The prototype combines 3 big ideas to address low student achievement: 1) Smaller learning communities to personalize learning and connections. 2) A super-charged school-community partnership to address non-academic factors. 3) Aligning schools and community along a continuum to improve transitions. The prototype is built on 5 structural elements: electrical system (leadership), roof (community partnerships), framing (organizational design), foundation (school culture), and plumbing (teaching and learning). Teaching and learning focuses on rigorous, relevant, aligned, authentic, place-based and project-based learning to build future leaders through personalized, individualized instruction that motivates all students.

1. The Process in a Nutshell From there, we honed in on 3
big ideas to address the issues
• Small learning communities
• Community schools
• Wraparound services pipeline
Empathize Ideate
Define Prototype
From the data, we
identified major
issues for low Test
student achievement
• 9th, 10th math scores The 3 ideas were then
• Transitions
…then brainstormed combined to form the
how might we address working prototype.
• Graduation rates these issues? These Further discussion WHERE WE ARE NOW:
• Low morale themes emerged: revealed 5 elements we We’ll test the prototype
• General discipline felt must be addressed in with you, in 4 mini-
• Personalized learning
the redesign: charrettes throughout May
• Parent, Community • Caring relationships
Engagement • Teaching & Learning
• School culture
• Organizational Design
• Time to collaborate
• School Culture
• Support services
• Partnerships
• Leadership Capacity
Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug

2. Castle Complex (SY2010-2011)
State Ahuima Ben He‘eia Kaha- Kāne- Kapuna Pū‘ōha- Waia- King Castle
nu El Parker El lu‘u El ‘ohe El -hala El la El hole El Inter High
El
fall enrollment
% enrolled for entire SY
% free/reduced lunch
% students in SpEd
% limited English proficiency
% K'ers attended pre-school
% Native Hawaiian
average daily absence 9
average daily attendance 95.0%
# students suspended
# suspensions during SY
% school completers
total # seniors
% freshmen graduate on time
% school drop-outs
% proficient Reading (10th) 66%
% proficient Math (10th) 39%
% proficient Reading (8th) 67%
% proficient Math (8th) 53%
% proficient Reading (3rd) 65%
% proficient Math (3rd) 63%

5. College and Workplace Readiness Assessment
Castle, Kahuku, All Schools (nation-wide)
Analytic Reasoning & Writing Problem
Writing Mechanics
Evaluation Effectiveness Solving
Interpreting, analyzing, and Constructing organized and Facility with the Considering and weighing
evaluating the quality of logically cohesive conventions of standard information from discrete
information. This entails arguments. Strengthening written English sources to make decisions
identifying information that is the writer’s position by (agreement, tense, (draw a conclusion and/or
relevant to a problem, providing elaboration on capi-talization, propose a course of action)
highlighting connected and facts or ideas (e.g., punctuation, and spelling) that logically follow from
conflicting information, explaining how evidence and control of the English valid arguments, evidence,
detecting flaws in logic and bears on the problem, language, including syntax and examples. Considering
questionable assumptions, providing examples, and (sentence structure) and the implications of
and explaining why emphasizing especially diction (word choice and decisions and suggesting
information is credible, convinc-ing evidence). usage). additional research when
unreliable, or limited. appropriate.
Castle Seniors 2.6 2.7 2.9 2.6
Kahuku Seniors 2.7 2.7 2.9 2.6
All Schools 3.0 3.1 3.1 3.0
Possible scores range from 1-6

6. 47%
45%
Analytic Reasoning Writing Mechanics
50% 50%
Castle High KHIS Castle High KHIS
Performing at Scoring Level
38%
Performing at Scoring Level
35%
35%
Percentage of Students
34%
Percentage of Students
40% 40%
26%
23%
30% 30%
20%
19%
16%
13%
20%
12%
12%
20%
9%
8%
10% 10%
2%
3%
1%
2%
0%
0%
0%
0%
0% 0%
1 2 3 4 5 6 1 2 3 4 5 6
Performance/Scoring Level Performance/Scoring Level
Writing Effectiveness Problem Solving
50% 50%
Castle High KHIS
39%
39%
Castle High KHIS
Performing at Scoring Level
38%
37%
Performing at Scoring Level
36%
Percentage of Students
34%
40% Percentage of Students 40%
29%
29%
30% 30%
18%
17%
13%
13%
13%
12%
20% 20%
11%
10%
5%
10% 10%
3%
3%
2%
0%
0%
0%
0%
0% 0%
1 2 3 4 5 6 1 2 3 4 5 6
Performance/Scoring Level Performance/Scoring Level

7. College and Workplace Readiness Assessment
(CWRA)
• CWRA Performance Tasks are administered online and consist of open-ended questions. There are no multiple-choice
questions. The CWRA requires that students use critical thinking and written communication skills to perform
cognitively demanding tasks. The integration of these skills mirrors the requirements of serious thinking and writing
tasks faced in life outside of the classroom.
• The CWRA offers a constructed-response approach to the assessment of higher-order skills such as critical thinking and
written communication. The scoring areas are: Analytic Reasoning and Evaluation, Writing Effectiveness, Writing
Mechanics, and Problem Solving.
• The institution—not the student—is the primary unit of analysis. The CWRA is designed to measure an institution’s
contribution, or value added, to the development of higher order skills. It is also designed to encourage institutions to
compare their student learning results on the CWRA with learning results at other institutions.
• The CWRA is intended to assist faculty, school administrators, and others interested in programmatic change to
improve teaching and learning, particularly with respect to strengthening higher-order skills.

8. SWOT Analysis
Strengths Weaknesses
• Stable, older community with long-term ties to • 9th grade retention rate
Castle Complex (alumnae affection) • Graduation rate
• Programs working to turn around AYP scores • General discipline and orderliness in
• Strong business and foundation commitment classrooms and on campus (Castle)
to supporting education • P20 terminology in Math, English may not be
• 5Rs community movement extends K 8th gr aligned
in school and in community
• Teacher experience in schools
Opportunities Threats
• Diverse physical assets in the community (e.g. • Drugs and violence on campus and
Coconut Island, Kokokahi, Kualoa Ranch surrounding campus, fear
fishpond, Lo`i) • Economic pressure on families in the 96744
• Diverse capacity-building training available area increasing
(e.g. Junior League program for girls, Marimed • Redefinition of student-weighted formula that
• SLCs and integration with Redesign determines school budget

9. Tracing the issues
CULTURE CONTEXT
Growing Title I student population
Schools work in isolation
Low 9th, 10th HSA scores financial constraints from
General discipline declining student population
Community not involved
Economically diverse
8 elem schools  1 intermediate
No AYP = “you’re a failure” High 9th retention rates
Students not engaged
Low HS graduation rates
Parent and student accountability
High remediation for
(all responsibility falls on the teacher)
Low expectations students graduating CHS  WCC Cyber- and physical bullying
Low morale (students, teachers, parents) High drug experimentation/use
Low student
Low student
achievement
achievement
Teacher capacities for Students take HSA test
differentiated instruction before learn content
Teaching of 5Rs through HS No common “teaching
Level of knowledge of language” impacts transition points
No carry-through of 5Rs
issues by larger community
Safety, cleanliness and order must increase
Transitions are often difficult
Student voice in
Insufficient time for Teachers: only have time to teach to the test
own education
Supports for Title I cross-collaboration
student population
Hard to get families involved in child’s learning
COMPETENCIES CONDITIONS

10. Community mana‘o
Then we hypothesized what different stakeholders needed: how might we…
From the data, we Students need: Recreate and renew the value of a
identified major • A personal connection with a caring adult as that sustains their efforts to 96744 education at King and
issues for low meet high expectations Castle, and ensure every student
student achievement • To experience real-world problem-solving because much of what has a caring adult mentor?
traditional curriculum offers is perceived as irrelevant by students
• 9th and 10th scores • Their basic needs met so they can focus on education and be able to dream Expose ALL students to real world
bigger problem-solving community
• Transitions • A way to understand and experience learning the way they learn best as partners and consistently manage
• Graduation rates that will engage them and help them to know success in school, feel safe to the relationships/logistics/
ask questions, maintain educational momentum coordination?
• Low morale • To feel pride and ownership in/for their school, themselves, community
• General discipline • To feel safe from bullying, drugs, while they are at school Fund wraparound services that
could be provided on campus,
• Parent, Family, Teachers need: with coordinators to help parents
navigate when overburdened?
Community • Strong communication systems to engage parents and families consistently
• Mentoring, especially if they are new, to be prepared for challenges
Engagement training doesn’t cover Make the system flexible so
• PD that is individualized, linked to school goals, addresses teaching and teachers can change methods, act
learning, and addresses developmental characteristics of students as facilitators, have time for each
• Caring, meaningful relationships with students child?
• Time to collaborate and space to breathe so they can focus on educating
students Give students and parents a view
of their strengths and learning
styles, create a safe environment,
Parents need:
and start early and start strong?
• Strong communication systems (both to and from) to stay on top of their
child’s learning
Give students and parents a view
• Awareness of, easy access to, and support for, programs and services that of their best possible future, with
address academic, social, and emotional aspects of student learning direct experience to real-world
• To build meaningful relationships with the school and people in it, to build work and help them retain what
pride and ownership they have learned?

11. BIG IDEA #1:
smaller learning communities
maximize student-teacher interactions, personalize learning by connecting students to their interests
academy 1
castle
college/
high academy 2
career
school
academy 3

12. BIG IDEA #2:
Super-charged school – community partnership
Address “non-school factors”, create opportunities for students to connect rigor to relevance
academy 1
castle
college/
high academy 2
career
school
academy 3
family and student supports, social service and health programs
community-building and civic engagement (parent and family)
leadership development (school and community)

13. BIG IDEA #3:
Align schools and community along a continuum (pipeline)
Improve student achievement by addressing transition points with cross-collaboration & alignment
Character education
pipeline
Career/college/life
–ready pipeline
Academic
pipeline
ahuimanu
ben parker academy 1
he’eia
king castle
early kahalu’u college/
intermedi high academy 2
childhood kāne’ohe career
ate school
kapunahala
pū’ōhala academy 3
waiahole
family and student supports, social service and health programs
community-building and civic engagement (parent and family)
leadership development (school and community)

14. THE PROTOTYPE (all 3 big ideas combined)
elementary schools
Community Assets (“CA”) are enlisted based on
king intermediate identified school objectives, recruited and
screened by the Navigation Center
CA
CA CA castle high school
CA
CA CA CA
CA CA
CA CA
CA
CA CA CA CA
CA CA
CA CA CA CA
CA CA
CA CA CA
CA
CA CA
CA
CA CA
CA CA
CA CA
CA
CA
site coordinator works with
school, teachers to build menu
of providers and offerings

15. SCHOOL SITE MAP
What the prototype could look like at the school level
castle high school
Waikalua
Fishpond
Parks &
Rec YMCA ROC
Paepae O Servco
He'eia IBEW
Kako'o BIA
'O'iwi
APEC Kualoa
Ranch
Key
Project
HPU HIMB
HPD
HFD
WCC

16. BUILDING THE PROTOTYPE
Using the metaphor of a house, the prototype is comprised of 5 structural elements (much like the
components of a house fit together)
ELECTRICAL SYSTEM
collaborative leadership
ROOF
community as partners
FRAMING
FOUNDATION organizational design
school culture
PLUMBING
teaching & learning

17. PLUMBING: teaching & learning
within this component, the community dug further into details. This is a summary of community feedback
CURRICULUM: rigorous, aligned, integrated
• All students are engaged in a rigorous, interdisciplinary, standards-based core academic curriculum
that integrates character education and place-based, project-based learning
• Students have opportunities for leadership and service in the school and community
Teaching & Learning
INSTRUCTION: relevant, personalized
• Curriculum is connected to real-world context, with authentic and cultural learning experiences, that
Learning is rigorous,
build on student interests, needs, and community resources
relevant, aligned,
• Instruction addresses students’ interests, learning styles, aptitudes, and choices – and motivates and
authentic, place-based and
challenges all students in every classroom
project-based, and build
future community leaders;
ASSESSMENT
Teaching is personalized,
• Structure/programs are in place to ensure students graduate on time/take advantage of accelerated
individualized, and
learning opportunities
motivates and challenges
• All staff use formative and summative assessments to improve curriculum and instruction, school
all students in every
culture, organization and management
classroom
• The school uses a systematic, data-driven school improvement planning process
TECHNOLOGY
• Curriculum incorporates digital tools to access, organize and communicate learning and knowledge
• On-line literacy for teachers and students are integrated into learning

18. FRAMING: organizational design
within this component, the community dug further into details. This is a summary of community feedback
RELATIONSHIPS
• Structures, behaviors, and activities are in place to connect all students to adults within the school and
within community
• All students receive support and preparation for post-secondary learning
TIME & SPACE
• Instructional time is strategically and flexibly organized around student learning needs, and time is
Organizational Design
built into the schedule to provide additional help as needed
• Classrooms and other rooms are utilized in nontraditional and innovative ways
Structures are flexible,
• School facilities are used by students and community beyond normal school hours
promote collaboration and
• Developmentally appropriate school day
pay attention to the major
transitions points; and
PROFESSIONAL LEARNING & PLANNING
accommodate teaching and
• Professional development is individualized, aligned with school goals, increases content knowledge,
learning strategies that are
uses timely data to improve instructional skills and assessment, and raises understanding of
consistent with ways
developmental characteristics of students
students in various stages
of development learn
COMPREHENSIVE STUDENT SUPPORTS
• Intervention approaches for students beyond special education for those struggling academically
TRANSITIONS
• Coordinated strategies and supports facilitate successful transitions between elementary, middle, high
schools & beyond
• Curriculum is aligned both horizontally (complex-wide) and vertically (K-12)

19. FOUNDATION: school culture
within this component, the community dug further into details. This is a summary of community feedback
LEARNING ENVIRONMENT
• Culture fosters high expectations and aspirations
School Culture • Culture is characterized by energy, enthusiasm, collaboration, respect, responsibility and trust
• Students are engaged in their schoolwork and in the social life of the school and community
Environment fosters high • School is a place where students, parents, and educators are encouraged to take risks and speak up
expectations and lifelong • Educators have collegial (vs congenial) relationships with one another
love of learning among all • Students and teachers feel safe in their school as well as their community
stakeholders of the school
community, and has DATA-BASED INQUIRY/DECISION-MAKING
structures in place for • Procedures to collect and act on student data are inclusive and public
continual evaluation and • All members of the school community – students, teachers, parents, administrators, etc – share
data-driven decision responsibility for tracking outcomes and enhancing student learning
making • Staff incorporates regular professional learning and planning with data-driven decision-making
• Staff assess and report the impact of improvement policies and practices on all student populations to
stakeholders

20. ROOF: community as partners
within this component, the community dug further into details. This is a summary of community feedback
PARENT & FAMILY INVOLVEMENT
• Parents, teachers and students meet regularly to develop personal learning plans and discuss
academic, future goals
• Parents are involved in school’s decision-making process
Partnerships • Staff has made efforts to engage uninvolved or hard-to-reach parents
• School uses a variety of media and resources to disseminate information about academic, social, co-
Multiple pathways to post- curricular programs, and to solicit feedback from family and community members
secondary training or • Students are informed about local issues and actively involved in community issues
college accommodate the • Structures are in place to help teachers and parents community communicate with each other
need for individualized effectively
learning, while
incorporating community COMMUNITY ENGAGEMENT
partners to enhance • Partnerships that create opportunities for students to pursue work-based learning and internships
instruction, provide exist between the school and area businesses/community
enrichment and perform • Wraparound services are available for students and families
wraparound services for
students and families EARLY COLLEGE
• Partnerships between school and post-secondary institutions provide a variety of options for
postsecondary education
• Post-secondary access programs are available for all students
• Students are actively involved in early and ongoing academic career guidance and planning

21. ELECTRICAL SYSTEM: leadership capacity
within this component, the community dug further into details. This is a summary of community feedback
GOVERNANCE
• Major decisions are aligned with school’s mission statement, vision and goals
• All voices including students, are honored and includes a diverse, representative selection of
stakeholders
• All constituents are knowledgeable about and participate in school’s decision-making
COLLABORATIVE LEADERSHIP
Leadership Capacity
• Teacher leaders and principals foster culture of collective and collaborative responsibility for student
success among all staff of the school community
Leadership development of
• Students are actively involved in decisions about their academic development; and take responsibility
teachers and principals
for their learning
increase ability to navigate
change, improve
PRINCIPAL LEADERSHIP
instruction, and
• Is reflective, proactive and well-informed about proven best practices
accommodate the different
• Supports leadership development and encourages leadership potential of others
learning styles
• Principal is familiar with individual students, their families and the community
MORAL COURAGE
• Principal, CAS, teacher-leaders have skills to handle conflicts and defend equitable practices that
support learning of students
• Leaders routinely involve broader school community in public discourse, process concerns openly, and
move the collective dialogue beyond individual and personal interests