Kapa'a High Academy Overview and Timeline for Students

Kapa'a High is proud to announce that next year, all 10^th grade students will be placed in one of two Academies. What this means is that students will take all core subject classes with other students in their Academy. Students will also pick a strand to specialize in within their Academy and take at least one class a year related to that strand. In 10^th grade this will be the CTE core class that matches their strand.

The HOPES academy focuses on developing a conscious, healthy and sustainable culture through human connections. The students who are a part of the HOPES Academy will discover their place in our community and the global society by participating in authentic learning experiences that include community and college partnerships.

Students who are part of this academy strand will learn…
Health Services	to help people maintain their health and wellness. They will be taught the skills necessary to deliver quality health care for a better future. Health Services Core
Organic Farming & Environmental Studies	to provide and cultivate products that integrate natural systems with human needs . Natural Resources Core
Public Services: Hospitality & Culinary	the knowledge and skills necessary to strive in a hospitality or culinary career. They will gain interpersonal skills essential to working with and helping people. Public Service Core
Education & Leadership	the skills and qualities to be an effective leader in a classroom or in the greater community. Public Service Core

The IDEAS academy will be dedicated to developing students who possess a rich academic foundation while sharing a deep understanding of creativity & design principles as they relate to creating innovative and sustainable products that solve some of our biggest global challenges. Students in the IDEAS academy will also learn important foundational employment skills.

Students who are part of this academy strand will learn…
Industrial Technology: Building/Construction & Auto	to use new and emerging technology in the fields of Building/ Construction or Auto to design structures and devices. Students will also learn to design and build solutions for growing communities. IET Core
Digital Media & the Arts	to express their ideas and stories using technology, traditional art mediums and/or music. Students will also learn to create and communicate messages through sight and sound. Arts & Communication Core
Engineering	to employ mathematical and scientific principles to develop effective solutions to real-world, technical problems. Students will also learn to design and build solutions for growing communities. IET Core
Adventures in Business	to manage financial systems that drive the global economy. They will also use learn to use organized systems to solve problems & develop entrepreneurial skills. Business Core

We have designed a few activities & steps to help students in making an Academy Selection:

Jan 4^th & 5^th Personality & Interest Surveys in Science Classes

Jan 6^th Academy/Strand Mini Fair (Lower Campus, Lunch)/Assembly (Gym, 5^th period)

January 9^th Parent Meeting re: Academies (Cafeteria, 6:00 p.m.)

Jan 10^th & 11^th Academy Class Visits

January 12^th Academy Selection Session in Science Classes

January 13^th Signed Academy Selection forms due

January 23 Academy Placements Announced/Registration Session

January 27^th Signed Registration Forms Due

HOPES and IDEAS: Charting a New Course at Kapa'a High School

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.

What are “academies”?

● 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.

What is the focus of each academy?

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

Our IDEAS academy will be dedicated to developing students who possess a rich academic foundation while sharing a deep understanding of creativity & design principles as they relate to creating innovative and sustainable products that solve some of our biggest global challenges from the perspectives of building/construction, graphic design, business and the arts. Students in the IDEAS academy will be able to choose from specialty strands in:

• Industrial Technology: Building/Construction or Auto
• Design: Digital Media/Graphic Arts
• Engineering
• Arts: Visual and/or Performing Arts
• Service & Sustainability.

What is the difference between an academy and a specialty strand?

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.

Can students switch academies? Can they switch strands?

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**

* Source: Cotton, K. New Small Learning Communities: Findings from Recent Literature. Northwest Regional Educational Laboratory. December 2001

** Sources: Fowler & Walberg, 1991; Gregory, 1992; Stockard & Mayberry, 1992

WET CEMENT: AN OVERVIEW OF OUR SLC STRUCTURE

The KHS Academy Design Team has been hard at work this first quarter planning for the integration of Academies in Grades 10-12 over the next few years. Working with both Mike Neubig and Michelle Swanson to crystallize our vision has been challenging but inspiring. We are excited to present what the overall structure will be with our two academies, HOPES and IDEAS that build upon the skills and knowledge our students will gain in Grade 9 from their Hui experiences. Across the board we are committed to helping our students have meaningful options aligned with their interests and strengths upon graduation. The image above outlines the progression of students from Grade 9-12 highlighting their pathway options as the move through our school. The plan will be explained to Grade 9 students and parents over the next several months to ensure appropriate academy selection. Look for more news soon!

Glimmers of Hope

Today our 9th grade Hui teachers were treated to a day long workshop with SLC expert Michelle Swanson. Michelle is full of "treasures" when it comes to strengthening teams. She stretches us to consider how we can become more intentional with our work particularly when it comes to student support and deep learning. We spent time discussing high yield strategies, were introduced to the concept of performance assessments to promote deep learning, and considered more systemic approaches to student support.

The morning started with Michelle asking us to stop and reflect about our progress after one quarter of SLC implementation in Grade 9. Although we have had some glitches and challenges, overall we definitely feel we are on the right path as evidenced by the "Glimmers of Hope" our 9th grade teachers shared today. So far we have experienced/noticed the following, "Glimmers of Hope"

• Great support/collaboration within and across the Hui
• Greater support working with other teachers in the Hui
• Our 6th period is a wonderful example of positive classroom culture/community.
• Good collaboration among the 4 English teachers in 9th grade. This has led to more focused planning and effective lessons/units
• Establishing relationships with individual students
• Kids are not slipping through the cracks like they used to thanks to a grade level counselor and ongoing Hui teacher discussions
• Most of our students are eager to learn!!
• I love our students! They have such great personalities and senses of humor!
• Students seem more conscious of their grades - ENGRADE is wonderful
• Seems like learning styles are being addressed.
• We are using technology for learning such as mobile devices
• Interactive Notebooks Rock!
• Students are enjoying the labs and seem to be learning the scientific method.
• Team teaching is decreasing negative student behaviors
• Collaboration and Ohana are found in our Hui.
• Majority of students come to class
• Truancy, Referrals and Fights are all down in the 9th grade.
• We had over 100 parents at 9th grade orientation.
• The Freshmen have been seen. (by the counselor)

This simple exercise, reminded all of us as to WHY we embarked on the SLC journey in the first place. As we work towards expanding the SLC model into Grades 10-12 in the form of academies, it seemed important to share our learnings/reflections with the greater school community so that teachers, parents and students can all understand the potential of common students, common teacher and common planning!

Building Dreams - Academy & Hui Updates

This year our overall theme as a faculty is "Building Dreams". Our dream is to transform Kapa'a High into the premier high school in the state by implementing smaller learning communities in the form of interest based Academies to build upon the strength of the Hui smaller learning communities in Grade 9. School started the first week of August, it's already mid-quarter and already we are seeing the fruits of the 9th grade Hui and charging ahead with Academy Planning.

Hui

We can already see that last year's planning to improve the transition to high school and the entire freshman experience is paying off. Our 260 freshman have been moved down to lower campus and divided into two Hui, Onipa'a and Ikaika, each with a team of dedicated math, English, social studies and science teachers. A counselor has been dedicated to Grade 9 with a VP assigned to each Hui. Hui Teachers have common planning time to discuss student challenges, progress, joint projects and other aspects of their work. So far we have integrated common assessments, project based learning, a no zero policy and AVID strategies focusing on strengthening basic organizational and study skills. Additionally, all of the 9th graders will participate in the Leadership Challenge curriculum designed to help them explore their values, interests and strengths. This work will become part of their Personal Transition Plan designed to help them transition from high school to their post high school educational and career plans more smoothly.

Academy

Since we already see the benefits of the Hui concept in terms of our ability to respond to student needs, there is a sense of urgency to create smaller learning communities for our 10th - 12th grade students to improve rigor, interest and overall achievement. Our Academy Design Team this year includes all of our department chairs, an additional representative from each department, various support staff and administrators. All in all, we are about 20 people with a shared dream. We recently spent a second collaboration day with Mike Neubig refining our HOPES and IDEAS Academies with course sequencing for the four strands in each academy.

HOPES

Health- Health/Wellness

Organic Farming– Natural Resource /Agriculture

Public Service - JROTC

Entrepreneurship – Culinary & Hospitality

Service & Sustainability - ALL

IDEAS

Industrial Technology: Auto or Building Construction

Design: Digital Media & Graphic Design

Entrepreneurship: Virtual Enterprise

Arts: Visual & Performing Arts

Service & Sustainability - ALL

Our next steps will be to present to our entire faculty, address our burning questions with Mike Neubig on September 13th, examine different schedules that might better serve our students with these new structures, educate and engage our parent community in September and October, educate and straw poll our students, create new registration materials, reach out to university, business and government partners and train our teachers for this transition. Our plans are to launch the SLC's for our current 9th graders in Fall 2012. Our dream is that by Fall 2014, every student will be enrolled in a smaller learning community providing structures and support for a more rigorous, more personalized, more relevant and more successful high school experience.

SLC Scheduling - New Insights!

From our research into SLC Best Practices, we have come to understand that one of the biggest challenges schools face when implementing Smaller Learning Communities is scheduling. Traditionally schedules tend to be built more around teacher preferences for courses and prep periods rather than around principles related to quality programming. Recently, key members of the Academy Design Team and the Administration team spent the day with Mike Neubig, widely regarded as smartest SLC scheduling guy around. Mike helped us understand that there are three principles we should prioritize as we move forward in our planning.

COMMON TEACHERS

COMMON STUDENTS

COMMON PLANNING TIME

We were glad to learn that we are on the right track with our design thinking! Focusing on the above three principles will help us ensure that teachers work together to INTEGRATE curriculum and to SUPPORT groups of students. We spent time planning out course sequencing for potential SLC's and discussing optimal scheduling and staffing models. As we went through the day, we had some other KEY insights and recommendations from Mike.

1. A 7 period schedule is key. Mike recommended a 5 on 7 schedule with first period meeting daily, all classes meeting on Monday and three periods (2,4,6 and 3,5,7) meeting on alternating days Tuesday - Friday.
2. For our school size, we should have two umbrella academies with 4 or 5 SLC course sequencing options in each. The 10th graders should be in the academies.
3. We should think of courses in one of three groupings. They are tagged as either a. SLC Pure (only for SLC students) b. SLC recommended (recommended for SLC but others can take) or c. Global Classes (anyone can take).
4. Teachers should be dedicated to the 9th grade teaching teams or to one of the umbrella academies. This will make it easier to schedule both students and teachers.
5. We should avoid halfway implementation - no piloting or having half of our students in academies and the other half not in academies.

Mike will be back to work with us on August 24th and to present these ideas to our entire staff. Before he returns, our Academy Design Team will be reviewing and refining the work we completed on June 21st with Mike with specific focus on course sequencing for each SLC.

Probably the most important thing we learned is that we need to stick to our vision and avoid caving in to special interests that go against the priorities mentioned above. We need to focus on: COMMON TEACHERS, COMMON STUDENTS, COMMON PLANNING and ALWAYS think about what is best for ALL kids as first priority.

Drive: What Motivates Us?

As we begin our journey down the Smaller Learning Community path, our teachers and school leaders have had many rich conversations about how to improve student engagement, attendance and achievement. We see all three factors as critical to student success. One area that has triggered very spirited discussion and more questions than answers revolves around the idea of homework and grades. How do we ensure that our homework is meaningful and relevant? How do we inspire students to do their homework? How should we grade homework? What should we do about students who don't do their homework? The traditional view is that homework is an important way to reinforce academic content. However, recent research does not really back this up. In fact, the only subject where homework seems to improve achievement is Math. Homework advocates argue that homework is a very effective way to teach responsibility and discipline yet some students appear to have a great deal of trouble finding the motivation to do their homework. It's a complex topic with passionate arguments on both sides of the debate. In the spirit of inquiry and furthering our collective thinking and understanding, we'd like to share an RSA Animate based on the work of Daniel Pink, the author of several provocative, bestselling books about the changing world of work. According to his web-site, Drive: The Surprising Truth About What Motivates Us, is based on 50 years of behavioral science to overturn the conventional wisdom about human motivation and offer a more effective path to high performance. The RSA animate is about ten minutes long and well worth your time. We hope you enjoy it!