This year Kapa'a High School began implementing a new structure in our Grade 9 as part of our Smaller Learning Community Initiative. We are excited to announce that starting with the 10th graders in August 2012, Kapa’a High School will be organized into two Smaller Learning Communities, HOPES and IDEAS for students in Grades 10-12, Regardless of which SLC they choose, students will work on a rigorous curriculum in both core and elective classes to fulfill college & career entrance requirements. Academy teachers will develop units of study aligned with the academy goals/themes to improve student engagement, build deeper critical thinking skills and develop stronger academic performance skills.
● A small learning community, comprising a group of students within the larger high school who take several classes together for three years, taught by a team of teachers from different disciplines who share common students and planning time;
● A college preparatory curriculum with a career theme, enabling students to see relationships among academic subjects and their application to a broad field of work; and
● Partnerships with employers, the community, and local colleges, bringing together resources from outside the high school to improve student motivation and achievement.
Although both academies have similar outcomes in terms of academic rigor, internships and senior projects, the content focus of each is slightly different. Both academies will emphasize service and sustainability. Our HOPES academy will be dedicated to developing students who possess a rich academic foundation while sharing a deep understanding of how to work with others to create healthier and more sustainable communities from the perspective of health, food, public service and education. Students in the HOPES academy will be able to choose from specialty strands in the areas of:
- Health & Wellness
- Organic Farming & Environmental Studies
- Public Service: Hospitality and Culinary Arts.
- Education & Leadership
- Service & Sustainability
- Industrial Technology: Building/Construction or Auto
- Design: Digital Media/Graphic Arts
- Engineering
- Arts: Visual and/or Performing Arts
- Service & Sustainability.
Students in an academy will take most of their core academic courses with students from all four strands in their academy. However, they will take 1 or 2 strand specific classes each year primarily with students only in their strand.
How will my child be guided to select an academy?
During 9th grade, the counselor will introduce students to the two Academies. Students will take career interest surveys and have the opportunity to visit academy/strand classes. Students will then rank their top three strand preferences, develop a compelling written argument for their choices and be placed accordingly.
We hope to do an excellent job of preparing students to make a solid Academy/Strand choice. However, a student will be able to switch strand and/or academy one time during high school as long as they can still complete a strand within the academy.
Will my child be prepared for careers and college regardless of Academy choice?
Absolutely - both academies have the same learner outcomes and exit criteria. The projects and evidence each academy requires for completion are very similar. For example, students in both academies will need to complete an internship, a community service project, a personal transition plan and a senior project. Ensuring students are prepared for both the world of work and the world of college is a top priority for both academies. Students in both academies will be able to take AP and Honors classes.
Why academies at Kapa’a High School?
Research confirms that smaller schools are safer and more productive because students feel less alienated, more nurtured and more connected to caring adults*. It is also clear that SLC’s encourage:
- Higher scholastic achievement
- Reduction of the negative effects of poverty on achievement
- Increased student affiliation with their school and community
- Greater safety and order
- Higher college entrance exam scores, acceptance rates, and GPAs
- Higher levels of extracurricular student participation
- Higher levels of parent and community involvement and greater satisfaction**
** Sources: Fowler & Walberg, 1991; Gregory, 1992; Stockard & Mayberry, 1992
