be found at www.navigatorscenter.org. • • • • •

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.

www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

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

Lovelyn Ampeloquio Center Coordinator Programs: Student Organizations, Navigators’ Space, Intercessions, School Community Events, McKinney Vento, Center Clerical Duties Contact: lampeloquio@kamaile.org

Monique Diego Program Coordinator Programs: ECE Outreach, Ka Ulu Pono, Kamaile Store, Healthy Snack Program, Kūkuni Newsletter Contact: mdiego@kamaile.org

Suzy Reynolds Program Coordinator Programs: Volunteer Program, ‘Ohana Learning Series, ‘Ohana‐Classroom Connections, PTO Contact: sreynolds@kamaile.org

Kenny Ferenchak Director Contact: kferenchak@kamaile.org www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

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 lampeloquio@kamaile.org 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) ‐ Na‘au Pono: _____________________________________________________________________________ ‐1‐2 sentences on how your organization will promote justice in the school or community. ‐3(b) ‐ ‘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. ‐3(c) ‐ 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(d) ‐ Ha‘aheo: ________________________________________________________________________________ ‐1‐2 sentences on how your organization will promote social and emotional wellness within its members and at the school. www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

‐3(e) ‐ Olakino Maika‘i: ________________________________________________________________________ ‐1‐2 sentences on how your organization will promote physical health within its members and at the school. 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.

www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

Appendix B: Website URL’s The Navigators’ Center Website www.navigatorscenter.org or www.navigatorscenter.com

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

Student Organization Pages: Future Navigators of Kamaile Future Navigators of Kamaile: https://sites.google.com/a/kamaile.org/kamaile‐pvs‐navigators/ The Tech Club: https://sites.google.com/a/kamaile.org/navbotics/home Navigator Records: https://sites.google.com/a/kamaile.org/navigator‐records/home L.O.O.F. Etc…: https://sites.google.com/site/loofetc/ Graffiti and Mural Club: https://sites.google.com/a/kamaile.org/graffiti‐and‐mural‐club/ Life in Still Photography Club: http://kamailephoto.blogspot.com/

Kamaile Academy Homepage www.kamaileacademy.org or www.kamaile.org

10th Grade Benchmark Portfolio Defenses https://sites.google.com/a/kamaile.org/kamaile‐middle‐high‐schools/10th‐grade‐benchmark‐portfolio‐defense

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

The Navigators’ Center at Kamaile Academy: June 2012 Report

Appendix C: Profile of Musu Maneafagi from the Preventive Health Department at WCCHC About Musu Maneafagia Musu, a community health educator, has been employed at WCCHC since 1978, and has worked as a Nutrition Assistant with the WIC Program, Patient Services Eligibility Worker, Chronic Disease Health Educator, and Case Manager‐‐providing disease management and preventive education for patients with asthma, diabetes, and smoking cessation. In 1999, Musu was invited by the Department of Health to provide family planning education services for Waipahu High School, and was instrumental in securing dedicated space at Waipahu, Waianae, and Nanakuli high schools through the rapport that she established with the school principals. In addition to her work in area schools, Musu also routinely performs beach outreach to the homeless and promotes her services through sensitive talk‐story sessions at churches, substance abuse facilities, homeless shelters, and other community agencies. Musu is a mother of four and a grandmother/great‐grandmother to 17 grandchildren/great‐grandchildren. She believes family planning education starts in the home with the family, and educates her grandchildren/great‐grandchildren about making good choices and the importance of maintaining healthy relationships. Musu says, “Working with the youth in our area gives me a great feeling of success, knowing that the education being provided to them through our family planning services can make a big difference in their lives.” www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

Appendix D: Results from April 2012 Body Mass Index (BMI) Screenings of Kindergarten Students www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

Appendix E: Summary of Responses from School Appraisal of Parent/Family School and Community Involvement 8 responses Summary COMMUNICATING

38%

5 -Exemplary implementation

50%

See complete responses

Role group

Administration

Teacher

Navigators' Center Staff

Counseling Center

Student

Parent/ Guardian

100%

Community

Other

Not evident or visibleExemplary implementation

0% 5. Conducts conferences with parents at least once a year, with follow-up as needed. These should accommodate the varied schedules of parents, language barriers, and the need for child care. 1 -Not evident or visible 0 0%

People may select more than one checkbox, so percentages may add up to more than 100%.

25%

5 -Exemplary implementation

50%

Not evident or visibleExemplary implementation

Semester completed Semester 1

100%

Semester 2

6. Establishes opportunities for parents and educators to share “partnering” information such as student strengths and learning preferences. 1 -Not evident or visible 0 0% 2

13%

38%

5 -Exemplary implementation

50%

Not evident or visibleExemplary implementation

Communication between home and school is regular, two-way, and meaningful. OUR SCHOOL...

1. Uses a variety of communication tools on a regular basis, seeking to facilitate two-way

interaction through each type of medium. 1 -Not evident or visible

25%

38%

5 -Exemplary implementation

38%

Not evident or visibleExemplary implementation

2. Provides staff development regarding effective communication techniques 1 -Not evident or visible

13%

50%

5 -Exemplary implementation

25%

Not evident or visibleExemplary implementation

3. Provides clear information regarding course expectations and offerings, student placement, school activities, student services, and optional programs. 1 -Not evident or visible 0 0% 2

25%

63%

5 -Exemplary implementation

13%

Not evident or visibleExemplary implementation

4. Provides opportunities for parents to communicate with principals and other administrative staff. 1 -Not evident or visible 0 0% 2

13%

7. Distributes report cards and regular progress reports to parents. Provides support services and follow-up conferences as needed. 1 -Not evident or visible 0 0% 2

13%

25%

5 -Exemplary implementation

63%

Not evident or visibleExemplary implementation

8. Ensures immediate contact between parents and teachers when concerns arise. 1 -Not evident or visible

13%

5 -Exemplary implementation

63%

Not evident or visibleExemplary implementation

9. Distributes student work for parental comment and review on a regular basis. 1 -Not evident or visible

13%

50%

5 -Exemplary implementation

38%

13%

Not evident or visibleExemplary implementation

10. Translates communications to assist non-English speaking parents. 1 -Not evident or visible

www.navigatorscenter.org

13%

38%

5 -Exemplary implementation

38%

The Navigators’ Center at Kamaile Academy: June 2012 Report

Not evident or visibleExemplary implementation

11. Promotes informal activities at which parents, staff, and community members can interact. 1 -Not evident or visible 0 0% 2

38%

13%

5 -Exemplary implementation

50%

Not evident or visibleExemplary implementation

12. Communicates with parents regarding positive student behavior and achievement, not just regarding misbehavior or failure. 1 -Not evident or visible 0 0% 2

13%

38%

5 -Exemplary implementation

38%

Not evident or visibleExemplary implementation

13. Conducts surveys for parent and/or student satisfaction. 1 -Not evident or visible

13%

38%

25%

5 -Exemplary implementation

25%

Not evident or visibleExemplary implementation

PARENTING Responsible parenting is promoted and supported. OUR SCHOOL...

1. Communicates the importance of positive relationships between parents and their children. 1 -Not evident or visible 0 0% 2

50%

5 -Exemplary implementation

50%

Not evident or visibleExemplary implementation

2. Conducts workshops or provides information for parents on child or adolescent development. 1 -Not evident or visible 0 0% 2

25%

13%

5 -Exemplary implementation

63%

Not evident or visibleExemplary implementation

3. Respects the different cultures represented in our student population.

1 -Not evident or visible

13%

25%

5 -Exemplary implementation

63%

Not evident or visibleExemplary implementation

4. Provides information, training, and assistance to all families who want them or who need them, not just to the few who can attend workshops or meetings at the school building. 1 -Not evident or visible 0 0% 2

13%

25%

13%

5 -Exemplary implementation

50%

Not evident or visibleExemplary implementation

5. Produces information for families that is clear, usable, and linked to children’s success in school. 1 -Not evident or visible 0 0% 2

13%

38%

5 -Exemplary implementation

50%

Not evident or visibleExemplary implementation

6. Asks families for information about children’s goals, strengths, and talents. 1 -Not evident or visible

13%

25%

13%

5 -Exemplary implementation

38%

Not evident or visibleExemplary implementation

7. Sponsors home visiting programs or neighborhood meetings to help families understand schools and to help schools understand families. 1 -Not evident or visible 1 13% 2

13%

25%

13%

5 -Exemplary implementation

38%

Not evident or visibleExemplary implementation

8. Provides families with information on developing home conditions or environments that support learning. 1 -Not evident or visible 0

13%

25%

5 -Exemplary implementation

50%

Not evident or visibleExemplary implementation

9. Encourages all staff members to demonstrate respect for families and the family’s primary role in the rearing of children to become responsible adults. 1 -Not evident or visible 0 0%

www.navigatorscenter.org

13%

The Navigators’ Center at Kamaile Academy: June 2012 Report

25%

5 -Exemplary implementation

50%

Not evident or visibleExemplary implementation

10. Links parents to programs and resources within the community that provide support services to families. 1 -Not evident or visible 0

38%

25%

5 -Exemplary implementation

38%

Not evident or visibleExemplary implementation

STUDENT LEARNING

38%

5 -Exemplary implementation

38%

6. Informs parents of the expectations for students in each subject at each grade level. 1 -Not evident or visible 1

13%

Not evident or visibleExemplary implementation

13%

50%

5 -Exemplary implementation

25%

50%

5 -Exemplary implementation

38%

Not evident or visibleExemplary implementation

7. Sponsors trainings or distributes information to assist parents in understanding how students can improve skills, get help when needed, meet class expectations, and perform well on assessments. 1 -Not evident or visible 0 0%

Parents play an integral role in assisting student learning, including successful achievement of the Hawaii Content and Performance Standards/ Common Core Standards. OUR SCHOOL...

1. Provides information regarding how parents can foster learning at home, give appropriate assistance, monitor homework, and give feedback to teachers. 1 -Not evident or visible 0 0%

38%

5 -Exemplary implementation

25%

Not evident or visibleExemplary implementation

VOLUNTEERING Parents are welcome in the school, and their support and assistance are sought. OUR SCHOOL...

Not evident or visibleExemplary implementation

2. Provides opportunities and encourages staff members to learn and share successful approaches to engaging parents in their child’s education. 1 -Not evident or visible 0

1. Creates a climate in which parents feel valued and welcomed through office staff greetings, signage, and any other interaction with parents. 1 -Not evident or visible 1 13%

13%

63%

25%

5 -Exemplary implementation

25%

5 -Exemplary implementation

50%

Not evident or visibleExemplary implementation

3. Provides information for parents on the importance of reading at home, and asks parents to listen to their child read, or read aloud with their child. 1 -Not evident or visible 0 0%

2. Conducts an annual survey to identify interests, talents, and availability of parent volunteers in order to match their skills and talents with school and classroom needs. 1 -Not evident or visible 1 13%

13%

25%

5 -Exemplary implementation

75%

5 -Exemplary implementation

38%

Not evident or visibleExemplary implementation

4. Involves parents in setting student goals each year and in planning for post-secondary education and careers. Encourages the development of a personalized education plan for each student, in which parents are full partners. 1 -Not evident or visible 1 13% 2

25%

13%

38%

5 -Exemplary implementation

13%

3. Organizes an easily accessible program for utilizing parent volunteers, providing ample training on volunteer procedures and school protocol. 1 -Not evident or visible 0

25%

13%

5 -Exemplary implementation

50%

4. Provides a parent or family room for volunteers and family members to work, meet, and access resources. 1 -Not evident or visible 1

13%

Not evident or visibleExemplary implementation Not evident or visibleExemplary implementation

5. Schedules regular interactive homework that requires students to demonstrate and discuss what they are learning with a family member. 1 -Not evident or visible 2 25%

www.navigatorscenter.org

13%

The Navigatorsâ&#x20AC;&#x2122; Center at Kamaile Academy: June 2012 Report 3

13%

5 -Exemplary implementation

63%

1. Promotes the formation of parent groups to identify and respond to issues of interest to parents and students. 1 -Not evident or visible 1

13%

5 -Exemplary implementation

63%

Not evident or visibleExemplary implementation

5. Ensures that parents who are unable to volunteer in the school building are given the options for helping in other ways, at home or place of employment. 1 -Not evident or visible 2 25% 2

13%

5 -Exemplary implementation

50%

2. Provides understandable, accessible, and well-publicized processes for influencing decisions, raising issues or concerns, appealing decisions, and resolving problems. 1 -Not evident or visible 0 0% 2

38%

25%

5 -Exemplary implementation

38%

Not evident or visibleExemplary implementation

6. Reduces barriers to parent participation by providing options for transportation, child care, and addressing the needs of English language learners. 1 -Not evident or visible 1 13% 2

25%

13%

5 -Exemplary implementation

50%

3. Includes parents on all decision-making and advisory committees and offers training in policy, curriculum, budget, school reform initiatives, safety, and personnel. 1 -Not evident or visible 2 25% 2

13% 25%

5 -Exemplary implementation

38%

Not evident or visibleExemplary implementation

7. Educates and assists staff members in creating an inviting climate and effectively utilizing volunteer resources. 1 -Not evident or visible 1 13% 2

13%

5 -Exemplary implementation

50%

4. Welcomes parent leaders from all racial, ethnic, socioeconomic, and other groups in the school. 1 -Not evident or visible 2

25%

13%

5 -Exemplary implementation

50%

5. Provides training for staff and parents on collaborative partnering and shared decision making. 1 -Not evident or visible 2

25%

Not evident or visibleExemplary implementation

8. Recognizes volunteers for their time and efforts. 1 -Not evident or visible

25% 13%

13%

5 -Exemplary implementation

50%

25%

13%

5 -Exemplary implementation

38%

Not evident or visibleExemplary implementation

9. Invites families and the community to be involved with the school in a variety of ways (assisting in classroom, giving talks, monitoring halls, leading activities, etc.) 1 -Not evident or visible 2

25%

13%

5 -Exemplary implementation

50%

6. Encourages and facilitates active parent participation in decisions that affect students, e.g., student placement, course selection, and individual personalized education plans. 1 -Not evident or visible 2 25% 2

25% 0%

25%

5 -Exemplary implementation

25%

Not evident or visibleExemplary implementation

SCHOOL DECISION MAKING Parents are partners in the decisions that affect children and families. OUR SCHOOL...

7. Treats parental concerns with respect and demonstrates genuine interest in developing solutions. 1 -Not evident or visible 0

www.navigatorscenter.org

25%

The Navigatorsâ&#x20AC;&#x2122; Center at Kamaile Academy: June 2012 Report 5 -Exemplary implementation 4

25%

5 -Exemplary implementation

50%

38%

5. Disseminates information to the school community, including those without school-age children, regarding school programs and performance. 1 -Not evident or visible 1

13%

Not evident or visibleExemplary implementation Not evident or visibleExemplary implementation

8. Provides parents with current information regarding school policies, practices, and both student and school performance data. 1 -Not evident or visible 0

13%

25%

5 -Exemplary implementation

38%

5 -Exemplary implementation

38%

Not evident or visibleExemplary implementation Not evident or visibleExemplary implementation

9. Includes parents as partners when setting school goals, developing or evaluating programs and policies, and analyzing performance data. 1 -Not evident or visible 1 13% 2

25%

5 -Exemplary implementation

38%

6. Collects information regarding community partners resources for collaborative activities. 1 -Not evident or visible 1 13% 2

38%

5 -Exemplary implementation

50%

Not evident or visibleExemplary implementation Not evident or visibleExemplary implementation

7. Informs staff members of the resources available in the community and strategies for utilizing those resources. 1 -Not evident or visible 0 0%

COLLABORATING WITH THE COMMUNITY Community resources are made available to strengthen school programs, family practices, and student learning. OUR SCHOOL...

1. Works with local businesses (e.g. industries, libraries, parks, museums) and other organizations on programs to enhance student skills and learning 1 -Not evident or visible

13%

25%

13%

5 -Exemplary implementation

50%

25%

5 -Exemplary implementation

50%

Not evident or visibleExemplary implementation

2. Involves community members in school volunteer programs. 1 -Not evident or visible

25%

13%

5 -Exemplary implementation

38%

Not evident or visibleExemplary implementation

8. Collaborates with community agencies to provide family support services and adult learning opportunities, enabling parents to more fully participate in activities that support education. 1 -Not evident or visible 0 0% 2

25%

5 -Exemplary implementation

50%

Not evident or visibleExemplary implementation

3. Opens its building for community use after school hours. 1 -Not evident or visible

9. Provides â&#x20AC;&#x153;one-stopâ&#x20AC;? shopping for family services through partnership of school, counseling, health, recreation, job training, and other agencies. 1 -Not evident or visible 0 0%

13%

25%

13%

25%

5 -Exemplary implementation

50%

5 -Exemplary implementation

50%

Not evident or visibleExemplary implementation Not evident or visibleExemplary implementation

4. Encourages student participation in community service. 1 -Not evident or visible

13%

38%

10. Offers after-school programs for students with support from community businesses, agencies, and volunteers. 1 -Not evident or visible 0

www.navigatorscenter.org

13%

The Navigators’ Center at Kamaile Academy: June 2012 Report

Appendix F: Listing of Community Partners

Center for Research on Education, Diversity & Excellence Hawai'i Project (CREDE) www.coe.hawaii.edu/departments/projects/CREDE The Center for Research on Education, Diversity, and Excellence (CREDE) Hawai‘i Project promotes educators’ use of research‐based strategies of effective practice for culturally and linguistically diverse children and students. The project offers professional development to educators who want to improve the learning and engagement of children and students from diverse backgrounds. A number of Kamaile Academy teachers across all grade levels have enrolled in the CREDE training and use the CREDE standards to guide their instruction.

Envision Schools www.envisionschools.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. www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

GROW HAWAII www.growhi.org GROW HAWAII is a project of the Hawaii Association of Independent Schools (HAIS) in partnership with the Hawaii State Department Agriculture and the Ulupono Initiative. Over the next three years, GROW HAWAII will use a variety of strategies to significantly enrich the educational dialogue in all private and public schools statewide concerning the urgency for growing food in the islands. Beginning with the belief that the betterment of humankind is inherently possible and that schools are a prominent force for good, GROW HAWAII and its partners aspire to create lifelong “buy local, eat local” consumers by engaging students, starting in elementary school, in exploration, experimentation, and action‐oriented problem‐based learning that will foster consideration of the origins of and their relationship with island grown food and the social systems and values we will need to create a more sustainable way of life. Simultaneously, we aspire to document this story and share it with all who are interested, allowing the voices of students to chart a course to the future and be in the vanguard of those leading the way. GROW HAWAII has been a strong source of support to Kamaile students, teachers, and kitchen staff. Invitations to conferences, technical assistance and equipment for garden projects, and trainings for our cafeteria cooks have all been welcome opportunities for our school community.

Honolulu Community Action Program, Inc. (HCAP) HCAP Head Start www.hcapweb.org and www.hcapweb.org/headstart.html We are 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.

www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

INPEACE (The Institute for Native Pacific Education and Culture) www.inpeace.org Since 1994, INPEACE has been working to educate and empower Native Hawaiian communities. INPEACE has emerged as a local and international leader in early childhood education, workforce development and cultural land stewardship. For years, Kamaile Academy has enjoyed a close relationship with INPEACE, serving as a host to a number of its highly acclaimed early childhood education programs.

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.

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 www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

numerous community efforts, coalitions, initiatives, schools and other providers, and is a prominent advocate for the needs of Hawaii's most socio‐economically challenged citizens. PACT’s Family Center is working with Kamaile Academy to better engage families in their children’s education through the Sundays Project (http://www.hawaiipirc.org/sundays/index.html ). Families learn from one another successful ways to help their children succeed in school and how to make education a priority in their lives, while having fun. Classes are conducted in English, Chuukese and Marshallese.

Polynesian Voyaging Society http://pvs.kcc.hawaii.edu/index.html The Polynesian Voyaging Society (PVS) was founded in 1973 to carry out an experiment that would help answer some questions: how did the Polynesians settle the far‐flung islands of the mid‐Pacific – by accident or by design? Did their canoes and their knowledge of navigation enable them to sail purposefully over the vast sea distances between Pacific islands? PVS began with the building of a replica of a Hawaiian voyaging canoe, Hōkūle‘a, launched in 1975, to explore the seafaring heritage and the voyaging routes of our ancestors. Since its first voyage to Tahiti in 1976, PVS has explored the ocean of our ancestors in order to rediscover and perpetuate through practice Hawaiian voyaging traditions and values and to bring together communities throughout the Pacific. With a legacy of ocean exploration as its foundation, the Polynesian Voyaging Society is committed to undertake voyages of discovery (Holokai); to respect, learn from, and perpetuate through practice our heritage and culture (‘Ike); and to promote learning which integrates voyaging experiences and values into quality education (Ho‘ona‘auao). We are committed to nurturing communities and the leadership therein that values learning and sharing knowledge in order to foster living well on islands. PVS has provided a number of invaluable experiences and resources for the students of Kamaile Academy over the past few years. From working with PALS afterschool classes and giving inspiration speeches to high school students, to taking students on 3‐day coastal voyages and weekend training camps, PVS has had a major impact on many young people at Kamaile.

PONO Choices www.cds.hawaii.edu/ponochoices The overarching goal of Pono Choices will be to reduce the number of teenage pregnancies and incidences of STIs; increase positive bonding in the school and community; increase sense of self‐identity and self‐ www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

efficacy; and improve expectations for the future. Pono Choices: A Culturally Responsive Teen Pregnancy and STI Prevention Program 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. It is intended for students aged 11‐14 in the state of Hawai‘i. Kamaile Academy will take part in the Pono Choices research study and the curriculum will be used in 7th and 8th grade classrooms.

Program for Afterschool Literacy Support (PALS) http://palshi.org The Program for After‐School Literacy Support (PALS) provides learning opportunities for a predominantly Native Hawaiian population of children on the Wai’anae coast of Oahu, Hawaii. PALS uses a place‐based cultural project (PBCP) curricular framework that embraces the multiple cultural locations in which the children exist and utilizes community and place as the springboard for learning. PBCPs engage real‐life, ways of knowing and doing and provide integrated opportunities for literacy teaching and learning across the curriculum. Students in PALS engage with teachers and other community members in projects that have relevance to their own lives and that nurture children’s identities as learners, community activists, and as stewards of the environment. PALS partners with multiple cultural and educational organizations and individuals including the Polynesian Voyaging Society (PVS), the Honolulu Academy of Arts, Ka’ala and Hoa ‘Aina O Makaha farms, and numerous local artists, engaging these community partners as both co‐planners and co‐teachers within the projects. PALS has overseen the after‐school program for grades 4‐6 at Kamaile Academy for years, and more recently provided training and support to bring the PALS model to our K‐3 students through the Ka Ulu Pono after‐ school program.

Sodexo http://sodexousa.com Sodexo, Inc. is a world leader in Quality of Daily Life Solutions in the U.S., Canada, and Mexico, serving 10 million consumers in 6,000 locations every day. Our dedication to excellent service, corporate citizenship, and fighting hunger all come from one goal ‐ to make every day a better day. As the leading provider of integrated food and facilities management services in the U.S., Canada, and Mexico, we set out each morning to treat every person we encounter with the highest level of respect and service. And when you put www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

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

Wai'anae Neighborhood Place www.wccmhc.org/wnp.htm Wai‘anae Neighborhood Place is a community based program that provides family strengthening and support services to families and resources on the Waiànae Coast. It is a place for Òhana to work together and acknowledge the unique cultures, values, contributions and strengths of everyone, building a nurturing, stable and courageous community for all keiki to safely live the best lives possible‐culturally, spiritually, academically and economically. Waiànae Neighborhood Place strives to embrace parents by giving support, assistance, resources, opportunities and encouragement to successfully raise their children. Through Family Outreach and Community Outreach, Ka Wahi Kaiaulu – Waiànae Neighborhood Place – builds the capacity of at‐risk families to provide for the safety of children. Serving as a neutral hub for service coordination and community building, we work for positive changes that reduces environmental and social risk factors and increases protective factors; while providing access to resources, both concrete and informational, and support without judgment. We are open to all on the Waiànae Coast and provide referral information of service providers and other various resources. www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

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

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The Navigators’ Center at Kamaile Academy: June 2012 Report

Appendix G: Recommendations for the Navigators’ Center from January 2012 Community School Site Visits Report The site visits were incredibly powerful on two primary levels. Firstly, each visit affirmed to a certain degree the work being done at our own site. Though very young, the Navigators’ Center (referred to as “the Center” below) seems already to be adopting many best practices and following the path set by well‐ established and reputable efforts in the community schools movement. Secondly, the visits provided a long list of ideas for how to improve upon the work already being done. The recommendations that follow fall into three categories: (1) ideas for better focusing efforts already underway; (2) ideas for re‐directing or eliminating work being done; and (3) ideas for branching out into areas not yet addressed. Each of those categories of recommendations will be organized into the areas of focus used throughout this report. Recommendations that fall into multiple areas of focus are listed under all that apply, thus some of these points are listed more than once. Organizational structure Focus efforts already underway • The Center must continue to hold regular meetings with the school’s leadership team. The Navigators’ Center was launched with a huge advantage as being an actual department of the school itself. Many sites owe their success to the close partnership and positive relationship they have developed with the school’s academic leaders. We must put high priority on maintaining this close partnership with the school • The Local Advisory Panel must play a key role in the Center’s Work. While all successful community schools exhibited some form of strong family and community engagement and ownership, the exemplary models provided some formal body or program through which these outside groups could involve themselves directly in the work of the school. Kamaile Academy’s charter calls for the establishment of a representative Local Advisory Panel (LAP). This body is in the process of being re‐established, and it is in the Center’s best interest to support the LAP’s work as representative of the broader community. Redirect work being done • Staff should be aligned to match areas of specialization. Most community school structures allowed staff to focus on one branch of programming (e.g. Parent Coordinator, Mental Health Manager, etc.). Though it may be too early and too advanced for the Center to adopt a strict specialization model, the roles of Program Coordinator can be shifted to match a more coherent set of programs. Branch out into new areas • New structures can be created to allow for more regular and more substantive involvement of families and partners. The formation of the LAP, mentioned above, will provide a primary link for outsiders to the school and the Center. The site visits, however, revealed the special role that can by played by parents and partners in the operation of the community school. While the Center supports the Kamaile Parent Teacher Organization (PTO), more can be done to engage key parents on campus and give them real www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

ownership of the Center’s programming. In much the same vein, a new structure focused solely on involving community partners can bring them more directly into the Center’s work. Programming Focus efforts already underway • Programs should be clearly supported by evidence (e.g., community input, research, experience, case studies, etc.). The Center can become much more deliberate about the selection of its programs. For every issue faced by students and families, there is a litany of possible programming responses. The Center should make clear why certain program decisions are made, pointing to decisions made within the community itself, research recommendations, prior experience with similar issues, successful case studies, or some other clear evidence. • The Center can better focus its goals to aim toward specific benchmarks each year. Since Day 1, all programs of the Center have been aligned to the three overarching goals of (1) academic achievement, (2) social and emotional wellness and support, and (3) physical health. While this is a great start, the visits revealed the benefits of selecting more specific benchmarks in each of those categories. This provides an opportunity for the community to take ownership of programs and also allows for a heightened focus on specific needs each year. Redirect work being done • Goals and targets of programs should come from the school community itself. If the Center is to serve the students and families of Kamaile Academy, then those students and families must play a large role in stating how they want to be served. Structures such as the LAP, PTO, student leadership, Grade Level Chairs (GLC), surveys, and others should be utilized more to define what are the aims of the Center’s work. Branch out into new areas • As the Center matures, many areas for programming remain such as health, college readiness, adult education, mentoring, culture, and the environment. While the Center must be very careful about trying to do everything, there are some areas of programming which the Center can naturally explore. Deepening the already formed partnerships with the community health center and local community college can drive more formal health and college readiness efforts. In terms of adult education, mentoring, culture, and the environment, the center can easily tap into strong resources for each that already exist within the community. Link with academic achievement Focus efforts already underway • The Center should continue to build off of work being done with specific grade levels. Just recently the Center’s staff began working directly with individual grade levels. This coordination has already shown great benefits in terms of shaping programs to meet the specific needs of teachers and students. Continuing in this line should enable the Center’s programs to best service students in the classroom. Redirect work being done • The Center’s aims should align directly with school‐wide targets on an annual basis. Cincinnati especially revealed the power of aligning the community school’s work with the schools general goals. The Center should work with the school’s leadership team to identify clear academic goals that can serve as the foundation for the Center’s programs for the year. www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

Branch out into new areas • The Center can be more specific about program targets and the impact they have on academic achievement of students. Though site visits revealed the struggles being faced with the new trend of becoming data‐driven and focused on academic achievement, the Center can build its programs to ensure that these aims and measures are in place from the start. Especially since the Center is an actual department of the school, clear academic aims and impacts should naturally play a large role in all of the Center’s planning and efforts. Partnerships with organizations Focus efforts already underway • Programs within the Center should rely on partners even more than presently. The site visits revealed the true extent to which community partnerships can be utilized within the community school. Oftentimes programs were entirely managed through partnerships, whether that was through one lead agency or a collection of various organizations. For one, this allowed for much greater breadth and reach of programs without too much additional staffing or resources coming from the school itself. Moreover, programs were being planned and managed by staff with true expertise in the effort. The Center should look toward partnerships that allow for this more intense level of involvement. • On the broad level, the Center can support an effort to form larger networks of service providers. Cincinnati provided the exemplary model for creating a network of providers citywide that covered all of the various services provided within a community school. Cleveland and New York were more geared toward the lead agency model in which one organization leads most of the services being provided at a site. Either way, all of the areas revealed a concerted effort of finding the resources that already exist within the community. The Center would benefit greatly from this type of surveying of the options that are available in the community in the various service realms. The Ka Pua initiative of Kamehameha Schools and Ke Ala Hanau Moku effort lead by INPEACE both hold promise in this area, and the Center should continue to support these efforts for its own good and for the benefit of the wider community. Redirect work being done • Partners’ work should be aligned to the goals of the school and approved by the school community. Rather than inviting in anyone with services to offer, the Center should become much more deliberate about the selection of community partners. On one hand, the programs being proposed should align directly with the school’s specific goals, whether those aims are academic, social, emotion, or physical. Moreover, the school community should have authority over the partners that are invited on campus and in evaluating the effectiveness of partners. The LAP seems like the natural mechanism for this oversight role, but other avenues can also be explored. • The Center’s aims should align directly with school‐wide targets on an annual basis. Cincinnati especially revealed the power of aligning the community school’s work with the schools general goals. The Center should work with the school’s leadership team to identify clear academic goals that can serve as the foundation for the Center’s programs for the year. Branch out into new areas • The Center can be more specific about program targets and the impact they have on academic achievement of students.

www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

Though site visits revealed the struggles being faced with the new trend of becoming data‐driven and focused on academic achievement, the Center can build its programs to ensure that these aims and measures are in place from the start. Especially since the Center is an actual department of the school, clear academic aims and impacts should naturally play a large role in all of the Center’s planning and efforts. Data‐tracking/ evaluation Focus efforts already underway • Programs should be clearly supported by evidence (e.g., community input, research, experience, case studies, etc.). The Center can become much more deliberate about the selection of its programs. For every issue faced by students and families, there is a litany of possible programming responses. The Center should make clear why certain program decisions are made, pointing to decisions made within the community itself, research recommendations, prior experience with similar issues, successful case studies, or some other clear evidence. • The Center can better focus its goals to aim toward specific benchmarks each year. Since Day 1, all programs of the Center have been aligned to the three overarching goals of (1) academic achievement, (2) social and emotional wellness and support, and (3) physical health. While this is a great start, the visits revealed the benefits of selecting more specific benchmarks in each of those categories. This provides an opportunity for the community to take ownership of programs and also allows for a heightened focus on specific needs each year. Redirect work being done • Goals and targets of programs should come from the school community itself. If the Center is to serve the students and families of Kamaile Academy, then those students and families must play a large role in stating how they want to be served. Structures such as the LAP, PTO, student leadership, Grade Level Chairs (GLC), surveys, and others should be utilized more to define what are the aims of the Center’s work. Branch out into new areas • As the Center matures, many areas for programming remain such as health, college readiness, adult education, mentoring, culture, and the environment. While the Center must be very careful about trying to do everything, there are some areas of programming which the Center can naturally explore. Deepening the already formed partnerships with the community health center and local community college can drive more formal health and college readiness efforts. In terms of adult education, mentoring, culture, and the environment, the center can easily tap into strong resources for each that already exist within the community. Engaging parents, families, and community Focus efforts already underway • Popular events already occurring on campus should be utilized as opportunities to deepen family engagement. At each site, staff made clear the ongoing struggle of involving parents and families. One of the most powerful lessons was that sometimes efforts just need to meet families where they are in terms of engagement. If large celebrations and student performances are what draw in parents, then build from there. The Center should continue to focus on school‐wide events like May Day, Winter Fest, and Sunset @ Kamaile, and use these as launching points to create more community ownership and engagement. • The Local Advisory Panel must play a key role in the Center’s Work. www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

While all successful community schools exhibited some form of strong family and community engagement and ownership, the exemplary models provided some formal body or program through which these outside groups could involve themselves directly in the work of the school. Kamaile Academy’s charter calls for the establishment of a representative Local Advisory Panel (LAP). This body is in the process of being re‐established, and it is in the Center’s best interest to support the LAP’s work as representative of the broader community. Redirect work being done • The Center should shift its focus from building family and community engagement to creating family and community ownership of programs. The most successful community schools were those in which families and communities were not merely involved and engaged but really felt true ownership over what was happening. This is of course a long‐term goal, but that shift in focus to truly handing over the Center to the community can have a powerful impact on the efforts being made toward that goal. • Goals and targets of programs should come from the school community itself. If the Center is to serve the students and families of Kamaile Academy, then those students and families must play a large role in stating how they want to be served. Structures such as the LAP, PTO, student leadership, Grade Level Chairs (GLC), surveys, and others should be utilized more to define what are the aims of the Center’s work. Branch out into new areas • New structures can be created to allow for more regular and more substantive involvement of families and partners. The formation of the LAP, mentioned above, will provide a primary link for outsiders to the school and the Center. The site visits, however, revealed the special role that can by played by parents and partners in the operation of the community school. While the Center supports the Kamaile Parent Teacher Organization (PTO), more can be done to engage key parents on campus and give them real ownership of the Center’s programming. In much the same vein, a new structure focused solely on involving community partners can bring them more directly into the Center’s work. Sustainability/ funding Focus efforts already underway • The Center should stay true to its mission of following needs and assets rather than chasing after funding. Mostly because funding has yet to become an issue for the Center, all programming to this point has been based upon needs felt or assets that could be built upon within the school community. As funding options are explored, this must remain the focus of the Center rather than manipulating efforts to match the requirements of funding sources. • The Center should continue its efforts in identifying clear aims of programs and measuring clear impacts of that work. As evidenced through the successes and struggles of the various sites, one real strength of the Center to this point has been our ability to lay out clear aims and set measurable targets for all of our efforts. By maintaining and improving this practice, the Center should be in a good position when it comes time to seek out funding sources. Redirect work being done • The Center should explore ways of adding transparency and ownership over the use of funds. www.navigatorscenter.org

The Navigators’ Center at Kamaile Academy: June 2012 Report

In line with the efforts to create true ownership over programs, the Center can explore ways of opening its finances to the school community. While certain limitations will certainly need to stay in place with regards to the expenditure of funds, especially when they are public school funds, making all usage of funds a transparent and inclusive process can go far in promoting broader community ownership of the Center and its work. Branch out into new areas • The Center should explore options available for future funding. If one lesson was learned about the finances of community schools, it is that no single source can ever be taken as completely reliable. Whether publicly financed by a district or privately funded by a long‐standing foundation, all funding streams are subject to volatility. The Center currently enjoys a state of sufficient funding from the school itself, but for the sake of sustainability other options should be explored including funding from the district or charter organizations, resources from community partners, and financing from grants or private foundations.

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The Navigatorsâ&#x20AC;&#x2122; Center at Kamaile Academy: June 2012 Report