Nānākuli-Wai’anae Complex Area

Project HI Aware and School Climate Transformation


Now is the Time...

Children are the Priority, 

Change is the Reality, 

Collaboration is the Strategy

Promoting Mental Health...

Improving Academics! http://tinyurl.com/MHacademicsVideo                  

 <<<<<<<   Click Here for Twitter Pictures of Grant Activities

 

Recent Posts

Creating a Culture of Compassion: Trauma-Informed Community School

At San Diego’s Cherokee Point Elementary School, many children struggle with the effects of community violence, growing up with abusive parents and other forms of childhood trauma. Instead of punishing or ignoring the symptoms of trauma, this 15-minute video tells the story of how Cherokee Point has engaged teachers, students, parents and many others in creating a culture of compassion where students and their families are thriving.  

 

Principal Godwin Higa is a Castle High School graduate, Proud Class of 1971.  

Restorative Practices - Azim Khamisa and TKF

The TKF is a Safe School Model Targeting Middle School

Since its inception, TKF’s efficacy is about stopping youth violence and promoting child well-being. 

For participating students, the model is designed to enhance communication skills, teach problem solving techniques, discuss consequences, promote healthy decision making, encourage civic engagement and provide adult role models. The model is evaluated on the quantifiable variables of school attendance, disciplinary referrals and suspensions to ensure provable outcomes. The service elements of the model include the following:

TKF targets middle schools because national research has identified the adolescent ages between 11 and 13 as the peak onset for youth violence and the primary time for prevention. When one listens to young adults battling delinquency, drugs, gangs and other negative situations, you hear their common starting point for trouble is usually sixth or seventh grade. Middle schools have the highest levels of behavioral problems which not only impacts each child’s learning but the health and culture of an entire campus. Violent destructive behaviors at this age disrupt the lives of young people during a critical development period when they should be receiving their education, learning life skills, and taking on new responsibilities. Patterns of suspensions in middle school are clear indicators of future difficulties for youth if not addressed here.

Roots of Empathy

Roots of Empathy is an evidence-based classroom program that has shown significant effect in reducing levels of aggression among school children while raising social/emotional competence and increasing empathy.
 
Roots of Empathy's mission is to build caring, peaceful, and
civil societies through the development of empathy
in children and adults.
Zoyah and her mom at the luncheon for the Institute for Violence Abuse and Trauma.  Zoyah was the 3rd place winner for her art rendition of NO HURTING, SHOW ALOHA in the Pre-School through Grade 2 Division.  Her art will be featured in future calendars.  
Congratulations to Zoyah, the 3rd place and only winner from the Nanakuli-Waianae schools in the NO HURTING SHOW ALOHA for pre-school through grade 2 artists division.  The contest is sponsored annually for the Institute for Violence, Abuse and Trauma (IVAT).  She attends Leihoku Elementary School and was the recipient of a $50 gift certificate from Amazon and lunch for her and her mother at the Hawaii Convention Center this past March 31, 2016. 

Why We All Need to Practice Emotional First Aid

Hi Everyone, 
 
This is a really great 17 minute video to inspire self-care and reaching out to someone... If we can create a model for well-being here in Hawaii, we can make a contribution to the entire world.  (Astronaut Lacy Veach to Nainoa Thompson)

Disrupting Poverty: Creating a Poverty Literate Culture for Student Success

What students wish their teachers knew about poverty!  Worth your time to view this webinar!  Great tips for Teachers working with student who come from poverty!  
 
 

Any educator working for more than a few years has witnessed the growing number of students who live in poverty, and knows their job has become more challenging as a result. Much can be learned from educators—some of whom themselves grew up in poverty—who have helped students succeed despite the odds.

Based on recent research focused on these successes, William Parrett and Kathleen Budge, authors of the award-winning ASCD book, Turning High-Poverty Schools into High-Performing Schools, will share a framework for collaborative action in classrooms and schools. Practical strategies and specific examples will "jumpstart" your thinking about what it takes to disrupt poverty's adverse effects on learning to help your students succeed.

At-risk school success stories Succeeding where many have failed: How administrators turn districts arounds

No matter how cutting-edge the technology or advanced the curriculum, students have a hard time mastering essays and equations if they’re hungry, traumatized or feeling marginalized by a textbook’s inaccurate portrayal of their ethnic group.

“If you came to work and hadn’t eaten for a day or two, you wouldn’t be prepared to work,” says Jennings School District Superintendent Tiffany Anderson, who has received national attention for progress that her St. Louis-area system has made since she took over in 2012. “So why would we expect adolescents to come prepared to function mentally and physically without their basic needs being cared for?”

To boost academic outcomes for “at-risk” students—and turn entire underperforming districts around—school leaders now operate social services like food pantries and homeless shelters. In the classroom, teachers lead mental and physical exercises to help students focus on instruction designed to be more relevant to future career aspirations.

(For the rest of this article go to http://www.districtadministration.com/article/risk-school-success-stories)

Let's join the "Pono" Challenge! (Students)

As a cultural response to bullying in schools, student groups are encouraged to actively “Grow Pono” to create a more welcoming and safe environment for everyone at their school.

E Ola Pono means to live with respect for and in harmony with everyone and everything around you. The annual Statewide E Ola Pono Campaign challenges students to work together on activities or projects that promote pono as a “Way to Be”.

Student led projects and campaigns have proven to be the most effective and powerful initiatives to reduce harassment and bullying in schools.  Addressing this need in a culturally relevant way based on Hawai‘i‘s host culture provides a foundation that can benefit all people who call Hawaii home. 

To live pono is to always strive to do what is right for others and the environment. It is “WE versus “ME” thinking. Living Pono is a universal concept that stretches way beyond Hawaii’s shores.

The Pono Campaign offers students an opportunity to positively influence peers and promote a safe, respect-filled school environment. The Hawai’i Department of Education, the Hawai’i Association of Charter Schools, the Hawai’i Association of Independent Schools, and the Governor have all endorsed the E Ola Pono Campaign.