2008 Parent Guide - 2nd Annual

Aloha United Way ■ Good Beginnings Alliance ■ INPEACE ■ Hawaii Children’s Trust Fund ■ Kokua Hawaii Foundation

■ ■

Hawaiian Electric Co. Center for Civic Education

WELCOME [2]

2ND ANNUAL H AWA I ‘ I PA R E N T G U I D E : A R E S O U R C E F O R FA M I L I E S

R

matter!

esearch shows that when families get involved – children do better in school, and schools do better! If Parents and Families get Involved, Students: ■ Earn higher grades and test scores; ■ Enroll in higher-level programs; ■ Pass more classes, are promoted and earn more credits; ■ Adapt well to school and attend more regularly; ■ Have better social skills and behavior; and ■ Graduate and go on to higher education. Parent and Family involvement that helps improve student learning has a great

effect on achievement! Parents (and families) are their children’s first and most important teachers. They are an important part of their children’s academic success. For children to succeed, they need to know that: ■ Parents and families SHOULD get involved; ■ Parents and families are CAPABLE of making a contribution; and ■ Parents and families are INVITED by schools and their children to get involved.

Children succeed when schools, families, and communities work together!

9 22 25 31 43 HEALTHY HOME HEALTHY KIDS

CONTENTS

Parents and families

contents INFANT

TODDLER

SCHOOL-AGE

ADOLESCENT

For more information contact Jennifer Dang at 525-7660 or jdang@ honolulu.gannett.com.

http://familysupport.k12.hi.us

mahalo to our sponsors ohana sponsors

DOE – Special Programs Management Section DOE – Family Support Section DOE – Health, DOE – Military

DOH – Maternal and Child Health DOH – Injury Prevention

malama sponsors INPEACE

kokua sponsors

H T T P : / / FA M I LY S U P P O RT. K 1 2 . H I . U S

[3]

WELCOME

Linda Lingle Governor, State of Hawaii

James R. “Duke” Aiona Jr. Lieutenant Governor, State of Hawai‘i [4]

2ND ANNUAL H AWA I ‘ I PA R E N T G U I D E : A R E S O U R C E F O R FA M I L I E S

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[5]

PARENT INFO

 24 /7 Parentsare teachers P

arents, guardians, and other caregivers are powerful influences on children’s learning. Opportunities for learning start in the home and expand as children become more active members of their schools and communities. Encouraging children’s love of learning at home is one of the first steps in creating strong, positive home and school partnerships that help children succeed in school and later in life.

Why is it important for parents to see themselves as teachers 24/7? Here are just a few reasons: ■ When you use language and encourage your child to do so, you help him learn new words, ideas, and ways to express himself. Your child’s language development is supported when you read or tell stories together, describe or explain experiences, ask and answer questions, and

Prepared by the Learning to Grow Staff

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2ND ANNUAL H AWA I ‘ I PA R E N T G U I D E : A R E S O U R C E F O R FA M I L I E S

encourage expression of his thoughts and feelings, verbally or in writing. Wherever you are with your child – whether at home, in a store, at the park, or riding on the bus – take advantage of the many opportunities to expand your child’s recognition and use of language. ■ When you encourage your child’s curiosity, you help to stimulate her critical thinking skills as well as her creativity. As she encounters new experiences, ask her why she thinks things happen, provide an explanation when she asks, or find out the answers together. Build on her natural inquisitiveness by encouraging her to question, explore, experiment, and problem solve. Have her count, sort, compare, measure, and create her own “models” and “theories” to practice math skills as well. ■ When you give your child age-appropriate responsibilities and teach him how to carry them out, you help him learn to follow directions and finish things that he starts, develop confidence in his abilities, and practice working cooperatively with others. Follow your child’s interest. When he is involved in activities that interest him, he is more likely to spend longer periods of time in them which helps extend his attention span. ■ When you create a supportive home environment and provide consistent guidance, you help your child understand that learning requires practice and persistence. By providing her with positive feedback about her work, encouragement to “stick with it” when things become more challenging, and appropriate consequences for not doing her work, you help her develop perseverance and responsibility. ■ When you spend time with each other, you provide your child with more opportunities to receive the guidance he needs from you about appropriate behaviors, important values, and expectations. Learning comes from interactions with others. Whether you are playing board games, doing family chores, having meals together, or teaching him how to swim, you are his most important role model. Limit use of electronic media, i.e. TV, computer, and video games and substitute more family time. The Parents Are Teachers 24/7 Activities Chart that accompanies this article provides examples of how parents can involve children in everyday activities at different ages to positively influence their learning. Parents are encouraged to select and adapt their own activities to match their children’s capabilities and stages of development. This helps to make learning fun and meaningful. Adapting activities is particularly important for children with special needs, who may be developmentally at a different level than their chronological age.

PARENT INFO

Everyday Learning Activities Chart: Infant/Toddler (Birth to 2)

Pre-School (age 3-4)

Elementary (age 5-10)

Middle School (age 11-13)

High School (age 14-18)

■ Hold your child close to you as you listen to different types of music together, swaying in rhythm. Show him how to clap or tap to the beat.

■ As you have your preschooler put away her toys, take turns playing “Red Light/Green Light.” Dance or use other movements. When one of you says “red light,” the other must stop moving. Say “green light” to continue moving again.

■ Create a map of your house with places to explore (or have an older child draw it) and have a scavenger hunt. Talk to your child about directions and symbols as you show her how to read the map to find objects located in different areas.

■ Celebrate family traditions such as eating jai for Chinese New Year or special events such as going to bon dances. Involve your child in preparations and talk about the significance of events.

■ When you’re at the beach, show your child how to draw in the sand with his finger or a stick. Encourage him to draw whatever he wants and tell you about it.Talk about the textures of the sand and the sounds of the ocean.

■ As you’re driving or walking to school, play a “word of the day” game. Introduce a new word or have your child choose one. After defining the word, take turns using the word in a sentence.

■ Encourage your teen to produce something on his own, such as music video, sports newscast, skit, mini-fashion show, or comedy sketch and to explore what is involved creating the setting, the writing, the directing and the recording. Discuss career possibilities related to his interests.

■ At bedtime, read books or tell stories about different people and places. ■ Give your child a few different plastic bath toys or containers to play with while bathing her. Conduct experiments together to see which ones float and which ones sink or how much water can fit into different sized containers. ■ Play “copy cat” by having your child copy your movements such as clapping hands, waving arms, hopping or jumping, or copying sounds that you make. Take turns copying each other.

■ As you’re preparing meals or snacks, let your child help. For example, she could help you peel and separate an orange, clean seeds out of a papaya, or peel a banana for a yogurt fruit salad. Talk about the characteristics of the food item, such as the size, color, or shape as you work together. ■ Plant a mini-garden with your child. Have him water the plants each day and measure their growth.

■ Use sensory experiences to discuss possible reasons why things happen. For example, have your child put a wintergreen Life Saver into his mouth and chew while looking into a mirror in a dark room. The candy will produce sparks of light. Ask him what he thinks causes this reaction? Find the answer together. ■ Play board games such as Jr. Scrabble or card games such as Go Fish or Hanafuda to have fun while learning rules and strategies. Outdoors, play active games such as Tag or Catch and Toss.

■ Have your pre-teen help you plan the week's meals and grocery list together. Make sure there are foods from the five food groups (whole grains, lean meats and beans, fruits, vegetables, and low-fat or nonfat milk). Shop together for the ingredients. Have him help you determine the products with the “best value.” ■ Ask your pre-teen be the family historian and interview family members to document where the family came from, important achievements, struggles, etc. Have her write up her findings, take pictures, and catalog them. ■ Encourage your pre-teen to take up a hobby or sport based on his interests whether it is in sports, music, dance, art, technology, or another area. Have him read about people who have a similar interest.

■ Involve your teen in family budgeting. Discuss family expenses such as mortgage/rent payments, utilities, food, gas, & clothing; needs vs. wants; and the limits within which the family has to work. Have her contribute ideas for how the family can stay within its budget. ■ Have your teen make an “In 10 years…” plan. Discuss his goals and expectations and share yours at the same time. Help him to identify some of the first steps and resources that are needed to reach his goals. ■ Train together for a 5K run or some other event. Discuss healthy behaviors.

H T T P : / / FA M I LY S U P P O RT. K 1 2 . H I . U S

[7]

WELCOME

Hawaii

Parental Information and Resource Center

Helping Hawaii’s families help their children

H

PIRC’s purpose is to increase parental involvement in their children’s education to improve academic achievement and to strengthen school-family-community partnerships. HPIRC leverages Family Center resources with those of the Hawaii Department of Education, schools, parent groups, and other partners to meet the culturally diverse needs of Hawaii’s families to: 1. Increase parents’ ability to help their children learn at home; 2. Increase parents’ understanding of their rights and responsibilities under NCLB and opportunities for supplemental services and public school choice; 3. Increase parents’ ability to facilitate their children’s educational transitions; 4. Increase parents’ ability to participate in decision-making about their children’s education; 5. Increase educators’ understanding and ability to work effectively with parents. [8]

Contact the HPIRC resource nearest you Toll Free Number: 1-877-99H-PIRC (994-7472) Christina Simmons, Project Director 841-6177, [email protected] Cynthia Okazaki, State Coordinator 235-7747, [email protected] Family Support Services of West Hawaii Linda Jeffrey, Site Coordinator – 327-4300 x432 PACT Molokai PIRC Kata Lee, Coordinator – 646-0546 PACT Kaneohe Community Family Center 235-9779 PACT KPT Family Center 841-6177 Home Instruction for Parents of Preschool Youngsters (HIPPY): West Hawaii HIPPY Shannon Ramirez, State Coordinator – 334-4111

2ND ANNUAL H AWA I ‘ I PA R E N T G U I D E : A R E S O U R C E F O R FA M I L I E S

Consent forms coming in August

T

he Department of Health, in collaboration with the Department of Education, Hawai‘i Association of Independent Schools, Hawai‘i Catholic Schools, and many community partners, will again offer free flu vaccine for kindergarten through middle school students this fall. This is a quick and convenient way to protect your child against the flu. This past season, more than 60,000 students from 340 participating public and private schools statewide were immunized against flu for free through school-based vaccination clinics from October 2007 through January 2008. The program received national attention and recognition, receiving the Immunization Excellence Award at the 2008 National Influenza Vaccine Summit. An annual flu vaccine is recommended for all children ages 6 months through 18 years by the U.S. Centers for Disease Control and Prevention. Decreasing the spread of flu among children may reduce flu among families and within the community. In addition to the flu vaccination, here are some simple steps everyone can practice to fight seasonal flu: ■ Cover your cough differently – Use a tissue to cover your cough or sneeze. If none is available, cough into your elbow or sleeve. ■ Clean your hands often – Wash your hands with soap and water for at least 20 seconds. If you don’t have soap, use an alcohol-

based hand sanitaizer. ■ Keep surfaces clean – Clean hard surfaces with soap and water at home and work. For extra protection, use disinfectant sprays or wipes. ■ Stay at home when you are sick – Don’t expose others to germs. Consult a doctor or clinic for medications if necessary.

HEALTHY HOME, HEALTHY KIDS

Free vaccines

■ Take care with animals – Take pets to a vet for regular care and wash hands after touching animals or animal waste. ■ Practice healthy habits and take care of your health – Eat well and exercise regularly. Get regular physical check-ups. Don’t smoke or chew tobacco and moderate alcohol use.

A letter from the Director of Health Dear Families, Thanks to your participation and support, the first statewide school-based influenza immunization program, “Stop Flu at School 2007-2008” was a huge success. With your help, thousands of students, parents, guardians and faculty at hundreds of schools throughout the state received free flu vaccinations this past flu season. We encourage schools and families to participate in this voluntary program. Working together to protect our keiki against the flu will help to reduce sick days, doctors’ visits, and missed time from school. Help protect your child from the flu! Sign your child up for the next “Stop Flu at School” program in August when you receive the consent form from your child’s school. Sincerely,

Chiyome Leinaala Fukino, M.D. Director, Hawaii State Department of Health H T T P : / / FA M I LY S U P P O RT. K 1 2 . H I . U S

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HEALTHY HOME, HEALTHY KIDS

The

top

10 ways tokeep

your kids from fighting F

ighting among siblings is as natural as the changing of the seasons. All parents will have to deal with it. There are some simple things we can do to limit fighting and make it tolerable:

1. Ignore their fighting Fighting is often a way for kids to get you to notice them. If you ignore their fighting (unless weapons are involved) there will be less incentive for them to do it.

2. Treat your kids the same when it comes to fighting

4. Limit your own fighting and arguing Your kids will learn how to be peaceful from you. Don’t expect them to do it well if you don’t show them how.

5. Create an environment of cooperation Do projects together as a family that involve cooperation. Talk about how important it is for the family to cooperate. Avoid games or activities that promote fighting in your kids.

If you get into who started things, you may be training your kids to be victims and bullies. Put them in the same boat and don't take sides.

6. Train your kids in peacemaking when they’re away from conflict

3. Give your kids positive reinforcement when they are cooperating

Talk to your kids about fighting at a time when they’re relaxed and open. Ask them about what other options they might have taken.Help them to brainstorm better solutions.

Let them know that they’re doing a wonderful job when they get along. This one’s easy to forget but vitally important. Give them attention when they’re behaving the way you want.

7. Use consequences, not punishment Punishing kids usually just creates angry kids

who are more likely to fight. While some punishment may be inevitable, do your best to give choices and alternatives. Punishment may bring short term solutions but will also bring long term problems.

8. Control how you react to their fighting When you must intervene, make sure you stay calm. If you’re angry and shaming, you actually make it more likely that fighting will occur again.

9. Limit the number of fighting opportunities you give your kids Think about what has the potential to start fights. Don’t have them close to each other when they’re tired and hungry if you can help it.

10. Love your kids for all they’re worth Every day tell them you love them and more importantly, show them. Kids who feel loved are the least likely to fight. This won’t eliminate it, but the alternative isn’t pretty at all.

Mark Brandenburg MA, CPCC, coaches men to be better fathers and husbands. He is the author of “25 Secrets of Emotionally Intelligent Fathers” www.markbrandenburg.com/father.htm For more great tips and action steps for fathers, sign up for his FREE bi-weekly newsletter, “Dads, Don’t Fix Your Kids,” at www.markbrandenburg.com. [10]

2ND ANNUAL H AWA I ‘ I PA R E N T G U I D E : A R E S O U R C E F O R FA M I L I E S

KEIKI

HAWAI`I

Resource Directory For Parents of Young Children

HEALTHY HOME, HEALTHY KIDS

2008

EMERGENCY SERVICES General Emergency (Police, Fire and Ambulance) . . . . . . . . . . . . . . . . . . . 911 Poison Center - Statewide toll-free (24 hours). . . . . . . . . . . . . . 1-800-222-1222 Suicide and Crisis Line (24 hours) (Access Adult Mental Health Division) O`ahu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 832-3100 Statewide toll-free number . . . . . . . . . . . . . . . . . . . . . . . . . .1-800-753-6879 Your Family Physician/Pediatrician: Dr.

Phone

Friend or relative to contact in an emergency: Name

Phone

The Parent Line Call us for information on child behavior, child development, parenting support, and community resources. Monday - Friday 8:00 a.m. - 6:00 p.m. Saturday 9:00 a.m. - 1:00 p.m. O`ahu . . . . . . . . . . . . . . . 526-1222 Neighbor Islands . . . . . . . . 1-800-816-1222

Linda Lingle, Governor | Chiyome Fukino, M.D., Director of Health Funded by: Hawai`i Department of Health, Maternal and Child Health Branch (808) 733-4054 ** We provide access to our activities without regard to race, color, national origin (including language), age, sex, religion or disability. Write or call our Affirmative Action Officer at Box 3378, Honolulu, HI 96801-3378 or at (808) 586-4616 (voice) within 180 days of a problem.

For additional copies, please call The Parent Line Distribution Center 593-0437 or visit our website at http://www.theparentline.org Revised 1/08

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HEALTHY HOME, HEALTHY KIDS

CRISIS SERVICES Child Welfare / Protective Services O`ahu (24 hours) . . . . . . . . . . . . . . . . . . . . . . . . . . .832-5300 Neighbor Islands (24 hours) . . . . . . . toll-free 1-800-494-3991 Child Help USA Child abuse hotline (24 hours) . . . . . . . . . . . . 1-800-422-4453 Domestic Violence Drop-in Centers (PACT) Pu`uhonua Crisis Counseling . . . . . . . . . . . . . . . . . 585-7944 Ohia Shelter - 24 hr. hotline . . . . . . . . . . . . . . . . . . .526-2200 Domestic Violence Clearinghouse and Legal Hotline O`ahu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 531-3771 Neighbor Islands . . . . . . . . . . . . . . . . . . . . . . 1-800-690-6200 Sex Abuse Treatment Center - 24 hr. hotline . . . . . . . .524-7273 (8:00 a.m. to 4:30 p.m.) . . . . . . . . . . . . . . . . . . . . . 535 -7600 Shelter and Crisis Lines for Family Violence (24 hours) Honolulu & Leeward Oahu . . . . . . . . . . . . . . . . . . . 841-0822 O`ahu - 528-0606 . . . . . . . . . . . . . . . . . Windward - 526-2200 Hilo - 959-8864 . . . . . . . . . . . . . . . . . . . . . . Kona - 322-7233 Kaua`i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245-6362 Maui . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 579-9581 Moloka`i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 567-6888 National Domestic Violence Hotline (24 hrs) . . 1-800-799-7233 TTY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1-808-787-3224 HEALTH, NUTRITION AND FAMILY PLANNING American Red Cross (Infant CPR classes / babysitter training) . . . . . . . . . 734-2101 Birth, Marriage, Divorce and Death Certificate Information (DOH) O`ahu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 586-4533 Hawai`i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 974-6008 Kaua`i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241-3498 Maui, Lana`i & Moloka`i . . . . . . . . . . . . . . . . . . . . . .984-8210 Breastfeeding Services of Maui . . . . . . . . . . . . . . . . . 572-5237 U.S. Consumer Products Safety Commission Hotline: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-800-638-2772 Honolulu Field Office (to report hazardous consumer products & for “recall” information) . . . . . . . . . . . . . .973-7757 Family Planning Information Lines O`ahu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 737-6311 Neighbor Islands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-1-1 Planned Parenthood (Honolulu clinic) . . . . . . . . . . . 589-1149 Hawai`i Mothers Milk Inc. (Info. on breastfeeding) . . . 949-1723 Keiki Injury Prevention Coalition (Miscellaneous safety info.) . . . . . . . . . . . . . . . . . . . 537-9200 Kids Health Insurance Hotline - HI Covering Kids (Free/ lowcost healthcare for children) AUW Statewide toll-free . . . 2-1-1 Kona Lactation Center . . . . . . . . . . . . . . . . . . . . . . . . 322-4482 La Leche League . . . . . . . . . . . . . . . . . . . . . . . .1-877-452-5324 O`ahu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 772-0438 Kona . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 325-3055 Kaua`i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 826-6467 Med-QUEST (Low income health insurance) O`ahu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 587-3521 Kapolei . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 692-7364 Hilo - 933-0339 . . . . . . . . . . . . . . . . . . . . . . Kona - 327-4970 Kaua`i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241-3575 Maui . . . . . . . . . . . . . . . . . . . . . . 243-5780 / 1-800-894-5755 Moloka`i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 553-1758 Lana`i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 565-7102

Mother’s Care Referral Line (Free pregnancy resources) O`ahu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 951-6660 Neighbor Islands . . . . . . . . . . . . . . . . . . . . . . 1-888-951-6661 Healthy Mothers Healthy Babies (Free pregnancy resources) O`ahu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 951-5805 National Lead Information Center (Information on childhood lead poisoning) . . . 1-800-424-5323 Public Health Nursing Branch O`ahu: Main Office . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 586-4620 Central . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 453-6190 East Honolulu (Diamond Head) . . . . . . . . . . . . . . . . 733-9220 West Honolulu (Lanakila) . . . . . . . . . . . . . . . . . . . . .832-5757 Leeward . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 675-0073 Windward . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233-5450 Neighbor Islands: East Hawai`i - 974-6025 . . . . . . . . . West Hawai`i - 322-1500 Kaua`i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241-3387 Maui . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 984-8260 Moloka`i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 553-3663 Lana`i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 565-7114 WIC (DOH) - (Nutrition education and food supplement program for women, infants and children) O`ahu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 586-8175 Neighbor Islands . . . . . . . . . . . . . . . . . . . . . . 1-888-820-6425 Valley Isle Childbirth Education (Maui) (Childbirth/infant care/ breastfeeding information) . . 572-5237 CHILD CARE, PRESCHOOL & PLAY ACTIVITIES Alu Like, Inc. (Native Hawaiian Child Care Assistance Project) O`ahu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 535-1300 Child Care Connections (DHS) (Child Care Subsidies) O`ahu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 832-3800 Hilo - 981-7286 . . . . . . . . . . . . . . . . . . . . . . Kona - 327-4755 Kaua`i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 274-3371 Maui / Moloka`i / Lana`i . . . . . . . . . . . . . . . . . . . . . . 243-5866 Head Start (Information on free preschool programs for ages 3 & 4 of low income families) Application Hotline (O`ahu) . . . . . . . . . . . . . . . . . . . 847-1000 O`ahu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 847-2400 Hawai`i County . . . . . . . . . . . . . . . . . . . . . . . . . . . . 961-2686 Kaua`i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245-5914 Maui . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249-2988 Moloka`i . . . . . . . . . . . . . . . . . . . . . . . . 553-3727 / 553-5472 Keiki O`Ka Aina / H.I.P.P.Y Hawaii (3-5 yrs.) O`ahu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 845-3454 P.A.T.C.H. (Child care referrals) O`ahu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 839-1988 East Hawai`i - 961-3169 . . . . . . . . . West Hawai`i - 325-3864 Kaua`i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246-0622 Maui . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242-9232 Lana`i and Moloka`i . . . . . . . . . . . . . . . . . . . .1-800-498-4145 Parent-Child Interaction Program Kahuku, Punalu`u, Hau`ula (Na Kamalei), La`ie . . . . 237-8500 Parent-Child Interactive Play Mornings O`ahu (TIFFE) . . . . . . . . . . . . . . . . . . . . . . . . . . . . .596-8433 Hilo (TIFFE) - 961-5166 . . . . . . . . . .Kona (TIFFE) - 323-3305 Kaua`i (TIFFE) . . . . . . . . . . . . . . . . . . . . . . . . . . . . .632-2114 Maui (TIFFE) - 280-3431 . . . . . . . . Lana`i (TIFFE) - 565-9010 IN PEACE - Keiki Steps O`ahu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 620-9043 Big Island . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 640-0881

For additional copies, please call The Parent Line Distribution Center 593-0437 or visit our website at http://www.theparentline.org

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2ND ANNUAL H AWA I ‘ I PA R E N T G U I D E : A R E S O U R C E F O R FA M I L I E S

PARENT EDUCATION AND FAMILY SUPPORT Baby Hui: Infants and Toddlers (Support groups for families with children ages 0-3 yrs.) O`ahu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 735-2484 Kaua`i . . . . . . . . . . . . . . . . . 823-9894 / 635-4242 / 823-6323 Neighbor Islands Toll Free . . . . . . . . . . . . . . . 1-888-895-2484 Catholic Charities Hawaii . . . . . . . . . . . . . . . . . . . . . . 536-1794 Child & Family Service O`ahu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 681-3500 Hilo - 935-2188 . . . . . . . . . . . . . . . . . . . . . . Kona - 323-2664 Kaua`i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245-5914 Maui . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 877-6888 Moloka`i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 567-6100 Early Headstart (PACT) (Parent education / child development activities for children 6 wks.-3 yrs. of low income families) O`ahu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 842-5996 Families For R.E.A.L. (Classes for families with children 0-5 yrs.) Leeward . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 453-6478 Windward . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233-5656 Maui . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 873-3402, ext.286 Family Centers Kahalu`u (Key Project) . . . . . . . . . . . . . . . . . . . . . . 239-5777 Kaneohe (PACT) . . . . . . . . . . . . . . . . . . . . . . . . . . . 235-7747 Kuhio Park Terrace (PACT) . . . . . . . . . . . . . . . . . . .841-6177 Big Island: Ka`u . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 929-9611 North Kohala . . . . . . . . . . . . . . . . . . . . . . . . . . . . 889-0036 Kaua`i: Hanalei Community Center . . . . . . . . . . . . . . . . . .826-1011 Kapa`a (Hale Ho`omalu) . . . . . . . . . . . . . . . . . . . 821-2520 Waimea (Nana’s House) . . . . . . . . . . . . . . . . . . . 338-0252 Moloka`i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 553-3276 Family Peace Center (PACT) (Domestic violence intervention for victims, batterers and child witnesses) O`ahu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 832-0855 Maui . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244-2330 Good Beginnings Alliance (Parents and community councils supporting families with young children) O`ahu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 531-5502 Hawai`i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 887-1228 Kaua`i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 632-2114 Maui . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 270-5557 Healthy Start Intake and screening for children up to one year. (Provides home-visiting and early intervention services) O`ahu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 566-4141

MOMS Club (Support / activities for stay-at-home moms & keiki) Windward . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .638-3509 Waipahu / Aiea . . . . . . . . . . . . . . . . . . . . . . . . . . . .455-5127 Leeward . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .674-0187 Neighborhood Place Kalihi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .841-6177 Wai`anae . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .696-4598 Big Island: Kona - 331-8777 . . . . . . . . . . . . . Puna - 965-5550 Maui: Wailuku . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 986-0700 P.A.R.E.N.T.S. (Parent education groups) O`ahu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235-0488 East Hawai`i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 934-9552 Maui . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249-8471 Pulama i Na Keiki - (Alu Like) (Home-based & small group education for families of Hawaiian children: prenatal - 5 years) O`ahu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 535-1314 Big Island: Kona - 329-4801 . . . . . . . . . . .Waimea - 885-7040 Maui: Wailuku . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242-9774 Moloka`i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 560-5393 Queen Lili`uokalani Children’s Center (Services for Hawaiian orphans or destitute children) O`ahu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 847-1302 Hilo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 935-9381 Kona . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 329-7336 Maui / Lana`i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242-8888 Moloka`i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 553-5369 Respite Care Programs (Time-out from parenting for families under stress) O`ahu (PACT) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 841-1027 Wai`anae (Hawai`i Family Services) . . . . . . . . . . . . 696-3482 (Also available: Tutu support group) . . . . . . . . . . . 696-3482 The Parent Line O`ahu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 526-1222 Neighbor Islands (toll-free) . . . . . . . . . . . . . . .1-800-816-1222 Communities in Schools O`ahu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 671-4900

HEALTHY HOME, HEALTHY KIDS

Preschool Open Doors (DHS) (Special needs Preschool subsidies) O`ahu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 587-5254 Neighbor Islands . . . . . . . . . . . . . . . . . . . . . 1-800-746-5620 Tiny Tots Program (Dept. of Parks and Rec., ages 3-5 yrs.) Hawai`i Kai to McCully . . . . . . . . . . . . . . . . . . . . . . 973-7250 Makiki to Aiea . . . . . . . . . . . . . . . . . . . . . . . . . . . . 522-7070 Pearl City to Wai`anae and Wahiawa . . . . . . . . . . . 675-7130 Wai`alua to Waimanalo . . . . . . . . . . . . . . . . . . . . . 233-7300 YMCA (Parent-child activity classes and child care) O`ahu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 541-5261 YWCA (Parent-child activity classes / child care / preschool) O`ahu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 538-7061 Hilo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 935-7141

SPECIFIC CONCERNS Aloha Mothers of Multiples . . . . . . . . . . . . . . . 247-TWIN(8946) Aloha United Way 2-1-1 (General information and referrals) Statewide toll-free 24 hours . . . . . . . . . . . . . . . . . . . . . . 2-1-1 Coalition For A Drug-Free Hawaii O`ahu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 545-3228 Neighbor Islands . . . . . . . . . . . . . . . . . . . . . 1-800-845-1946 Hawai`i Families As Allies (Families of children with emotional / behavioral concerns) O`ahu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 487-8785 Neighbor Islands (Statewide toll-free) . . . . . . 1-866-361-8825 Warm Line . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .487-3845 Hawaii Coalition For Dads O`ahu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 841-2245 H-KISS (DOH) (Information for parents of children with special needs from birth to under three years of age M-F 8:30 a.m. - 3:00 p.m.) O`ahu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 594-0066 Neighbor Islands . . . . . . . . . . . . . . . . . . . . . . 1-800-235-5477 Jewish Community Services (Crisis intervention for Jewish families) . . . . . . . . . . 258-7121 Preschool Developmental Screening Program - PDSP (DOH) for ages 3-5 yrs . . . . . . . . . . . . . . . . . . . . . . 832-5675 Prevent Child Abuse Hawaii (Info / advocacy) . . . . . . 951-0200

For additional copies, please call The Parent Line Distribution Center 593-0437 or visit our website at http://www.theparentline.org

H T T P : / / FA M I LY S U P P O RT. K 1 2 . H I . U S

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HEALTHY HOME, HEALTHY KIDS

Special Parent Information Network (SPIN) (For families of children with disabilities) O`ahu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 586-8126 Neighbor Islands . . . Call the island’s exchange number then 6-8126: Big Island . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 974-4000 Kaua`i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 274-3141 Maui . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 984-2400 Lana`i & Moloka`i . . . . . . . . . . . . . . . . . . . . . 1-800-468-4644 Substance Abuse Baby S.A.F.E - Outreach, case management & referrals for substance-using pregnant women . . .733-9048 / 733-9050 O`ahu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 696-1559 Maui . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 877-7117 Kaua`i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245-5914 Hilo - 961-5022 . . . . . . . . . . . . . . . . . . . . .Kona - 322-3100 Hale Ho`okupa`a (Moloka`i) . . . . . . . . . . . . . . . . . . .553-3231 Malama Family Recovery Services (Out-patient substance abuse/drug treatment services) Leeward O`ahu . . . . . . . . . . . . . . . . . . . . . . . . . . 668-2277 Maui . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 877-7117 Women’s Way . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 732-2802 (Residential substance abuse / drug treatment services) Teen Intervention Program (Counseling for pregnant / parenting teens) . . . . . . . 522-4186 Teen Line To speak to a teen: Call M-F: 3:30 - 6:30 p.m. (Taped information ) . . . . . . . . . . . . . . . . . . . . . . . .521-TEEN Telecommunications Relay Services (Sprint Relay Hawaii assists individuals in completing local calls free of charge) Text telephone users (TTY) . . . . . . . . . . 877-447-5991 or 711 Hearing persons calling persons with TTY modem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 877-447-5990 or 711 SERVICES FOR MILITARY FAMILIES Military One Source (Info & referral) . . . . . . . . . 1-800-342-9647 Armed Services YMCA (Play mornings, childbirth education & Welcome Baby Prgm) Helemano / Iroquois Pt. / Schofield / Wheeler . . . . . 624-5645 Kaneohe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254-4719 Pearl Harbor / Aliamanu / Ft. Shafter / Hickam . . . . . 833-1185 Army Public Health Nursing Tripler . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 433-6834 Schofield . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 433-8675 Family Service / Support (Support services and parenting classes) Life Skills Support Flight . . . . . . . . . . . . . . . . . . . . . 449-0175 Airman and Family Readiness Flight . . . . . . . . . . . . 449-0300 Army Community Service Ft. Shafter - 438-9285 . . . . . . . . . . . . . . Schofield - 655-4227 Coast Guard Family Resource Specialist . . . . . . . . . 842-2089 Joint New Parent Support (Tripler) . . . . . . . . . . . . . .433-4864 Kaneohe MCBH New Parent Support . . . . . . . . . . . 257-8803 Navy/Marine Corps Relief Nurse (Home visits to Navy and Marine families with newborn babies) . . . . . . . . . .423-1314 Pearl Harbor Fleet and Family Support Center . . . . .474-1999 IMMIGRANT SERVICES Bilingual Access Line (Interpreters) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 526-9724 Catholic Charities Hawaii . . . . . . . . . . . . . . . . . . . . . . 528-5233

Kalihi-Palama Health Center Low-cost medical, pediatric, family planning & social services . . . . . . . . . . . . . . . . . . . . . . . . . . . 848-1438 Dental & Optometry services . . . . . . . . . . . . . . . . . . 845-0686 Pacific Gateway Center (Immigrant Center) Chinese, Ilocano, Korean, Laotian, Samoan, Spanish, Thai, Tagalog, Tongan, Vietnamese, Visayan, Micronesian, Cambodian, French, Pohnpei, Japanese, Kosraen, Marshallese, Pangasinan, Burmese . . . . . . . . . . . . .851-7010 VIETNAMESE

SAMOAN AFAI E IAI SE FESILI I MATAUPU E UIGA ILE SOIFUA MALOLOINA I LOU ALO(PEPE) MA LONA TUPUTUPU A`E, FA`AMOLEMOLE FA`AFESOOTA`I LE OFISA O LE PACIFIC GATEWAY CENTER I LE 851-7010.

ILOCANO No adda damagen you maipapan ti salun–at ti anak yo, panagdackel na ken ugali na, umawag kayo koma iti Immigrant Center 851-7010. KOREAN

CHINESE

LAOTIAN

CHUUKESE

IKA EN MEI SINE FOSUN CHUUK ME IKA EN MEI NEED ANINIS KOKORI PACIFIC GATEWAY CENTER WON EI NAMPA 851-7010.

INTERNET RESOURCES . . . . . . . . . . .

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. . . . . . . . . . . http://www.aap.org/parents.html http://www.cpsc.gov (consumer product safety) . . . . . . . . . . . . . . . . . . . . . http://doe.k12.hi.us . . . . http://doe.k12.hi.us/myschool/homeschool . . . . . . . . . . . . .http://www.goodbeginnings.org . . . . . . . . . . . . . . . . http://www.honolulupd.org . . http://www.kipchawaii.org (injury prevention) . . . . . . . . . . . . . . . http://www.patchhawaii.org . . . . . . . . . . . . . . http://www.theparentline.org . . . . . . . . . http://uhfamily.hawaii.edu/index.asp . . . . . . . . . . . . . . . . http://www.zerotothree.org

For additional copies, please call The Parent Line Distribution Center 593-0437 or visit our website at http://www.theparentline.org

[14]

2ND ANNUAL H AWA I ‘ I PA R E N T G U I D E : A R E S O U R C E F O R FA M I L I E S

If your family lives...

■ With friends or family because you can’t afford rent; ■ On the beach, at a campground, in a park, or in a hotel; ■ In a tent, car, bus, or other non-permanent structure; ■ In emergency or transitional shelter, including a domestic violence shelter; ■ Have no regular place to stay at night.

Then your children have certain rights to programs or services, including: ■ Go to school no matter where you live or how long you’ve lived there; ■ Receive transportation to the school they attended before your family became homeless or the school they last attended, if requested; ■ Enroll in a school without giving a permanent address; ■ Receive comparable services offered to other students. Questions? Call (Toll Free) 1-866-927-7095 Hawaii State Department of Education Homeless Concerns Office

Special education

services

What is Operation Search?

Operation Search is a multi-media campaign by the Hawaii State Department of Education to find children who may need special education services but who are not receiving them at this time. Any child who resides in Hawaii who is between the ages of 3 and 20 and has met the eligibility criteria may receive special education services. For information regarding infants and toddlers between the ages of birth and two years, contact the Hawaii Keiki Information Service System (H-KISS) at 808-594-0066. For youths over 20 years of age, contact the

Hawaii State Department of Human Services, Vocational Rehabilitation and Services for the Blind Division at 808-586-5268, or the Hawaii State Department of Health, Case Management and Information Services Branch at 808-733-9172.

What is special education? Special education is specially designed instruction to meet the unique learning needs of students who require individualized education programs. Special education services (e.g. speech and language therapy, occupational therapy, etc.) may be delivered in a variety of settings based on the student’s needs.

HEALTHY HOME, HEALTHY KIDS

Seeking solutions

Operation Search information For more information, call Operation Search at (808) 733-4834 or 1-800-297-2070 statewide. Oahu: Honolulu Central Leeward Campbell, Kapolei, Waianae Nanakuli, Pearl City, Waipahu Windward

675-0335 675-0384 233-5717

Hawaii: East Hawaii West Hawaii South Hawaii

974-4401 323-0015 982-4252

Maui:

873-3520

Molokai:

553-1723

Lanai:

565-7900

Kauai:

274-3504

733-4977 622-6432

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[15]

HEALTHY HOME, HEALTHY KIDS

The ABC’s of

keiki

first-aid

What to do when your child is hurt

T

his checklist explains what to do in the event of an emergency for your keiki. Your doctor is the best source of advice for your child’s care. Call 911 when you need IMMEDIATE medical help. Be prepared to give your name, address, and a brief explanation of what happened. Some emergencies are when your child: ■ Does not respond, talk or wake up ■ Stops breathing or has a very hard time breathing ■ Is in shock (pale, cold and sweaty skin, fast heartbeat and breathing).

Allergies

A

CALL 911 if your child has a severe allergic reaction, like: ■ Difficulty breathing, or stops breathing ■ Wheezing with noisy breathing ■ Swelling of the face or throat

B

Bites & Stings

Human or Animal Bites: ■ Call your doctor if the bite results in broken skin or puncture wounds. ■ Report all animal and human bites to your doctor. ■ Clean the bite with soap and water immediately. ■ Cover the bite with a bandage or sterile gauze. ■ Do not put any ointment or cream on bites unless instructed by your doctor. ■ Watch your child carefully for any reaction after the bite. Call your doctor if you have any questions. Insect Stings and Bites: ■ If a stinger is present, gently remove it or scrape it off. Be careful not to push the stinger further into the skin. ■ Clean the bite with soap and water immediately. ■ Cover the bite with a bandage or sterile gauze. [16]

■ Do not put any ointment or cream on bites unless instructed by your doctor. ■ Watch your child carefully for any reaction after the bite. Call your doctor if you have any questions or concerns. Ocean Animal Stings: Ocean animals that sting and are common in Hawaii are Box jellyfish and Portuguese Man-of-War: ■ Remove tentacles carefully with a stick or other tool. ■ Do not rub area with sand or anything else. ■ Do not use urine or alcohol, which makes the burning worse. ■ Apply ice packs for pain relief. ■ For Box jellyfish only, pour household vinegar on the stings (this does not relieve pain but prevents additional stings). ■ For Portuguese Man-of-War, rinse with fresh or salt water. ■ Flush exposed eyes with tap water for at least 15 minutes. Consult your doctor. ■ Watch your child carefully for any reaction after a sting. Call your doctor if you have any questions or concerns.

Broken bones (Including fractures, dislocations, sprains and strains). ■ Call 911 if you are unsure how badly your child is hurt. DO NOT move child who complains of neck or back pain and is unable to move, unless child is in immediate danger, OR ■ Call your doctor or go to the emergency room immediately if the injured part is painful, swollen and deformed. ■ If there is bleeding, apply a thick, clean cloth with direct pressure to the wound and keep covered. Until your child receives medical attention: Support the leg or arm above and below the injury by using rolled-up newspapers, cardboard, towels, pillows or wood as splints. Support the affected arm with a sling using scarves, cloth diapers, towels or pillowcases. Place cold compress or ice packs on the injured part. DO NOT give your child anything to eat or drink.

Burns ■ Call 911 if your child: ■ Has bad widespread burns caused by heat, chemicals, or electricity. ■ Becomes very pale, has cold and sweaty skin,

2ND ANNUAL H AWA I ‘ I PA R E N T G U I D E : A R E S O U R C E F O R FA M I L I E S

and fast heartbeat and breathing. ■ Do not give your child anything to eat or drink. ■ Keep your child warm until help arrives. Electrical and Heat burns: ■ Remove your child from the source of electricity or heat. Protect yourself. ■ Remove affected clothing unless it sticks to the burned area. ■ Do not put any cream, grease, butter, or medicine on a burn unless instructed by your doctor. ■ Do not touch affected skin area. ■ Cover the burned area with a clean dry cloth. Wet chemical burns: ■ Flush off the wet chemical with large amounts of running water for 20 minutes. Be sure to protect your child’s eyes from the chemical while flushing. ■ Remove all clothing as child is being rinsed with water. ■ While flushing, call the Poison Help Line at 1-800-222-1222 for more information. Dry chemical burns: ■ Remove all clothing carefully and brush off child’s skin thoroughly. Be sure the chemical does not touch your skin (use a glove or towel to protect your hand). ■ Call Poison Help Line at 1-800-222-1222 to check if chemical is water reactive before flushing with water.

Choking

C

■ If your child is coughing or talking and his color is good, encourage him to keep coughing in order to get the object out on his own. ■ Call 911 if your child turns blue, cannot talk, or is struggling to breathe. If you have been trained, perform back slaps and chest thrusts on infants, or abdominal thrusts on children (formerly called the Heimlich maneuver). ■ Do not try to get the object out unless you can see it.

Cuts & Bleeding ■ Call 911 if blood loss is great, bleeding cannot be controlled in 10 minutes, or if your child is in shock. ■ Keep direct pressure on the wound with a clean cloth or sterile gauze for at least 10 minutes. If the blood soaks through, do not remove the cloth; add more gauze. ■ Bandage firmly. Call your doctor or go to the emergency room if the wound: ■ Is a deep puncture wound. ■ May need stitches. ■ Is in the arm or leg and there is loss of feeling or motion. ■ Cannot be cleaned well and foreign matter such as glass, wood or gravel remain in the wound. ■ Is an animal or human bite. ■ DO NOT put any medication on the wound unless instructed by your doctor. For nosebleeds: ■ Sit and lean child forward. ■ Have your child press firmly on both sides of the nose on the soft part for at least 10 minutes.

Drowning

D

■ Safely remove child from the water. Should you suspect a head injury, hold child’s head securely and lift child out of the water in one motion. ■ Call 911 If your child is not breathing or is unresponsive: ■ Do not compress the abdomen as child may vomit and choke. ■ Call your doctor or go to the emergency room if your child had a near drowning episode, even if your child did not stop breathing or become unconscious, as breathing problems may develop later.

F

Foreign objects

If the foreign object is deeply placed in the body: ■ Leave the object in place and keep it from moving with padding and bandaging. ■ Call 911 if there is danger in moving your child, or go to the emergency room immediately. If the foreign object is in the eye: ■ Flush the eye gently with water to remove dirt, dust or liquids. Cover both eyes loosely and call your doctor. ■ If the object is deeply deposited in the eye, DO NOT remove it. Cover both eyes loosely and call 911 or go to the emergency room immediately. If the foreign object is in the ear or nose: ■ Try to remove it if it is not embedded or you can do so easily. ■ If unable to remove it, call your doctor.

H

Head injury

Call 911 if your child: ■ Does not respond, talk or wake up ■ Is in shock. ■ Complains of neck pain. DO NOT move a child who complains of neck or back pain and is unable to move, unless he is in immediate danger. ■ Has clear or bloody fluids coming from the nose and ears. If you are unsure how badly your child is hurt, call your doctor for instructions.

Poisoning

P

■ Call 911 if your child stops breathing, has difficulty breathing, is having seizures or is unconscious. ■ Save whatever your child has swallowed, the container and a sample of the vomited matter if there is any, and take it with you to the Emergency Room. ■ Call the Poison Help Line at 1800-2221222 for assistance and have the product with you. Swallowed the wrong medicine or too much medicine: ■ Call the Poison Help Line. ■ Do not give your child anything to eat or drink.

■ Do not make your child vomit. Swallowed something that is not food or medicine: ■ Call the Poison Help Line. ■ Have your child drink a small amount of water. ■ Do not make your child vomit. Poison in the eyes: ■ Flush your child’s eyes with lukewarm running water for 15 to 20 minutes. Poison on the skin: ■ Remove contaminated clothing. ■ Rinse your child’s skin with running water for 15 to 20 minutes. Inhaled poison: ■ Protect yourself. ■ Get your child to fresh air.

S

Seizures ■ Call 911 immediately if this is your child’s first seizure, or your child stops breathing, has difficulty breathing or does not respond. ■ Turn your child on his side to prevent choking. ■ Do not force open or put anything in your child’s mouth. ■ Loosen tight clothing around the neck. ■ Move harmful objects out of the way and protect your child from injury. For more information call: Maternal and Child Health Branch (808) 733-4056

H T T P : / / FA M I LY S U P P O RT. K 1 2 . H I . U S

HEALTHY HOME, HEALTHY KIDS

■ Apply a cold pack or ice wrapped in a towel to the nose and face. ■ If the bleeding does not stop, call your doctor or go to the emergency room. For amputated parts: ■ Stop the bleeding with direct pressure, using a clean cloth or sterile gauze and elevate. ■ Wrap the amputated part in a moist towel and place in a plastic bag. Put the bag on ice and take it with the child to the hospital. For knocked out teeth: ■ For baby (primary) teeth: Stop the bleeding with direct pressure using a clean cloth or sterile gauze. Call your dentist. ■ For permanent teeth: Stop the bleeding, DO NOT clean the tooth; gently place it in a glass of milk. Take the child with the tooth in milk immediately to the dentist or an emergency room.

[17]

HEALTHY HOME, HEALTHY KIDS

Back to the‘aina

Foster your child’s connection to nature

Did you know… Regular free play in nature helps children: ■ Have lower stress levels and stronger immune systems ■ Have more active imaginations and play more creatively ■ Become fitter and leaner ■ Experience fewer symptoms of ADD and ADHD ■ Have greater respect for themselves, for others, and for the environment Help your child to discover a sense of wonder with nature. Playing and learning outside is good for your child and for the environment!

Here are some simple activities to get you started: ■ Commit to a daily Green Hour. The National Wildlife Federation recommends that parents give their kids a “Green Hour” every day, a time for unstructured play and interaction with the natural world. This can take place in a garden, a backyard, the park down the street, or any place that provides safe and accessible green spaces where children can learn and play. www.greenhour.org ■ Play “Old school” games together. Show your kids how to play these low-tech, classic games: hide and seek, hopscotch, Chinese jump rope, frisbee, kickball, tag, four square, hide and seek and more. Your child will appreciate any kind of playtime with you. ■ Hold an eco-scavenger hunt. Some ideas: a feather, a seed, a smooth rock, a red flower, a snail trail. Let your child come up with things to find too! ■ Start a family nature club! Gather friends and families from your community to spend time in nature together. For ideas on starting a club, go to www.childrenandnature.org/natureclubs. Kids can start their own clubs too! [18]

■ Stargaze together. Wish on stars and learn the constellations. Have the children name their own constellations by connecting the dots to create shapes and pictures! For older children, stay up late together and track the movement of constellations through the night sky. ■ Go for a hike or explore a tide pool. Get to know what’s special about your island environment while getting some exercise together. Talk about the ways our environment provides for us, and how our behaviors impact the land and sea. Take your trash with you and pick up litter to leave the place better off than you found it. ■ Support your child’s school to Leave No Child Inside. Start a garden, mentor an environmental club, encourage environmental

2ND ANNUAL H AWA I ‘ I PA R E N T G U I D E : A R E S O U R C E F O R FA M I L I E S

field trips. Parent volunteers are critical to the success of these programs. Talk about it with school staff and other parents and learn more at: www.kokuahawaiifoundation.org, www.nochildleftinside.org ■ Volunteer for nature! Develop your own service project as a family, or join an environmental non-profit with their work. Find opportunities at www.malamahawaii.org and www.volunteerhawaii.org. ■ Read and seek. Check out nature books from the library, then go outside to make “real world” observations about what you read together. ■ Take a walk in the clouds. Observe changes in the weather and distinguish different types of clouds. Look for shapes in the clouds – maybe you'll see a face, a dog, or a poi pounder – the possibilities are endless! Download a free booklet with activities and info on clouds and the weather at www.takeawalk.com.

■ Last Child Left in the Woods: saving our children from nature-deficit disorder by Richard Louv. ■ I Love Dirt: 52 Activities to help you & your kids discover the wonders of nature by Jennifer Ward. Both of these books are available at local bookstores and through the Hawai‘i public library system.

What is Nature-Deficit Disorder? In his 2005 book, Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder, Richard Louv defines the term nature-deficit disorder. “Nature deficit disorder is not an official diagnosis but a way of viewing the problem, and describes the human costs of alienation from nature, among them: diminished use of the senses, attention difficulties, and higher rates of physical and emotional illnesses. The disorder can be detected in individuals, families, and communities.” In 2006, under Louv’s leadership, the Children & Nature Network (C&NN) launched a nationwide campaign to “Leave No Child Inside.” For the past few years, conservation, education, health and government organizations have been working together to find ways to reconnect children and nature. Start some Leave No Child Inside initiatives in your own community! ■ Insist that environmental education be taught in your child’s school. Create outdoor experiential learning outside of school. ■ Get involved in citizen science: whale watching for NOAA, water quality testing, etc.

HEALTHY HOME, HEALTHY KIDS

Check out these books for more ideas:

■ Support scouting organizations, 4-H clubs and other outdoor programs. ■ Promote the annual Take Your Child Outside Week www.takeachildoutside.org. ■ Support local nature centers and nature preserves. Help get children involved in wildlife habitat restoration programs. ■ Green your city. Push for better urban planning, more natural parks and walkable neighborhoods. Invest in land-trust movements. ■ Allow kids to build forts, tree houses or plant gardens. If your neighborhood or development prohibits it, challenge the restrictions or covenants that discourage natural play.

Links: ■ www.kokuahawaiifoundation.org/family ■ www.childrenandnature.org ■ www.takeachildoutside.org The Kokua Hawai‘i Foundation is a 501(c)3 non-profit organization supporting environmental education in Hawai‘i’s schools and communities. Learn about our programs and subscribe to our newsletter at www.kokuahawaiifoundation.org.

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[19]

HEALTHY HOME, HEALTHY KIDS

Scaling down on energy use Find smart ways to conserve and manage your electricity

H

awaiian Electric Company, Hawaii Electric Light Company, and Maui Electric Company are pleased to have the opportunity to provide you with information on electricity use and how to wisely manage it.

What’s a kWh?

kWh is the abbreviation for kilowatt-hour. To understand it, let’s start with a watt. A watt is a unit of electrical power that is used to represent the amount of electricity needed to power lightbulbs, appliances, and electrical equipment. As a consumer you probably purchase lightbulbs based on their wattage, say a 100-watt bulb. A kilowatt is a unit of electrical power equal

to 1,000 watts; kilo comes from a Greek word meaning thousand. It can be used to represent the size of an electrical load or the rate at which energy is being used. A kilowatt-hour is a unit of electrical energy, the amount equal to one kilowatt used for one hour. For example, a 1,000watt appliance, such as a hair dryer, if left running at maximum heat for one hour would consume one kilowatt-hour (kWh) of energy. Another example is having ten 100-watt lightbulbs in your house turned on for one hour. Your electricity bill is calculated based on the number of kilowatt-hours you use to power the electrical appliances in your home during your billing cycle.

■ Air conditioning – Figures assume that either you’re using central or split-system air conditioning and the entire home is being cooled; or, you’re using room air conditioning (window units) and only individual rooms are being cooled.

#ENTRAL!IR#ONDITIONING 2OOM!IR#ONDITIONING %LECTRIC(OT7ATER 3OLAR(OT7ATER

■ Water heating – Energy use for both electric hot water and solar hot water are listed to illustrate the difference in energy use. Solar water heaters that are well-designed and properly sized can reduce water heating costs by 80 to 90%.

3ECOND2EFRIGERATOR 0RIMARY2EFRIGERATOR

■ Primary and second refrigerator – Figures assume that the primary refrigerator is a newer, more energy-efficient model and the second refrigerator is older and less energy efficient.

-ISCELLANEOUSAND,IGHTING (OME%NTERTAINMENT%QUIPMENT 4ELEVISION

■ Home entertainment equipment – Figure includes large televisions, cable boxes, VCR/DVD players, stereos, game boxes, and computers and peripheral equipment.

%LECTRIC#OOKING &REEZER #LOTHES$RYER $ISHWASHER

[20]

You can help control your electricity costs by being aware of which appliances in your home use the most energy and using them wisely. The biggest energy users in Hawaii are air conditioners, electric water heaters, refrigerator/freezers, and swimming pool pumps. The accompanying bar chart shows typical annual energy use by a family of four. Your usage may differ depending on your household activities as well as the type, number, and age of your appliances.

About the chart:

Annual energy use for a family of four

K7H ˆ

Where your electricity goes



 

 

 

 

 

 

2ND ANNUAL H AWA I ‘ I PA R E N T G U I D E : A R E S O U R C E F O R FA M I L I E S

 

 

■ Television – Figure includes 36-inch or smaller color TVs.

The following tips include simple and low-cost ways to reduce energy use and save money.

Shopping for a new

1. Replace traditional incandescent lightbulbs with CFLs Compact fluorescent lights (CFLs) use about onefourth the energy of old-fashioned incandescent bulbs, last longer, and are cooler, reducing the need for air conditioning. Changing just one 100watt bulb to an equivalent 26-watt CFL, based on three hours use per day, can save 81 kWh and $24 per year per bulb. 2. Use fans instead of air conditioners Two fans, rather than an 8,000 Btu/H (British thermal units per hour) room air conditioner running four hours a day, will save over 1,150 kWh and $345 per year. 3. Shorten showers Cutting just two minutes per shower could save up to 1,533 kWh and $460 per year. 4. Fix leaky faucets A faucet leaking just one hot-water drop per second costs 400 kWh and $120 per year. 5. Wash clothes in cold water Switching from Hot Wash/Warm Rinse to the Cold/Cold cycle on a standard, top-loading washing machine for just two loads a week can save 225 kWh and $68 per year. 6. Eliminate phantom loads Even when turned off, appliances like hairdryers, cell phone chargers, and televisions use energy. Use a power strip to completely turn off computers (after properly logging off), monitors, printers, and chargers for camera batteries, phones, and PDAs , all of which use standby power when not in use. Using a power strip to turn off your computer alone can save 50 kWh and $15 per year. 7. Air dry dishes Letting dishes air dry instead of using the heated drying cycle on the average dishwasher saves 110 kWh and $33 per year. 8. No peeking Limiting how often and how long you open the refrigerator will save electricity and protect the appliance. Also limit opening the oven while cooking or baking to save electricity, protect the appliance, and speed up cooking times.

I

appliance?

f you are planning on purchasing large appliances or home electronics, take the time to select models that are energy efficient. They will save on operating costs for years to come. Look for EnergyGuide and ENERGY STAR® labels.

EnergyGuide label The Federal Trade Commission requires EnergyGuide labels on all new water heaters, refrigerators, freezers, clothes washers, dishwashers, and room air conditioners. EnergyGuide labels allow you to compare estimated annual operating costs among comparable models in order to select the most efficient appliance for your money. EnergyGuide labels are not required on ranges, microwave ovens, and clothes dryers because their energy consumption does not vary significantly. Home electronics such as computers, TVs, and audio equipment are also not included.

HEALTHY HOME, HEALTHY KIDS

TOP TEN TIPS FOR ENERGY CONSERVATION

ENERGY STAR® label ENERGY STAR® labels appear on appliances and home electronics that meet strict energy efficiency criteria established by the U.S. Department of Energy and U.S. Environmental Protection Agency. You will save on energy costs by selecting a model with the ENERGY STAR® label. The ENERGY STAR® labeling program includes home electronics, such as computers, DVD and VCR players, televisions, and appliances, such as clothes washers, dehumidifiers, dishwashers, refrigerators, freezers, and room air conditioners. When purchasing any new electric appliance, it is important to read the manufacturer’s recommendations to ensure safe operation. Clothes washers and dishwashers that economize on water use may also have particular recommendations regarding detergent use.

9. Install motion detectors at home Cutting use of a 150-watt, outdoor floodlight from six hours to one hour per night with a motion sensor saves up to 270 kWh and $81 per year. Switching off a 100-watt light for just one 8-hour day per week can save 41 kWh and over $12 per year. 10. Use ENERGY STAR® appliances When it’s time to replace or add appliances, look for the ENERGY STAR symbol on refrigerators, ovens, and dishwashers. Visit www.energystar.gov

For more ways to reduce energy use at home, refer to Hawaiian Electric’s website at heco.com where you will find summer cooling tips and the 101 Ways to Save pamphlet.

Note: All savings are based on industry averages and $0.30 per kWh. H T T P : / / FA M I LY S U P P O RT. K 1 2 . H I . U S

[21]

INFANTS

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[22]

2ND ANNUAL H AWA I ‘ I PA R E N T G U I D E : A R E S O U R C E F O R FA M I L I E S

0HONE sAUWORG

INFANTS

Families for

R.E.A.L.

(Resources and Early Access to Learning) ■ Is an interaction program for parents and their infant, toddler, or preschool age child ■ Addresses each age group through a sequential and developmental curriculum for parents ■ Promotes school readiness as a shared responsibility ■ Emphasizes parents’ role as their child’s first and most important teacher ■ Includes parenting topics and activities. Individual sites hold age specific classes once each week for 8-10 weeks. For more information, visit familysupport.k12.hi.us.

Windward Families for R.E.A.L. Ben Parker Elementary School Families gain information on research-based child development and discuss common issues. Parents become learners while enjoying one-onone time with their child as they play and interact through music, physical movement, and age appropriate games. Contact: Chris Chang, 233-5656

Leeward Families for R.E.A.L.

Pearl City Highlands Elementary School In the preschool class, parent discussion time is a critical component as transition to kindergarten and school readiness becomes a focus of interest. Children engage in hands on activities while learning independence and experiencing positive separation time from their parent. Contact: Laura McHugh, 453-6478

Maui Families for R.E.A.L. Pomaikai Elementary School The program provides parenting classes focused on the social and cultural context unique to its community. The program's outcome is loving, caring, and involved families helping our schools become positive learning environments for their children and for the whole community. Contact: Shelley Ting, 984-8025

Molokai Families for R.E.A.L. Kaunakakai Elementary School Beginning its first full year of service, the program seeks to serve any parents on the island who wish to understand the developmental stages of

their young children, learn ways to positively interact with them, prepare them for entering the school-age years, and build community with other parents. Contact: Becky Takashima, 553-1730

Kauai Families for R.E.A.L. Kalaheo Elementary School Another new site, the program creates a comfortable and warm environment for parents to learn to nurture and teach their young children in developmentally appropriate ways. Classes discuss common challenges that parents of young children face in raising healthy, happy children. Contact: Hazel Fujimoto, 553-1730.

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[23]

INFANTS

Protect Our Keiki: at Home, at Play and On the Way

Infant Birth to 1 Year

Developmental Stages and Accomplishments ❉ Babies move more as they grow and explore by putting things in their mouths ❉ Rolling and crawling begin as early as 6 months Prevent suffocation and choking ❑ Practice safe sleep for the baby: ❑ Put baby on back to sleep ❑ Remove soft bedding and pillow-like items and toys from the sleep area. ❑ Make sure playpen and crib meet safety standards. ❑ Keep your home smoke-free. ❑ Keep balloons, plastic bags and small objects out of baby’s reach. ❑ Buckle baby into bouncy seat, swing or high chair. ❑ Learn infant CPR and first aid.

Prevent shaking and rough handling ❑ Baby should be handled gently. Rough play can cause injuries. ❑ Never shake a keiki: shaking or throwing a baby can cause permanent damage.

swimming pool, or ocean. ❑ Empty buckets and containers after use. ❑ Always keep toilet lids down; use toilet locks. ❑ Install insolated fencing around swimming pool and lock gate. ❑ Obey water safety signs.

Fall prevention ❑ Never leave baby alone on a raised surface. ❑ Put baby in a safe place such as a playpen or crib when you cannot give your full attention. ❑ Use safety gates on stairways, lock lanais, and close doors. ❑ Install window guards that adults can open in case of a fire.

Water safety ❑ Never leave baby unsupervised near any water such as a bathtub,

Car safety ❑ Place infant in the backseat in a rear-facing car safety seat. ❑ Never place baby in front of an airbag. ❑ Never leave baby alone in, or around, a car.

Fire and burn prevention ❑ Install smoke alarms on every floor and near bedrooms. Test alarms monthly and replace batteries yearly. ❑ Practice a family fire escape plan. ❑ Never carry hot liquid or food when holding baby. ❑ Cover electrical outlets and keep cords out of reach. ❑ Protect baby from direct sunlight and talk with your doctor about sunscreen. ❑ Lower water heater temperature to 120°F.

Prevent poisoning ❑ Keep medicine, cleaning agents, paints, insecticides and chemicals in a locked cabinet. ❑ Use safety latches on drawers and cupboards. ❑ Do not give baby medications unless directed by a doctor. ❑ Clean up peeling paint and paint chips that may contain lead and be hazardous. Talk to your doctor about lead testing when baby is 9-12 months old. ❑ Post number for Hawai‘i Poison Hotline near phone: 800-222-1222.

and the Injury Prevention Program, State Department of Health [24]

2ND ANNUAL H AWA I ‘ I PA R E N T G U I D E : A R E S O U R C E F O R FA M I L I E S

TODDLER-PRESCHOOL

Learning begins at home HIPPY program fosters parent involvement and school readiness

T

he Home Instruction for Parents of Preschool Youngsters (HIPPY) is a parent involvement, school readiness program that helps parents prepare their three, four, and five year old children for success in school and beyond. The parent is provided with a set of carefully developed curriculum, books and materials designed to strengthen their children’s thinking skills, early literacy skills, social/emotional and physical development. HIPPY helps parents to be their children’s first teacher by giving them the tools, skills and confidence they need to work with their children in the home. The HIPPY program is free to parents and is delivered by home visitors who live in the same communities

as the families they serve. The HIPPY model of role playing during home visits and group meetings is designed for parents to participate in learning activities with their children and to promote the view of themselves as their child’s first teacher. The program brings families, organizations and communities together and removes any barriers to participate that may include limited financial resources or lack of education. Parents are their child’s first teacher and a love of learning begins in the home. For more information about HIPPY please contact Family Support Services of West Hawaii at (808) 334-4111.

H T T P : / / FA M I LY S U P P O RT. K 1 2 . H I . U S

[25]

TODDLER-PRESCHOOL

Connecting with the

past

INPEACE perpetuates Hawaiian culture through outdoor classrooms

A

t the Institute for Native Pacific Education and Culture (INPEACE) we are dedicated to honoring and perpetuating Hawaiian culture and practices in our programs. ‘Äina plays a critical role in our new educational focus and is epitomized in the following Hawaiian proverb: “He ali‘i ka ‘äina, he kauä ke kanaka” translated as –The land is the chief the people are its servants. In order to honor the Hawaiian ancestral connection to place and land INPEACE is creating two native plant outdoor classrooms on the Wai‘anae coast in partnership with Nänäkuli and Kamaile elementary schools. These outdoor classrooms focus on traditional planting practices including the use of the Hawaiian moon calendar. Hundreds of Native Hawaiian plants including those endangered and endemic will be put into the ground by parents and children of the Keiki Steps Family-Child Interaction Learning Program and elementary teachers and students. The plants and the cultural practices that are integral to traditional Hawaiian planting are part of the framework for INPEACE’s cultural competency model. Keiki have the opportunity to learn about medicinal, lei making and native food plants through experiential hands on learning honoring traditional Native Hawaiian methods of learning. In addition, keiki and families learn how to care for the ‘äina, traditional uses of plants, the

natural environment, and the fundamentals of science, math, and vocabulary. All of which create the basic foundation of learning for life. Science and math are learned through charting and graphing the growth process and by physically taking care of their plants. Literacy skills are gained through talking and reading about the skills they are gaining. As a part of this project, keiki and parents take pictures of their plants and create individual books reinforcing literacy skills. The combination of cultural and educational experiences build the necessary foundation and brain connections needed to be successful in school. INPEACE’s goal is to have the outdoor classrooms empower parents with the cultural knowledge to create native plant gardens in their own backyards. These classrooms build on the belief that spending quality time together, as a family, is very important and critical to a child’s development. There are many ways a family can spend time together, have fun all the while teaching their keiki fundamental skills. INPEACE is dedicated to providing quality enriching experiences and promoting parents as their child’s first teacher.

INPEACE

Growing ‘Uala Simple facts about ‘Uala: ■ Did you the western name for ‘uala is Sweet Potato? ■ Did you know that most of the vitamin that the ‘uala provides is contained in the skin of the vegetable. ■ Did you know that the Hawaiians used this plant for food, medicine, and bait for fishing. ■ Did you know that the ‘uala plant grows best (habitat) in poor soil areas and in places up to 5,000 feet of elevation ■ Did you know that ‘uala takes 7 months to grow enough to be picked (harvested)? One Hawaiian story about the ‘Uala plant: Hina-i-ka-malama found a sweet potato from the moon. It was called hua-lani (fruit of Heaven). The story states that she “nourished the moon” (ai-ka-malama). When she escaped to the moon, her husband cut off her foot to use as a planting. He wanted to keep this precious new food. She became revered for generations and her spirit took the form of the sweet potato. Planting ‘Uala with your child: ‘Uala requires little care and can be grown in marginal places. In places of low rainfall it was traditionally planted after soaking rains. Then it can survive full sun and lighter rains. Sweet potatoes make good ground cover and can cover an area very quickly. But if a person wants to grow them for the tubers then they can build mounds to grow them on. They can also be planted inside wooden box borders filled with dirt. This way the tubers can get fat and the vines can be contained. No one can go wrong with a plant this easy. 1. Identify the right day/moon on which to plant (see below) 2. Snap a stem approximately 2-4 inches long that includes a sprig off of an existing plant. 3. Make a mound of loose dirt and stick the stem in a few inches deep. 4. Pray for it to grow. 5. Water it daily. According to the Native Hawaiian Moon Calendar the best time to plant ‘Uala is: ■ Kükahi, Külua, Kükolu, Küpau (Third to sixth night) ■ La‘au Kükahi, La‘au Külua, La‘au Pau (Eighteenth to twentieth nights) ■ Käloa Kükahi, Käloa Külua, Käloa Pau (Twenty-fourth to twenty-sixth nights) To find out what day during the month is the best time for you to plant your ‘uala please visit www.hinaadventures.com/culture/hawaiian_moon.htm

[26]

2ND ANNUAL H AWA I ‘ I PA R E N T G U I D E : A R E S O U R C E F O R FA M I L I E S

O‘ahu ■ Barbers Point 3001 Boxer Road, Kapolei, HI 96707 Barbers Point Elementary School - Cafeteria ■ Kamaile Academy 85-180 Ala Akau, Wai‘anae, HI 96792 Kamaile Elementary School ■ Leihoku 86-285 Leihoku Street, Wai‘anae, HI 96792 Leihoku Elementary School - P-10 ■ Ma‘ili 87-360 Kulaapuni Street, Wai‘anae, HI 96792 Ma‘ili Elementary School - Cafeteria

Keiki Steps

Y

our keiki’s education begins with you. Parents are a keiki’s first and most important teacher. Parent involvement is critical to a keiki’s success in the future. As parents, it is important to help prepare your keiki for school. Keiki Steps is a FREE preschool program for families with children ages 0-5. Come with your child to preschool 4 days a week for 3 hours a day to help your child get ready for school! Keiki Steps provides a comprehensive approach to early education, and preparing a child for school by engaging both parent and child in the learning process. A variety of developmentally and culturally relevant learning activities are used in the program. Activities include water play, blocks, play dough, art, craft activities, reading, books, field trips, parent education. Parents learn how to interact in ways to promote their child’s learning at home. Through the Keiki Steps program, Native Hawaiian children will be ready to learn and be successful in school. All Keiki Steps programs take place on DOE school campuses, churches or Parks and Recreation centers on the Leeward Coast of O‘ahu,

Moloka‘i, and the Big Island. To participate, you need to provide a copy of your child’s TB clearance, an up-to-date immunization record and birth certificate. The participating adult also needs to provide proof of TB clearance. For more information about the program and locations please visit our website: www.inpeacehawaii.org or call 620-9043.

Other fun family activities:

community and will perpetuate the Native Hawaiian value of storytelling. ■ Play family games in the car like “I Spy ” – this will teach keiki to pay attention to their surroundings and be creative. ■ Collect flowers and make a lei – this will teach keiki to identify flowers, notice differences, count as well as practice fine and gross motor skills. ■ Have an indoor scavenger hunt – this will build memory and problem solving skills and help keiki learn about different shapes and objects. ■ Help your keiki with their homework – this will give you an opportunity to see what they are learning in school and help them

■ Go grocery shopping as a family – while at the store you can ask your keiki to find and put items in the cart, count vegetables and point out colors and products. ■ Look at the moon and stars –count stars and pay attention to the changes in the moon each day. ■ Go to the beach as a family – you can count seashells, look for crab, fish and other marine life and learn to swim and surf. ■ Watch a sunrise, sunset or passing clouds and have your keiki describe all the colors and or shapes they see. ■ Have a family sing-a-long – songs help keiki learn words and remember them. ■ Have family story hour – read a book to your child and have them tell you what parts they liked. This will increase their vocabulary and reading skills. ■ Tell family stories- this will help them understand their place in the family and

Did you know? ■ Keiki Steps program provides service 3 hours per day, 4 days per week. ■ Keiki Steps is “FREE” of charge. ■ Keiki Steps offers quality early learning experiences for children ages 0-5 through a specially designed keiki curriculum. ■ Parent education for all parents and caregivers through a specially designed parent curriculum is included. ■ Program includes reading time and small group activities, as well as snacks and field trips. ■ Keiki Steps offers resource and referral services.

■ Makaha 84-200 Ala Naauao Place, Wai‘anae, HI 96792 Makaha Elementary School - P-23

TODDLER-PRESCHOOL

Keiki Steps locations

■ Nanakuli 89-778 Haleakala Avenue, Wai‘anae, HI 96792 Nanakuli Elementary School - Cafeteria ■ Wai‘anae 85-220 McArthur Street Wai‘anae Elementary School - PCNC Portable For more information regarding O‘ahu sites please contact Joy Stevens at 620-9043. Moloka‘i ■ Kilohana HC01 Box 334 Kamehameha Hwy., Kaunakakai, HI 96748 Kilohana Community Center For more information regarding the Moloka‘i site please contact Lisa Pakele at 561-7976. Hawai‘i ■ Kahikolu 82-5929 Napo‘opo‘o Road, Napo‘opo‘o, HI 96704 Kahikolu Church ■ Keaukaha 240 Desha Avenue, Hilo, HI 96720 Keaukaha Elementary School - Cafeteria ■ Kapi‘olani 966 Kilauea Avenue Kapi‘olani Elementary School - Cafeteria For more information regarding Hawai‘i Island sites please contact Geoli Ng at 933-2933

learn further at home. ■ Ask your keiki to teach you something they learned in school to stay connected with them and show them you support their education.

H T T P : / / FA M I LY S U P P O RT. K 1 2 . H I . U S

[27]

TODDLER-PRESCHOOL

Getting a

head start Creating the best educational program for your keiki’s learning years

D

uring the first three years of your child’s life you see just how much your child is growing. Their physical features are changing. They become more mobile by learning how to crawl, walk, and run. However, did you know that your child is doing some amazing growing that you can’t see? Your child’s brain goes through the most rapid growth and development

during the first three years. This fast rate of brain development gets even faster when your child has positive experiences. What many parents don’t realize is that the best educational program that prepares their child for school is affordable and accessible. That program is reading to their child everyday. The first step in developing your “educational program” will be creating a literacy-rich home. Fill your home with a variety of things to read such as newspapers, magazines, books, and other reading materials. It doesn't matter if the reading materials are owned or borrowed, new or used. Just make sure there is a wide assortment of reading materials and that they are within reach of all family members. Make your literacy-rich home special by providing your keiki with his own special place to keep his books. The next thing your “program” will need is implementation time. Reading to your child for 10 – 15 minutes a day will broaden his or her world, expand his or her knowledge, increase his or her vocabulary, and introduce him or her to the joy of reading and being read to. Whether your child is a newborn or 3 years old, the more time you spend reading to him or her, the more you increase his or her potential to learn and succeed in school. Finally, your “educational program” will need a model – someone to follow. When your child sees you enjoying reading, he or she is likely to follow your example. Turn off the TV, pick up a book, and talk to your child about the things you are reading. By doing these simple things you become your child’s first teacher and your home becomes his or her first classroom.

Here are some tips on how you can raise a reader When reading to infants: ■ Choose board, vinyl, or cloth books. These books have pages that do not tear and are easy for little hands to turn. ■ Choose books with simple objects or faces. As baby gets older you can select books that have simple sentences and story lines. ■ Offer books with soft, rough or bumpy textures to touch and feel. ■ Point to the picture as you read the word. ■ Move your finger across the word from left to right as you read it. When reading to toddlers: ■ Choose books that have repetitious text about familiar objects. ■ Select books that rhyme. ■ Choose books that involve activities such as counting, identifying colors, objects or letters. ■ Have your keiki point to numbers, colors, letters and familiar objects. When reading to preschoolers: ■ Choose books about subjects that interest your keiki such as animals or trucks. ■ Select books with topics that relate to your keiki’s life such as toilet training or new siblings. ■ Choose books that are interactive. ■ Let your keiki select the books to read. ■ Tell your keiki who the author and the illustrator is. Talk about what they do. When reading aloud to keiki: ■ Make faces and change your voice to bring the story to life. ■ Relate the book characters and story events to your child’s experiences.

[28]

2ND ANNUAL H AWA I ‘ I PA R E N T G U I D E : A R E S O U R C E F O R FA M I L I E S

Building a rich vocabulary through language acquisition

A

ll parents want their keiki to develop the skills they will need to be successful in school and in life. One of the most important skills that children need to succeed in school is being able to communicate with other people. Parents and other primary care providers can help their keiki acquire this vital skill by talking to them everyday. By talking to your keiki everyday you help your child build his or her vocabulary. Language acquisition begins at birth. Long before your baby is able to make sounds to form words, you are teaching him or her how to speak. When you tell your child, “Look at that big, brown dog. I wonder what he’s doing?” you are providing your child with a rich language and vocabulary lesson. Your child notices how your lips make different shapes to make different sounds and how these sounds can be strung together to make the word “brown” or “dog.” By asking your child a question she or he notices that you are stopping to wait for a response. This will give your child the opportunity to babble an answer, and even though it is not a “real word” your child is learning that what he or she has to say is important to the people who love them. Toddlers and preschoolers are old enough to share with you their thoughts and engage in conversations. Talking to your keiki everyday can be as simple as telling them something you saw on your lunch break, then asking them what they did outside with his or her friends in school or at childcare. This provides the entire family with an opportunity to check-in with each other, and you with a chance to interject a language lesson without your child’s knowledge. Reading to your child everyday provides you with another opportunity to teach him or her new words and strengthen his or her language skills. When reading to your keiki talk to him or her about the illustrations. Let your keiki talk about what he or she sees. As you read, ask you keiki to predict what will happen next. When reading a book with rhyming text, read the first line and see if he or she can complete the next. When you read to your keiki everyday you not only learn about what interests them, you provide them with an opportunity to learn new words and improve their communication skills. Hearing your voice everyday, whether it be talking, singing, or reading, will help your keiki acquire the language skills and vocabulary they will need to be successful in school.

TODDLER-PRESCHOOL

Talk with your keiki One of the most important skills that children need to succeed in school is being able to communicate with other people.

H T T P : / / FA M I LY S U P P O RT. K 1 2 . H I . U S

[29]

TODDLER-PRESCHOOL

Protect Our Keiki: at Home, at Play and On the Way

Toddler/ Preschool 1 to 4 years

❑ Test smoke alarms monthly and replace batteries yearly. Practice your family fire escape plan every six months. ❑ Teach child how to get out and stay out if there is a fire and to call 911 from a neighbor’s. ❑ Keep hot liquid or food out of child’s reach and turn pot handles away from stove’s edge. ❑ Never carry hot liquid or food when holding child. ❑ Apply sunscreen with SPF 15 or higher to child. ❑ Lower water heater temperature to 120°F.

Developmental Stages and Accomplishments ❉ Child begins to climb and can use objects as a ladder. Increasingly able to reach heights and can open doors and gates. ❉ Increasingly self-aware, the child learns to say “no” and insists on doing things differently. Water safety

Fall prevention

❑ Never leave child unsupervised near any water such as a bathtub, pool, pond, or ocean. ❑ Empty buckets and containers after use. ❑ Keep toilet lids shut; use toilet locks. ❑ Install isolation fencing around swimming pool and lock gate. ❑ Put child in a U.S. Coast Guard-approved life jacket when around open water. ❑ Obey water safety signs. ❑ Learn child CPR and first aid.

❑ Use gates on stairways, lanais, and close doors. ❑ Avoid putting furniture next to windows or railings. Install window guards that only adults can open. ❑ Supervise children on playgrounds.

Street safety ❑ Do not allow child to play near the street or behind a parked car. ❑ Teach child to always stop at the curb and never cross the street without an adult. ❑ Teach child to wear a bike helmet correctly. Model the behavior by wearing your own.

Prevent shaking and rough handling

[30]

Prevent choking ❑ Keep balloons, plastic bags and small objects out of toddler’s reach. ❑ Be aware of dangerous foods that are too hard or too soft for baby, such as hot dogs, grapes, nuts, popcorn, hard candy, peanut butter, etc.

Prevent poisoning

❑ Child should be handled gently. Rough play can cause injuries. ❑ Never shake a keiki: shaking or throwing a toddler can cause permanent damage.

❑ Use safety caps on all medicines and toxic household products and keep them out of reach. ❑ Teach child about poisonous plants and bugs. ❑ At age 2, ask your doctor about lead testing. ❑ Post number for Hawai‘i Poison Hotline near phone: 800-222-1222.

Car safety

Fire and burn prevention

❑ Always buckle child into a car safety seat that is properly secured in the backseat. ❑ Never position child in front of an airbag. ❑ Never leave child alone in, or around, a car.

❑ Never allow child to light or play with fireworks. ❑ Do not smoke in home or around child. ❑ Keep matches, lighters and other heat sources out of child’s reach.

2ND ANNUAL H AWA I ‘ I PA R E N T G U I D E : A R E S O U R C E F O R FA M I L I E S

Firearm safety ❑ Keep guns unloaded and locked and separate from ammunition. ❑ Ask if home where child visits has a gun.

and the Injury Prevention Program, State Department of Health

SCHOOL-AGE

Susie and Mike McGinn of Enchanted Lake with their two daughters Kelsea, 5, and Michelle McGinn, 7.

ndent e t n i r e p u om the S r f r e t t e l A

ation, tional inform , families, ca u ed f o e ts ts, aren sourc Dear Paren wonderful ing out to p t Guide is a s our schools in reach e student success in en ar P i ai v Haw sist pro The annual rograms. The guide as orts our efforts to im pp dp su an y s, el v ie ti it v si o ti p ac r munity, and helping you and the com c schools. ucation by ed ’s d , il er li ch h b r Hawaii’s pu ou to be a part of you g with your child’s teac ouncil yC We invite y mmunicatin Communit omework, co or attending a School ies to participate h h it w d il ch it s, y opportun g on campu volunteerin e advantage of the man rence! . fe if ak blic schools ake a d meeting. T hool and m Hawaii’s pu f sc o ’s rt d o il p p ch r su ued in you your contin Mahalo for yours, Very truly

amamoto Patricia H dent n te Superin

H T T P : / / FA M I LY S U P P O RT. K 1 2 . H I . U S

[31]

SCHOOL-AGE

Getting

The BOE Parent/Family Involvement Policy #2403 Communicating

Parenting

Communication between home and school is regular, two way, and meaningful.

Student Learning

Responsible parenting is promoted/supported

■ Parent Information Night Lahainaluna High School held quarterly events to give parents information about their school. Topics ranged from Internet Safety and drug abuse prevention to College Planning. The principal opened the meetings and was available for questions and concerns. The PTSA, SCC and Booster Clubs also had opportunities to speak with parents.

■ Good Beginnings Makawao Makawao Elementary School held a family education program for caregivers of infants through age five. Parents participated with their children at play and learning activities guided by an early childhood teacher. The program helps parents gain confidence as their child’s first teacher while providing quality preschool experiences for the youngster.

■ E-Notes At King Kekaulike High School, parents access daily bulletins and learn of other opportunities and events at the school through E-Notes, emailed from the school. Busy parents still stay connected by receiving 5-10 emails a month.

■ Parent Academy Lunalilo Elementary School gave parents the opportunity to attend classes and workshops that helped them with parenting skills at home. Topics were based on a needs assessment and included tips on doing homework and effective discipline.

Parents play an integral role in assisting student learning, including successful achievement of the Hawaii Content and Performance Standards. ■ Math Talk Story Each grade level at Mililani Uka Elementary School hosted a “Math Talk Story” evening for families. Math terminology, activities, and strategies used in school were introduced to parents, enabling them to assist their children with math homework and help strengthen math skills. ■ Lunch & Lessons Kipapa Elementary School parents were invited to join their child for lunch and a lesson. After eating, they observed a standards-based Language Arts/or Math lesson and were given time to work with their child. This activity gave parents a better understanding of what a standards-based education involves.

Things parents can do to get involved ■ Introduce yourself to your child’s teacher at the beginning of the year and start on a positive note ■ Attend your child’s parent/teacher conference prepared to ask questions ■ Write notes to your child’s teacher if you have any concerns ■ Set consistent bedtimes to make sure that your child is getting enough rest to function well in school ■ Provide a good breakfast for your child in the morning ■ Make sure your child gets to school on time and ready to learn ■ Provide your child with a dedicated place in the home to do their homework ■ Check to make sure they are completing their homework assignments [32]

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■ Ask your child’s teacher how you can best help your child to learn at home ■ Let the school know if you have any special skills or talents that the school could use ■ Ask your child’s teacher if there is any way that you could help out ■ Serve at your child's school (in the classroom, in the office or library, etc.) ■ Go to School Community Council meetings, or better yet, run for a seat ■ Get involved with programs your child participates in (band boosters, athletics, the arts, etc.) ■ Join the school’s parent organization (PTA, School Ohana, etc.) ■ Help the school make connections with contacts you have ■ Ask your workplace if they would like to get involved in supporting your child’s school ■ Suggest potential partners to the school to help them meet needs.

T

he Board of Education recognizes that a child’s education is a responsibility shared by the school and the family during the entire period the child spends in

school. To support the goal of the Department of Education to educate all students effectively, schools and parents must work as knowledgeable partners. In 2001, the Board of Education approved

Parent/Family Involvement Policy #2403. This policy is modeled after the National Network of Partnership School’s work on the Framework for Six Types of Parent/Family involvement.

Volunteering

Decision Making

Collaborating

Parents are welcome in the school, and their support and assistance are sought.

Parents are partners in the decisions that affect children and families.

■ Na Ali i Program Pahoa Elementary School and parent volunteers created the Na Ali’i Program to recognize and encourage positive behavior, social and leadership skills, and increase self-esteem to enhance the social environment at school and in the community.

■ School Community Council (SCC) All schools have School Community Councils, an elected group made up of community, parents, teachers, school staff and the principal. The SCC gives parents an opportunity to give input to the academic and financial planning of the school.

Community resources are made available to strengthen school programs, family practices, and student learning.

■ Make A Difference Day Over 150 parents, students, teachers, staff, administrators and community members volunteered to clean classrooms and the library at Baldwin High School. Local businesses donated hardware and supplies and volunteers provided the labor so that students and parents would have a school they could be proud of attending.

■ PTA/Ohana Groups These parent-driven organizations support the school’s mission and provide resources that make an impact on what schools can offer their students and families. ■ Parent Leadership Workshops Sessions emphasize the importance of parents as partners in the school’s decision-making process and train them to do so.

SCHOOL-AGE

involved

■ Cyber Safety Honolulu Police Department Detective Chris Duque teamed with Kaimuki Middle School to conduct an internet awareness workshop that gave parents and students an opportunity to learn together and reinforce school practices on internet etiquette and safe internet use. ■ Community Resource Fair Waipahu Intermediate School created an event to strengthen relationships between the community and school so that parents gained knowledge of available resources. Many agencies participated and parents and students were able to meet, learn and talk to representatives about various programs.

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Parent’s

checklist A re you using good parenting skills? Answer these easy questions and see! Many people find this self-evaluation helpful to determine areas of strength or weakness in their parenting skills. Each area

listed is considered to be very important in rearing healthy, happy, and successful children. A Parent’s Checklist is for your personal use.

❑ I am consistent, firm, and fair when I discipline my child. ❑ I teach my child to identify choices and make decisions. ❑ I know where my child is, what he or she is doing. ❑ I establish family routines. ❑ I require my child to help out by doing chores. ❑ I display my child’s school work around the house. ❑ I teach my child to respect authority. ❑ I make sure my child knows the rules and expectations in our household. ❑ I read and respond to information sent home regarding achievement of my child. ❑ I teach my child to tolerate differences in other people. ❑ I help my child when he or she is having difficulty in school. ❑ I set an example for my child for not abusing alcohol or drugs. ❑ I show affection to my child daily. ❑ I stress the importance of education. ❑ I know my child’s teachers. ❑ I make sure my child is in school and on time every day. ❑ I set the example of hard work and personal responsibility. ❑ I set aside time each day for my child to share with me what he or she has done. ❑ I see that my child has sufficient rest and nutrition daily. ❑ I spend time being physically active with my child at least 3 times a week. ❑ I plan outdoor family outings. ❑ I take care of my child and myself through regular medical and dental care. ❑ I praise my child for his/her good behavior and efforts. ❑ I set a good example for my child by volunteering at my child’s school and community. ❑ I plan a family meeting once a week. ❑ I read with my child daily. [34]

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Source: Hillsborough County Public Schools, Florida

1. Can I volunteer in the a.m. or p.m?

2. What are my work skills? (Clerical, filing, Word Processing, Systems Design) 3. What are my interests and hobbies? (Gardening, Crafts, Sports, Computer, Other)

SCHOOL-AGE

 get involved

12 time Make

Ask yourself...

4. What would you like to learn to do?

5. How do you think you can best help your school?

to

9

Supervision

■ before school ■ recess, playground ■ lunch ■ after school ■ excursions, field trips ■ cross walks

Communication and technology

Building and maintenance/ Leadership grounds and facilities ■ PTSA or PTO

■ painting, plumbing, electricity ■ School Community Councils ■ Advisory committees ■ landscaping, masonry ■ School, community, business ■ maintenance, cleaning partnership committees ■ construction, carpentry

Teacher support

■ copying, collating worksheets ■ tutoring, mentoring ■ coordinate book orders ■ phone trees ■ career education speaker ■ email communications ■ classroom parent ■ web page design and ■ read-alouds maintenance ■ newsletters and enewsletters ■ assist with class activity ■ computer maintenance Office help and repairs ■ filing ■ answering phones ■ data base management

PCNC

Health, nutrition, wellness ■ organize intramural games ■ assist with Wellness Policy

Enrichment ■ art, music, dance, P.E. ■ Science Fair projects ■ Speech Festivals, Math Competitions ■ Spelling Bees, Geography Bees ■ May Day, Graduation ■ Year Book

3

6

Parent Community Networking Centers Most schools employ a Parent Community Networking Center (PCNC) Facilitator to help parents connect with their children’s school. The PCNC Facilitator works part time at the school to help create supportive partnerships among home, school, and community, for the purpose of supporting student success!

Call your school PCNC facilitator if you: ■ Have a question and don’t know who to ask ■ Want to volunteer at the school ■ Want to request a workshop ■ Need help with understanding DOE language or policies PCNC Facilitators can help you find the help you need! H T T P : / / FA M I LY S U P P O RT. K 1 2 . H I . U S

[35]

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Who doyou need to know at your child’s school?

A

child’s school can be an intimidating place for parents to visit if they don’t know who to talk to. Here are some of the people at the school who are there to partner with parents. Get to know them. They are there to help you help your child succeed! Teachers - A parent’s first point of contact. Any concern about your child can be taken to his or her teacher. Parent Community Networking Center (PCNC) Facilitator - develops a sense of community and a caring, learning network to help families help their children succeed. Student Services Coordinator (SSC) coordinates any services students may need beyond the regular classroom. School Counselor - helps students with personal, social, and academic needs, consults with parents and serves as a resource when challenging situations arise. Health Aide - answers questions and concerns about your child's health and wellness. Librarian - provides resources for both parents and children. Primary School Adjustment Program (PSAP) Educational Assistant - assists students in Kindergarten through Grade 2 with developing appropriate social skills. Vice-Principal - generally handles discipline and safety issues. Principal - is responsible for the functioning and success of the entire school community. Office Staff - greets visitors and provides direction for parent inquiries.

Parent Project [36]

DOE glossary This mini glossary will help parents get through the Department of Education’s “educationese” or what is fondly called alphabet soup. A more comprehensive list of acronyms can be found on Hawaii’s Department of Education website: http://doe.k12.hi.us/acronyms.htm A+ . . . . . . After-School Plus Program AYP. . . . . . . Adequate Yearly Progress CAS . . . . . Complex Area Superintendent DOE . . . . . Dept. of Education EA . . . . . . Educational Assistant ELL . . . . . . . English Language Learner GLO . . . . . General Learner Outcomes

HAEYC. . . Hawaii Association for the Education of Young Children NCLB . . . . No Child Left Behind Act PCNC. . . . Parent-Community Networking Center PPT . . . . . Paraprofessional Tutors PSAP . . . . Primary School Adjustment Project PTA. . . . . . Parent Teacher Association PTO . . . . . Parent Teacher Organization PTSA . . . . Parent Teacher Student Association Rubrics . . A set of guidelines for rating student work that describes what is being assessed and provides a scoring scale

Parent Project® is a comprehensive, award winning program for parents of challenging children. There are three curriculums available: Parent Project, Sr., for parents of teens; Parent Project Jr.-Loving Solutions, for parents of children 5 -10 years of age; and Choosing Success, Choosing Life, for teens. Parent Project® offers parents concrete, nononsense solutions in a straightforward, step-bystep action plan that takes immediate steps toward addressing their child's challenges. Parent Project® is both prevention and intervention. The strategies in this curriculum can benefit all families facing today’s societal challenges. ■ Improve children’s grades and school attendance ■ Stop parent-child arguments

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SASA . . . . School Administrative Services Assistant SES . . . . . Supplemental Education Services SCC . . . . . School Community Council Standards The performance standards represent what is expected of students at benchmark grade levels PTT . . . . . Part-time Teacher SPED . . . . Special Education HSA. . . . . . Hawaii State Assessment CSS . . . . . Comprehensive Student Support System SBBH . . . School Based Behavioral Health

■ Prevent (or stop) children from using drugs and alcohol ■ Learn strategies to “out-will” the strongwilled child ■ Prevent or intervene in adolescent destructive behavior that may shorten children’s lives or shatter their dreams ■ Restore strained relationships and strengthen the family Classes are offered free for all parents and guardians statewide with a small fee for parent workbooks. Scholarships are available. For more information or to find upcoming classes in your area, contact June Kawamura at 733-4737 or go to these websites: parentproject.com or familysupport.k12.hi.us.

Raising Good Citizens at Home and at School

Citizen A Portfolio-based Civic Education Program

If our democratic society is to function, schools must be places where children practice the necessary dispositions and skills for their roles as citizens. Research shows that commitment to voting, for instance, can be developed well before a person has the right to vote. Thus, civic education can and should be a K–12 focus. Discussions of current events, interacting with civic leaders, engaging in simulations of civic processes, and learning about and taking action to resolve community issues all foster students’ commitment and capacity for participation. We the People: Project Citizen is a servicelearning curricular program that promotes competent and responsible engagement in local and state government. The program helps young people learn how to monitor and influence public policy. In the process, they develop support for democratic values and principles, tolerance, and feelings of political efficacy. Read about how one school successfully implemented Project Citizen in their 8th grade social studies classes at www.punahou.edu/page.cfm?p=1087 The Hawaii Project Citizen is sponsored by the Center for Civic Education and funded by the U.S. Department of Education. For more information about this free curriculum, call 1-800-350-4223, email: lyla@lylaberg,com, or go online at www.civiced.org.

Political factoids ■ 79 percent of young voters on Super Tuesday attended college. ■ Of all eligible young voters with college experience, 1 in 4 voted on Super Tuesday, compared with just 1 in 14 of the non-college youth. Young people most likely to be affected by the war in Iraq or a downturn in the economy are often misinformed, disengaged and politically silent. ■ Students whose families are wealthy are two times as likely as those whose families have average incomes to learn how laws are made and how Congress works. Opportunities to learn about politics and citizenship evidently, at present, depend on a student’s wealth, academic skills and race. Source: San Francisco Chronicle

SCHOOL-AGE

Raising good citizens Project at home and at school By Lyla Berg, Ph.D

A

s a state legislator, educator and parent, I have spent nearly a lifetime contemplating what ‘democracy’ truly means. Truth be told, families are not democracies. Children did not “vote for” the parents who make decisions on their behalf, nor do children have equal say in what goes on in their household. Indeed, a family’s purpose is to provide a safe and nurturing environment in which adult members raise developing human beings in accordance to their family’s unique values, beliefs, and customs. Children, especially between the ages of birth to twenty, need parents to provide structure, guidance, discipline, as well as encouragement. So how do we – parents, families, and schools – prepare young people to live as citizens in a democratic society? Here are some tips on what parents can do at home to prepare children to be effective community members. 1. Have a variety of media available to read with and aloud to your child, such as newspapers and magazines, or view broadcast news together and discuss current events with your children. A democracy relies on well informed, educated, and engaged citizens. Model this behavior. 2. Ask your children what they think about an issue. Use the dinner table or driving time to have children express their opinions. Ask them to support their perspectives with facts. Listen and value your children’s opinions. 3. Demonstrate and practice respectful attitudes and behaviors towards your spouse, children, and others. Parents teach children by modeling respect for differences, patience, and understanding, especially when another’s perspectives are conflicting and diverse. 4. Address family issues together. Ask family members to suggest mutually beneficial solutions. The ability to communicate, work through uncomfortable situations, and reach agreements must be practiced consistently. 5. Teach children to find the balance between fulfilling an individual need and the needs of others. Conflict often occurs between siblings and can also be seen in our own neighborhoods and communities. Learning how to get what one wants without hurting or hindering another helps children live responsibly and harmoniously with others. 6. Enable your child to feel ‘empowered’ in some aspect of his or her life. Children must experience a sense of influence in their lives, while at the same time, taking responsibility and accepting the consequences of their actions. Talk with your child to develop an understanding for both of you about what occurred. 7. Be an activist. Write letters to local newspapers. Vote. Volunteer and get involved in a school, sports, or community organization. Par-

ticipate in bettering your community. 8. Finally, insist that your child’s school incorporate civic education and service learning as an integral part of the school’s curriculum. Democracy is not a spectator sport. Learning to be a citizen in a democracy requires practice and active engagement. Being aware of what is happening in the world at the local, national, and international levels; behaving with consideration and courtesy toward others; feeling safe to express one’s perspectives and accepting diverse points of view; and discovering ways to help people achieve their individual and collective hopes and dreams are skills desperately needed in our society. These skills CAN – and should – be taught in families. Lyla Berg, Ph.D., is Vice-Chair of the Education Committee in the Hawaii House of Representatives and State Coordinator for Project Citizen with the Center for Civic Education. She is a single mother and has a 21-year old son in college.

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Department of Education

Special programs No Child Left Behind – Title I Hawaii Family Contact: Sharon Nakagawa and Solomon Literacy Program Kaulukukui, 394-1380 The Title I program is part of the No Child Left Behind Act that supports programs in schools and school districts to improve the learning of children from low-income families. The No Child Left Behind Act also provides educational options to families. This federal law allows parents to choose other public schools or take advantage of free tutoring if their child attends a school that needs improvement.

Families and Schools Together Contact: Kalen Kitagawa, 394-1384 FAST is a unique, multi-family group approach that supports parents to be the primary prevention agents for their children 0 to 16 years of age. FAST has three components: outreach, multi-family group sessions, and ongoing monthly reunions. The families join together to participate in the fun-filled sequence of activities designed to build respect for parents and bonds among family members and between family members and the school.

Contact: Kalen Kitagawa, 394-1384 (Oahu) Family Literacy serves parents and their young children in high poverty communities with their literacy, educational, and job preparation needs.

Extended Learning Opportunities: 21st Century Community Learning Center Contact: Solomon Kaulukukui, 394-1385 The purpose of this program are to provide opportunities to communities to establish or expand activities in community learning centers that focus on: 1. Opportunities for academic enrichment, including tutorial services in core academic subjects; 2. An array of additional services, programs, and activities, such as youth development and violence prevention programs; and 3. Opportunities for families for literacy and other educational development.

Migrant Education Contact: Solomon Kaulukukui, 394-1385 The purpose of this program is to provide educational and support services to enable students, whose parents work in agriculture or fishing on a temporary or seasonal basis, to meet the same high content and performance standards that all children are expected to meet. Also this program encourages children to remain in school through high school completion. Eligible families are those who have moved within the last 36 months to seek or work in agriculture or fishing on a temporary or seasonal basis to help support their family. [38]

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Parenting classes and resources for active military personnel and family members

Military

programs and resources For more information on these programs and resources, please contact:

Air Force Airman and Family Readiness Center (AFRC) Bldg #1105, 655 Vickers Ave. Hickam AFB, HI 96853 449-0300 Family Advocacy Programs Bldg #554, 750 Singer Blvd. Hickam AFB, HI 96853 449-0177

Army Army Community Service Center (ACS), Army Family Advocacy Program Bldg. #2091 Schofield Barracks, HI 96857-5000 655-4227 www.mwrarmyhawaii.com

Coast Guard

H

SCHOOL-AGE

Seeking help

awaii military services (Air Force, Army, Coast Guard, Navy, Marines) offer resources and a broad range of parenting and education programs for active military parents and families. Programs vary by service and course titles may vary. Possible programs and classes include: ■ Parenting classes ■ Play And Learn sessions ■ Deployment Issues ■ Infant/Child CPR class ■ Anger and Stress Management classes ■ Counseling and Parenting Consultations ■ Military Life Consultants ■ Parenting Support Groups ■ Family Resource Library of books and videos ■ Family Life Activities and Events

School Liaison Officers Hawaii is the only military location that is supported by a School Liaison Officer (SLO) in all branches of service: Air Force, Army, Marines, and Navy, and Coast Guard. In addition, the State Department of Education has a Military Liaison. The SLOs and Military Liaison are vital links between Hawaii public schools, military families, and students regarding public education in Hawaii. For more information contact: Air Force School Liaison Officer Darren Dean, [email protected], 808-448-5236 Army School Liaison Officer Wayne Yoshino, wayne.yoshinoii@ us.army.mil, 808-655-9818

Coast Guard School Liaison Officer LCDR Michael Saramosing, [email protected], 808-842-2011 Hawaii State Department of Education, Military Liaison Cherise Imai, [email protected], 808-586-5010 Marines School Liaison Officer Amy Madsen, [email protected], 808-630-8281 Navy School Liaison Officer Ruth Davis, ruth.davis2@ navy.mil, 808-474-1999, ext 6316

Coast Guard Work-Life Center Integrated Support Command (ISC) 400 Sand Island Parkway Honolulu, HI 96819-4398 842-2085, 842-2090

Marines Marine Corps Community Services (MCCS) Personal Services Division Family Advocacy Program (FAP) Bldg #216 Marine Corps Base Hawaii Kaneohe Bay, HI 96863 257-7787, 257-7790

Navy Navy Fleet and Family Support Center (FFSC) Pearl Harbor Navy Region Hawaii Moanalua Navy Services Center 4827 Bougainville Drive, Honolulu, HI 96818 474-1999 www.greatlifehawaii.com H T T P : / / FA M I LY S U P P O RT. K 1 2 . H I . U S

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DOE’s

Wellness Guidelines Promoting student health ... reducing childhood obesity

I

n August 2007, the Hawaii State Department of Education unveiled its Wellness Guidelines. The guidelines set goals for nutrition education, physical education, physical activities, school-based activities focused on student wellness, and nutrition guidelines for foods served on campus.

DOE Wellness Guidelines are based upon the following principles: ■ Healthy students are better able to learn ■ Healthy students attend school more often ■ Eating habits and active lifestyles that are developed in childhood will affect health throughout life ■ All children deserve nutritious and safely prepared food ■ Students focus on skills and knowledge relating to nutrition through health education and to daily physical activity though physical education The DOE Wellness Guidelines meet the requirements under federal law that requires each school food authority (including public, private and charter schools) participating in the National School Lunch Program to establish a local school “wellness policy.” In addition, the Hawaii State Board of Education’s Health, Wellness, and Safety Policy (BOE Policy #1110-6) states the Department of Education “has the fundamental responsibility to provide a safe and healthy working and learning environment for all public school students, employees, and persons under its jurisdiction.” [40]

Here’s a checklist of what families can do: ■ Eat breakfast every day, followed by a healthy snack or meal every 3 - 6 hours. ■ Prepare meals at home and eat as a family at least 5 - 6 times a week. ■ Parents prepare food and serve proper portions; children decide how much to eat. ■ Serve at least one colorful fruit/vegetable as part of each meal. ■ Serve 3 cups of milk or calcium-rich food daily. ■ Limit sweet beverages to no more than 4 ounces of 100% juice per day; ■ Serve whole grains (such as brown rice). ■ Use the DOE label-reading criteria for choosing healthy snacks for your family. ■ Encourage your children to eat school breakfast and lunch (best deal in town). ■ 2 hours or less of screen time per day; remove television from children’s bedroom. ■ Play outside for 1 hour or more daily (play as a family at least once a week); ■ Involve the whole family in lifestyle changes, with adults as models of healthy behavior.

http://doe.k12.hi.us/foodservice/toolkit/index.htm The solutions to developing lifelong healthy habits are clear – better health education, more physical activity, and healthier school environments. Together, the DOE and Hawaii State De-

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partment of Health (DOE/DOH Wellness Team), are working with all Hawaii public schools to implement the DOE Wellness Guidelines over a four-year period.

SCHOOL-AGE

Eat

right

Exciting changes to the school breakfast and lunch programs:

■ Whole wheat breakfast items - pancakes, french toast and waffles ■ Adding more whole grains to rolls and buns, at least 50% whole wheat ■ Minimum of 50% romaine lettuce in all salads ■ Minimum of 50% brown rice to white rice ■ More fresh fruits and vegetables ■ Zero trans fat The changes to school meals are extremely important. However, fast food chains and advertising continue to have a strong effect on the increasing role snacks are playing in youth diets. Offering healthy snack options to our youth is vital for good nutrition, lifelong healthy eating habits, and preventing costly diseases such as heart disease, cancer, diabetes, high blood pressure, and obesity. To help address the “unhealthy snack” issue, the DOE has also adopted the Institute of Medicine’s criteria for healthy snacks that are sold and/or offered to students. The criteria per serving: ■ Calories - Less than or equal to 200 calories ■ Total Fat – Less than or equal to 8 grams ■ Saturated Fat – Less than or equal to 2 grams ■ Trans Fat – ZERO ■ Sodium – Less than or equal to 200 milligrams ■ Dietary Fiber – More than or equal to 2 grams ■ Sugar – Less than or equal to 8 grams.

Join us The DOE/DOH Wellness team strongly encourages families and the community to join Hawaii’s public schools in promoting student health and reducing childhood obesity. Remember...

Healthy Students = Higher Student Achievement

Go online and log on to,

http://doe.k12.hi.us/foodservice/toolkit/index.htm or contact:

Hawaii State Department of Education ■ Office of Hawaii Child Nutrition Programs, 587-3600 Alice Toguchi-Matsuo, Child Nutrition Specialists Kenneth Ortiz, Child Nutrition Specialists ■ Office of Curriculum, Instruction and Student Support— Health & Physical Education, 733-9141 ext. 329 Dave Randall, Educational Specialist ■ Office of School Facilities and Support Services — School Food Services, 733-8400 Glenna Owens, Director

Hawaii State Department of Health ■ Healthy Hawaii Initiative, 586-4437 Cathy Yamamoto Tanaka, Departmental School Health Coordinator Jennifer Ryan, Child and Youth Specialist

Did you know? The 2007 Hawaii Youth Risk Behavior Survey indicates that among Hawaii high school students... Obesity ■ 16% were obese Unhealthy dietary behaviors ■ 83% ate fruits and vegetables less than five times per day during the 7 days before the survey ■ 23% drank a can, bottle, or glass of soda or pop (not including diet soda or diet pop) at least one time per day during 7 days before the survey

Physical inactivity ■ 66% did not meet recommended levels of physical activity ■ 62% did not attend physical education classes ■ 33% watched television 3 or more hours per day on an average school day ■ 31% played video or computer games or used a computer for something that was not school work for 3 or more hours per day on an average school day. School meals and snacks Beginning with the 2008-09 school year, school cafeterias are offering healthier breakfasts and lunches to students with zero trans fat. Students will eat more grains and whole wheat foods in addition to fresh fruits and vegetables.

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[41]

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Protect Our Keiki: at Home, at Play and On the Way

School-age 5 to 10 years Developmental Stages and Accomplishments ❉ Child has a growing sense of self and ability. ❉ Strength, motor skills and coordination develop at their own rate. Children the same age will not have the same skills or abilities. ❉ Looks to friends for peer acceptance. Street and bike safety

Poisoning

❑ Do not allow child to play in the street or behind a parked car. ❑ Teach child to stop at the curb and never cross the street without an adult. ❑ Check to see if your child’s bike is the right size. The balls of the child’s feet should rest on the ground with hands secure on handlebars. ❑ Teach child to wear a bike helmet and model the behavior by wearing your own.

❑ Use safety caps on all medicines, chemicals and toxic household products and keep them out of reach. ❑ Teach child about poisonous plants and bugs.

Water safety ❑ Teach child to swim. ❑ Never let child swim without adult supervision. ❑ Teach child not to dive until an adult has checked the depth of the water (should be at least 9 feet deep). ❑ Always have child wear a life jacket on a kayak, canoe or boat. ❑ Obey water safety warning signs. ❑ Learn child CPR and first aid.

Sport safety ❑ Have child wear the clothing and protective equipment recommended for each sport. ❑ Choose equipment based on child’s size and ability. ❑ Make sure child drinks plenty of water before and after any activity.

Firearm safety ❑ Keep guns out of home or unloaded and locked in a place separate from ammunition. ❑ Ask if home where child visits has a gun.

Fire and burn prevention ❑ Never allow child to light or play with fireworks even under supervision. ❑ Do not smoke in home in or around children. ❑ Test smoke alarms monthly and replace batteries yearly. ❑ Only allow child to use matches, lighters and other heat sources when supervised. ❑ Apply sunscreen with SPF 15 or higher whenever child goes in the sun. ❑ Lower water heater temperature to 120°F.

Emergency ❑ Keep list of emergency contact numbers near the phone. ❑ Teach child to call 911.

Car safety ❑ Use booster seat/seat belt correctly every time. ❑ Have child ride in the backseat. It’s the safest place. ❑ Always buckle up. Be a good example. ❑ Do not leave child alone in the car. [42]

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and the Injury Prevention Program, State Department of Health

ADOLESCENT

Opt out

Annual notification of privacy rights, directory information, and student information requested by military recruiters Directory information – Elementary and secondary students The federal Family Educational Rights and Privacy Act requires the DOE to provide notification to parents, guardians, or eligible students about privacy rights and directory information annually. Parents, guardians, or eligible students (18 years or older) must submit a signed, written non-disclosure request if they wish to “OPT OUT” or withhold the release of directory information to persons or organizations outside of the DOE.

Military recruiter’s request for student information – Secondary students only

The federal No Child Left Behind Act requires the DOE to provide names, addresses, and telephone numbers (including unlisted numbers) of secondary students to military recruiters when requested. Secondary school students are broadly defined as students enrolled in middle, intermediate, and high schools. A student in a secondary school can, on his/her own, submit a signed, written request for non-disclosure of his/her information. Or the parent/guardian of a secondary student or an eligible student (18 years or older) can submit an “OPT OUT” request. Although not legally required, the DOE has developed an “OPT OUT” form for military recruiting to facilitate response from students or their parents. The form can be downloaded from the DOE website at http://doe.k12.hi.us. If an “OPT OUT” for military recruiters was filed with the school during the 2007-2008

school year, the request will be honored until the student leaves the Hawaii DOE public school system or until the submitter rescinds the “OPT OUT” request. NOTE: “OPT OUT” requests will be accepted at anytime during the school year. However, the DOE is required to turn over a student list to the Inter-Service Recruitment Council (IRC) in mid-October. If a request comes in after student lists have been submitted to the IRC, the DOE IRM Branch will inform the IRC to have recruiters remove the student's information from the list. Submit “OPT OUT ”requests to school offices by September 15. Schools will distribute annual notices in August 2008. For questions, contact the DOE IRM Branch (808) 692-7290, option #5.

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ADOLESCENT

A Parent’s Guide to Preparing Teens for Higher Education FMQJOH
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Educational Talent Search

Recommended High School Curriculum for College Admission 4 years 3 to 4 years



 

 3 years

Upward Bound

3 years 2 years 1 year Consider Advanced Placement (AP) courses as well as honors level coursework    

 

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2ND ANNUAL H AWA I ‘ I PA R E N T G U I D E : A R E S O U R C E F O R FA M I L I E S

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11th grade

ADOLESCENT

College Pathway Checklist for High School Students Share this checklist with your teen to keep him/her on the path to college. For more tips and free college resources, visit gearup.hawaii.edu.

12th grade

9th Grade

10th grade

H T T P : / / FA M I LY S U P P O RT. K 1 2 . H I . U S

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Earning a diploma T

he purpose of high school graduation requirements is to establish rigorous standards of learning that will enable all public school students to meet the vision of a Hawaii public school graduate.

Vision of the Hawaii public school graduate All Hawaii public school graduates will: ■ Realize their individual goals and aspirations; ■ Possess the attitudes, knowledge, and skills necessary to contribute positively and compete in a global society; ■ Exercise the rights and responsibilities of citizenship; and ■ Pursue post-secondary education and/or careers without need for remediation.

Types of diplomas Two types of diplomas are awarded to students enrolled in Hawaii’s public schools:

http://graduation.k12.hi.us

Board of Education (BOE) Recognition Diploma The intent of Board of Education Policy 4540 is for students to strive to earn a diploma that has a more rigorous curriculum. By earning the BOE Recognition Diploma, graduates demonstrate to colleges and employers that they can challenge themselves to successfully accomplish goals. Currently, one-third of Hawaii public school students earn the voluntary BOE Recognition Diploma. At its March 6, 2008 meeting, the Hawaii State Board of Education increased the rigor of the BOE Recognition Diploma for the Class of 2013 (8th graders during the 2008-2009 school year). The new requirements will help students become better prepared for careers, college, and civic responsibility. In adopting the

new requirements, Hawaii joins 32 other states in providing students with the option to earn a more rigorous diploma. Credit requirements: ■ Class of 2009 (24 credits) ■ Class of 2010, 2011, & 2012 (25 credits), ■ Class of 2013 and beyond (25 credits) To view the coursework and credits to obtain the BOE Recognition Diploma, go to http://graduation.k12.hi.us. By fulfilling certain requirements, graduates with a grade point average of 3.0 or better who successfully complete course and other requirements will receive a BOE Recognition Diploma with Honors. National research and local data show that the types of courses required for the BOE Recognition Diploma best prepare students to advance in living wage jobs and achieve success in college level courses. Benefits to earning this challenging diploma may include eligibility for some private and public scholarships, admission to local colleges and universities, and advancement in certain job application processes. High School Diploma The High School Diploma is issued to students who have met all graduation requirements by demonstrating proficiency in the Hawaii Content and Performance Standards (http://standardstoolkit.k12.hi.us/index.html) and General Learner Outcomes (GLOs) in the required courses. The HCPS III are the standards for what every child should know and be able to do. The six GLOs are the essential overarching goals of standards-based learning in all content areas and for all grade levels. Credit requirements: ■ Class of 2009 (22 credits) ■ Class of 2010 and beyond (24 credits) To view the coursework requirements and credits to obtain the High School Diploma, go to http://graduation.k12.hi.us. The BOE increased requirements for a high school diploma from 22 to 24 credits beginning with the Class of 2010 to better prepare students for college, work and life.

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2ND ANNUAL H AWA I ‘ I PA R E N T G U I D E : A R E S O U R C E F O R FA M I L I E S

at Home, at Play and On the Way

Adolescence 11 to 18 years

ADOLESCENT

Protect Our Keiki:

items unattended. ❑ Encourage use of sunscreen with SPF 15 or higher. ❑ Model healthy behavior. ❑ Enroll youth in CPR and first aid classes.

and the Injury Prevention Program, State Department of Health

Developmental Stages and Accomplishments ❉ Youth pushes for freedom of choice and greater independence. ❉ Experiences physical and emotional changes. Ability to anticipate outcomes is limited and erratic, adolescents often think, “it won’t happen to me.” ❉ Strong need for peer approval and experimentation. Road safety

Sport safety

❑ Reduce teen’s crash risk: ensure extensive practice before licensure; place restrictions on driving with passengers and driving at night during the first two years after they have their license. ❑ Set firm rules: always wear a safety belt, as a driver or passenger; never drive impaired or ride with someone who has been drinking or using drugs; obey posted speed limits; and minimize distractions. ❑ Sign a parent and teen agreement that outlines privileges, restrictions and expectations. ❑ Require helmet use on bikes, skateboards, mopeds or motorcycles. ❑ Discuss the dangers of racing. ❑ Do not let youth ride in the back of a pick-up truck.

❑ Have youth wear protective equipment recommended for each sport, including helmets. ❑ Avoid dehydration: advise water before and after activity. ❑ Advise stretching and warm up before any physical activity.

Prevent drug and alcohol use ❑ Educate teen about hazards of alcohol and drugs and their effect on judgment and performance.

Suicide prevention ❑ Know some of the warning signs: depression, talking about committing suicide, and aggressive or disruptive behaviors. ❑ If you are concerned call 1-800-273-TALK (1-800-273-8255).

Water safety ❑ Teach basic rules of water safety (e.g. always swim with a buddy; don't dive into unknown water or shallow breaking waves; check surf conditions with lifeguard). ❑ Obey water safety warning signs.

Firearm safety ❑ Keep guns out of home or unloaded and locked in a place separate from ammunition. ❑ Ask if home where youth visits has a gun.

Youth violence prevention ❑ Be consistent with rules/discipline. ❑ Be available to listen and speak. ❑ Enroll your child in after-school activities. ❑ Regulate internet use and exposure to violence in the media. ❑ Show how to resolve conflicts without resorting to aggression. ❑ Note warning signs such as angry outbursts, excessive fighting or bullying, cruelty to animals, fire setting, or alcohol or drug use.

Dating violence prevention ❑ Be a role model, talk about healthy relationships and open communication. ❑ Note warning signs: unexplained bruises or injuries and behavior changes.

Fire and burn prevention ❑ Test smoke alarms monthly and replace batteries yearly. Practice your family fire escape plan every six months. ❑ Teach youth to never leave any cooking food H T T P : / / FA M I LY S U P P O RT. K 1 2 . H I . U S

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Where education clicks. UHM SEED Academy at Kapolei High School is a public/private partnership between the – University of Hawai‘i at Manoa SEED Office, Kapolei High School, isisHawaii and Ainoa, Inc. The UHM SEED Academy offers a high-quality, innovative alternative to the traditional school experience, offering a blended curriculum of core courses taken online and handson STEM electives taken on-campus at Kapolei High School. Highlights include: • • • • •

Free tuition for Hawai‘i state residents Kapolei High School diploma upon graduation Online curriculum of core, world language and AP courses Industry-led STEM-centric electives (like 3D CAD, environmental science, social networking technology, 3D animation, robotics) Participation in clubs and activities at Kapolei High School

Call 808.285.6956 or email [email protected] for more information. Website: www.uhmseedacademy.org/kapoleihighschool/

Does your Teen need help in any of the following areas?      

Communication Skills Assertiveness Training Goal Setting Addiction Eating Disorders Relationships and Dating

     

Teen Pregnancy Prevention Peer Pressure Leadership Respect Responsibility Resiliency

Motivating the Teen Spirit (MTS) features workshops that teach teens Emotional Literacy and Healthiness. This revolutionary program uses creative illustrations, discussions, and hands-on exercises to create a safe environment where teens feel comfortable sharing their feelings to get to the heart of issues they’re facing.

Motivating the Teen Spirit has: • Reached over 90,000 Teens • Created safe space for thousands of super achievers to open up • Prevented over 3,000 suicides • Reunited thousands of teens with their parents

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Motivation Attitude Personal Power Stress Self-Esteem Body Image

Learn more at: motivatingtheteenspirit.com or contact [email protected] for upcoming workshops

ADOLESCENT H T T P : / / FA M I LY S U P P O RT. K 1 2 . H I . U S

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ADOLESCENT

Just stop sto by any participating Pizza Hut and pick up your Carryout For Literacy Card. The cost is $10 and proceeds go to literacy programs throughout Hawaii. d. T Each ch time you order carryout pizza at regular price, show us your card and you’ll ou’l get a second carryout pizza free. (Yes, you read that right.) Your card is go good for a whole year’s worth of free pizzas. It’s a great deal that makes you feel great about bou yourself.

www.pizzahuthawaii.com [50]

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