The document summarizes initiatives from a community-based redesign effort to transform education for students in a region. It outlines targets in five areas: 1) Teaching and learning focuses on aligned, rigorous curriculum and varied assessments. 2) Organizational design emphasizes collaboration and supports. 3) School culture promotes high expectations. 4) Community partnerships extend learning beyond school. 5) Collaborative leadership involves all stakeholders in decision-making. The document asks participants to discuss challenges to implementing the initiatives over 60 minutes.

1. Castle Complex Redesign Initiative
Redesign Team Meeting #8
April 26, 2012

2. CASTLE COMPLEX PIPELINE
so every child is life-ready
Character education
pipeline
Career/college –
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)
school culture
(organizational design)

3. CASTLE COMPLEX PIPELINE
so every child is life-ready
Character education
Career/college/life pipeline
–ready pipeline
Academic
pipeline
castle
king college/
high
intermediate career
school
family and student supports, social
service and health programs
community-building, parent engagement
leadership development

5. roofing

6. foundation

7. framing

8. electrical system

9. plumbing system

10. ELECTRICAL
ROOF
FOUNDATION
FRAMING
PLUMBING

11. ELECTRICAL
collaborative leadership
ROOF
community as partners
FOUNDATION
school culture
FRAMING
organizational design
PLUMBING
teaching & learning

12. CASTLE COMPLEX PIPELINE
so every child is life-ready
Character education
pipeline
Career/college –
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)
school culture
(organizational design)

13. • Choose 1 perspective to work from
• No more than 7-8 people at a table, and diverse
• Handout that describes the model from your perspective
• Why won’t it work
• Some time on your own
• Share back with the group
• Facilitator is capturing notes
• 60 minutes to do this

14. an example

15. What’s next:
(1) ATTEND ONE (OR MORE) MEETINGS
Thursday, May 3 5:30-8:00 KEY Project
Wednesday, May 16 5:30-8:00 Kokokahi YWCA
Tuesday, May 22 5:30-8:00 KEY project
Saturday, May 26 11:00-2:00 Windward Mall
(2) WIN (EDUCATIONAL) DOOR PRIZES

16. Other Dates:
Educational Summit Meeting
Saturday, June 2 8:30a-12:00p
He‘eia School
Castle Complex Parent Leader Meeting
Monday, April 30 6:00p-8:00p
Windward District Office

17. teaching & learning
Castle Complex has been involved in a community-based redesign initiative to transform an educational experience that every young person in 96744
has the tools to be life-ready. Below are the initiatives, competencies and targets that have been established:
1) Curriculum is challenging, relevant, engaging, and aligned from kindergarten through 12th grade
• Academics are aligned Kindergarten through 12th grade, with a shared language and grading so students don’t have to re-learn at transition points
• Character education is in the school (through 5Rs and ethics curriculum) from Kindergarten through 12th grade, and reinforced at home and in community
• Career/College/Life-readiness is comprehensive and the discussion begins (for parents) as students enter Kindergarten
• Running Start (classes at WCC) is expanded to be available for any and all students
• Every student is actively involved in early and ongoing college/career guidance and planning
• Students use online tools in classrooms that are designed as a self-paced learning tool, and informs teachers for targeted interventions
• Students can receive PE credit for sports
• Incoming freshmen can ‘test out’ of Transitions and/or if they take a similar class at King Intermediate, providing an extra ½ credit for an elective
• Honors exist in 9th grade; as students enter pathways, community partners provide enrichment and rigorous “honors-level” opportunities
2) Smaller Learning Communities, academic pathways that students enter into in 10th grade, are student-driven and based on students’ interests
• From Kindergarten through 9th grade, students build awareness and explore their interests so they are prepared to choose their pathway in 10th
• Math, Engineering, Technology and Science are integrated in every pathway
• There is a STEM pathway for those students who want to pursue this interest further
• There is a ‘liberal arts’ pathway, for students who are still unsure about their interests
3) Learning is not only in the school - community partners are extensions of the school classroom, and also provide family and student supports
• Project-based, place-based lessons use local community assets to connect the rigor of the classroom to relevant experiences at every opportunity
• School facilities are used by students and community beyond normal school hours
• Partnerships are facilitated and coordinated by a ‘lead’ community organization who works with the school to address what school and students need
• ‘Wraparound services’ – health and social services – are available to students and families to ensure students are healthy, safe and ready to learn
• Partnerships give opportunities for young people (9th through 12th) to pursue work-based learning and internships for HS credit
4) Teachers are effective facilitators, and have strong, caring relationships with students
• Teaching is personalized, individualized, and motivates and challenges all students in every classroom
• Testing has been separated from teaching (similar to AP format) – the teacher becomes a ‘coach’ to help students prepare to take the test and pass
• Teachers use interactive whiteboards, multimedia presentations, and other tools to display information
5) Students’ learning is evaluated in a variety of ways (such as a portfolio)
• Students publicly present and defend their learning
• In-process, formative feedback including student self-assessments are used in every classroom
• Parents can access student performance data through on-line portals, web exhibitions, blogs, etc.
…but in our guts we all have ideas about why this won’t work. What are the major challenges that need to be overcome?
Where do the major hurdles exist? Are there land mines which need to be avoided? Take the next 60min to discuss.

18. organizational design
Castle Complex has been involved in a community-based redesign initiative to transform an educational experience that every young person in 96744
has the tools to be life-ready. Below are the initiatives, competencies and targets that have been established:
1) Structures and supports are in place to ensure collaborative learning, decision-making and building of strong relationships
• Parents, teachers, students (and adult mentors) meet regularly to develop personal transition plans, and discuss academic and future goals
• Parents, teachers, students, and community partners are involved in school’s decision-making process
• Teacher teams meet regularly to discuss students as they transition, and community partners are included in the conversation as needed
• Students are informed about local issues and actively involved in community issues
• Community partners are included by design in teacher professional learning and planning for college/career/life readiness preparation and
character education components
2) Structures and supports are in place to provide a safety net for youth, especially at transition points (8th to 9th grade)
• The “warning system” is aligned from Kindergarten through 12th grade, with special attention at transition points
• Activities are in place to connect every student to caring adult mentors, both within the school and community
• Every student receives the support they need and preparation for post-secondary learning (whatever/wherever that is)
3) Instruction is flexibly organized and the school day has a staggered start and end time that is developmentally appropriate for students (ex: school is 10a – 4p)
• There is time built in to the schedule for teachers to collaborate regularly
• Time is built into the schedule to provide additional help for students as they need it
• Time is built in (as a free period) for all students to take advantage of accelerated learning opportunities: AP online, WCC classes, internships, etc
• ‘Flex time’ is built into the teacher schedule
4) Learning is not only in the school - community partners are extensions of the school classroom, and also provide family and student supports
• Project-based, place-based lessons use local community assets to connect the rigor of the classroom to relevant experiences at every opportunity
• School facilities are used by students and community beyond normal school hours
• Partnerships are facilitated and coordinated by a ‘lead’ community organization who works with the school to address what school and students need
• ‘Wraparound services’ – health and social services – are available to students and families to ensure students are healthy, safe and ready to learn
• Partnerships give opportunities for young people (9th through 12th) to pursue work-based learning and internships for HS credit
5) Curriculum is designed to be aligned from kindergarten through 12th grade
• Academics are aligned Kindergarten through 12th grade, with a shared language and grading so students don’t have to re-learn at transition points
• Character education is in the school (through 5Rs and ethics curriculum) from Kindergarten through 12th grade, and reinforced at home and in community
• Career/College/Life-readiness is comprehensive and the discussion begins (for parents) as students enter Kindergarten
• Students can receive PE credit for sports
• Incoming freshmen can ‘test out’ of Transitions and/or if they take a similar class at King Intermediate, providing an extra ½ credit for an elective
• Honors exist in 9th grade; as students enter pathways, community partners provide enrichment and rigorous “honors-level” opportunities
…but in our guts we all have ideas about why this won’t work. What are the major challenges that need to be overcome?
Where do the major hurdles exist? Are there land mines which need to be avoided? Take the next 60min to discuss.

19. school culture
Castle Complex has been involved in a community-based redesign initiative to transform an educational experience to ensure all young people in 96744
have the tools to be life-ready. Below are the initiatives, targets and goals that have been set:
1) Behaviors, attitudes and activities in the school reinforce the beliefs:
• High expectations always. Giving up is not an option. We do what it takes. No excuses
• Every child will graduate with the skills and tools they need for post-secondary learning, whatever/wherever that is
• Students learn differently, from different places and through multiple teachers
• We are but one part of the pipeline to prepare young people – we cannot do it alone, in our own schools, our own classrooms, by ourselves.
Community is essential to educating our children and partnering with them is a must.
• Time and space for collaboration and communication is critical – not just with families, but with other teachers and other schools
2) Behaviors, attitudes and activities in the community reinforce the beliefs:
• High expectations always. Giving up is not an option. We do what it takes. No excuses
• Students learn differently, from different places and through multiple teachers
• We are but one part of the pipeline to prepare young people – we cannot expect schools to do it alone. We must share the responsibility – and
accountability. I must play a role in educating young people too, because I am of this community
• Time and space for collaboration and communication is critical
3) Behaviors and attitudes in the students reinforce the beliefs:
• High expectations always. Giving up is not an option. We do what it takes. No excuses
• I am engaged in, and responsible for, my own learning
• I am a part of this community, and proud to be a Castle Knight
• I learn from different people, in different places (not only the classroom) – what I learn is relevant to my future
4) Behaviors and attitudes in the parents and families reinforce the beliefs:
• High expectations always. Giving up is not an option. We do what it takes. No excuses
• I partner and support teachers in educating my child(ren) – I am involved as much as I can be in my child(ren)’s education
• Time and space for collaboration and communication is critical
• We are but one part of the pipeline to prepare young people – we cannot expect schools to do it alone. We must share the responsibility – and
accountability. I must play a role in educating young people too, because I am of this community
…but in our guts we all have ideas about why this won’t work. What are the major challenges that need to be overcome?
Where do the major hurdles exist? Are there land mines which need to be avoided? Take the next 60min to discuss.

20. community as partners
Castle Complex has been involved in a community-based redesign initiative to transform an educational experience to ensure all young people in 96744
have the tools to be life-ready. Below are the initiatives, targets and goals that have been set:
1) Structures and supports are in place to ensure collaborative learning, decision-making and building of strong relationships
• Parents, teachers, students (and adult mentors) meet regularly to develop personal transition plans, and discuss academic and future goals
• Parents, teachers, students, and community partners are involved in school’s decision-making process
• Teacher teams meet regularly to discuss students as they transition, and community partners are included in the conversation as needed
• Students are informed about local issues and actively involved in community issues
• Community partners are included by design in teacher professional learning and planning for college/career/life readiness preparation and
character education components
2) Learning is not only in the school - community partners are extensions of the school classroom, and also provide family and student supports
• Project-based, place-based lessons use local community assets to connect the rigor of the classroom to relevant experiences at every opportunity
• School facilities are used by students and community beyond normal school hours
• Partnerships are facilitated and coordinated by a ‘lead’ community organization who works with the school to address what school and students
need
• ‘Wraparound services’ – health and social services – are available to students and families to ensure students are healthy, safe and ready to learn
• Partnerships give opportunities for young people (9th through 12th) to pursue work-based learning and internships for HS credit
3) Behaviors, attitudes and activities in the community reinforce the beliefs:
• High expectations always. Giving up is not an option. We do what it takes. No excuses
• Students learn differently, from different places and through multiple teachers
• We are but one part of the pipeline to prepare young people – we cannot expect schools to do it alone. We must share the responsibility – and
accountability. I must play a role in educating young people too, because I am of this community
• Time and space for collaboration and communication is critical
4) Behaviors and attitudes in the parents and families reinforce the beliefs:
• High expectations always. Giving up is not an option. We do what it takes. No excuses
• I partner and support teachers in educating my child(ren) – I am involved as much as I can be in my child(ren)’s education
• Time and space for collaboration and communication is critical
• We are but one part of the pipeline to prepare young people – we cannot expect schools to do it alone. We must share the responsibility – and
accountability. I must play a role in educating young people too, because I am of this community
…but in our guts we all have ideas about why this won’t work. What are the major challenges that need to be overcome?
Where do the major hurdles exist? Are there land mines which need to be avoided? Take the next 60min to discuss.

21. collaborative leadership
Castle Complex has been involved in a community-based redesign initiative to transform an educational experience to ensure all young people in 96744
have the tools to be life-ready. Below are the initiatives, targets and goals that have been set:
1) Structures and supports are in place to ensure collaborative learning, decision-making and building of strong relationships
• Parents, teachers, students (and adult mentors) meet regularly to develop personal transition plans, and discuss academic and future goals
• Parents, teachers, students, and community partners are involved in school’s decision-making process
• Teacher teams meet regularly to discuss students as they transition, and community partners are included in the conversation as needed
• Students are informed about local issues and actively involved in community issues
• Community partners are included by design in teacher professional learning and planning for college/career/life readiness preparation and
character education components
• Leaders routinely involve broader school community in public discourse, process concerns openly, and move the collective dialogue beyond
individual and personal interests
2) There is dedicated time and space for collaborative, aligned professional learning and planning
• ‘Flex time’ is built into the teacher schedule
• Teachers engage in cross-curricular teaming and attend colleagues’ classrooms to observe and learn
• There is regular planning with data-driven decision making
• There are skills to handle conflicts and defend equitable practices that support learning of students
• All constituents are knowledgeable about and participate in school’s decision-making
3) The responsibility for teaching is shared - community partners are extensions of the school classroom, and also provide family and student supports
• Project-based, place-based lessons use local community assets to connect the rigor of the classroom to relevant experiences at every opportunity
• School facilities are used by students and community beyond normal school hours
• Partnerships are facilitated and coordinated by a ‘lead’ community organization who works with the school to address what school and students need
• ‘Wraparound services’ – health and social services – are available to students and families to ensure students are healthy, safe and ready to learn
• Partnerships give opportunities for young people (9th through 12th) to pursue work-based learning and internships for HS credit
…but in our guts we all have ideas about why this won’t work. What are the major challenges that need to be overcome?
Where do the major hurdles exist? Are there land mines which need to be avoided? Take the next 60min to discuss.

22. …to get you started
Castle Complex has been involved in a community-based redesign initiative to transform an educational experience to ensure all young people in 96744
have the tools to be life-ready. Below are some initial limitations and potential hurdles that have already been identified:
• Professional perception is that it is already difficult to promote parent engagement…how will this be addressed?
• What are the tools that will identify student interests – and needs (without it Castle can’t design pathways to address those interests)
• How will we identify and train partners to ensure children’s safety
• How will that coordination of partners work, and if they serve as alternative classrooms must integrate common core and academic benchmarks
• The pipeline needs to be very user friendly or else other priorities will take precedence
• There is a lot of time needed to build consensus, acceptance, agreements and adoption
• Teachers have not internalized the P-20 alignment concept (yet)
• How will confidentiality be handled (FERPA, HIPPA) in a pipeline scenario, where community partners are part of the picture?
• It is difficult to bring families in to deal with difficult problems
• Need to define roles and responsibilities of school people and parents so there is shared accountability
• Is layout of Castle campus conducive to smaller learning communities?
• Teacher skillsets to teach to student interests will be limited
• Sustainable funding?
• Parents are still grappling with the removal of honors. How can this be addressed in a positive way in the redesign?

23. elementary schools
NC ensures community assets have offerings
aligned to academic rigor PRIOR to matching
king intermediate them; build relationships among CAs
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
NC collects and reports on school, teachers to build menu teachers have autonomy to
data for dashboard analysis of providers and offerings choose which partners to use
and review

24. school site organizational map
castle high school
Waikalua
Fishpond
Parks &
Rec YMCA ROC
Paepae O Servco
He'eia IBEW
Kako'o BIA
'O'iwi
APEC Kualoa
Key Ranch
Project
HPU HIMB
HPD
HFD
WCC