Aloha United Way ■ Good Beginnings Alliance ■ INPEACE ■ Hawaiian Electric Co.

■ Hawaii Children’s Trust Fund ■ Kokua Hawaii Foundation ■ 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

 CONTENTS
Parents contents
and families
9
HEALTHY HOME

22
HEALTHY KIDS

matter! INFANT

R
esearch shows that when families
get involved – children do better in
effect on achievement!
Parents (and families) are their children’s first

25
TODDLER

school, and schools do better!
If Parents and Families get
Involved, Students:
■ Earn higher grades and test scores;
■ Enroll in higher-level programs;
31
and most important teachers. They are an im-
portant part of their children’s academic success.
For children to succeed, they need to
know that:
■ Parents and families SHOULD get involved;

43
■ Pass more classes, are promoted ■ Parents and families are CAPABLE
and earn more credits; of making a contribution; and SCHOOL-AGE
■ Adapt well to school and ■ Parents and families are INVITED
attend more regularly; by schools and their children to
■ Have better social skills
and behavior; and
get involved. ADOLESCENT
■ Graduate and go Children succeed
on to higher when schools,
education.
Parent and Fami- families, and
ly involvement communities For more information contact
that helps
improve
work together! Jennifer Dang at 525-7660 or
student jdang@ honolulu.gannett.com.
learn-
ing
has a http://familysupport.k12.hi.us
great

mahalo to our sponsors

ohana
sponsors DOH – Maternal
DOE – Special Programs Management Section and Child Health
DOE – Family Support Section DOH – Injury
DOE – Health, DOE – Military 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

 PARENT INFO
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H T T P : / / FA M I LY S U P P O RT. K 1 2 . H I . U S [5]
 
PARENT INFO
Parentsare
24 /7
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 be-
come more active members of their schools and
communities. Encouraging children’s love of learn-
ing 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 en-
courage 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
[6] 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 prob-
lem solve. Have her count, sort, compare, meas-
ure, and create her own “models” and “theories”
to practice math skills as well.
■ When you give your child age-appropri-
ate responsibilities and teach him how to
carry them out, you help him learn to follow
directions and finish things that he starts, de-
velop 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 en-
vironment and provide consistent guidance,
you help your child understand that learning
requires practice and persistence. By provid-
ing 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 opportuni-
ties 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 elec-
tronic 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 ex-
amples 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 devel-
opment. This
helps to make
learning fun and
meaningful.
Adapting activities
is particularly im-
portant for children
with special needs, who
may be developmentally
at a different level
than their chrono-
logical age.

Everyday Learning Activities Chart:
Infant/Toddler (Birth to 2)
■ 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.
■ At bedtime, read books
or tell stories about different
people and places.
■ Give your child a few differ-
ent plastic bath toys or con-
tainers to play with while
bathing her. Conduct experi-
ments 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 move-
ments such as clapping
hands, waving arms, hopping
or jumping, or copying sounds
that you make. Take turns
copying each other.
Pre-School (age 3-4)
■ As you have your preschool-
er 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.
■ 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 preparing meals
or snacks, let your child help.
For example, she could help
you peel and separate an or-
ange, clean seeds out of a pa-
paya, 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.
Elementary (age 5-10)
■ 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.
■ 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.
■ Use sensory experiences to
discuss possible reasons why
things happen. For example,
have your child put a winter-
green 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.
Middle School (age 11-13)
■ Celebrate family traditions
such as eating jai for Chinese
New Year or special events
such as going to bon dances.
Involve your child in prepara-
tions and talk about the signifi-
cance of events.
■ 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 non-
fat 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, tech-
nology, or another area. Have
him read about people who
have a similar interest.
H T T P : / / FA M I LY S U P P O RT. K 1 2 . H I . U S
PARENT INFO
High School (age 14-18)
■ Encourage your teen to pro-
duce something on his own,
such as music video, sports
newscast, skit, mini-fashion
show, or comedy sketch and
to explore what is involved cre-
ating the setting, the writing,
the directing and the record-
ing. Discuss career possibilities
related to his interests.
■ Involve your teen in family
budgeting. Discuss family ex-
penses such as mortgage/rent
payments, utilities, food, gas, &
clothing; needs vs. wants; and
the limits within which the fam-
ily has to work. Have her con-
tribute 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.
[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 chil-
dren’s education to improve academ-
ic achievement and to strengthen
school-family-community partnerships.
HPIRC leverages Family Center resources
with those of the Hawaii Department of Educa-
tion, 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.
Contact the HPIRC
resource nearest you
Toll Free Number: 1-877-99H-PIRC (994-7472)
Christina Simmons, Project Director
841-6177, fccsimmons@pacthawaii.org
Cynthia Okazaki, State Coordinator
235-7747, kcfccokazaki@pacthawaii.org
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

[8] 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

Free vaccines

HEALTHY HOME, HEALTHY KIDS

Consent forms
coming in August

T
he Department of Health, in collabora-
tion 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 partici-
pating 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 Preven-
tion. Decreasing the spread of flu among chil-
dren 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: based hand sanitaizer. ■ Take care with animals – Take pets to a
■ Cover your cough differently – Use a ■ Keep surfaces clean – Clean hard surfaces vet for regular care and wash hands after touch-
tissue to cover your cough or sneeze. If none is with soap and water at home and work. For extra ing animals or animal waste.
available, cough into your elbow or sleeve. protection, use disinfectant sprays or wipes. ■ Practice healthy habits and take care of
■ Clean your hands often – Wash your ■ Stay at home when you are sick – Don’t your health – Eat well and exercise regularly.
hands with soap and water for at least 20 sec- expose others to germs. Consult a doctor or clin- Get regular physical check-ups. Don’t smoke or
onds. If you don’t have soap, use an alcohol- ic for medications if necessary. 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 [9]
HEALTHY HOME, HEALTHY KIDS

your
kids from
fighting
F
ighting among siblings is as natural as
the changing of the seasons. All par-
ents 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 incen-
tive for them to do it.
2. Treat your kids the same
when it comes to fighting
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.
3. Give your kids positive
reinforcement when they
are cooperating
Let them know that they’re doing a wonderful
job when they get along. This one’s easy to for-
get but vitally important. Give them attention
when they’re behaving the way you want.
The
top
10
ways tokeep
4. Limit your own who are more likely to fight. While some punish-
ment may be inevitable, do your best to give
fighting and arguing choices and alternatives. Punishment may bring
Your kids will learn how to be peaceful from short term solutions but will also bring long
you. Don’t expect them to do it well if you don’t term problems.
show them how.
8. Control how you
5. Create an environment react to their fighting
of cooperation When you must intervene, make sure you stay
Do projects together as a family that involve calm. If you’re angry and shaming, you actually
cooperation. Talk about how important it is for make it more likely that fighting will occur again.
the family to cooperate. Avoid games or activi-
ties that promote fighting in your kids. 9. Limit the number
of fighting opportunities
6. Train your kids in
peacemaking when they’re you give your kids
Think about what has the potential to start
away from conflict fights. Don’t have them close to each other when
Talk to your kids about fighting at a time they’re tired and hungry if you can help it.
when they’re relaxed and open. Ask them about
what other options they might have taken.Help 10. Love your kids
them to brainstorm better solutions. for all they’re worth
7. Use consequences, Every day tell them you love them and more
importantly, show them. Kids who feel loved are
not punishment the least likely to fight. This won’t eliminate it,
Punishing kids usually just creates angry kids 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

 HEALTHY HOME, HEALTHY KIDS
2008

KEIKI HAWAI`I
Resource Directory For
Parents of Young Children
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

H T T P : / / FA M I LY S U P P O RT. K 1 2 . H I . U S [11]
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/ low-
cost 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
For additional copies, please call The Parent Line Distribution Center 593-0437 or visit our website at http://www.theparentline.org
[12] 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
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

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
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
For additional copies, please call The Parent Line Distribution Center 593-0437 or visit our website at http://www.theparentline.org
HEALTHY HOME, HEALTHY KIDS
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
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
H T T P : / / FA M I LY S U P P O RT. K 1 2 . H I . U S [13]
HEALTHY HOME, HEALTHY KIDS Special Parent Information Network (SPIN) Kalihi-Palama Health Center
(For families of children with disabilities) Low-cost medical, pediatric, family planning
O`ahu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 586-8126 & social services . . . . . . . . . . . . . . . . . . . . . . . . . . . 848-1438
Neighbor Islands . . . Call the island’s exchange number - Dental & Optometry services . . . . . . . . . . . . . . . . . . 845-0686
then 6-8126: Pacific Gateway Center (Immigrant Center)
Big Island . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 974-4000 Chinese, Ilocano, Korean, Laotian, Samoan, Spanish, Thai,
Kaua`i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 274-3141 Tagalog, Tongan, Vietnamese, Visayan, Micronesian,
Maui . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 984-2400 Cambodian, French, Pohnpei, Japanese, Kosraen,
Lana`i & Moloka`i . . . . . . . . . . . . . . . . . . . . . 1-800-468-4644 Marshallese, Pangasinan, Burmese . . . . . . . . . . . . .851-7010
Substance Abuse
Baby S.A.F.E - Outreach, case management & referrals VIETNAMESE
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 SAMOAN
AFAI E IAI SE FESILI I MATAUPU E UIGA ILE SOIFUA MALOLOINA I LOU
(Out-patient substance abuse/drug treatment services)
ALO(PEPE) MA LONA TUPUTUPU A`E, FA`AMOLEMOLE FA`AFESOOTA`I LE
Leeward O`ahu . . . . . . . . . . . . . . . . . . . . . . . . . . 668-2277 OFISA O LE PACIFIC GATEWAY CENTER I LE 851-7010.
Maui . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 877-7117
Women’s Way . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 732-2802 ILOCANO
(Residential substance abuse / drug treatment services) No adda damagen you maipapan ti salun–at ti anak yo, panagdackel na
Teen Intervention Program ken ugali na, umawag kayo koma iti Immigrant Center 851-7010.
(Counseling for pregnant / parenting teens) . . . . . . . 522-4186
Teen Line KOREAN
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) CHINESE
Text telephone users (TTY) . . . . . . . . . . 877-447-5991 or 711
Hearing persons calling persons with TTY modem
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 877-447-5990 or 711

LAOTIAN
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 CHUUKESE
Schofield . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 433-8675
Family Service / Support IKA EN MEI SINE FOSUN CHUUK ME IKA EN MEI NEED
ANINIS KOKORI PACIFIC GATEWAY CENTER WON EI
(Support services and parenting classes) NAMPA 851-7010.
Life Skills Support Flight . . . . . . . . . . . . . . . . . . . . . 449-0175
Airman and Family Readiness Flight . . . . . . . . . . . . 449-0300
Army Community Service INTERNET RESOURCES
Ft. Shafter - 438-9285 . . . . . . . . . . . . . . Schofield - 655-4227
Coast Guard Family Resource Specialist . . . . . . . . . 842-2089 . . . . . . . . . . . . . . . . . . . . . . . . . http://www.aap.org/parents.html
Joint New Parent Support (Tripler) . . . . . . . . . . . . . .433-4864 . . . . . . . . . . . . . . http://www.cpsc.gov (consumer product safety)
Kaneohe MCBH New Parent Support . . . . . . . . . . . 257-8803 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . http://doe.k12.hi.us
Navy/Marine Corps Relief Nurse (Home visits to Navy and . . . . . . . . . . . . . . . . . . http://doe.k12.hi.us/myschool/homeschool
Marine families with newborn babies) . . . . . . . . . .423-1314 . . . . . . . . . . . . . . . . . . . . . . . . . . .http://www.goodbeginnings.org
Pearl Harbor Fleet and Family Support Center . . . . .474-1999 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . http://www.honolulupd.org
. . . . . . . . . . . . . . . . http://www.kipchawaii.org (injury prevention)
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . http://www.patchhawaii.org
IMMIGRANT SERVICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . http://www.theparentline.org
. . . . . . . . . . . . . . . . . . . . . . . http://uhfamily.hawaii.edu/index.asp
Bilingual Access Line
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . http://www.zerotothree.org
(Interpreters) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 526-9724
Catholic Charities Hawaii . . . . . . . . . . . . . . . . . . . . . . 528-5233
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

 HEALTHY HOME, HEALTHY KIDS
Seeking
solutionsIf 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

Operation Search information

Special education
services
For more information, call Operation Search at
(808) 733-4834 or 1-800-297-2070 statewide.
Oahu:
Honolulu 733-4977
Central 622-6432
Leeward
What is Operation Search? Hawaii State Department of Human Services,
Campbell, Kapolei, Waianae 675-0335
Vocational Rehabilitation and Services for the
Operation Search is a multi-media campaign Nanakuli, Pearl City, Waipahu 675-0384
Blind Division at 808-586-5268, or the Hawaii
by the Hawaii State Department of Education Windward 233-5717
State Department of Health, Case Management
to find children who may need special educa- Hawaii:
and Information Services Branch at 808-733-9172.
tion services but who are not receiving them East Hawaii 974-4401
at this time. Any child who resides in Hawaii
who is between the ages of 3 and 20 and has What is special education? West Hawaii 323-0015
South Hawaii 982-4252
met the eligibility criteria may receive special Special education is specially designed in-
education services. struction to meet the unique learning needs of Maui: 873-3520
For information regarding infants and toddlers students who require individualized education Molokai: 553-1723
between the ages of birth and two years, contact programs. Special education services (e.g.
speech and language therapy, occupational ther- Lanai: 565-7900
the Hawaii Keiki Information Service System
(H-KISS) at 808-594-0066. apy, etc.) may be delivered in a variety of set- Kauai: 274-3504
For youths over 20 years of age, contact the tings based on the student’s needs.
H T T P : / / FA M I LY S U P P O RT. K 1 2 . H I . U S [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).
A
Allergies
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 un-
less instructed by your doctor.
■ Watch your child carefully for any reaction af-
ter 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] 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
■ Do not put any ointment or cream on bites un-
less 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 af-
ter 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, un-
less 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 dia-
pers, 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,
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 electric-
ity or heat. Protect yourself.
■ Remove affected clothing unless it sticks to the
burned area.
■ Do not put any cream, grease, butter, or medi-
cine 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.
C
Choking
■ If your child is coughing or talking and his col-
or 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 min-
utes. 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.
 H
■ Apply a cold pack or ice wrapped in a towel to ■ Do not make your child vomit.

HEALTHY HOME, HEALTHY KIDS

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
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 un-
able 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.
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 run-
ning 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.

P
glass of milk. Take the child with the tooth ■ Get your child to fresh air.
in milk immediately to the dentist or an

S
emergency room.

Drowning
D Poisoning
■ Call 911 if your child stops breath-
ing, has difficulty breathing, is
having seizures or is uncon-
Seizures
■ Call 911 immediately if this
■ Safely remove child from the water. Should you scious. is your child’s first seizure,
suspect a head injury, hold child’s head secure- ■ Save whatever your child or your child stops
ly and lift child out of the water in one motion. has swallowed, the con- breathing, has difficulty
■ Call 911 tainer and a sample breathing or does not
If your child is not breathing or is of the vomited respond.
unresponsive: matter if ■ Turn your child
there is on his side to
■ Do not compress the abdomen as child may any, and
vomit and choke. prevent chok-
take it ing.
■ Call your doctor or go to the emergency room with you
if your child had a near drowning episode, ■ Do not force
to the open or put any-
even if your child did not stop breathing or Emer-
become unconscious, as breathing problems thing in your
gency child’s mouth.
may develop later. Room. ■ Loosen tight

F
■ Call the clothing around
Poison the neck.
Help ■ Move harmful
Line at 1- objects out of
800-222- the way and
1222 for protect your
assistance child from in-
Foreign objects and have the jury.
product with you.
If the foreign object is deeply placed For more
in the body: Swallowed the information
wrong medicine or call: Mater-
■ Leave the object in place and keep it from
too much medicine: nal and
moving with padding and bandaging.
■ Call 911 if there is danger in moving your child, ■ Call the Poison Help Child
or go to the emergency room immediately. Line. Health
■ Do not give your Branch
If the foreign object is in the eye: child anything to eat (808)
■ Flush the eye gently with water to re- or drink. 733-4056
move dirt, dust or liquids. Cover
both eyes loosely and call your
doctor.
■ If the object is deeply de-
posited in the eye, DO
NOT remove it. Cover
both eyes loosely and call
911 or go to the emer-
gency 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 T T P : / / FA M I LY S U P P O RT. K 1 2 . H I . U S [17]
HEALTHY HOME, HEALTHY KIDS

Back
the‘aina
to
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 won-
der 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 Na-
tional Wildlife Federation recommends that par-
ents 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 gar-
den, a backyard, the park down the street, or
any place that provides safe and accessible
green spaces where children can learn and
play. www.green-
hour.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, kick-
ball, tag, four square, hide
and seek and more. Your child
will appreciate any kind of play-
time 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.childrenandna-
ture.org/natureclubs. Kids can
start their own clubs too!
■ Stargaze together. Wish on stars and
learn the constellations. Have the children
name their own constellations by connect-
ing the dots to create shapes
and pictures! For older chil-
dren, stay up late together and
track the movement of constel-
lations through the night sky.
■ Go for a hike or explore a
tide pool. Get to know what’s spe-
cial about your island environment
while getting some exercise together.
Talk about the ways our environment
provides for us, and how our behaviors im-
pact 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, men-
tor an environmental club,
encourage environmental
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 environ-
mental non-profit with their work. Find opportu-
nities at www.malamahawaii.org and www.vol-
unteerhawaii.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.

[18] 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

 HEALTHY HOME, HEALTHY KIDS
Check out these books What is Nature-Deficit Disorder?
for more ideas: In his 2005 book, Last Child in the Woods: Saving
■ Last Child Left in the Woods: saving our Our Children from Nature-Deficit Disorder, Richard
children from nature-deficit disorder by Louv defines the term nature-deficit disorder.
Richard Louv. “Nature deficit disorder is not an official
■ I Love Dirt: diagnosis but a way of viewing the problem,
52 Activities to and describes the human costs of alienation
help you & your from nature, among them: diminished use
kids discover the of the senses, attention difficulties, and
wonders of na- higher rates of physical and emotional
ture by Jennifer illnesses. The disorder can be detected in
Ward. individuals, families, and communities.”
Both of these
books are avail- In 2006, under Louv’s leadership, the Children &
able at local book- Nature Network (C&NN) launched a nationwide
stores and through campaign to “Leave No Child Inside.” For the past
the Hawai‘i public few years, conservation, education, health and gov-
library system. ernment 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 experien-
tial learning outside of school.
■ Get involved in citizen science: whale watching
for NOAA, water quality testing, etc.
■ 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 pre-
serves. Help get children involved in wildlife
habitat restoration programs.
■ Green your city. Push for better urban plan-
ning, more natural parks and walkable neigh-
borhoods. 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.kokuahawaii-
foundation.org/family
■ www.childrenandnature.org
■ www.takeachildoutside.org
The Kokua Hawai‘i Foundation
is a 501(c)3 non-profit organiza-
tion supporting environmental
education in Hawai‘i’s schools
and communities.
Learn about our programs and
subscribe to our newsletter at
www.kokuahawaiifoundation.org.

H T T P : / / FA M I LY S U P P O RT. K 1 2 . H I . U S [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 need-
ed to power lightbulbs, appliances, and electrical
equipment. As a consumer you probably pur-
chase 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 electri-
cal energy, the
amount equal to one Where your
kilowatt used for
one hour. For ex- electricity goes
ample, a 1,000-
watt appliance, You can help control your electricity costs by
such as a hair dry- being aware of which appliances in your home
er, if left running at maximum heat for one hour use the most energy and using them wisely.
would consume one kilowatt-hour (kWh) of en- The biggest energy users in Hawaii are air
ergy. Another example is having ten 100-watt conditioners, electric water heaters, refrigera-
lightbulbs in your house turned on for one hour. tor/freezers, and swimming pool pumps.
Your electricity bill is calculated based on the The accompanying bar chart shows typical
number of kilowatt-hours you use to power the annual energy use by a family of four. Your us-
electrical appliances in your home during your age may differ depending on your household ac-
billing cycle. tivities as well as the type, number, and age of
your appliances.

About the chart:

Annual energy use for a family of four ■ Air conditioning – Figures assume that ei-
#ENTRAL!IR#ONDITIONING ther you’re using central or split-system air condi-
2OOM!IR#ONDITIONING tioning and the entire home is being cooled; or,
you’re using room air conditioning (window
%LECTRIC(OT7ATER units) and only individual rooms are being cooled.
3OLAR(OT7ATER ■ Water heating – Energy use for both elec-
tric hot water and solar hot water are listed to il-
3ECOND2EFRIGERATOR lustrate the difference in energy use. Solar water
0RIMARY2EFRIGERATOR heaters that are well-designed and properly sized
can reduce water heating costs by 80 to 90%.
-ISCELLANEOUSAND,IGHTING ■ Primary and second refrigerator – Fig-
ures assume that the primary refrigerator is a
(OME%NTERTAINMENT%QUIPMENT newer, more energy-efficient model and the sec-
4ELEVISION ond refrigerator is older and less energy efficient.
■ Home entertainment equipment – Figure
%LECTRIC#OOKING includes large televisions, cable boxes,
&REEZER VCR/DVD players, stereos, game boxes, and
#LOTHES$RYER computers and peripheral equipment.
$ISHWASHER ■ Television – Figure includes 36-inch or
K7H ˆ          smaller color TVs.

[20] 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


TOP TEN TIPS FOR
ENERGY CONSERVATION
The following tips include simple and low-cost ways
to reduce energy use and save money.
1. Replace traditional incandescent lightbulbs
with CFLs
Compact fluorescent lights (CFLs) use about one-
fourth the energy of old-fashioned incandescent
bulbs, last longer, and are cooler, reducing the
need for air conditioning. Changing just one 100-
watt 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 ther-
mal 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 re-
frigerator will save electricity and protect the ap-
pliance. Also limit opening the oven while cook-
ing or baking to save electricity, protect the ap-
pliance, and speed up cooking times.
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 sen-
sor 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
Note: All savings are based on in-
dustry averages and $0.30 per kWh.
HEALTHY HOME, HEALTHY KIDS
Shopping for a new
appliance?
I
f you are planning on purchasing large
appliances or home electronics, take the
time to select models that are energy ef-
ficient. They will save on operating costs
for years to come. Look for EnergyGuide and
ENERGY STAR® labels.
EnergyGuide label
The Federal Trade Commission requires Ener-
gyGuide labels on all new water heaters, refrig-
erators, freezers, clothes washers, dishwashers,
and room air conditioners.
EnergyGuide labels allow you to compare es-
timated annual operating costs among compa-
rable models in order to select the most effi-
cient 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.
ENERGY STAR® label
ENERGY STAR® labels appear on appliances and home elec-
tronics 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® label-
ing program includes home
electronics, such as computers,
DVD and VCR players, televi-
sions, 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.
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.
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

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 sequen-
tial 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-on-
one time with their child as they play and interact
through music, physical movement, and age ap-
propriate games. Contact: Chris Chang, 233-5656
Leeward
Families for R.E.A.L.
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INFANTS
Pearl City Highlands Elementary School
In the preschool class, parent discussion time
is a critical component as transition to kinder-
garten 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. Con-
tact: Laura McHugh, 453-6478
Maui
Families for R.E.A.L.
Pomaikai Elementary School their young children, learn ways to positively in-
The program provides parenting classes fo- teract with them, prepare them for entering the
cused on the social and cultural context unique school-age years, and build community with other
to its community. The program's outcome is lov- parents. Contact: Becky Takashima, 553-1730
ing, caring, and involved families helping our
schools become positive learning environments Kauai
for their children and for the whole community. Families for R.E.A.L.
Contact: Shelley Ting, 984-8025 Kalaheo Elementary School
Another new site, the program creates a com-
Molokai fortable and warm environment for parents to
Families for R.E.A.L. learn to nurture and teach their young children
Kaunakakai Elementary School in developmentally appropriate ways. Classes
Beginning its first full year of service, the pro- discuss common challenges that parents of
gram seeks to serve any parents on the island who young children face in raising healthy, happy
wish to understand the developmental stages of children. Contact: Hazel Fujimoto, 553-1730.
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H T T P : / / FA M I LY S U P P O RT. K 1 2 . H I . U S [23]
 Protect Our Keiki:
INFANTS

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 per-
manent damage.
Water safety
❑ Never leave baby un-
supervised near
any water such
as a bath-
tub,
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 stair-
ways, lock lanais, and close
doors.
❑ Install window guards
that adults can open
in case of
a fire.
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
at home
begins
HIPPY program fosters parent
involvement and school readiness

T
he Home Instruction for Parents of as the families they serve. The HIPPY model of
Preschool Youngsters (HIPPY) is a role playing during home visits and group meet-
parent involvement, school readiness ings is designed for parents to participate in
program that helps parents prepare learning activities with their children and to pro-
their three, four, and five year old children for mote the view of themselves as their child’s first
success in school and beyond. teacher. The program brings families, organiza-
The parent is provided with a tions and communities together and removes
set of carefully developed cur- any barriers to participate that
riculum, books and materials may include limited
designed to strengthen their financial resources or
children’s thinking skills, early lack of education.
literacy skills, social/emotion- Parents are their
al and physical development. child’s first teacher and
HIPPY helps parents to be a love of learning begins
their children’s first teacher in the home. For more
by giving them the tools, information about HIPPY
skills and confidence they please contact Family
need to work with their Support Services
children in the home. The of West Hawaii
HIPPY program is free to at (808) 334-4111.
parents and is delivered
by home visitors who
live in the same com-
munities

H T T P : / / FA M I LY S U P P O RT. K 1 2 . H I . U S [25]
 Connecting
TODDLER-PRESCHOOL
with
the past
INPEACE perpetuates Hawaiian culture
through outdoor classrooms
A
t the Institute for Native Pacific Edu-
cation and Culture (INPEACE) we
are dedicated to honoring and perpet-
uating 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 con-
nection 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 com-
petency model. Keiki have the opportunity to
learn about medicinal, lei making and native
food plants through experiential hands on learn-
ing honoring traditional Native Hawaiian meth-
ods of learning.
In addition, keiki and families learn how to
care for the ‘äina, traditional uses of plants, the
[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
natural environment, and the fundamentals of
science, math, and vocabulary. All of which cre-
ate the basic foundation of learning for life. Sci-
ence 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 educa-
tional experiences build the necessary founda-
tion and brain connections needed to be success-
ful 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 expe-
riences 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 Heav-
en). 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/hawai-
ian_moon.htm
 TODDLER-PRESCHOOL
Keiki Steps locations
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
■ Makaha
84-200 Ala Naauao Place, Wai‘anae, HI 96792
Makaha Elementary School - P-23

Keiki Steps ■ Nanakuli

89-778 Haleakala Avenue, Wai‘anae, HI 96792
Nanakuli Elementary School - Cafeteria
■ Wai‘anae
85-220 McArthur Street

Y
our keiki’s education begins with you.
Parents are a keiki’s first and most
important teacher. Parent involve-
ment 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 ap-
proach 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 rel-
evant learning activities are used in the program.
Activities include water play, blocks, play dough,
art, craft activities, reading, books, field trips, par-
ent 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 Recre-
ation 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 immuniza-
tion 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.inpeace-
hawaii.org or call 620-9043.
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.
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

Other fun family activities: community and will perpetuate the Native learn further at home.
Hawaiian value of storytelling. ■ Ask your keiki to teach
■ Go grocery shopping as a family – while at ■ Play family games in the car like “I Spy ” – you something they
the store you can ask your keiki to find and this will teach keiki to pay attention to their learned in school to stay
put items in the cart, count vegetables and surroundings and be creative. connected with them and
point out colors and products. ■ Collect flowers and make a lei – show them
■ Look at the moon and stars –count stars and this will teach keiki to identify you support
pay attention to the changes in the moon each day. flowers, notice differences, count their edu-
■ Go to the beach as a family – you can count as well as practice fine and gross cation.
seashells, look for crab, fish and other motor skills.
marine life and learn to swim and surf. ■ Have an indoor scavenger
■ Watch a sunrise, sunset or passing clouds hunt – this will build memory
and have your keiki describe all the and problem solving skills
colors and or shapes they see. and help keiki learn about
■ Have a family sing-a-long – songs help keiki different shapes and
learn words and remember them. objects.
■ Have family story hour – read a book to ■ Help your keiki with
your child and have them tell you what parts their homework –
they liked. This will increase their vocabulary this will give you an
and reading skills. opportunity to see what
■ Tell family stories- this will help them they are learning in
understand their place in the family and school and help them
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 during the first three years. This fast rate of
child’s life you see just how much brain development gets even faster when your
your child is growing. Their physical child has positive experiences.
features are changing. They become What many parents don’t realize is that the
more mobile by learn- best educational program that prepares their
ing how to crawl, child for school is affordable and accessible.
walk, and run. That program is reading to their child everyday.
However, did The first step in developing your “educational
you know program” will be creating a literacy-rich home. Here are some tips
that your Fill your home with a variety of things to read on how you can raise a reader
child is do- such as newspapers, magazines, books, and other
ing some reading materials. It doesn't matter if the reading When reading to infants:
amazing materials are owned or borrowed, new or used. ■ Choose board, vinyl, or cloth books. These
growing that you Just make sure there is a wide assortment of books have pages that do not tear and are
can’t see? reading materials and that they are within reach easy for little hands to turn.
Your child’s brain of all family members. Make your literacy-rich
home special by providing your keiki with his ■ Choose books with simple objects or faces. As
goes through the
own special place to keep his books. baby gets older you can select books that have
most rapid growth
The next thing your simple sentences and story lines.
and development
“program” will ■ Offer books with soft, rough or bumpy textures
need is imple- to touch and feel.
mentation
time. Read- ■ Point to the picture as you read the word.
ing to your ■ Move your finger across the word from left to
child for 10 – right as you read it.
15 minutes a When reading to toddlers:
day will broaden
his or her world, ex- ■ Choose books that have repetitious text about
pand his or her knowl- familiar objects.
edge, increase his or her ■ Select books that rhyme.
vocabulary, and introduce
him or her to the joy of read- ■ Choose books that involve activities such as
ing and being read to. Whether counting, identifying colors, objects or letters.
your child is a newborn or 3 ■ Have your keiki point to numbers, colors, let-
years old, the more time you spend ters and familiar objects.
reading to him or her, the more you When reading to preschoolers:
increase his or her potential to learn
and succeed in school. ■ Choose books about subjects that interest your
Finally, your “educational program” will keiki such as animals or trucks.
need a model – someone to follow. When your ■ Select books with topics that relate to your kei-
child sees you enjoying reading, he or she is like- ki’s life such as toilet training or new siblings.
ly to follow your example. Turn
off the TV, pick up a book, and ■ Choose books that are interactive.
talk to your child about the ■ Let your keiki select the books to read.
things you are reading. ■ Tell your keiki who the author and the illustrator
By doing these simple things is. Talk about what they do.
you become your child’s first
teacher and your home becomes When reading aloud to keiki:
his or her first classroom. ■ 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

 TODDLER-PRESCHOOL
Talk
your keiki
with
Building a rich
A
ll parents want their keiki to develop
the skills they will need to be success-
vocabulary through ful in school and in life. One of the
most important skills that children
language acquisition need to succeed in school is being able to com-
municate with other people. Parents and other
primary care providers can help their keiki ac-
quire 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 be-
gins at birth. Long before
One of the most important your baby is able to make
sounds to form words, you
skills that children need to are teaching him or her how
to speak. When you tell your
succeed in school is being child, “Look at that big,
brown dog. I wonder what
able to communicate he’s doing?” you are provid-
ing your child with a rich
with other people. language and vocabulary les-
son. Your child notices how
your lips make different shapes to make different
sounds and how these sounds can be strung to-
gether 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 con-
versations. 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 with-
out 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 vocabu-
lary they will need to be successful in school.

H T T P : / / FA M I LY S U P P O RT. K 1 2 . H I . U S [29]
 ❑ Test smoke alarms month-

Protect Our Keiki:

TODDLER-PRESCHOOL ly and replace batteries
yearly. Practice your fami-
ly fire escape plan every

at Home, at Play and On the Way six months.

❑ Teach child how to get out
and stay out if there is a
fire and to call 911 from a

Toddler/
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

Preschool
food when holding child.
❑ Apply sunscreen with
SPF 15 or higher
to child.
❑ Lower water

1 to 4 years
heater tem-
perature to
120°F.

Developmental Stages
and Accomplishments
❉ Child begins to climb and can
use objects as a ladder. Increas-
ingly 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 ❑ Use gates on stair-
water such as a bathtub, pool, pond, or ocean. ways, lanais, and
❑ Empty buckets and containers after use. close doors.
❑ Keep toilet lids shut; use toilet locks. ❑ Avoid putting furni-
❑ Install isolation fencing around swimming ture next to win-
pool and lock gate. dows or railings.
❑ Put child in a U.S. Coast Guard-approved life Install window
jacket when around open water. guards that only
❑ Obey water safety signs. adults can open.
❑ Learn child CPR and first aid. ❑ Supervise children
on playgrounds.
Street safety
❑ Do not allow child to play near the street or
Prevent choking
behind a parked car. ❑ Keep balloons, plastic bags and small
❑ Teach child to always stop at the curb and objects out of toddler’s reach.
never cross the street without an adult. ❑ Be aware of dangerous foods that are too hard Firearm
❑ Teach child to wear a bike helmet correctly. or too soft for baby, such as hot dogs, grapes,
nuts, popcorn, hard candy, peanut butter, etc. safety
Model the behavior by wearing your own.
❑ Keep guns
Prevent shaking Prevent poisoning unloaded and
❑ Use safety caps on all medicines and toxic locked and sepa-
and rough handling household products and keep them out of reach. rate from ammunition.
❑ Child should be handled gently. Rough play ❑ Teach child about poisonous plants and bugs. ❑ Ask if home where
can cause injuries. ❑ At age 2, ask your doctor about lead testing. child visits has a gun.
❑ Never shake a keiki: shaking or throwing a ❑ Post number for Hawai‘i Poison Hotline near
toddler can cause permanent damage. phone: 800-222-1222.

Car safety Fire and burn prevention

❑ Always buckle child into a car safety seat that ❑ Never allow child to light or play with fireworks.
is properly secured in the backseat. ❑ Do not smoke in home or around child.
❑ Never position child in front of an airbag. ❑ Keep matches, lighters and other heat sources and the Injury Prevention Program,
❑ Never leave child alone in, or around, a car. out of child’s reach. State Department of Health

[30] 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

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

uperintendent
letter from the S
A ation,
e o f edu ca tional inform , families,
ts, sourc arents
Dear Paren wonderful ing out to p
aii Paren t Guide is a s our schools in reach e student success in
Haw sist pro v
The annual rograms. The guide as orts our efforts to im
v ities, an dp sitively supp
ac ti po
munity, and helping you
r
and the com c schools. ild ’s education by er ,
b li r ch h
Hawaii’s pu ou to be a part of you g with your child’s teac ouncil
We invite y mmunicatin Communit
yC
ild w ith h omework, co or attending a School ies to participate
ch s, it
g on campu y opportun
volunteerin e advantage of the man rence! .
meeting. T
ak ake a d iffe blic schools
r ch ild ’s school and m pp o rt o f Hawaii’s pu
in you ued su
your contin
Mahalo for
yours,
Very truly

amamoto
Patricia H
tendent
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
Communication between home and school
is regular, two way, and meaningful.
■ 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 Plan-
ning. The principal opened the meetings and
was available for questions and concerns. The
PTSA, SCC and Booster Clubs also had op-
portunities to speak with parents.
■ E-Notes
At King Kekaulike High School, parents
access daily bulletins and learn of other op-
portunities and events at the school through
E-Notes, emailed from the school. Busy par-
ents still stay connected by receiving 5-10
emails a month.
Parenting
Responsible parenting is promoted/supported
■ 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.
■ Parent Academy
Lunalilo Elementary School gave parents
the opportunity to attend classes and work-
shops that helped them with parenting skills
at home. Topics were based on a needs as-
sessment and included tips on doing home-
work and effective discipline.
Student Learning
Parents play an integral role in assisting stu-
dent 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 strate-
gies 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 in-
vited 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 ■ Ask your child’s teacher how you can best help your
beginning of the year and start on a positive note child to learn at home
■ Attend your child’s parent/teacher conference ■ Let the school know if you have any special skills
prepared to ask questions or talents that the school could use
■ Write notes to your child’s teacher if you have ■ Ask your child’s teacher if there is any
any concerns way that you could help out
■ Set consistent bedtimes to make sure ■ Serve at your child's school (in the
that your child is getting enough classroom, in the office or library, etc.)
rest to function well in school ■ Go to School Community Council
■ Provide a good breakfast for meetings, or better yet, run for
your child in the morning a seat
■ Make sure your child gets ■ Get involved with programs
to school on time and ready your child participates in
to learn (band boosters, athletics,
■ Provide your child the arts, etc.)
with a dedicated place ■ Join the school’s parent
in the home to do their organization (PTA, School
homework Ohana, etc.)
■ Check to ■ Help the school make
make sure connections with contacts
they are you have
completing ■ Ask your workplace if they
their would like to get involved in
home- supporting your child’s school
work
assign- ■ Suggest potential part-
ments ners to the school to help
them meet needs.

[32] 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


involved
T
he Board of Education recognizes that
a child’s education is a responsibility
shared by the school and the family dur-
ing the entire period the child spends in
Volunteering
Parents are welcome in the school, and
their support and assistance are sought.
■ Na Ali i Program
Pahoa Elementary School and parent volun-
teers created the Na Ali’i Program to recog-
nize and encourage positive behavior, social
and leadership skills, and increase self-esteem
to enhance the social environment at school
and in the community.
■ Make A Difference Day
Over 150 parents, students, teachers, staff,
administrators and community members vol-
unteered to clean classrooms and the library
at Baldwin High School. Local businesses do-
nated hardware and supplies and volunteers
provided the labor so that students and par-
ents would have a school they could be proud
of attending.
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
Decision Making
Parents are partners in the decisions that
affect children and families.
■ School Community Council (SCC)
All schools have School Community Councils,
an elected group made up of community, par-
ents, teachers, school staff and the principal. The
SCC gives parents an opportunity to give input to
the academic and financial planning of the school.
■ PTA/Ohana Groups
These parent-driven organizations support
the school’s mission and provide resources
that make an impact on what schools can of-
fer their students and families.
■ Parent Leadership Workshops
Sessions emphasize the importance of par-
ents as partners in the school’s decision-mak-
ing process and train them to do so.
SCHOOL-AGE
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.
Collaborating
Community resources are made available
to strengthen school programs, family prac-
tices, and student learning.
■ 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 agen-
cies participated and parents and students
were able to meet, learn and talk to represen-
tatives about various programs.
H T T P : / / FA M I LY S U P P O RT. K 1 2 . H I . U S [33]
SCHOOL-AGE

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
listed is considered to be very im-
portant in rearing healthy, hap-
py, and successful children. A
Parent’s Checklist is for your Source: Hillsborough County
or weakness in their parenting skills. Each area personal use. Public Schools, Florida

❑ 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] 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

 SCHOOL-AGE

Ask yourself...

12
1. Can I volunteer in the a.m. or p.m?
2. What are my work skills?
(Clerical, filing, Word Processing, Systems Design)

Make 3. What are my interests and hobbies?

(Gardening, Crafts, Sports, Computer, Other)

time
4. What would you like to learn to do?
5. How do you think you can best help your school?

to get involved
9 3
Supervision Building and maintenance/ Leadership
■ before school grounds and facilities ■ PTSA or PTO
■ recess, playground ■ painting, plumbing, electricity ■ School Community Councils
■ lunch ■ landscaping, masonry ■ Advisory committees
■ after school ■ maintenance, cleaning ■ School, community, business
■ excursions, field trips ■ construction, carpentry partnership committees
■ cross walks
Teacher support Health, nutrition, wellness
Communication ■ copying, collating worksheets ■ organize intramural games
and technology ■ tutoring, mentoring ■ assist with Wellness Policy
■ phone trees ■ coordinate book orders
■ email communications ■ career education speaker Enrichment
■ web page design and ■ classroom parent ■ art, music, dance, P.E.
maintenance ■ read-alouds ■ Science Fair projects
■ newsletters and enewsletters ■ assist with class activity ■ Speech Festivals, Math
■ computer maintenance Competitions
and repairs Office help ■ Spelling Bees,
■ filing Geography Bees
■ answering phones ■ May Day, Graduation
■ data base management ■ Year Book

PCNC
6
Parent Community Networking Centers
Most schools employ a Parent Call your school PCNC
Community Networking Center facilitator if you:
(PCNC) Facilitator to help ■ Have a question and don’t
parents connect with their know who to ask
children’s school. The PCNC ■ Want to volunteer at the school
Facilitator works part time at ■ Want to request a workshop
the school to help create sup- ■ Need help with understanding
portive partnerships among DOE language or policies
home, school, and community, PCNC Facilitators can help you find
for the purpose of supporting the help you need!
student success!

H T T P : / / FA M I LY S U P P O RT. K 1 2 . H I . U S [35]
 Who
SCHOOL-AGE

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) - DOE glossary HAEYC. . . Hawaii Association
for the Education of
SASA . . . . School Administrative
Services Assistant
coordinates any services students may need
This mini glossary will help parents Young Children SES . . . . . Supplemental
beyond the regular classroom.
get through the Department of NCLB . . . . No Child Left Behind Act Education Services
School Counselor - helps students with
Education’s “educationese” or what PCNC. . . . Parent-Community SCC . . . . . School Community
personal, social, and academic needs, consults
is fondly called alphabet soup. A Networking Center Council
with parents and serves as a resource when
more comprehensive list of PPT . . . . . Paraprofessional Tutors Standards The performance
challenging situations arise.
acronyms can be found on Hawaii’s PSAP . . . . Primary School standards represent
Health Aide - answers questions and
Department of Education website: Adjustment Project what is expected of
concerns about your child's health and wellness.
http://doe.k12.hi.us/acronyms.htm PTA. . . . . . Parent Teacher students at benchmark
Librarian - provides resources for both
parents and children. A+ . . . . . . After-School Association grade levels
Primary School Adjustment Program Plus Program PTO . . . . . Parent Teacher PTT . . . . . Part-time Teacher
(PSAP) Educational Assistant - assists AYP. . . . . . . Adequate Yearly Progress Organization SPED . . . . Special Education
students in Kindergarten through Grade 2 CAS . . . . . Complex Area PTSA . . . . Parent Teacher HSA. . . . . . Hawaii State Assessment
with developing appropriate social skills. Superintendent Student Association CSS . . . . . Comprehensive
Vice-Principal - generally handles discipline DOE . . . . . Dept. of Education Rubrics . . A set of guidelines for Student Support System
and safety issues. EA . . . . . . Educational Assistant rating student work SBBH . . . School Based
Principal - is responsible for the functioning ELL . . . . . . . English Language Learner that describes what is Behavioral Health
and success of the entire school community. GLO . . . . . General Learner being assessed and
Office Staff - greets visitors and provides Outcomes provides a scoring scale
direction for parent inquiries.

■ Prevent (or stop) children from using drugs

Parent
Parent Project® is a comprehensive, award
winning program for parents of challenging chil- and alcohol
dren. There are three curriculums available: Par- ■ Learn strategies to “out-will” the strong-
ent Project, Sr., for parents of teens; Parent Pro- willed child
■ Prevent or intervene in adolescent destruc-

Project
ject Jr.-Loving Solutions, for parents of children
5 -10 years of age; and Choosing Success, Choos-
ing Life, for teens.
Parent Project® offers parents concrete, no-
nonsense solutions in a straightforward, step-by-
step action plan that takes immediate steps to-
ward 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
tive behavior that may shorten children’s lives or
shatter their dreams
■ Restore strained relationships and strength-
en 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.

[36] 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


Raising
good citizens
Project 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 commit-
ment 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 service-
learning curricular program that promotes
competent and responsible engagement in local
and state government. The program helps
young people learn how to monitor and influ-
ence 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.puna-
hou.edu/page.cfm?p=1087
The Hawaii Project Citizen is sponsored
by the Center for Civic Education and fund-
ed by the U.S. Department of Education.
For more information about this free cur-
riculum, call 1-800-350-4223, email: lyla@ly-
laberg,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 at Home and at School
By Lyla Berg, Ph.D
A
s a state legislator, educator and parent,
I have spent nearly a lifetime contem-
plating 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 mem-
bers raise developing human beings in accordance
to their family’s unique values, beliefs, and cus-
toms. 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 newspa-
pers and magazines, or view broadcast news to-
gether and discuss current events with your chil-
dren. A democracy relies on well informed, edu-
cated, 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 at-
titudes and behaviors towards your spouse, ticipate in bettering your community.
children, and others. Parents teach children by 8. Finally, insist that your child’s school
modeling respect for differences, patience, and incorporate civic education and service
understanding, especially when another’s per- learning as an integral part of the school’s
spectives are conflicting and diverse. curriculum. Democracy is not a spectator
4. Address family issues together. Ask fami- sport. Learning to be a citizen in a democracy
ly members to suggest mutually beneficial solu- requires practice and active engagement.
tions. The ability to communicate, work through Being aware of what is happening in the world
uncomfortable situations, and reach agreements at the local, national, and international levels; be-
must be practiced consistently. having with consideration and courtesy toward
5. Teach children to find the balance be- others; feeling safe to express one’s perspectives
tween fulfilling an individual need and the and accepting diverse points of view; and dis-
needs of others. Conflict often occurs between covering ways to help people achieve their indi-
siblings and can also be seen in our own neigh- vidual and collective hopes and dreams are skills
borhoods and communities. Learning how to get desperately needed in our society. These skills
what one wants without hurting or hindering an- CAN – and should – be taught in families.
other helps children live responsibly and harmo- Lyla Berg, Ph.D., is Vice-Chair of the Education
niously with others. Committee in the Hawaii House of Representatives
6. Enable your child to feel ‘empowered’ in and State Coordinator for Project Citizen with the
some aspect of his or her life. Children must Center for Civic Education. She is a single mother and
experience a sense of influence in their lives, has a 21-year old son in college.
while at the same time, taking responsibility and
accepting the consequences of their actions.
Talk with your child to develop an understand-
ing for both of you about what occurred.
7. Be an activist. Write letters to local news-
papers. Vote. Volunteer and get involved in a
school, sports, or community organization. Par-
H T T P : / / FA M I LY S U P P O RT. K 1 2 . H I . U S [37]
SCHOOL-AGE
Department of Education

Special
programs
No Child Left Behind – Title I Hawaii Family
Contact: Sharon Nakagawa and Solomon Literacy Program
Kaulukukui, 394-1380 Contact: Kalen
The Title I program is part of the No Child Kitagawa, 394-1384
Left Behind Act that supports programs in (Oahu)
schools and school districts to improve the Family Litera-
learning of children from low-income families. cy serves par-
The No Child Left Behind Act also provides ents and their
educational options to families. This federal law young chil-
allows parents to choose other public schools dren in high
or take advantage of free tutoring if their child poverty com-
attends a school that needs improvement. munities
with their
Families and literacy,
Schools Together educa-
Contact: Kalen Kitagawa, 394-1384 tional,
FAST is a unique, multi-family group ap- and job
proach that supports parents to be the primary prepa-
prevention agents for their children 0 to 16 years ration
of age. FAST has three components: outreach, needs.
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.

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, in-
cluding 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 stan-
dards that all children are expected to meet.
Also this program encourages children to re-
main 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 season-
al basis to help support their family.

[38] 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

 Seeking

SCHOOL-AGE
help
Parenting classes and
resources for active
military personnel
and family members

H
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. Pro-
grams vary by service and course titles may
Military vary. Possible programs and classes include:

programs
and
■ Parenting classes
■ Play And Learn sessions

resources ■ Deployment Issues

■ Infant/Child CPR class
■ Anger and Stress Management classes
■ Counseling and Parenting Consultations
For more information on these programs ■ Military Life Consultants
and resources, please contact: ■ Parenting Support Groups
■ Family Resource Library of books and videos
Air Force ■ Family Life Activities and Events
Airman and Family Readiness Center
(AFRC) School Liaison Officers
Bldg #1105, 655 Vickers Ave.
Hickam AFB, HI 96853 Hawaii is the only military location that is sup-
Coast Guard School Liaison Officer
449-0300 ported by a School Liaison Officer (SLO) in all
LCDR Michael Saramosing,
branches of service: Air Force, Army, Marines,
michael.g.saramosing@uscg.mil, 808-842-2011
Family Advocacy Programs and Navy, and Coast Guard. In addition, the
Bldg #554, State Department of Education has a Military Hawaii State Department of Education,
750 Singer Blvd. Liaison. The SLOs and Military Liaison are vital Military Liaison
Hickam AFB, HI 96853 links between Hawaii public schools, military Cherise Imai,
449-0177 families, and students regarding public educa- cherise_imai@notes.k12.hi.us, 808-586-5010
tion in Hawaii. For more information contact:
Army Marines School Liaison Officer
Air Force School Liaison Officer Amy Madsen,
Army Community Service Center (ACS), Darren Dean, amy.madsen@usmc.mil, 808-630-8281
Army Family Advocacy Program darren.dean@hickam.af.mil, 808-448-5236
Bldg. #2091 Navy School Liaison Officer
Schofield Barracks, HI 96857-5000 Army School Liaison Officer Ruth Davis,
655-4227 Wayne Yoshino, ruth.davis2@
www.mwrarmyhawaii.com wayne.yoshinoii@ navy.mil,
us.army.mil, 808-474-1999,
Coast Guard 808-655-9818 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 [39]
SCHOOL-AGE
DOE’s
Wellness Guidelines
Promoting student health ... reducing childhood obesity
I
n August 2007, the Hawaii State Depart-
ment 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 Educa-
tion’s Health, Wellness, and Safety Policy (BOE
Policy #1110-6) states the Department of Educa-
tion “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] 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
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 por-
tions; 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 partment of Health (DOE/DOH Wellness
habits are clear – better health education, more Team), are working with all Hawaii public
physical activity, and healthier school environ- schools to implement the DOE Wellness Guide-
ments. Together, the DOE and Hawaii State De- lines over a four-year period.
Eat

SCHOOL-AGE
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 Go online and log on to,
The changes to school meals are extremely
important. However, fast food chains and ad-
vertising continue to have a strong effect on http://doe.k12.hi.us/foodservice/toolkit/index.htm
the increasing role snacks are playing in youth
diets. Offering healthy snack options to our or contact:
youth is vital for good nutrition, lifelong
healthy eating habits, and preventing Hawaii State Department of Education
costly diseases such as heart disease, ■ Office of Hawaii Child Nutrition Programs, 587-3600
cancer, diabetes, high blood pressure, Alice Toguchi-Matsuo, Child Nutrition Specialists
and obesity. Kenneth Ortiz, Child Nutrition Specialists
To help address the “unhealthy
snack” issue, the DOE has also ■ Office of Curriculum, Instruction and Student Support—
adopted the Institute of Medicine’s Health & Physical Education, 733-9141 ext. 329
criteria for healthy snacks that are Dave Randall, Educational Specialist
sold and/or offered to students. ■ Office of School Facilities and Support Services —
The criteria per serving: School Food Services, 733-8400
■ Calories - Less than or equal to Glenna Owens, Director
200 calories
■ Total Fat – Less than or equal to 8 Hawaii State Department of Health
grams ■ Healthy Hawaii Initiative, 586-4437
■ Saturated Fat – Less than or equal to Cathy Yamamoto Tanaka, Departmental School Health Coordinator
2 grams Jennifer Ryan, Child and Youth Specialist
■ Trans Fat – ZERO
■ Sodium – Less than or equal
to 200 milligrams
■ Dietary Fiber – More Did you know?
than or equal to 2
grams The 2007 Hawaii Youth Physical inactivity
■ Sugar – Less than or Risk Behavior Survey ■ 66% did not meet recommended
equal to 8 grams. indicates that among levels of physical activity
Hawaii high school
Join us students... ■ 62% did not attend physical
The DOE/DOH education classes
Obesity
Wellness team ■ 33% watched television 3 or
strongly encour- ■ 16% were obese more hours per day on an
ages families and Unhealthy dietary average school day
the community to join behaviors ■ 31% played video or computer
Hawaii’s public schools
■ 83% ate fruits games or used a computer for
in promoting student something that was not school
and vegetables
health and reducing work for 3 or more hours per day
less than five times per
childhood obesity. on an average school day.
day during the 7 days before
Remember...
the survey School meals and snacks
Healthy ■ 23% drank a can, bottle, Beginning with the 2008-09 school
Students or glass of soda or pop
(not including diet
year, school cafeterias are offering
healthier breakfasts and lunches
= Higher soda or diet pop) to students with zero trans fat.
Student at least one time Students will eat more grains and
per day during 7
Achievement days before the survey
whole wheat foods in addition to
fresh fruits and vegetables.

H T T P : / / FA M I LY S U P P O RT. K 1 2 . H I . U S [41]
 Protect Our Keiki:
SCHOOL-AGE

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 ❑ Use safety caps on all medicines, chemicals
behind a parked car. and toxic household products and keep them
❑ Teach child to stop at the curb and never cross out of reach.
the street without an adult. ❑ Teach child about poisonous plants and bugs.
❑ Check to see if your child’s bike is the right
size. The balls of the child’s feet should rest on Firearm safety
the ground with hands secure on handlebars. ❑ Keep guns out of home or unloaded and
❑ Teach child to wear a bike helmet and model locked in a place separate from ammunition.
the behavior by wearing your own. ❑ Ask if home where child visits has a gun.
Water safety Fire and burn prevention
❑ Teach child to swim. ❑ Never allow child to light or play with
❑ Never let child swim without fireworks even under supervision.
adult supervision. ❑ Do not smoke in home in or around children.
❑ Teach child not to dive until an adult has ❑ Test smoke alarms monthly and replace
checked the depth of the water (should be batteries yearly.
at least 9 feet deep). ❑ Only allow child to use matches,
❑ Always have child wear a life jacket on lighters and other heat sources
a kayak, canoe or boat. when supervised.
❑ Obey water safety warning signs. ❑ Apply sunscreen with SPF 15 or
❑ Learn child CPR and first aid. higher whenever child goes in the sun.
❑ Lower water heater temperature
Sport safety to 120°F.
❑ Have child wear the clothing and
protective equipment recom- Emergency
mended for each sport. ❑ Keep list of emergency con-
❑ Choose equipment based on tact numbers near the phone.
child’s size and ability. ❑ Teach child to call 911.
❑ Make sure child drinks plenty
of water before and after any
activity.

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. and the Injury Prevention Program,
❑ Do not leave child alone in the car. State Department of Health

[42] 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


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 notifi-
cation to parents, guardians, or eligible stu-
dents 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 in-
formation 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 re-
quires the DOE to provide names, addresses,
and telephone numbers (including unlisted
numbers) of secondary students to military re-
cruiters when requested. Secondary school stu-
dents 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
ADOLESCENT
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 accept-
ed at anytime during the school year. Howev-
er, 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 infor-
mation from the list.
Submit “OPT OUT ”requests to school of-
fices by September 15. Schools will distribute
annual notices in August 2008. For questions,
contact the DOE IRM Branch (808)
692-7290, option #5.
H T T P : / / FA M I LY S U P P O RT. K 1 2 . H I . U S [43]
ADOLESCENT
A Parent’s Guide to Preparing
Teens for Higher Education
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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
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[44] 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

 ADOLESCENT
College Pathway Checklist for
High School Students

11th grade
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 [45]
ADOLESCENT

Earning
a diploma
http://graduation.k12.hi.us

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 en-
rolled in
Hawaii’s pub-
lic schools:
Board of Education (BOE) new requirements, Hawaii joins 32 other states
Recognition Diploma in providing students with the option to earn a
The intent of Board of Education Policy 4540 more rigorous diploma.
is for students to strive to earn a diploma that
has a more rigorous curriculum. By earning the Credit requirements:
BOE Recognition Diploma, graduates demon- ■ Class of 2009 (24 credits)
strate to colleges and employers that they can ■ Class of 2010, 2011, & 2012 (25 credits),
challenge themselves to successfully accom- ■ Class of 2013 and beyond (25 credits)
plish goals. Currently, one-third of Hawaii To view the coursework and cred-
public school students earn the voluntary its to obtain the BOE Recogni-
BOE Recognition Diploma. tion Diploma, go to
At its March 6, 2008 meeting, the Hawaii State http://graduation.k12.hi.us.
Board of Education increased the rigor of the By fulfilling certain
BOE Recognition Diploma for the Class of 2013 requirements, graduates
(8th graders during the 2008-2009 school year). with a grade point average
The new requirements will of 3.0 or better who success-
help students become bet- fully complete course and other
ter prepared for ca- requirements will receive a
reers, college, and BOE Recognition Diploma
civic respon- with Honors.
sibility. National research and local
In data show that the types of
adopt- courses required for the BOE
ing the Recognition Diploma best
prepare students to advance
in living wage jobs and
achieve success in college
level courses.
Benefits to earning this challeng-
ing diploma may include eligibility
for some private and public scholar-
ships, admission to local colleges and
universities, and advancement in certain
job application processes.

High School Diploma

The High School Diploma is issued to stu-
dents 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 stan-
dards-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 begin-
ning with the Class of 2010 to better prepare
students for college, work and life.

[46] 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


Protect Our Keiki:
at Home, at Play and On the Way
Adolescence
11 to 18 years
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
❑ 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.
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.
items unattended.
❑ Encourage use of sunscreen with SPF 15
ADOLESCENT
or higher.
❑ Model healthy behavior.
❑ Enroll youth in CPR and first aid classes.
and the Injury Prevention Program,
State Department of Health
Sport safety
❑ 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.
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 relation-
ships and open communication.
❑ Note warning signs: unexplained bruises or
injuries and behavior changes.
Fire and burn prevention
❑ Test smoke alarms monthly and replace bat-
teries 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 [47]
ADOLESCENT

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 hands-
on 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 info@uhmseedacademy.org for more information.

Website: www.uhmseedacademy.org/kapoleihighschool/

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

 Communication Skills  Teen Pregnancy Prevention  Motivation
 Assertiveness Training  Peer Pressure  Attitude
 Goal Setting  Leadership  Personal Power
 Addiction  Respect  Stress
 Eating Disorders  Responsibility  Self-Esteem
 Relationships and Dating  Resiliency  Body Image

Motivating the Teen Spirit (MTS) features workshops that teach Learn more at:
teens Emotional Literacy and Healthiness. This revolutionary program motivatingtheteenspirit.com
uses creative illustrations, discussions, and hands-on exercises to
or contact
create a safe environment where teens feel comfortable sharing their
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deidre.harris24@yahoo.com
for upcoming workshops
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

[48] 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

 ADOLESCENT

H T T P : / / FA M I LY S U P P O RT. K 1 2 . H I . U S [49]
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] 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