Females Empowered

After School Program

Laura Dell
Part 1
Initial Exploration
Community Background
Ewa Beach is a community on the southernmost portion of the
Hawaiian Island, Oahu. Once originally Sugarcane Plantations,
Ewa Beach has developed both residentially and commercially to inhabit the community’s
growing population. According to the 2010 U.S Census, the American Community Survey
(ACS) 2006-2010 five-year estimates, the total population of the community if 62,735
compared to the state with 1,260,301. The median age of the Ewa Beach population is 32.9
compared to the state at 38.6, and the median household income in $70,223 compared to the
state average of $66,420 (Hawaii State Department of Education, 2016).
School Background
Ewa Makai Middle is one of two middle schools in Ewa Beach. Opening in 2010, Ewa
Makai is the newer middle school and serves students who live in the Ewa, Ewa Beach, and
Ocean Point communities. The school is part of the Leeward District Complex under
Hawaii's Department of Education. Currently is only 7th and 8th grade, but the school is
undergoing construction on the 6th grade
addition. Today, there are over 900 students in the
7th and 8th grade combined. Ewa Makai is a
diverse school with 36.7% of students identifying
as Filipino, 18.4% as Native Hawaiian, 16.8% White,
7% Japanese, and 4.9% Black. There are about 73
students receiving Special Education services or
7.8% and there are about 18 students with limited
English proficiency or 1.8% (Hawaii State
Department of Education, 2016).
My role
As a 7th grade special education math teacher, I teach both inclusion and resource math. I
co-teach in four inclusion periods with between 3-4 special education students in each.
There are nine boys in inclusion math and four girls. In my resource class I service 6
students, 5 boys and 1 girl. In the inclusion class the student’s grade equivalency ranges
from about 3rd to 7th grade, and in the resource class from 2nd-5th. My students are
receiving special education services for a variety of reasons such as ADHD, Specific
Learning Disabilities, Emotional, and Physical Disabilities.
My students
My students all come from different backgrounds and socio-economic statuses. Some of my
students are local to the community while others are more transient as their parents are in the military.
While some students are receiving free and reduced lunches some of my students do not struggle
financially. When looking at the seventh grade students I service both in inclusion and resource math, in
total 19 students, the biggest issues are in regards to students lacking of confidence in themselves and
realizing the importance of working hard in middle school. Since my students have been identified as
needing special education services, I feel that many of them have come to identify with that and believe
they are incapable of success. They have internally set the bar low for themselves as at some point over
the years someone allowed them to do it. Many of them have also learned helplessness and expect to be
given answers or they retreat when they experience failure and blame it on the fact that they “can’t” or
“are bad at math.” My students need to realize that they are capable and can access grade level material
if they work hard and accept challenges. They need to become more independent and self motivated in
order to prepare for higher grade levels and careers one day. According to College and Career, students
need to have “study skills, time-management skills, persistence, and ownership of learning” (2012, p. 31).
As middle schoolers my students need to recognize the importance of developing this skills in order to
prepare them for success in college and or careers.
continued...
In order to provide my students with access I want to instil them with values, dispositions, and life skills
that can support them in the long term. However according to teachers cannot “simply tell students
to have self-esteem, or to be persistent, or to love learning” (). Therefore, in order to instil concepts like
“resilience, love, of learning, respect for others, self advocacy, and independence” these need to be
developed while pursuing academic achievement. This message further emphasises the importance of
my role as math teacher as math is dreaded by many students. Being in this position as a math teacher it
is crucial that I focus on developing Habits of Mind in order to shift students from focusing on the
challenges of math and shutting down when they experience defeat. However, when thinking more
generally about providing students with access, this is not limited to one class or one subject in school.
According to h “Implementing the Habits of Mind into the classroom and into the school culture
introduces a series of processes not only important in their own right, but also flexible enough to form
important links with other concepts and processes” (). In order to successfully equip students to have
and utilize habits of mind, these habits needs to be integrated school-wide. Before we can expect
students to become “independent thinkers and learners and thus prepare them to be true lifelong
learners” these skills need to be explicitly taught and practiced. My students are capable; they are
capable of experiencing success in school and reaching their full potential in order to do great things one
day. However, as students who struggle financially, academically, or socially my students need to be
given tools and opportunities to discover the potential I see and know they have to do great things. In
order to increase my students access I have explored the following resources.

Potential Resource #1
ENTREPRENEURS IN RESIDENCE
Entrepreneurs in Residence is organization that
pairs students and faculty with a select group of
volunteer mentors from Hawai’i business and
nonprofit world (Entrepreneurs in Residence, 2017).
The purpose is to explore entrepreneurial thinking
thinked to social issues, and to create projects
designed to help your community.
Following the TED Talk by Sethi, I want to infect my
students with the “I can” bug and allow them to find
something they are passionate about. By designing
a project to help the community this organization
can help to “blur the school and life line” (2009).
Students will integrate their math skills when
thinking like an entrepreneur. This experience will
allow students to gain confidence in themselves,
see how math is used in the real world, and
hopefully inspire them to work hard in class going
forward. This might be a valuable opportunity as
my students do not believe they are capable of
success in math. Many of them do not see the
value in working hard and learning skills for their
own benefit. By designing a project where students
can tie in their interests and community, from the
start they will be engaged. As special education
students my students have been immune to the “I
can bug.” This project will give them access to see
their potential as they will learn their capabilities.
Potential Resource #2
SKYPE IN THE CLASSROOM
Participate in virtual field trips and invite speakers
into my class via Skype or Skype in The Classroom.
As 7th graders it is challenging for my students to
think far ahead to their futures. However, it is
important that they have access to learn about
potential careers and what they need to do in order
to get there. For this resource, I will reach out to
professionals I know personally and others through
Skype in the Classroom if I do not have a
connection. We can take virtual field trips to
workplaces or speak to someone about their
professions.
This will be valuable for my students to start
thinking about their futures and setting real goals
for themselves. The majority of the inhabitants of
Ewa Beach work in service jobs (mechanic, store
clerk, construction, hotels) or for the military. As
children of parents in these fields, my student’s
knowledge of potential careers is limited. By
“bringing in” speakers of different professions my
students will have access to learn more about what
they can do when they are older. According to
Making and Taking Virtual Field Trips, “a virtual
field trip (VFT) is a technology-based experience
that allows children to take an educational journey”
without leaving the classroom” (Kirchen, 2011, p.
27). Using this resource will broaden my students
horizons and get them to start thinking about their
futures which in turn will lead them to work hard in
school.
Potential Resource #3
JAMES CAMPBELL HIGH SCHOOL -
9th GRADE MATH TEACHER
Reach out to a 9th grade math teacher at James
Campbell High School, the school my students feed
into. I will speak to her to learn more about the skills
my students need in order to be prepared for high
school. I will ask her to talk to my students either in
person, or via Skype to explain high school
expectations and ask if her students will share their
experiences with my students.
By learning about the expectations at the high
school, my students can be better prepared for high
school. My students will learn what they need to do
to be prepared, develop better study skills, learn
how to use a graphing calculator, master basic
math facts, etc. and will be motivated to do those
things. As a teacher this will help me to know what I
need to do with my students so that when they get
to high school the transition is seamless. Hearing
from fellow Ewa Makai graduates who now attend
the high school, my students will be able to relate
to them and learn from their experiences. Hearing
from a 9th grade teacher will also make
Part 2
Resource Selection: For this next section, I
explored two more potential resources and
selected which one I want to pursue with my
students.
Potential Resource #3
JAMES CAMPBELL HIGH SCHOOL
JUNIOR NAVY RESERVE OFFICER
TRAINING (NJROTC)
I will reach out to the high school counselors since the
website says they are the ones in charge of enrolling
high school students in the program. From there, I will
mostly likely need to contact with the military personnel
who lead the program. I would like to ask for my
students to watch a practice and for the military leaders
to speak to my students about what it would be like to be
involved. I would also like for students involved to share
their experiences as none of my current students have
siblings in ROTC.
My intended outcomes of making this connection is for
my students to recognize that they have control over
their lives and the choices they make now will impact
them going forward. Since many students want to go to
college but financially this will be challenging, getting
involved with ROTC or enlisting in the military will help
with the cost of college. I want my students to start
thinking about if joining ROTC in high school is the right
choice for them before they get there. For some of my
students, they might reconsider getting involved in
drinking and drugs if they see how it can directly impact
their eligibility in 9th grade. It is my vision that my
students will be self-directed and recognize their
potential. I want for them to find what they are
passionate about and have every opportunity when they
are older, so if they show interest in the ROTC I want for
them to set themselves up for success now.
Potential Resource #5
HAWAII CHILDREN’S FOUNDATION
The Hawaii Children’s Foundation offers after school
programs that expose teachers and students to real
business partners by creating after school curriculums
that “provide students with problem solving and creative
thinking skills” (Hawaii Children’s Foundation). Two of
their program in particular the finance academy and
females empowered would provide my students with
access to financial intelligence that will help them later
in life and promote development of self-confidence,
leadership and activism for females.
My intended outcomes for this activity is for students to
have options to explore and pursue field that they have
interests in. Similarly to the article, “Internships Help
Students Prepare for the Workplace” offering a finance
after school program or a female's empowered one will
allow students to experience potential career choices or
fields of interest. After school programs allow students
to expand their learning and it would cause motivation
in school as “students are motivated when they see the
relevance of what they are learning” (Adams, 2013).
Learning about finance and how they will need those
skills later in life will make math more important and
relevant to them. Likewise being involved in female
activism, girls will gain leadership skills and develop a
confidence they might not have known existed. I will
know this has been achieved when my students are
demonstrating a maturity they did not previously show.
They will take their learning and education more
seriously and become more self-directed.
Part 3
Action Plan
 Chosen Resource
The resource I chose is to pursue bringing the Hawaii Children’s Foundation’s “Females Empowered” program
to my school. After meeting with Michelle Garcia, the organization’s founder, I learned in order to bring the afterschool
program to my school, my principal would need to agree to integrate the program into the school day as an elective
course after two years. According to the website, the Females Empowered program is “Artfully and consciously
designed to develop self-confidence, leadership, and activism among female participants, via the exploration of
gender and cultural identity expectations, and stereotypes on a micro and macro level” (Hawaii Children’s Foundation,
2017). I chose this resource because through working with middle school students I see that girls in particular are
lacking a safe space to talk and learn about issues related to girls. I often see girls struggling with friendships, body
image, and having self-respect. As middle school aged students, my girls are starting to navigate relationships with
boys and do not have health class or a space where they can get information or guidance on how to be in a healthy
relationship. Too often do I see female students confronted with challenging decisions and due to peer pressure or a
lack in-self confidence make choices that are not true to who they are. With parents who are often times working long
hours girls are lacking guidance from older females which they so desperately need. By bringing “Females
Empowered” to my school initially as an afterschool program and ultimately an elective course, girls can have a safe
space to discuss and learn about what they are going through and unite with one another to address challenges that
females face simply due their gender.
Purpose of Action Plan
The purpose of my action plan is to give girls access to make healthy decisions, inspire them, and to
put them in a position to be successful in the future. My vision is for students to recognize their potential
and have goals for themselves. In today’s world, girls are at a disadvantage for many reasons. By having a
program for girls to learn and grow together it will allow them to understand the challenges that girls have
to face and put them in a position to do something about. This is a crucial age for students as they are
starting to make decisions that will impact their futures. Girls in particular need the tools to make healthy
decisions, understand their self-worth, and unite together for a common goal. Through developing their
Habits of Mind students will be able to understand and articulate their individual capabilities and capacities
(Cooper & Jenson, 2009, p. 20). Once these skills are identified girls can develop “conscious skills to
overcome problems of paradox or uncertainty, or to solve problems for which the answer is not known”
(21). This program will allow girls to be inspired and create goals for themselves. While this program will
not be academic focused, the girls group will directly influence how the girls are and do in school. Following
the article, Teaching As Leadership The Highly Effective Teacher’s Guide to Closing the Achievement Gap
which says, “we see amazing results for students who are facing inordinate challenges, we see a teacher
who had lead students to believe they can and want to succeed at the highest levels” (Farr, p. 2010, 119).
Continued...
My vision for this program is for girls to recognize their potential, create personal goals for
themselves, and foster a sense of community built on support. This in turn will provide girls with access
to be their best selves and to also be motivated academically. Girls will gain confidence, build
sisterhood, and want to take action on the injustices they face as females. This program will allow my
female students to see the power in being female and create leaders in change.
Step 1:

My first action step is coming up with a plan to present to my principal. This week one of
the school counselors, Meg, and I met with the Hawaii Children’s Foundation’s founder,
Michelle. Michelle shared the next step is getting our principal on board. At this meeting
I learned a new piece of information that will complicate bringing “Females Empowered”
to my school. Since the organization completely funds the after school program for two
years, they expect that in return the school will integrate the program into the school day.
Michelle shared this has been challenging to do in schools across the state, because
principals do not want an elective that is limited to just females. The meeting concluded
with the agreement that Meg and I would brainstorm how to present the program in a
way that would be appealing to our principal and come up with a list of thirty topics that
we could potentially cover.
Step 2:

Once we have our topics and decide how to present it to my principal, the next step will be
meeting. This meeting is crucial to bringing the full program to the school. As an
alternative, Michelle shared that in another school, because they were unable to bring it as
an elective, the program currently runs as a lunch group. This lunch group does not have
the support of the Hawaii Children’s Foundation but they do address the same goal.
However, initially my plan is to push for the after school program with the long term plan of
developing an elective. Since I am passionate about the mission of this program and the
access opportunity it will bring to my girls I will find a way to bring it to the school.
Following “Practical Processes for Teaching Habits of Mind, “teachers need to be doing
with students rather than dealing to them (Cooper & Jenson, 2010, p. 23). While my school
is both boys and girls, this program will allow me to focus initially on the girls in order to
work with them to address their needs which will correlate to their success in school.
Step 3:

Assuming my principal agrees, the next step will be developing a curriculum for the after
school program. After talking to Michelle, I learned that of all of her after school programs,
Females Empowered, is the least developed. There is one teacher who created her own
curriculum and runs it after school. Michelle is not sure that she would “hand it over,”
meaning we would need to create our own curriculum. As a public health major, developing
a female's empowered curriculum is both exciting and incredibly daunting. Meg and I will
need to decide on which topics are most essential, what the progression of information will
look like, and which habits of minds to incorporate.
 Step 4
Once a curriculum is developed, the next phase will be recruiting students to join the after school program.
This is when I will introduce my plan and goal to my students and to their parents/guardians. Getting a large
number of participants is essential to ensuring that there will be enough students who would ultimately join
the elective. To spread the word, this would entail putting announcements on the school announcement page,
sending a letter home, and through word of mouth. I foresee the biggest obstacle being parent buy-in as they
may be hesitant about their daughters’s learning about reproductive health or other sex related topics.
However, I am hopeful that parents/guardians will understand the importance and value in having a program
for girls at this age. While a main focus will be learning about topics related to girls right now, I also want the
program to focus on social injustices, and goal setting for girls. Another component to the program will entail
career exploration and potentially guest speakers and community service projects. As a developing program,
it will have the flexibility to be student centered. Baynes, author of “Habits of Mind and a Journey into Student
Initiated Learning,” talks about student-initiated learning and how students develop self-directed learning as
they are managing their own learning (196). By including students in the development process the program
can be tailored to their needs and be more meaningful. While I am hopeful students and parents will recognize
the value of this, a priority of mine will be to communicate this in order to increase initial buy-in.
 Step 5:

The next step will be facilitating the program. This will be done after school initially, and not in the classroom,
until after two years. Here is where the habits and mindsets will be integrated as the foundation of the
program is rooted in “listening with understanding and empathy,” “thinking about thinking,” and “thinking
interdependently” (Costa & Kallick, 2009, p. 218). In order to be successful, the culture of the group needs to
be nurturing and safe before any learning can happen. In order to address difficult topics and to open up to
one another, trust needs to be established. According to Practical processes for teaching Habits of Mind,
comfortable familiarity “leads to confidence, which enables the emotional memory to be working in a positive
way. Thus the student and the teacher feel safe- and therefore responsible risk taking becomes an option”
(Cooper & Jenson, 2009, p. 22). In order to truly address the purpose of the program, develop self-confidence,
leadership, and activism among female participants, habits of minds needs to be integrated to give these
students access to be lifelong learners beyond the program. When addressing topics, this will be the
opportunity to integrate habits of mind. I foresee “listening with understanding and empathy” being crucial as
students may share personal information and it will be essential that it stays in the space and that girls
mindsets shift to wanting to support one another.
Resources
The resources in this module, particularly this week’s on Habits of Mind, have allowed me to understand
the value in providing a resource such as Females Empowered to my students. According to, “Failed
Policies, Broken Futures: The True Cost of Zero Tolerance in Chicago,” it is important to strengthen
social-emotional support systems in school (Voices of the Youth in Chicago Education, 2011, p. 1)
Currently, this social-emotional support is lacking in my school. While we do address character
development in our Advisory class periods, it is not enough. Students, girls in particular, at this time in
their lives needs a safe space to learn about themselves, from others, and have trusted adults that can
help guide them. The video “Providing Access to Opportunity- Habits and Mindsets for Access”
discusses that although some of the participants did not see themselves being entrepreneurs, the
program still allowed them to develop skills such as working with people and figuring out problems
(Laureate Education, 2012). The Females Empowered would have a similar impact on students because
while not all of them will aspire to be leaders in females activism, a female group will prepare them for
life as a female in other empowering ways. I found my colleagues feedback helpful, because although I
recognize this program only gives access to females they need it most at this time in their lives.
However, if this program does pick up I would like to create a mixed gender program because there are
many conversations such as healthy relationships that would be valuable for both genders to learn
together.
Evaluation of Plan
I will evaluate the success of this plan based on the number of participants and their feedback
afterwards. I will not attest the success on whether or not my principal agrees to integrate the program
into the school because I recognize that she will have to agree before she sees the program in action. I
will attest my success to what students think of the program and how they respond to it. I will also
incorporate reflection into the program as well in order to see student takeaways. In habits of mind
shares his process of student reflection and how when learners reflect on their learning and attitude
towards learning, while teachers highlight the behaviors of effective learners and the learning behaviors
expected of them, students begin to modify their own learning behaviors (Baynes, 2009, p. 203). While
these modification in learning behaviors will not occur over night, the Females Empowered program will
foster development of good habits. Over time I will be able to see changes in student behavior and in
their thought processes. It is fairly likely that the program might have to start as a lunch group, or as an
after school program without the Hawaii Children’s Foundation support initially. However, although I
want this resource to grow, initial success for my will be based on what my girls get from it as that is the
goal.
Part 4
Sustainability Plan
Schedule
The sequence of steps in order to bring the “Girls Empowered” program to my school
involve the counselor Meg and I to coming up with a list of 30 topics we would want to
cover, meeting with my principal to pitch the program, meeting with Michelle afterwards to
develop nexts steps (assuming my principal agrees), developing a curriculum, getting the
word out to students and parents, and having our first session.

Currently, Meg and I are scheduled to meet on Monday, November 13th, to compile our
ideas to make our rough list of the 30 topics we would ideally like to cover for the after
school program. Since Meg works more closely to my principal she will schedule the
meeting with her for the same week. Michelle, the founder, shared that she would like to
start the program in the second semester, so if we get approval, the goal would be to start
the program in January.
Resource 1: Hawaii Children's Foundation. (2017). In Hawaii Children's
Foundation Inc. Retrieved from http://hawaiichildrensfoundation.org/after-school-programs

The Hawaii Children’s Foundation is a public charity dedicated to developing rich,

impactful relationships between local business, students and teachers in public schools
in Hawaii. As part of their mission the Hawaii Children’s Foundation offers after school
programs in the areas of; media, music & technology, finance, leadership, and females
empowered. The Females Empowered program is designed to develop self-confidence,
leadership, and activism among female participants. Through the program girls explore
gender and cultural identify expectation and stereotypes on both a micro and macro level.

This resource is the foundation for the access opportunity as the goal is to bring the
organization's Females Empowered program to my middle school. As a preexisting
program in Hawaii public schools, the Hawaii Children’s Foundation will provide the
support and guidance to get the program up and running at my school.
Resource 2: Girl Talk. (2012). Girl Talk Handbook. In Girl Talk. Retrieved
November 10, 2017, from
http://www.mygirltalk.org/Portals/0/Documents/Girl%20Talk_2012_Handbook.pdf

Girl Talk is a peer-to-peer mentoring program that involves middle school and high school
aged students. With teachers, parents, counselors, or coached as advisors, the Girl Talk
program serves to give girls a safe space to talk about issues they face daily and get
advice. The Girl Talk program offers over 100 lessons that are designed to be completed
in an hour. Topics range from; body image, dating, growing up, bullying, and purpose. The
purpose of this organization is to help young teenage girls build self-esteem, develop
leadership skills, and recognize the value of community service.

A large component in creating this access opportunity will be developing what material
will actually be taught/covered in the after school program. In order to start getting ideas
I have looked at existing programs with curriculum related to girls empowerment. As an
existing girls empowerment program Girl Talk is a great resource to start getting ideas
about potential topics to cover.
Sustaining the plan
In order to sustain the learning and access the program will continuously gather student
feedback. Since it will be designed to meet the needs of students to serve as a place
where they can receive social emotional support we will constantly be making curriculum
revisions based on what the students want (Voices of the Youth in Chicago Education,
2011). As an after school program, where participation is not required, the goal is to make
it appealing so that as many students as possible will want to take advantage of the
resource.
Take Aways
Providing students with access can take many shapes and forms. As educators we are in a position to not only
develop student’s knowledge on a given subject matter, but develop lifelong learners. Working with students who
are not naturally in positions to receive access to opportunities that will allow them to go to college, see the world,
or meet people in a variety of professions; it is my responsibility to foster this anyway I know how. The resources
for this module have shed light on the many ways one can provide access to students. Whether it is through
speakers, virtual field trips, internships, service learning projects, or developing student’s habits of mind, providing
students with these opportunities gives them access to be more college and career ready. According to “College
or Career Readiness: Same or Different, “cross-disciplinary standards, such as study skills, problem solving, critical
goal setting, are important for student success in these career-oriented courses” (Conley & McGaughy, 2012). In
order to prepare our students for the next phase in their life, whether it be college or career, there are particular
skills and mindsets students need to have in order to be successful. Knowing what we do about how to make them
ready it is never too early to start. As a middle school teacher, my students are at a pivotal time in their lives. With
increased independence and the ability to make more decisions for himself or herself, it is crucial that they have
the skills to make decisions that will allow them to be success and lifelong learners. However, this task of
providing students with access cannot be isolated to individual teachers and instead needs to be a collective
approach. As a school there is more that myself and other teachers can be doing to provide our students with
more access.
continued...
When thinking about the habits of mind, Costa and Kallick tell us, “it takes three to four years of well-defined
instruction with qualified teachers and carefully constructed curriculum materials for the habits of mind to
“succeed” (2009, p. 196). Therefore it takes more than one teacher and one school year to make a change in
students habits of mind. This has to begin in elementary school and follow students all the way through high
school. In order to prepare students for their futures we need to be doing more as educators. As someone who
was given many opportunities growing up, I recognize how those opportunities allowed me to get where I am
today. Since many of my students do not have the same access to opportunities through their parents or built in
programs to the school, I have to find ways to do this that are authentic to my students and their needs. As I see
my female students interact with one another, struggle with body image, relationships, and self-esteem, I
recognize the importance of giving them support and an outlet to work through the challenges that they are going
through. While the Females Empowered after school program is not built into the school day, at least not initially,
or focus exclusively on academics, it will give girls access in other ways. This program will help girls to realize
their potential, build their self-esteem, learn habits of mind such as “listening with understanding and empathy,”
“thinking about thinking,” and “thinking interdependently” and allow them to set goals for themselves (Costa &
Kallick, 2009, p. 218). I am also confident that this group will spark a passion for women’s rights or activism in
several students. Although access can come in many form and serve different purposes, knowing my students,
creating an outlet for girls at this time will go a long way. While I understand the importance of incorporating
access in everything I do, especially in my math curriculum, this module has led me to identify girls as a group I
want to focus on for the time being.
References
Adams, C. J. (2013). Internships help students prepare for workplace: Job shadowing also a tactic schools use for career readiness. Education Week, 32(19), 8.

Conley, D. T., & McGaughy, C. (2012). College and career readiness: Same or different? Educational Leadership, 69(7), 28–34

Cooper, A., & Jenson, G. (2009). Practical processes for teaching Habits of Mind. In A. L. Costa & B. Kallick (Eds.), Habits of Mind across the curriculum: Practical and creative
strategies for teacher (pp. 17–35). Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).

Costa A. & Kallick B. (2009). Sustaining a focus on the habits of mind. In Costa & B. Kallick (Eds.), Habits of mind across the curriculum: Practical and creative strategies for
teachers (pp. 213–218). Retrieved from https://smartjaguar.files.wordpress.com/2014/05/habits-of-mind-across-the-curriculum.pdf.

Farr, S. (2010). Teaching as leadership: The highly effective teacher's guide to closing the achievement gap. San Francisco, CA: Jossey-Bass.

Girl Talk. (2012). Girl Talk Handbook. In Girl Talk. Retrieved November 10, 2017, from http://www.mygirltalk.org/Portals/0/Documents/Girl%20Talk_2012_Handbook.pdf

Hawaii Children's Fund. (2017). In Hawaii Children's Foundation Inc. Retrieved from http://hawaiichildrensfoundation.org/after-school-programs

Hawaii State Department of Education. (2016, November 2). In Ewa Makai: School Status and Improvement Report. Retrieved from
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James Campbell High School . (2017). In James Campbell High School: Navy Junior Reserve Officer Junior Corps . Retrieved from
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Sethi, K. B. (2009). Kiran Bir Sethi teaches kids to take charge [Video file]. Retrieved from
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Voices of Youth in Chicago Education. (2011). Failed Policies, Broken Futures: The True Cost of Zero Tolerance in Chicago. Retrieved from
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