phone numbers - Iolani School

CALENDAR
2013-2014 School Year
School Begins
Labor Day -- School Holiday
Open House (Grades 7&8)
Open House (K-6)
Open House (Grades 9-12)
Discoverers’ Day - School Holiday
End of the First Quarter
Fall Break ( No Classes)
Veterans’ Day - School Holiday
Thanksgiving Holiday
Christmas Vacation Begins
School Resumes
End of the Second Quarter
Martin Luther King, Jr. Day - School Holiday
Presidents’ Day Observed - School Holiday
End of the Third Quarter
Spring Vacation Begins
School Resumes
Good Friday - School Holy Day
‘IOLANI FAIR
Head of School’s Day - School Holiday
Memorial Day Observed - School Holiday
Baccalaureate
End of the Fourth Quarter; Grade 6 Moving Up Day
Class of ‘14 Graduation
2013
August 26
September 2
September 12
September 19
October 3
October 14
October 24
October 25
November 11
November 28 & 29
December 20
2014
January 6
January 17
January 20
February 17
March 20
March 21
March 31
April 18
April 25 & 26
April 28
May 26
June 1
June 5
June 7
visit www.iolani.org for additional calendar listings
PHONE NUMBERS
Main Switchboard
LowerSchoolOffice
Attendance
AdmissionOffice
After School Enrichment (Lower School)
AthleticOffice
Bookstore
BusinessOffice
Cafeteria
Chapel
FinancialAidOffice/TuitionBilling
InstitutionalAdvancementOffice
‘IolaniFairOffice
Special Programs, Summer Program
949-5355
943-2227
(gr.K-6) 943-2227, (gr.7-12) 943-2207
943-2222
478-1575
943-2208
943-2203
943-2211
943-2223
943-2205
943-2282
943-2269or943-2325
943-2339
943-2262
‘IOLANI SCHOOL
CONTENTS
Inside Front Cover
2
3
4
5
6
7
8
9
10
11
13
21
22
24
25
28
29
29
30
32
33
34
36
39
40
44
44
45
47
48
49
51
52
53
54
62
63
64
65
Inside Back Cover
www.iolani.org
SCHOOL CALENDAR
IMPORTANT PHONE NUMBERS
MISSION STATEMENT
BRIEF HISTORY OF ‘IOLANI SCHOOL
EXPECTED SCHOOLWIDE LEARNING RESULTS
ADMISSION
FOREIGN STUDENT POLICY
PLANT AND FACILITIES
TUITION AND FEES
FINANCIAL AID
EMERGENCY PROCEDURES
LOWER SCHOOL
UPPER SCHOOL
STUDENT RULES
HEALTH POLICIES AND PROCEDURES
COLLEGE COUNSELING
COUNSELING AND GUIDANCE
COURSE OF STUDY AND DIPLOMA REQUIREMENTS
SPECIAL PROGRAMS, SUMMER SCHOOL
HONORS, AWARDS AND PUBLICATIONS
COURSES
ART
ENGLISH
FOREIGN LANGUAGES
HEALTH EDUCATION
HISTORY
iDEPARTMENT
MATHEMATICS
PERFORMING ARTS
PHYSICAL EDUCATION
RELIGION
SCIENCE
ADDITIONAL COURSES
ATHLETICS
EXTRA-CURRICULAR ACTIVITIES
STUDENT ACTIVITIES COMMITTEE RECOMMENDATIONS
‘IOLANI NO KA OI, ALMA MATER LYRICS
BOARD OF GOVERNORS
ADMINISTRATORS
FACULTY AND STAFF
ACCREDITATION AND MEMBERSHIPS
FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT ("FERPA")
LOWER SCHOOL CLASSROOM MAP
UPPER SCHOOL CLASSROOM MAP
MAP: LOCATION OF ‘IOLANI SCHOOL
ADDITIONAL INFORMATION AVAILABLE AT OUR WEBSITE
1
MISSION STATEMENT
‘Iolani School is a coeducational, college-preparatory school for grades K-12 founded upon Christian
principles. Its mission is to develop liberally educated, well-rounded individuals who are well prepared for
higher education and for responsible, moral citizenship.
To foster academic excellence and personal growth in every individual, a school must be challenging and
competitive yet compassionate and humane. The ‘Iolani motto, “One Team,” expresses the spirit of unselfish
cooperation and mutual support among faculty, staff, coaches, parents and students. ‘Iolani is committed to the
following ideals:
• An education which reflects its Episcopal Church heritage and provides a spiritual foundation
for the development of personal values and moral integrity.
• An exemplary college-preparatory curriculum with small classes, personalized instruction, and
frequent occasions to speak, listen, think and write.
• The development of individuals who are creative and inquisitive, who analyze and synthesize
information to solve problems, and who conduct themselves with confidence, discretion,
tolerance and compassion.
• A student body diverse in cultural, ethnic and socioeconomic backgrounds who bring the best
combination of intellect, talent, character and leadership to the school.
• Programs which offer students ample opportunity to develop their ability and confidence in
intellectual, spiritual, social, artistic and physical pursuits.
• A balance of commitment to personal growth and concern for others.
• Lifelong learning and active, informed, productive citizenship in the local, national and global
communities.
2
BRIEF HISTORY OF ‘IOLANI SCHOOL
‘Iolani’s history is closely interwoven with the story of Hawaii. In 1862, following a plea from King
Kamehameha IV and Queen Emma to the Church of England, the first Anglican bishop and priests arrived to
establish the Diocese of Honolulu. By 1863, Father William R. Scott had secured property and begun Luaehu
School in Lahaina, Maui. This was the beginning of the present ‘Iolani School.
When Father Scott returned to England due to illness, Bishop Staley sent Father George Mason to relieve
him. Father Mason continued to operate the school which his predecessor had founded. In 1870 when Bishop
Staley left Honolulu, Father Mason was called back to the capital city. It was at this time that the school was
moved to Honolulu. That same year, Queen Emma bestowed on the school the name “‘Iolani,” or Heavenly Bird.
Arguably ‘Iolani's most famous alumnus, Dr. Sun Yat-Sen, attended the school from 1880-86. He was
known as Sun Tai Cheong at the time. In Chinese history he is often referred to as the "Father of Modern China."
When the revolution put an end to the monarchy and Hawaii was annexed by the United States, control
of the Diocese of Honolulu passed into the hands of the Episcopal Church. ‘Iolani moved from its Nuuanu Valley
home to the Cathedral, where it remained until 1927, when it returned to Nuuanu. ‘Iolani continued to function
there until 1953, when it moved to the present Ala Wai property.
‘Iolani’s growth since 1953 has been phenomenal. Starting with a few wartime wooden buildings, the
school has gradually built a multi-million dollar plant provided with the latest equipment. From a small mission
school for young men, founded during the reign of King Kamehameha IV, ‘Iolani has grown into one of the
largest independent schools in the nation. In the fall of 1979, girls were admitted to ‘Iolani for the first time.
More than eighteen hundred students of diverse racial and religious heritage currently attend the school’s
thirteen grades (K-12). The students work through a curriculum which prepares them for college, but the school
also strives through its religious, athletic and extracurricular programs to intensify and broaden the capacities of
its students that they may enter the world not only with trained minds, but also with a sense of personal worth
and responsibility to mankind.
The sustaining heart of a school is its faculty. ‘Iolani’s teachers come from across the country and other
parts of the world; they bring a wealth of experience and background to their students. They form a disparate
group but one that is united by a common dedication to excellence in education and by a love of children.
The school is related by tradition to the Episcopal Church. ‘Iolani, however, accepts boys and girls of any
religious background. The requirements for admission are scholastic ability, good character, and the promise of
leadership.
3
EXPECTED SCHOOLWIDE LEARNING RESULTS
1. Competent learners who:
a. are skilled in reading, writing, mathematics and the arts.
b. have effective study skills and work habits.
c. use technology for learning.
d. are self-directed, resourceful, intellectually curious, and creative.
2. Independent and perceptive thinkers who:
a. are well informed.
b. obtain, assess and integrate information from credible sources.
c. recognize ambiguity and complexity.
d. analyze, evaluate, and construct arguments.
e. think critically, insightfully, and creatively.
3. Effective communicators who:
a. express themselves well in speech, writing, foreign languages and the arts.
b. use a variety of media.
c. listen objectively and critically with respect for different points of view.
d. work well with others.
4. Culturally aware individuals who:
a. understand and respect cultural differences.
b. are informed about local and world affairs, both past and present.
c. appreciate the arts as audience, participants, and students.
5. Moral and responsible individuals who:
a. understand and honor Christian principles of faith, hope, and love.
b. demonstrate positive values, morals, and beliefs.
c. serve others and the community.
d. lead by example.
6. Wholesome young men and women who:
a. practice good nutrition and fitness.
b. show initiative, confidence, purpose and integrity.
c. maintain high personal standards.
d. participate in school and community activities.
e. strive for intellectual, physical, emotional, and spiritual balance.
revised November 2009
4
ADMISSION
‘Iolani is a coeducational, college preparatory, K-12 day school. `Iolani offers challenging academics,
competitive athletics, and exciting performing and visual arts programs in a stimulating and supportive
environment. The student body numbers 1,880, with 545 students in the Lower School and 1,335 in the Upper
School. The average class size is seventeen, and kindergarten students enjoy a 12:1 student-teacher ratio. Since
admission to `Iolani is selective, early application is recommended.
Approximately 250 new students from diverse economic, cultural and religious backgrounds are
admitted each year. Students enter at kindergarten, sixth, seventh, eighth and ninth grades and occasionally at
grades ten and eleven.
In considering applicants for admission to `Iolani, the Admission Committees look for academic promise
and achievement, co-curricular involvement, creativity, good character, and the desire for a college preparatory
education. The committees select those students who will benefit most from the `Iolani program and who, in
turn, will contribute to the life of the school.
Essential to the admission process are the student's academic record, teacher recommendations and
test scores. Kindergarten candidates come to campus on two occasions: once for an individually administered
aptitude test, and a second time for a group readiness test. Students applying to grades six through eleven take
the Secondary School Admission Test (SSAT); those applying to twelfth grade submit their P/SAT or ACT scores.
In addition, twelfth grade candidates must be able to meet Iolani's graduation requirements within one year.
Personal interviews, group activities and writing samples are part of the admission procedures for older students.
Once a student has been offered admission he/she is invited to campus to sit in on classes and meet
`Iolani teachers and students. A signed tuition agreement and a $500 deposit are required to hold a student's
space for the fall.
Parents who wish to be considered for financial aid need to apply online at sss.nais.org. Financial
documents are held in confidence and admission decisions are kept separate from any financial aid consideration.
Please refer to the section on financial aid for more details.
Applications for the 2014-2015 school year are available beginning August 15, 2013. The age guidelines
for kindergarten applicants are as follows: boys must turn five by June 30, 2014, and girls must turn five by
September 30, 2014. The application deadline for kindergarten is October 30. December 1 is the deadline for
sixth, seventh, eighth and ninth grades. Candidates who apply after the December 1 deadline face a more
competitive admission situation and are considered on a space-available basis.
For admission information and application materials, please call the Office of Admission at 943-2222, or
go to our website and apply online.
E-mail: [email protected]
Website: www.iolani.org
‘Iolani School does not discriminate on the basis of race, color, national origin,
or disability in areas of admissions, financial aid, athletics, and other school
administered programs.
5
FOREIGN STUDENT ADMISSION AND ENROLLMENT POLICY
As a SEVIS designated school, ‘Iolani School must verify the appropriate visa status of a foreign student.
After initial verification, it is the responsibility of the student's family to maintain acceptable legal status.
An incoming foreign student must have an acceptable non-immigrant visa to attend school in the United
States. Verification takes place after the student is accepted and throughout his/her enrollment at ‘Iolani School.
In addition, a foreign student must live with at least one parent for the entire time he/she attends ‘Iolani.
The purpose of this policy is to determine potential difficulties and to avoid delays, disruption, or
negative perception or penalty should federal authorities determine that a student is unauthorized to be in the
United States.
Admission
The ‘Iolani School admission application asks for the applicant's country of citizenship. If the applicant is
not a U.S. citizen or Lawful Permanent Resident, the applicant must include his/her visa type and visa number on
the application.
After acceptance, ‘Iolani School determines if the student possesses the appropriate visa status to attend
school in the United States. Generally, acceptable visa categories are F-1, E-2, L-2 and H-4.
Enrollment
Once a foreign student is accepted, ‘Iolani School issues a waiver which must be signed and returned
to the school. The waiver stipulates that the family agrees to inform the school of any material changes to the
student's immigration status and that it is the sole responsibility of the student and his/her family to properly
maintain the student's legal status in the United States. Failure to do so affects the student's enrollment at ‘Iolani
School and can result in the termination of enrollment (until the student obtains proper status).
‘Iolani School retains the right to review a student's immigration status and to take appropriate action in
each situation.
6
PLANT AND FACILITIES
Since 1953 when ‘Iolani moved from Nuuanu to its present location on the Ala Wai, no effort or expense
has been spared in the drive to create a thoroughly modern educational environment.
Archives
The Archives collects, organizes and preserves ‘Iolani documents, artifacts and other primary source
material which promote an understanding and appreciation for the history of the school.
Art Complex
A comprehensive art building was completed in 1976. It houses facilities for ceramics, photography,
painting, drawing and 3D design.
Athletic Facilities
With the completion of the Father Kenneth A. Bray Athletic Center in 1980, and additions in 1989, ‘Iolani
possesses one of the finest athletic complexes in the state, featuring two gymnasiums, physical conditioning and
physical training rooms, a racquetball court, and space for wrestling, gymnastics, and dance. Outdoor facilities
include the Kozuki Stadium facilities, completed in 2003, an Olympic-size swimming pool, six tennis courts, two
football and soccer fields, a track, a superb baseball diamond, and One Team Field House, completed in 2005.
Audiovisual Department
The Audiovisual Office is equipped for audio, video and graphic production. Work produced by the
department is done by students and the Audiovisual staff.
Classroom Facilities
Harry and Jeanette Weinberg Building, completed in 2003, provides thirty-two classrooms, four physics
suites, an AP Biology/Chemistry lab and a computer lab. The building also houses College Counseling and Seto
Hall, a multipurpose assembly room.
In 2003, the Castle Building was renovated to provide more classrooms and four science rooms. The
Nangaku Building was also renovated to house the Admission Office, the Institutional Advancement Office,
the Business Office, and the Bookstore. The second floor of Nangaku provides dedicated space for Imua and
Yearbook.
Classroom facilities provide each full time faculty member with his/her own classroom. Student grade
levels are generally assigned to classroom buildings, that is, Grades 7 and 8 are in the Castle Building, Grades 9
and 10 in the I-Wings, and Grades 11 and 12 in the Weinberg Building.
Libraries
The Upper School Library (7-12) and the Lower School Library (K-6) provide a well-balanced collection of
materials and technology to support student learning and to enrich the curriculum.
St. Alban’s Chapel
Among the first buildings to be completed at the Ala Wai site, the Chapel was dedicated in 1953. The
spiritual center of the school, St. Alban’s Chapel has undergone major renovations beginning with the gift of an
Allen Digital Computer Organ, installed in 1990. In 1993, a stained glass window designed for the front of the
Chapel was added, and in 1995, all pews and furnishings were redone in koa. In 2005, a trellis was constructed.
St. Alban’s seats 500 students and is used every weekday morning for school services.
The Student Center
This large, versatile building, completed in 1959, is used as a cafeteria, snack and study area during the
academic day and as a site for dances, large meetings and banquets in the evening.
Sullivan Center for Innovation and Leadership
Scheduled for completion in the fall of 2013, the Sullivan Center will be a four-story, 40,000 square foot
facility serving as a hub of learning, discovery, and problem solving. Situated at the center of campus, the Center
will include a modern library with the latest technological tools, a robotics shop, a media lab, applied science labs,
conference rooms, and flexible project space. The Center will also be a centerpiece for the entire community to
engage in the future of learning.
7
PLANT AND FACILITIES (cont.)
Sodexo
Sodexo operates the cafeteria and snack bars. Meals may be purchased with cash or by using a debit
account accessed by your child's fingerprint or ID card. Money may be placed on a child's account beginning in
August.
TUITION AND FEES
Annual Regular Tuition
Grades K-6
Grades 7-12
$18,900*
$18,900
*includes books and supplies
Technology Fee:
Grades K-12
$475
Music instrument rental from the school for the academic year: $175
PAYMENT OF TUITION
The obligation to pay the tuition and fees for the full academic year is unconditional, and no portion
of such tuition or fees so paid or outstanding will be refunded or cancelled notwithstanding the absence,
withdrawal, or dismissal from ‘Iolani School of the child during the academic year.
Three tuition payment options and a Tuition Refund Plan (“TRP”) are available. The Tuition Refund
Plan provides insurance for financial losses incurred during the academic year because of withdrawal, dismissal
or extended medical absence. Please refer to the Tuition Refund Plan brochure for complete details. The TRP
premium is determined annually and is payable in advance. Note: TRP Participation is required of families under
the Monthly Payment option.
Annual Payment - Tuition is payable in advance in a single installment and is due on or before
July 31, 2013. If payment under this option is not received by the due date, the account will be
placed under the Monthly Payment terms and service charges for the remainder of the academic
year; and the annual TRP premium will be due.
Semester Payments - Tuition is payable in advance in two installments; the first installment of
at least one half of the tuition is due on or before July 31, 2013; the balance of tuition is due on
or before January 6, 2014. This option includes a $160 service fee payable in two installments. If
payments under this option are not received by the due dates, the account will be placed under
the Monthly Payment terms and service charges for the remainder of the academic year; and the
annual TRP premium will be due.
Monthly Payments - Tuition is payable in advance in ten installments: each installment of onetenth of the tuition is due on or before the last business day of each month beginning July 31, 2013
and ending April 30, 2014. This option includes a $350 service fee, payable in ten installments
with the tuition payment; and the annual TRP premium will be due.
Any additional fees are due when incurred. A return check fee of $20 will be assessed. A late fee of $25
per month shall be charged on any delinquent account from and after the date on which the account becomes
delinquent, up to and including the date on which the account is paid in full. In addition to a late fee, interest at
8
the rate of 1% per month may be charged on any unpaid delinquent amount from and after the due date of such
amount until paid. Students may be suspended if payments are not made in a timely manner.
Failure to pay all outstanding tuition and fee balances in full by May 19, 2014 will result in the release
of the child from enrollment. Seniors will not graduate unless all tuition fees and other delinquent accounts are
paid by the above date. Delinquent accounts of released students will be turned over to a collection agency or
referred to legal counsel for collection.
FINANCIAL AID
‘Iolani School is committed to enrolling qualified students from a wide range of experiences and
backgrounds. To that end, the School supports an extensive financial aid program to assist students in their desire
to attend ‘Iolani. While financial aid resources are limited, every effort is made to bring an ‘Iolani education
within reach of all who wish to enroll. ‘Iolani School does not discriminate on the basis of race, color, religion,
national origin, gender or disability in financial aid.
‘Iolani considers candidates for financial assistance on the basis of availability of funds, demonstrated
financial need, academic performance, behavior, and information provided in the family’s financial aid
application. With current families, the School also considers tuition payment history.
Financial aid awards are made for one academic year. Families must re-apply for each new school year
they wish to be considered for assistance. Aid may be withdrawn or adjusted if 1) your family's demonstrated
need changes; 2) your child is placed on academic or disciplinary probation; 3) your child is voluntarily
absent from school for other than medical reasons; 4) your child is released from school; 5) your outstanding
tuition balance is not paid; or 6) the number of children attending K-12 tuition charging schools and colleges
(undergraduate) changes.
Information is available at the ‘Iolani School Office of Admission and Financial Aid or at www.iolani.
org. Families of current students may request financial aid information by calling the Financial Aid Office at 808943-2397 or emailing [email protected]. Once you receive the financial aid instructions, you need to apply
on-line at sss.nais.org.
Allfinancialaidinformationiskeptstrictlyconfidential.
9
EMERGENCY PROCEDURES
In the event of a school closure or campus emergency, 'Iolani School will keep parents informed through a
messaging service, radio broadcasts, our website (www.iolani.org), and e-mail. The emergency broadcast station
for Hawaii is KSSK AM 590: FM 92.3. Parents may also call the Upper School office at 949-5355 or the Lower
School office at 943-2227.
Tsunami Warning
‘Iolani School is not in a tsunami inundation zone and does not have to evacuate. In the event of a
Tsunami Warning, ‘Iolani School will adhere to the following procedures:
If a warning is issued by the Pacific Tsunami Warning Center through Oahu Civil Defense Agency
while school is in session, school personnel will remain with the students until parents can safely pick them up.
Oahu Civil Defense advises that parents do not leave a safe area or drive through a danger zone to pick up their
child(ren) during a tsunami warning. Wait until the “All Clear” has been announced. Lower school children are
to be picked up at the autoline Gate on Laau Place. Upper school students are to be picked up at the Lower Gym
on Kamoku Street. The school will follow instructions from the Oahu Civil Defense Agency through local radio
broadcasts.
If the warning is issued before school begins, classes will be canceled and the school will be closed.
Parents, Oahu Civil Defense Agency and radio stations will be notified by the Head of School’s Office.
Hurricane/Tropical Storm Warning
The National Weather Service issues Hurricane or Tropical Storm WATCHES 36 hours prior to storm
effects. Hurricane or Tropical WARNINGS are issued when one of these storms could affect Oahu in 24 hours
or less. When a WATCH is issued, school administrators will monitor the storm and make decisions to close
the school before the issuance of a WARNING. The timing of the closure will coincide with the end of a normal
school day, if possible. If a warning is issued by Oahu Civil Defense Agency while school is in session, school
personnel will remain with the students until parents can safely pick them up. Lower school children are to be
picked up at the autoline Gate on Laau Place. Upper school students are to be picked up at the Lower Gym on
Kamoku Street. Parents, Oahu Civil Defense Agency and radio stations will be notified by the Head of School’s
Office.
Earthquakes
In the event of an earthquake of significant magnitude, ‘Iolani School will care for students until parents
can safely pick them up. Lower school children are to be picked up at the autoline Gate on Laau Place. Upper
school students are to be picked up at the Lower Gym on Kamoku Street. Parents, Oahu Civil Defense Agency
and radio stations will be notified by the Head of School’s Office.
CampusEmergency
In theeventofanemergencythatrequirescampuscontainmentorschoolclosure,‘IolaniSchool
willcareforstudentsuntilparentscansafelypickthemup.Lowerschoolchildrenaretobepickedupatthe
autolineGateonLaauPlace.UpperschoolstudentsaretobepickedupattheLowerGymonKamokuStreet.
Parentswillbenotifiedthroughphone,e-mail,radiobroadcasts,theschoolwebsite,andOhanae-mailasto
thetimewhenstudentscanbepickedupfromschool.
10
LOWER SCHOOL
The Lower School is situated at the Diamond Head end of the campus and encompasses the primary (K-3) and
elementary (4-6) grades. Students in the primary grades enjoy a nurturing environment with low pupil-teacher ratios.
Much personal attention and positive reinforcement help to promote healthy self-concepts and sound educational
foundations.
In the elementary grades, academic, physical, social and spiritual development begun in the primary grades
continues. Students become more aware of their accountability to others as well as their individual aptitudes and
personal qualities. The faculty is engaged in the total development of the children as they progress through the
Lower School.
PrimaryGrades(K-3)
In the primary grades, students proceed at rates commensurate with achievement. There are minimal grade level
expectancies, which most children far surpass. In addition the teachers provide a wealth of enrichment activities.
Frequent assessments - quarterly evaluations, mid-quarter reports and conferences - apprise parents of their children’s
progress.
Subjects in the primary grades include reading, mathematics, language arts, science, social studies, art, music,
dance, religious and physical education. Beginning in Kindergarten, a specialist introduces basic technology concepts,
systems, and operations. In addition, the integration of information and communication technologies, and digital
learning resources enhance students' learning experiences and understanding. Students in grades K-3 enjoy basic
instruction in creative movement and dance.
In reading, students improve their ability to recognize letters and words, read aloud, and comprehend the written
and spoken word. Higher-level skills such as predicting, summarizing and inferring are introduced and developed.
Boys and girls learn to form letters, write sentences and paragraphs, speak with standard intonation and syntax,
and listen attentively.
In mathematics, students learn numeral recognition and formation, number values and mathematical vocabulary.
Throughout the primary grades there is systematic review and expansion of skills and concepts in performing
fundamental operations and solving problems.
Grades K-3 attend chapel services monthly on Wednesday mornings and every Friday with the entire Lower
School.
The hours of the after-school program are 2:30-5:30 p.m., Monday through Friday, during the school year.
ElementaryGrades(4-6)
Grades 4-6 are departmentalized, and students report to different teachers for their classes. The faculty and
staff emphasize good citizenship, high moral standards, sound study habits, and basic skills and concepts. As in
the primary grades, students advance when they master the material and receive additional attention when they
encounter difficulties.
The curriculum includes reading, written and oral communication, mathematics, social studies, science, art,
music, religious education and physical education. Students apply information and communication technologies
and digital resources to engage in higher-order thinking and problem solving skills. All students have study hall—a
quiet period to do homework, prepare for another class or read.
Grades 4-6 attend chapel services once a month on Wednesday mornings and every Friday morning. Students
have opportunities to be scripture readers in chapel.
FineArts(1-6)
The major goal of art education is to cultivate students' abilities to create original and expressive art projects.
The artwork students create reflects their overall level of social, physical and intellectual development. Many of the
projects integrate concepts and topics covered in the various grade levels. Each project includes a brief history of the
artistic concept, shared samples, a demonstration of working techniques, vocabulary terms relating to the materials
and tools used in the creative process. While experimenting with the materials, creativity, craftsmanship, and the
learning process is emphasized, not just the final product.
11
Electives(4-6)
Fourth and fifth graders may elect one of the following electives, which meet three times a week. Sixth graders
must choose one of the following to fulfill their music requirement.
•
•
•
•
•
•
•
•
Band(Gr.6) Students receive instruction on wind and percussion instruments.
Chorus(Grs.4,5and6) This group performs with the Upper School chorus as well as at Lower School chapel
services.
ContemporaryJazzDance(Grs.4,5and6) Students perform in showcases and various venues.
Hula(Grs.4,5and6) The halau receives instruction from its kumu hula and participates in performances.
MusicalTheatre(Gr.6) This class offers students instruction in singing, dancing and acting as well as the
opportunity to perform in an age-appropriate musical.
Orchestra,Beginning(Grs.5and6) Students learn to play an orchestral stringed instrument and perform in
programs.
Orchestra,Advanced(Grs.5and6) This group is a continuation of beginning orchestra and also engages in
performances.
SuzukiViolin(Gr.4) This class is limited to 10 students. They learn to play the violin without using written
music and concentrate on listening to and imitating the teacher.
LowerSchoolLibrary
The librarian works in partnership with classroom teachers to teach information retrieval, explore interdisciplinary
units, and encourage the love of reading. Reference assistance is provided individually, as well as in regularly
scheduled classes. Students may use the Upper School Library when the need arises. Parents are welcome to borrow
from the “Parents’ Section” as well as the regular collection.
The Lower School Library welcomes donations through the “Birthday Book” program, which expands the
collection.
Hours: Monday to Friday, 7:30 a.m. to 4 p.m.
Collection: 14,000 books, magazines and audiovisual resources.
Equipment: computers with Internet access.
Activities
Children in grades K-3 go on many field trips during the school year. These excursions might include visits to
a museum, concert, play, park, tide pool or fire station. Activities at school might include a puppet show, musical
offering, athletic demonstration or cultural presentation. Depending on the grade level, students may elect to take
after-school lessons in art, swimming, tennis, dance, piano or strings. ‘Iolani sponsors a Brownie and Girl Scout
troop, and a Cub Scout pack.
Students in grades 1-6 may select from a variety of clubs. For grades 4-6, there is an after-school intramural
program, which might include basketball, flag football, soccer, volleyball or water polo. Students in grades 3-6 may
also participate in after-school sports teams such as baseball, softball, basketball and volleyball. Those in grades 5
and 6 are eligible to become JPO’s and acolytes. In the fall, Grade 6 enjoys a two-day camp.
Every grade level is involved in a major program: Kindergarten – Hoolaulea; Grade 1 – fairy tale unit and play;
Grade 2 – celebration of families; Grade 3 – values program; Grade 4 – Big Island trip; Grade 5 – American Heritage;
Grade 6 – Medieval Faire.
Dress Standards
• Boys may wear aloha, sport, dress, polo or T-shirts with trousers or shorts. Girls may wear dresses, muumuus,
or blouses, polo or T-shirts with skirts, slacks or shorts. Swimwear, tank tops, plain white T-shirts and clothing
with inappropriate images or language are not permitted. Similarly, extreme styles and revealing clothing such
as bare midriff apparel and short shorts are inappropriate.
• It is mandatory that students have appropriate footwear on campus and on field trips at all times. Concerning
footwear, boys and girls wear shoes and socks, or sandals with back straps. Slippers and sandals without back
straps are not permitted.
•
Hair should be neat and clean, with boys’ hair not extending below the collar.
•
Boys and girls wear PE uniforms and sneakers on PE days. ‘Iolani related T-shirts are permissible.
12
•
Cleanliness and neatness of person and clothing are expected at all times.
DailyRegulations
In grades 4-6 students are expected to stand when an adult visitor enters the classroom. When speaking with
an adult, students should address that person either by the last name preceded by Mr., Mrs., Miss or Ms., or as
Ma’am or Sir.
In the interest of safety, climbing trees, buildings, fences, etc. is not allowed.
Students should not run on the walkways or playground equipment.
Tackle football is prohibited. There is to be no throwing of balls at others except for large, soft playground balls.
Gum chewing is not permitted on campus.
Cellular phones and iPods may be used before and after school only. They are to be turned off and stored in
school bags during the day. Students are responsible for these items.
After school, students in grades 4-6 who wish to play running games (football, soccer, etc.) should use the grades
2-3 playground or the courts.
The office telephone is reserved for emergencies. After-school plans should be made before students come to
school.
Other forms of misbehavior not specifically described above will be subject to the same corrective action if, in
the determination of the Dean, such behavior fails to respect human or property rights of others or disrupts the
educational process.
As a general rule, these rules apply to school hours within the school day. However, students identified for
misconduct off campus during school hours are subject to the same rules and corrective measures that govern
misconduct on campus. These rules apply also to all school functions, including school-sanctioned trips, regardless
of the hour or day.
In certain instances, there may be misconduct off campus, not during school hours, that places into question
whether the student should be allowed to remain in school. In those instances, the school reserves the right to take
whatever action it deems necessary, including, but not limited to, expulsion.
UPPER SCHOOL
The Upper School is distinct from the Lower School in both geography and organization. Students entering
the seventh grade adjust to departmentalized instruction and assume a more significant role in fulfilling their
academic responsibilities. Many extracurricular and athletic opportunities are available.
Upon entering ninth grade a student’s formal college-preparatory course work begins. Grades earned
during the final four years at ‘Iolani constitute the transcript which is sent to colleges. Algebra I and foreign
language credits earned in grades 7 and 8 and fulfilling graduation requirements will be listed on the transcript
and calculated into the cumulative GPA.
As students mature, they are given increasing control over their free time. They learn the rewards of using
their free periods wisely to study, conduct research, and seek help as needed. Responsible use of free time is a
necessary habit for college-bound students.
The following rules cannot cover, and are not intended to cover, every possible example of behavior. ‘Iolani
assumes that its students will be guided by their own good judgment and by the guidance of their families, as
well as by the school regulations.
13
STUDENT RULES
Behavior
A school is a community. All who work within that community are expected to conduct themselves in an
appropriate manner, to observe both the law of our land and the code of behavior the school sets forth, to respect
the rights of others, and thereby to maintain the best possible atmosphere for learning. Attending ‘Iolani as a
student is a privilege, not a right. Students must abide by the rules set forth herein. Behavior that disrupts the
educational process or fails to respect the human or property rights of others is unacceptable.
The Head of School, acting upon the recommendation of the teachers, counselors, and deans, may dismiss
a student from ‘Iolani for academic or disciplinary reasons at any time when, in the opinion of the teachers,
counselors, and administrators, continued study at ‘Iolani is not in the school’s or student’s best interest.
The following constitute some specific forms of unacceptable behavior:
•Academic dishonesty such as cheating and plagiarism
•Assault or fighting
•Disrespect of the human or property rights of others
•Hazing
•Lying
•Theft
•Vandalism, including graffiti
•Use of fireworks
•Disrespect toward an adult or another student
•Being off campus without permission from the school
•Gambling
•Involvement in inappropriate sexual activities
•Promotion, possession, use, or being under the influence of alcohol, tobacco, or drugs at school or school
functions; drugs include marijuana, cocaine, any other illegal drug, or any legal drug judged by the Dean of
Students and the Head of School to be used abusively
•Computer hacking, causing a computer or computer system to become inoperable, downloading profane,
obscene language and objectionable materials, or promoting or sending derogatory, harassing or hate
messages on the computer or any electronic device
Other forms of misbehavior not specifically described above will be subject to the same corrective action if, in
the determination of the Dean, such behavior fails to respect human or property rights of others or disrupts the
educational process.
As a general rule, these rules apply to school hours within the school day. However, students identified
for misconduct off campus during school hours are subject to the same rules and corrective measures that
govern misconduct on campus. These rules apply also to all school functions, on or off campus, including
school-sanctioned trips, regardless of the hour or day.
Misconduct off campus, outside school hours, may call into question a student's right to remain in school. In
those instances, the school reserves the right to take whatever action it deems necessary, including, but not limited
to, expulsion.
AcademicHonesty
Students must maintain academic honesty in every aspect of their academic work.
In preparing school work it is possible, even desirable at times, to ask for help from a parent, friend, teacher,
or librarian. The goal in an assignment, however, is not only to find the right answer, but also to understand the
problem.
Copying assignments or giving another person a copy of one's work is academic dishonesty.
Plagiarism (taking someone else’s work or idea and offering it as one's own) is academic dishonesty.
Examples include copying someone else's work word-for-word, paraphrasing, and borrowing ideas and putting
them in different words. Cutting and pasting material found on the internet is another common example of
plagiarism.
Quizzes and examinations test a student’s independent knowledge of a subject. No unauthorized help from
14
any source may be used or be available to a student during a quiz or examination. Giving aid to another student
before, during or after a quiz or examination, or allowing someone else to copy one's work, is also a form of
academic dishonesty.
Process
A student who violates rules of behavior will be referred to the Dean of Students. The Dean will examine
and discuss the charges with the student and conduct an investigation if deemed necessary. Investigations of
possible infractions can be disruptive to the educational process. Such investigations will therefore be conducted
as completely and expeditiously as possible, involving as few persons as possible either within or outside of the
school. If an infraction has been established by the Dean, he will counsel the student and determine the corrective
action, if any, to be taken. In cases of expulsion, the Dean will consult with the Dean of Upper School and/or the
Head of School.
Hearing
Students’ explanations of their conduct before the Dean of Students constitute a hearing.
Corrective Action
Corrective action for infractions shall be appropriately handled by the Dean of Students. This may include,
but not be limited to, detention, loss of privileges, disciplinary probation, and dismissal. For all forms of
unacceptable behavior, students found to have committed infractions may be dismissed immediately. Second
chances will be given only at the discretion of the Dean of Students or the Head of School. However, for drug,
alcohol, and tobacco offenses, or for flagrant disregard for the human and property rights of others, such as theft,
assault, and computer abuse, and inappropriate sexual activities, students shall be expelled immediately, barring
unusual or mitigating circumstances.
A student who is dismissed for disciplinary reasons is not permitted on campus, nor may that student attend
‘Iolani functions (such as proms and school dances), without permission from the Head of School or Dean of
Students.
Appeal
Appeals can be made only to the Head of School who is the final authority in all disciplinary cases.
Youngsters in this community will grow and function well where rules are stated clearly and enforced
consistently. Teachers and students will perform better in an environment that is conducive to teaching and
learning.
SexualHarassmentPolicy
‘Iolani School is committed to providing an environment conducive to learning and fostering mutual respect
and sensitivity among all members of our school community. Sexual harassment and any activity that interferes
with this environment and/or undermines personal rights will not be tolerated.
Sexual harassment is illegal and includes unwelcome sexual contact, advances, pressure for sexual activity,
obscene or suggestive remarks or jokes, verbal or written insults or abuse, display of explicit materials, and/or
conduct which:
•causes the recipient to feel discomfort or humiliation, or interferes with the recipient’s performance, or
creates an intimidating, offensive, or hostile environment for the recipient, or
•is made either directly or indirectly a term or condition of academic evaluation, or as a basis for
non-curricular decisions affecting the recipient.
If one feels sexually harassed, he/she should do the following:
•Let the offending person(s) know that the conduct is offensive and that the behavior must stop.
•Keep a record of when, where, and how the mistreatment has occurred. Include witnesses, direct
quotations, actions, evidence, and any other written communication.
•Promptly contact someone in authority: guidance counselor, faculty member, nurse, dean, or the Head of
School. Identify the offending conduct and person(s) so that a thorough investigation and evaluation can be
made.
Violators of ‘Iolani School’s sexual harassment policy shall be subject to disciplinary action which may
include expulsion.
All members of the ‘Iolani School community are expected to respect the rights and sensitivities of others and
exercise sound judgment in doing so. ‘Iolani School endorses and will enforce the right of everyone to participate
fully in the life of the school without harassment.
15
BullyingandHazing
Bullying is intentionally hurtful cruelty. Hazing occurs when an individual or a group of individuals use
humiliating, illegal, and/or dangerous activities to initiate new members into a club, group, or team.
'Iolanidoesnotpermitorcondonebullyingorhazinginanyformorbyanygroup. Bullying and hazing
are detrimental to students physically and emotionally.
The school will treat each case on an individual basis. The consequences will depend on the severity of the
incident, regardless of whether it occurred on campus or off campus during a school sanctioned trip or event.
Penalties can range from a loss of privileges to probation and even expulsion.
Probation
A student on academic or disciplinary probation may not hold elective office (including Senior Prefects), serve
as a member of Homecoming, Prom or May Day Courts, or receive school-sponsored academic or athletic awards.
Attendance
The school pays close attention to attendance and expects students to observe the following procedures when
they are absent or late.
Unplanned Absences
When students miss school due to illness or leave for an appointment during the day, they must bring a
note from a parent or have the parent call the attendance office (943-2207) to explain the reason for the absence.
Students missing part of the school day due to scheduled appointments or illness are still responsible for work
due during their absence. Teachers may require students to submit work before an excused appointment. The
failure to meet these requirements may result in academic penalties. In the case of illness, classroom assignments
may be obtained from the office after school. Requests for assignments must be made by 8:30 a.m. If the school
believes a student is chronically absent, it may require the student to submit a doctor’s note upon returning to
school.
A student claiming illness, and who is absent from homeroom, is not expected to attend school that day. If the
student comes to school later in the day, he/she must present a doctor’s note indicating that the student is well
enough to attend school, otherwise he/she will receive an unexcused tardy. Any unexcused absence or tardy may
result in academic penalties. All students claiming illness, who arrive later in the day, must check in by 12 NOON
with a doctor’s note in order to participate in any extra-curricular activities that day. Any student sent home ill
during the day may not participate in any extra-curricular activities that day.
A student with an excessive number of absences, as determined by school administration, may be placed on
an attendance contract and disciplinary probation.
Planned Absences
While class attendance is necessary to a productive and fulfilling curriculum, the school understands that
occasions may arise when students must miss class or a day or more of school due to legitimate and verifiable
reasons. In these cases, students must obtain permission from the school by having their parents provide a
written letter explaining the reason to the Dean of Students at least one week before the start of the absence.
Permission to receive an excused absence will be issued at the discretion of the school. Once permission is granted
to miss class, students are then responsible for making up their missed work. Teachers may require students to
submit school work prior to their departure, or teachers may allow students to make up work upon their return.
Failure to meet teacher requirements may result in academic penalties for students. The school has granted
permission to be absent for these reasons: early release for athletic participation, planned appointments, family or
personal trips, and school-sponsored trips.
Missing a semester or final exam, however, is a different issue. Teachers may have to rewrite tests to
ensure standards for academic honesty are maintained. Proctors must also be hired for alternate final exam
testing.
If a student must reschedule a semester or final exam due to a planned absence, these tests must be taken
prior to the regularly scheduled exam days. Families will also be assessed proctoring fees based on the cost of
proctors and the number of make-up exams taken.
Families are encouraged to review the school calendar and schedule planned absences when class and
semester/final exams are not in session.
16
Tardiness
Students are to be in homeroom before the tardy bell rings at the beginning of the school day. Late students
are to report to the attendance window for admission slips, then report to homeroom or class and give the slip
to the teacher. Students without a valid reason for tardiness will be marked unexcused. Five unexcused tardies
anytime during the year will result in detention. Studentswithexcessivetardinesswillbeplacedinstudyhall
atthediscretionoftheDeanofStudents.Thosewhohavecommittedotherseriousinfractionsmayalsobe
placed on probation.
Dress Standards
How one dresses often depends on individual taste, economic situation, and/or family, social, religious, or
cultural norms. Dress can be viewed as a means for personal expression which allows one to explore and define
his/her own individuality.
However, certain basic dress standards must be followed in order to maintain a positive and productive
environment which allows students to be free from offensive or distracting influences, and which provides a
focused atmosphere conducive to teaching and learning.
Withenrollmentin‘Iolani,studentsandparentsagreetoacceptandsupportthedresscodewhichreflects
the standards of the school. The dress code focuses on attire and appearance which are neat and clean.
Studentsarrivingatschoolimproperlydressedwillbeaskedtochangetheirclothingtoconformtothedress
standardsof‘Iolani.Anyabsencefromclasswhileastudentiswaitingforachangeofclothesisconsidered
unexcusedandmayresultinacademicpenalties.Failure to comply with these dress standards will also result in
disciplinary action.
The following guidelines should provide the basis for what is considered appropriate or inappropriate attire.
Boys
Appropriate attire includes long pants, jeans, or walking shorts; shirts with collars (aloha shirts, polo shirts,
dress shirts, turtle neck shirts); covered shoes or sneakers and socks; and neatly trimmed hair which does not
extend below the top of the shirt collar. Boys must have a collared shirt on at all times even if under a sweater,
sweatshirt, hooded sweatshirt, or jacket.
Inappropriate attire includes faded, tattered or frayed clothing; athletic attire; oversized clothing; fatigues;
clothing with inappropriate language, imagery, or advertisements; caps or headgear of any type; dyed or
bleached hair or highlights outside the range of natural hair color; pony tails or braided hair; and facial piercings
other than earrings or a nose stud.
Girls
Appropriate attire includes dresses, skirts, walking shorts, pants, or jeans that reach the top of the knee or
longer in length; buttoned shirts with collars; turtle-neck shirts, tees, blouses and dresses with crew, modest
v-neck or scoop necklines that reveal no more than the collarbone area; and sandals with back straps or shoes
with socks. All tops must have sleeves and any clothing worn under a sweater, sweatshirt, hooded sweatshirt, or
jacket must conform to the dress code.
Inappropriate attire includes low-cut tops; faded, tattered or frayed clothing; athletic attire; fatigues;
oversized clothing; backless, see-through clothing, and bare-midriff apparel; clothing with inappropriate
language, imagery, or advertisements; headgear of any type; dyed or bleached hair or highlights outside the
range of natural hair color; facial piercings other than earrings or a nose stud; casual footwear with back straps
like Crocs; and extremes in makeup.
Slipper Passes
Any student requesting a slipper pass for the school day must obtain a note from the school nurse. The note
must then be presented to the Attendance Office for a slipper pass BEFORE 7:40 a.m. All passes received after that
will be unexcused and result in detention.
DailyRegulations
1.
2.
3.
4.
Students in grades 7 through 11 are required to be on campus until school is dismissed at 3:00 p.m.
Publicdisplayofaffectionisinpoortasteandinappropriateinaschoolenvironment.
Students in grades 7 through 11 are not allowed in the student parking areas on Laau Street from 7:40 a.m.
to 3:00 p.m. Seniors are not to loiter in any of the parking lots when entering or leaving campus during the
school day.
Students must maintain appropriate noise levels when gathering in courtyards or hallways near classrooms.
17
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
All books and personal belongings are to be secured in a locker or carried by each student. They are not to
be left in the corridors or on the lanais of any of the buildings. Anything left unattended will be picked up
and may be claimed in the Dean of Students’ Office. A fine of $1.00 will be assessed for each infraction.
Card playing at any time on campus is prohibited.
Gum chewing at school is prohibited.
Snacks and lunches may be eaten in the Student Center or outside within the rectangle bounded by the
Art Building Lanai, the corridor along rooms I-103 through I-107, Convention Drive, and the Harry and
Jeannette Weinberg Building. No eating is allowed on the lanai or hallways of any classroom building with
the exception of the area near the Weinberg Concession.
Running, jumping, and ball playing are not permitted in any classroom building.
Electronicdevices(including,butnotlimitedto,cellphones,iPods,laptops,andtablets)maybeused
during free periods and lunch. Earphones must be used when listening to music or videos. All electronic
devicesaretobeturnedoffinthelibrary,classrooms,labs,studyhallsandduringfieldtripsunlessthe
studenthasspecificsame-daypermissionfromtheappropriateteacherorproctor.Electronicdevicesmust
beturnedoffduringassemblies,school-sponsoredperformancesandchapel.
Students should not play with frisbees, tennis balls, footballs, basketballs and the like on any part of the
campus except on the athletic fields when they do not interfere with physical education classes.
Students should stand when an adult enters the classroom. When spoken to by an adult, a student should
reply in a clear voice referring to the person either by the last name preceded by Mr., Ms., Mrs., or Miss, or as
Ma’am or Sir.
Students are welcome to use the grassy area immediately surounding the Sun Yat-Sen statue; however, the
Head of School's Office and other administrative offices border this area. Loud noises and horseplay are
prohibited.
Riding skateboards and roller blading are not permitted on campus.
Students may not ride in school elevators without permission from the school nurse or Dean of Students.
RulesfortheHaroldK.L.CastleBuilding
1.
2.
3.
4.
Students are not allowed in the building before 7:30 a.m. or during lunch. Students with a pass from a teacher
may enter at the beginning of lunch period to practice or receive help.
Students are not to loiter in the hallways or the foyer during lunch or before or after school.
Students are not to loiter behind the building.
Students may not eat or drink on the Castle lanai, front steps, or perimeter.
RulesfortheMasaoNangakuBuilding
1.
Students are not to loiter in front of the building, nor in the student drop-off area, during school hours.
RulesfortheHarryandJeanetteWeinbergBuilding,
theKozukiStadiumandtheParkingStructure
1.
2.
3.
4.
Students are not to loiter in the stairwells.
The parking structure is off limits to students.
The warehouse is off limits to students.
The second floor balcony is off limits to students unless under the direct supervision of a teacher.
Rules for the Use of Electronic Devices
'Iolani believes that technology is an important part of education. The school has provided opportunities
for students to use electronic devices throughout the campus. Every student is expected to observe proper decorum
and should understand that any behavior which is unacceptable in person is also unacceptable in the use of these
devices. Electronic devices include, but are not limited to, school-owned or personal desktop and laptop computers,
tablets, mobile phones, and iPods.
An ‘Iolani e-mail account is not the personal property of any student. The school reserves the right to monitor
or read the contents for inappropriate language or information, threatening, obnoxious or demeaning comments, or
any activity that is illegal. Furthermore, the school reserves the right to monitor and access all school issued iPads
for inappropriate content, applications or other misuse.
18
The use of electronic devices is a privilege and any student who violates a rule may be punished by penalties
including restricted use of the device, detention, study hall, probation or expulsion, depending on the severity of
the violation.
The following constitutes specific misuse of electronic devices. Other forms of misuse not specifically described
below will be subject to the same corrective action if, in the determination of the Dean, such behavior fails to respect
human or property rights of others or disrupts the educational process.
1.
Uploading, downloading or installing inappropriate programs, files or applications
2.
Sending, accessing, uploading, downloading or distributing offensive, profane, harassing, threatening,
pornographic, obscene, violent or sexually explicit material
3.
Recording or posting videos, pictures or voice files of students, faculty or staff without their permission
4.
Participating in electronic meeting places or using messaging services for inappropriate activities
5.
Sending or forwarding chain or flame mail
6.
Borrowing, loaning or switching a school-issue iPad
7.
Installing, storing or transmitting copyrighted materials
8.
Jailbreaking or tampering with ‘Iolani settings and installed profiles and certificates or ‘Iolani installed software
or applications
9.
Circumventing ‘Iolani’s network filter or firewall
10. Performing any action that makes an electronic device or system inoperable
11. Printing non-school related assignments on school printers
GeneralPrinciplesofInternetSafety
1.
Remember that there is no privacy online. Do not send anything that you would not be happy to see posted in
the hallway with your name attached. Any behavior which is unacceptable in person is also unacceptable
Online or in electronic format.
2.
Things you post Online become part of your "digital tattoo" and may have been saved on other computers or
still be accessible online even if you deleted/removed them. Do not post anything that you would not want
future college administrators or employers to see.
3.
'Iolani School cannot protect students from all inappropriate or illegal materials.
4.
When using sites that may be viewed by people outside the 'Iolani School community, such as Facebook, avoid
communicating your full name, age, phone number, or other personal information and do not provide such
information about other people. A non-'Iolani School email address is recommended for all non-school use.
5.
Talk to your parents or guardians before agreeing to meet in person with someone you met online.
LossandDamageofSchool-owneddevices
Insurance has been purchased for the Apple iPad devices that will cover non-warranty repairs with a $50
deductible for the first two incidents. After the 2nd non-warranty repair, or if the device is lost, there is a $250 cost
for replacement. After these insurance options have been exhausted, full price for replacement will be charged.
Students will be responsible for these costs when incurred.
1.
If a device is thought to be lost, please check with the Dean of Students to see if it has been turned in. The loaner
device and replacement policy will be followed if necessary.
2.
If a device is damaged or not usable, report it to a teacher who will confirm and contact ITS for support if it is
necessary.
19
StudyHalls
1.
2.
3.
4.
5.
All 7th and 8th graders, as well as 9th graders who are not on the Honor Roll or Headmaster’s List, are
assigned to study hall during unscheduled periods.
9th graders on the Honor Roll/Headmaster’s List may be exempted from study hall during the subsequent
quarter if they have no incomplete grade. They are to remain in study hall until the list is published. 9th
graders who were exempt during the previous quarter will remain exempt until the new 9th Grade Honor
Roll/Headmaster's Exempt List is published.
10th graders will be assigned to study hall if they receive a grade below C- for any quarter.
All 10th, 11th, and 12th graders on academic probation or with a cumulative G.P.A. below 2.0 will be assigned
to study hall.
The Dean of Students may assign students to study hall for disciplinary reasons.
ConductinStudyHall
1.
2.
3.
Students receive seating assignments during the first week and are to take their assigned seats upon entering
study hall.
Attendance is taken five minutes after the bell rings to allow 7th, 8th and 9th graders time to go to their
lockers, borrow a book, or obtain a study hall excuse. These privileges may be revoked if they are abused.
Proctors will announce additional expectations and procedures.
ExcusefromStudyHall
1.
2.
Students may not be excused from study hall until attendance-taking has been completed.
A student may be excused from study hall by:
a. presenting the study hall teacher with a written excuse, signed by a teacher or administrator.
b. receiving a call slip from the office.
c. obtaining special permission from the study hall teacher.
SigningoutofStudyHall
1.
2.
3.
4.
5.
Students excused from study hall should sign out with the study hall teacher, indicating time of departure
and destination.
Students with written excuses for the entire period must leave their excuses with the study hall teacher at the
time they sign out.
Students with written excuses for only part of the period, and those who receive call slips from the office,
must take the excuse or call slip with them so that the person to whom they report may fill in the bottom
portion of the excuse and sign it (or make a similar notation on the call slip and sign it).
Students excused to use the library must sign out and leave their excuses with the study hall teacher. They
should then take library admittance forms from the study hall teacher along with them and present them to
the library proctor.
Students excused from study hall for only part of the period must sign in again with the study hall teacher
before the end of the period, indicate the time of their return on the sign-out forms, and turn in their excuses
to the study hall teacher.
Canceled Classes
Should a teacher be late to class, the class is not automatically canceled. One student should check with the
Main Office to find out the circumstances of the teacher’s lateness. Studentsmaynotleaveclasswithoutbeing
excusedbytheDeanofStudents.
Travel Rules
On all ‘Iolani-sponsored trips, school rules apply from the time the child is released to the chaperones at the
commencement of the trip until he/she is released to the custody of the parents at the end of the trip. Any student
who violates any rule at any time will be subject to punishment and corrective measures that govern misconduct
on campus, including dismissal.
20
Health Policies and Procedures
Physical examinations, immunizations, and TB clearance must be in compliance with Hawaii State law and
‘Iolani School policy. Requirements and policy statements are available through the Director of Health Services.
The school employs a nurse and others trained in first aid to provide for illnesses and injuries. If a student
comes to school ill or becomes ill or injured during the day, the parent/guardian will be notified of the student’s
need to be taken home or to a physician.
Return After Communicable Disease:
Consult a physician regarding treatment and appropriate exclusion from school
Chicken Pox
Measles
Conjunctivitis (Pink Eye)
Scabies
Rubella
Influenza
Beta Hemolytic Streptococcus Group A infection (Strep throat)
Mumps
Active Tuberculosis
If a student needs to be in school on a prescription medication, and needs a dose during the day, please
notify the nurse for specific directions and support. All insulin-dependent diabetic students must have an action
plan on file with the nurse.
Students who are treated for pain, either post-operatively, or post-injury, must be able to function without
narcotic medication while in school. Parents should speak with the nurse to be sure the medication prescribed is
non-narcotic before return to school.
With parental consent, a nurse or her representative will dispense only Tylenol (acetaminophen) to students.
UpperSchoolLibrary
The library’s mission is to assist students to become effective users of information by incorporating skills in
retrieval of traditional and non-traditional resources. In a technologically changing world, students have access
to current and global information.
Hours – Monday through Friday, 6:30 a.m. to 4:30 p.m.; Closed weekends and holidays.
Collection – 23,000 books, 71 magazines and newspapers, databases, and audiovisual resources.
Equipment – photocopy machine and computers with Internet access.
Online Resources – ‘Iolani School's online catalog, computer databases, and e-books are available through
our homepage (www.iolani.org). Full-text research articles from journals, magazines, and newspapers
are also accessible remotely from home. The libraries' password and user ID can be obtained from the
librarians.
Computer Lab – Teachers may use these rooms for research-based assignments.
ConductintheLibrary
1. Eating or drinking is not permitted in the Library.
2. No talking. The Library is a quiet area for study.
CirculationPolicy
Library materials are the property of ‘Iolani School and are utilized by students, faculty, staff and
administrators. Materials must be returned on time in order to be available for all to use and enjoy.
Borrowing Period
Books, pamphlets and magazines – 3 weeks
Closed Reserve – Library or overnight use
Reference – Overnight use
Kindle – 2 weeks
Note: “Overnight use” materials may be checked-out after 3:00 p.m. and must be returned by 8:00 a.m. the
following school day.
Fines
The library maintains a strict fine policy and students are expected to pay their fines on time.
21
Books, pamphlets and magazines – $0.15 per day per item
Closed reserves and reference – $1.00 per day per item
Kindle – $1.00 per day
Studentswithoverduematerialsoroutstandingfineswillberestrictedfromborrowingmaterials.Delinquent
accountswillbeturnedovertothecounselorsortheDeanofStudents.
All fines must be paid and library materials returned by the deadline printed in the school calendar and
daily bulletin. Students who have not cleared their accounts will not be permitted to take their final exams and
will receive a “0” grade until their bills are paid.
Lost Items
Replacement costs + fines + non-refundable $5 processing fee. The price of the lost material will be
refunded if returned in satisfactory condition.
Holidays
All school holidays are printed on the school calendar and announced by the Head of School. Senior skip
day or any unauthorized holiday planned by students will not be sanctioned and will be treated as an unexcused
absence. In such cases parents should not write an excuse unless the child is ill.
Senior Open Campus Privileges
Seniors may leave the campus during their free time if they have open campus privileges and they are not
on academic probation, nor restricted for disciplinary reasons. Seniors who leave campus must carry their school
identification card with them. In case they encounter a police officer, they should explain that they are seniors
and have off-campus privileges, and present their I.D. to the officer. The School may revoke the open campus
privilege of any senior for whom a teacher or administrator feels the privilege is detrimental.
Seniors who have been denied the open campus privilege will be placed in study halls.
COLLEGE COUNSELING
Academic counseling during a student’s high school years is intended to help the individual plan for
college. Students meet their college counselor and representatives of many colleges during their last two years
at ‘Iolani, and every effort is made to ensure that students make the best possible choices. Though the most
important part of the college application procedure is the high school record, standardized tests also play a
significant role. Students follow the sequence listed below during their junior year:
October:
March:
April:
June:
Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT)
College Board SAT Reasoning
The ACT Examination
College Board SAT Subject exams – Many selective schools require or recommend two to three subject
examinations. Most students will take a math exam and exams in a terminal subject such as history,
language, or science.
During their senior year students may repeat some of these tests to improve their scores.
22
Post-secondary counseling begins in the Guidance course in grade 9 with an exploration of careers
and colleges, as well as an introduction to the college application process. In grade 11 students are exposed to
career options through panel presentations by alumni and ‘Iolani parents, online career exploration tools, and
a one-week career shadow program in June that allows the student to visit three different job sites. The College
Counseling Office utilizes the Naviance© online college planning portal.
During the second half of the junior year students have weekly to bi-weekly group meetings with their
college counselor. Each student meets with his or her counselor twice individually and prepares a self-evaluation
in preparation for specific college planning. The college counselor guides students in their research and decision
making, while encouraging them to use the many resources available in the College Counseling Office. Group
sessions are also held to study the various steps within the college application process and to learn more about
possible schools and majors.
Specialized counseling continues during the first semester of a student’s senior year. Regular group
meetings are held from September through January. Individual conferences in September and November
finalizing the college application list help guide a student toward appropriate institutions.
Applications to selective colleges and universities are usually due by January 1st or 15th. Early
applications to highly selective schools, as well as to several of the large, competitive state universities, should be
filed in October or November. Although college application deadlines run into the spring, students are strongly
encouraged to file early. All requests for transcripts and the filing of secondary school recommendation forms
should be done through the College Counseling Office at least two weeks in advance of the college deadline.
For many years, 99% of those students receiving the ‘Iolani diploma have gone on to four year colleges.
‘Iolani students currently attend a wide variety of colleges, among which are the following:
Amherst College
Arizona State
Babson College
Baylor
Beloit
Boston College
Boston University
Bowdoin
Brigham Young University
Brown
Caltech
Carleton
Carnegie Mellon
Claremont McKenna
Colby
Colgate
Colorado College
Colorado State
Columbia
Cornell University
Creighton
Dartmouth
Duke
Emory
Fordham
George Washington
University
Georgetown
Georgia Tech
Grinnell
Harvard
Harvey Mudd
Illinois Institute of
Technology
Johns Hopkins
Kenyon
Lawrence
Lehigh
Lewis & Clark
Loyola Marymount
Macalester
Menlo
Middlebury
MIT
New York University
Northeastern
Northwestern
Notre Dame
Occidental
Olin College of
Engineering
Oregon State
Pacific Lutheran
Pacific University
Pepperdine
Pitzer
Pomona
Princeton
Purdue
Reed
Rice
RPI
Santa Clara
Scripps
Seattle University
Skidmore
Smith
SMU
Stanford
Swarthmore
Trinity University
Tufts
U.S. Air Force Academy
U.S. Coast Guard
Academy
U.S. Merchant Marine
Academy
U.S. Military Academy
U.S. Naval Academy
Washington State
University
Washington University
Wellesley
Wesleyan
Wheaton
Whitman
Whittier
Whitworth
Willamette
Williams
Yale
Universities of:
Arizona
British Columbia
California
Chicago
Denver
Hawaii
Illinois
Massachusetts
Michigan
Northern Colorado
Oregon
Pacific
Pennsylvania
Puget Sound
Redlands
San Diego
San Francisco
Southern California
Texas
Utah
Washington
Wisconsin
For more information, please visit http://www.iolani.org/collegecounsel.htm
23
COUNSELING AND GUIDANCE
The counseling program promotes student success by supporting and maximizing academic
achievement, prevention and intervention activities, and personal/social development. The program includes a
variety of services consistent with the American Counseling Association Code of Ethics.
Counselors at 'Iolani help students understand themselves and their challenges. A clinical psychologist
consults with administrators and counselors biweekly to further support students of concern and to suggest
outside referrals.
There is a K-3 counselor, a grade 4-6 counselor, a counselor for each grade level, grades 7-12, and a two
college counselors. The student/counselor ratio in grades K-6 is 270 students per counselor and in grades 7-12 is
170 students per counselor.
The counselors meet individually with all students in their grade level during their first year together.
New students and students with academic, personal, or developmental concerns receive additional attention.
Counselors work closely with each other, parents, the faculty and the administration to ensure that
special concerns are handled appropriately and consistently. At the end of each quarter, all teachers of a particular
grade level meet with the counselor and administrators to commend students and to assist students with special
needs, both academic and personal.
ACADEMICSUPPORTSERVICES
The Counseling Department offers additional assistance to students experiencing academic difficulties.
Progress reports, conferences with parents, and reading class are all available if appropriate.
GUIDANCESERVICES
All K-6 students have guidance lessons throughout the year. 7th graders take a 9-week guidance course
which focuses on building self-esteem, discussing friendship issues, increasing assertiveness, learning about the
changes of adolescence, and practicing proper etiquette. 9th graders take a Guidance rotation in the semester
Life Skills course which concentrates on college and career exploration. An elective course for seniors, Guidance
Issues, prepares students for the personal, academic, and social issues they will likely face in college. Counselors
teach these guidance courses, allowing them to be acquainted with many students in a classroom setting while
teaching important life skills.
NEW STUDENT ORIENTATION
In August, new grades 6-12 students come to ‘Iolani to meet school personnel and other new students and
to tour the campus. Counselors meet with small groups of new students in September to answer questions about
academic and extracurricular activities.
STUDENT SUPPORT GROUPS
Support group counseling is provided by the counselors. All students may join an appropriate group, and
their participation and verbal sharing are confidential within the limits mandated by law and established by the
profession’s ethical standards. The groups are held at various times during the school year, according to interest
expressed by the students.
VOLUNTEERTUTORING
With the teacher's approval, older students volunteer their time to help younger students with courses
that give them difficulty. They tutor in a proctored classroom during their study hall periods at no cost to the
students or parents. Upper class students also act as Big Brothers and Sisters to K- 6th grade students as needed.
24
COURSE OF STUDY
The curriculum of ‘Iolani is designed to meet the entrance requirements of leading colleges. At the same
time, it is sufficiently flexible and broad of scope to meet individual needs.
Minimal requirements for a diploma (see below) are supplemented by electives which depend on
individual aptitudes and interests. Each student makes up a course of study annually in consultation with the
counselors, the Dean of Upper School, and the appropriate department head.
Diploma Requirements
All students are required to take a minimum of four courses each semester, not including art, music, and
physical education. Five courses are encouraged, and no student will be allowed to take more than six courses.
Sixteen units are required for a diploma. They must include the following:
1.
2.
3.
4.
Four years of English.
Three years of the same foreign language and through the sophomore year.*
Three years of math through Algebra II and math through the junior year.*
Three years of history including History of the Modern World in Grade 9 and U.S. History in Grade
11.
5. Two years of science, one of which must be biology and the other a choice of chemistry, chem. com.,
physics, or conceptual physics.
6. Required courses in art, religion, guidance, and physical education.
The rest of a student’s courses may be selected from a wide range of electives to bring the total to sixteen.
* A grade of C- or higher is required for placement in the next sequential level.
Provision for Gifted and Accelerated Students
‘Iolani accommodates students of all ability levels. Just as extra help from teachers and peer tutors assists
those having trouble with a subject, a variety of provisions is also available for gifted and accelerated students.
Advanced Placement courses are offered in 23 different subject areas, from English and history to calculus
and all three major sciences. Languages, computer and art also offer advanced placement courses culminating
in AP exams which may earn a student college credit while still in high school. Students may also accelerate in
math, computer and languages commensurate with their talent and background.
Examinations and Reports
Final examinations are held at the end of each semester and test the work of terminating courses. The
grade received on the final examination is averaged as 20% of the final grade for the semester or year.
Reports are sent to the parents of all students at the end of each quarter (see School Calendar). In
addition, mid-quarter reports are mailed to parents if a student is having academic difficulty.
ATypicalSix-YearProgram
The following six-year program will serve as a general guide for entering students:
7th Grade: English
World Geography 7
Pre-Algebra
Science
Language
The Arts
Guidance/Physical Education*
8th Grade: English
History of the Ancient World
Algebra I
Science
Language
Religion**
Physical Education**
* One quarter each subject, meeting every day.
** Two quarters each
25
9th Grade: English
History of the Modern World
Algebra I/Geometry
Language
Life Skills
Art/Physical Education
One Elective
11th Grade: English Electives
Math Electives
U.S. History
Science Elective
Physical Education
One Elective
10th Grade: English
Biology
Geometry/Algebra II
Language
Physical Education
History Elective
12th Grade: English Electives
History Elective
Other Electives as needed
(four solid courses minimum)
OnesemesterofReligionmustbetakeninGrade10,11,or12.
Failed Courses
Grades 7 and 8: A student must repeat a failed course in order to continue at ‘Iolani. If repeating is not in the
student’s best interest, an alternate provision will be made, or withdrawal from ‘Iolani will be advised.
Grades9-11: Failed courses receive no credit, and the failure counts in the computation of the GPA. A student
may (and in some cases, must) repeat a failed course. Only the grade earned in repeating the course counts
in the GPA, and the student receives credit for the course. The failing grade remains on the permanent record
card and transcript.
Seniors: A senior who fails a 1st semester course must repeat it in the 2nd semester if it is offered. If it is not
offered, a comparable course in the same department will be selected with the approval of the College
Counselor and Dean of Upper School. A senior who fails a required year or second semester course must
repeat it (or a comparable one approved by the Dean) satisfactorily before receiving a diploma and may not
participate in the graduation ceremony. A senior who fails a year or second semester elective course may
participate in the commencement exercises only with the permission of the Head of School. The Head of
School will use his discretion and consult with appropriate teachers, counselors and administrators to reach a
decision.
Honors and Advanced Placement Expectations
Students are expected to maintain an average of 80 or better in honors and advanced placement courses.
Students enrolled in AP courses must take the AP examination. Failure to do so without prior administrative
approval will result in a failure for the course.
IndependentStudyProgram
Seniors and second semester juniors are eligible to present a proposal for independent study in a subject
not offered as a regular course at ‘Iolani. A student may request honors or regular weighting or a pass-fail grade.
The proposal must be approved by the Dean of the Upper School or Dean of Studies; interested students should
see the Dean for information.
Academic Probation
A student is placed on academic probation when, in the judgment of the teachers, counselors, and deans,
he or she is not realizing sufficient academic success to warrant continued matriculation. In such cases a period of
time is set within which the student must demonstrate significant improvement or face dismissal.
A student on either academic or disciplinary probation may not hold elective office (including Senior
Prefects), serve as a member of Homecoming, Prom, or May Day Courts, or receive school-sponsored academic or
athletic awards.
26
Eligibility
A student who fails any course, or any quarter of any course, is excluded from school-sponsored extracurricular activities for at least the first four weeks (until the mid-quarter evaluation) of the following quarter.
Eligibility is determined on a quarterly basis. A student failing any course or any quarter of any course is
ineligible for the first half of the immediately subsequent quarter.
Fourth quarter failures carry over to the first quarter of the following year unless the failed course is
passed in summer school, or unless the teacher of the failed course presents mitigating circumstances at the yearend grade level meeting in June.
Extra-curricular activities from which a failing student shall be excluded include but are not limited to:
Drama, Cheerleading, Politics, Speech and Debate, Athletics.
A student who is declared ineligible may not practice, rehearse or participate in any way in any extracurricular activity for the entire term of the ineligibility. The only exception to this is that a student may attend
tryouts for a team. If successful in making the team, the student may not participate in subsequent practices or
workouts until after regaining eligibility.
At the mid-quarter evaluation period, an ineligible student must be earning passing grades in all courses
in order to regain eligibility for the remainder of the quarter.
Courses failed in the fourth quarter may be made up in summer school. The student usually must
retake the failed course at ‘Iolani if the ‘Iolani Summer School offers it. Courses taken at other schools must have
advance approval from the Dean of Upper School or Dean of Studies before grade or credit will be granted by
‘Iolani. English courses cannot be repeated for credit in the summer.
Academic Dismissal
The Head of School, acting upon the recommendation of the teachers, counselors, and deans, may dismiss
a student from ‘Iolani for academic reasons at any time when in the opinion of the teachers, counselors and
administrators continued study at ‘Iolani is not in the school's or student’s best interest.
Course Withdrawals
Courses may be dropped without penalty ONLY prior to the first mid-quarter evaluation for that course.
Drops or changes after the first mid-quarter require approval of the Dean of Upper School. Courses dropped
without such approval are recorded as failures.
Semester courses dropped with administrative approval between the first mid-quarter and the
first quarter grading period of a course are recorded as W (withdrawn). Semester courses dropped with
administrative approval after the first quarter (or third quarter for second semester electives) are recorded as WP
(withdraw passing) or WF (withdraw failing).
Year courses dropped with administrative approval after the first mid-quarter but before the first quarter
are recorded W (withdrawn). Some courses may only be dropped prior to the first mid-quarter and at the end
of the semester. Year courses dropped during the second quarter with administrative approval are recorded WP
or WF. Year courses dropped after the first semester are recorded as failures. Students may drop levels from any
Honors or AP course by the first mid-quarter. The grade they are earning at the time of the drop will travel with
them into the replacement course.
Any course dropped without the approval of the instructor and the Dean of Upper School is recorded as a
failure and will be so calculated in the GPA.
27
SPECIAL PROGRAMS
‘Iolani Special Programs offers a variety of enrichment courses in the afternoon. These programs
range from after school care to the arts (visual arts, private music lessons, drama, dance) to classes in the use of
technology (game design, robotics, animation) and foreign language. Recreation programs in judo, wrestling,
tennis, swimming are available for elementary and middle level students, as well as a PSAT/SAT 1 Prep class and
Drivers' Education for high school students.
SUMMER SCHOOL
‘Iolani Summer Program offers students entering grades K-12 a variety of morning and afternoon classes
in the arts, athletics, and enrichment as well as academics. Courses are designed to meet students’ needs not only
in preparation for entrance to the regular session but also in enrichment in subjects of interest, reinforcement, and
opportunities for self-expression and creativity.
‘Iolani welcomes students from the community and abroad as well as its own student body. Information
on the Summer Program and course offerings is available on the school's website in February. `Iolani students are
given registration preference from the end of February through the middle of March.
Students who are dismissed for disciplinary reasons may not enroll in summer classes until they have
been readmitted to ‘Iolani School, or have approval by the Dean of the Upper School.
Summer courses taken at other schools must have advance approval from the Dean of Upper School or
Dean of Studies before grade or credit will be granted by ‘Iolani.
HONORS,AWARDSANDPUBLICATIONS
Two honors days are held each year. In September recognition is paid to underclassmen who have
achieved outstanding academic success during the previous year. In May, the activity awards, service awards,
special prizes, academic awards to seniors, and special academic prizes are presented.
Headmaster’s List
The Headmaster’s List is reported quarterly and yearly, and includes students who maintain a grade
point equivalent of 3.5 or better, with no grade lower than a B- and with no unsatisfactory or incomplete report.
Honor Roll
The Honor Roll is reported quarterly and yearly, and includes students not on the Headmaster’s List
but who maintain a grade point equivalent of 3.0 or better, with no grade below a C- and no unsatisfactory or
incomplete report.
Headmaster’sCertificates
Students in grades 7-11 who have earned a 3.5 grade point average or better for the academic year and
have no quarterly or final grade below a B- and no unsatisfactory reports will be awarded Headmaster’s Certificates. Headmaster’s Certificates will be awarded to those seniors who have been on the Headmaster’s List for
the first three quarters of their senior year.
CumLaudeSociety
‘Iolani is the only school in Honolulu honored by membership in the Cum Laude Society. This honor
society was established in 1906 to reward and encourage scholars on the secondary school level. Only three
hundred sixty schools in the United States have been granted membership. Twice a year the ‘Iolani chapter elects
seniors based on their academic standing.
Publications
Students possessing literary aptitude or inclination can become involved in one or more school publications, which include Imua, the school newspaper; Ka Moolelo O ‘Iolani, the school yearbook; and Mane O Ke Ola,
the literary magazine. Opportunities consist of writing, editing, photography, advertising and artwork. Seniors,
juniors and second semester sophomores on a publication staff and in the upper third of their class qualify for
admission into Quill and Scroll, an honor society. Students in grades 7 and 8 are encouraged to write for Scribes
and Scribbles.
28
COURSES
ART
The ‘Iolani Art program operates on the assumption that everyone has a unique way of seeing, thinking,
and feeling. Students take a sequential series of classes, starting in the seventh grade and finishing in the twelfth
grade. A student may select to work in any of the art offerings on a semester basis. Aesthetic growth occurs as
students develop perceptual awareness and standards of critical judgment. The program encourages students to
question and seek new relationships between ideas and materials.
GRADE 7 ART SEQUENCE is a six-week course that
features basic drawing techniques and a ceramic handbuilding unit. Through excursions, discussions, and
written assignments, students broaden their concept of
art as a universal form of communication and a source
of life-long pleasure.
GRADE 9 ART SEQUENCE focuses on one of these
areas: ceramics, fiber arts, drawing/printmaking, or
photography. During a nine-week period, students
learn about the materials, tools and concepts necessary
to develop their skills. They are invited to continue
their studies in elective courses within the Art
department.
BUILDING TECHNOLOGIES is a semester elective
course that gives students multiple opportunities
to learn how to design, build and contribute to the
community. A wide variety of projects in and out of
class develop skills in construction techniques.
CERAMICS allows students to experiment with a
three-dimensional plastic medium to develop an
awareness of fine functional form, and knowledge of
ceramic techniques, and an aesthetic understanding
of excellence in design and craftsmanship. Hand
building and wheel-throwing are emphasized.
DESIGN 3-D emphasizes solving problems in threedimensional space. Students investigate original
design as it relates to a verity of materials. The correct
use of tools and craftsmanship are stressed. The class
works in wood, brass, steel, copper, silver, clay and
glass. These materials can be used in combination
to allow students to explore and understand the
possibilities in three-dimensional form.
DRAWING teaches the technique of drawing to the
beginner and enhances the skills of those who already
have experience in drawing. Students participate in
a series of exercises to establish a solid foundation in
drawing, then progress to developing the ability to
see and render with an “artist’s eye and hand.” The
class is open to grades nine through twelve. A year of
Drawing is a prerequisite for Painting.
MIXED MEDIA offers students an opportunity to
explore a variety of media and techniques, such as
fiber arts, ceramics, sculpture, printmaking, drawing
and painting. The course emphasizes conceptual
development, art fundamentals and craftsmanship.
PAINTING teaches the use of wet media such as
acrylic paints, watercolor, inks and oils, and explores
other two-dimensional areas such as printmaking
and collage. Students focus on the fundamentals
of creating paintings that develop their technical
skills and individual artistic vision. This class is a
prerequisite for AP Studio Art. Open to students with
Drawing class experience or with permission of the
teacher.
BEGINNING PHOTOGRAPHY students acquire
a working knowledge of camera operation, film
development, and printmaking in black and
white. They learn composition, content, and visual
awareness, with hands-on assignments.
ADVANCED PHOTOGRAPHY students create
photographic color images using film, cameras and
computer image manipulation programs. They
develop skills in the production of groups of related
photographs.
Advanced Placement
AP STUDIO ART is for the serious and mature minded
art student. Prerequisites for the drawing portfolio
include at least one year of Drawing and two years
of Painting, and for the 3-D portfolio, at least one
semester of 3-D art. The recommendation of the
instructor is required for both AP Drawing and 3-D
courses. Successful completion of the AP portfolio
results in an artistically well-rounded student who is
ready to participate in college level art courses as well
as earn college credit. Students have their own studio
area, which is open to them any time of the class day
as well as before and after School. Open to seniors
only.
AP STUDIO ART: DRAWING
AP STUDIO ART: 3-D DESIGN
29
ENGLISH
The goals of the English Department are to teach students to read intelligently, to think logically, to
express themselves clearly, and to enjoy literature. An intense writing program and a variety of speaking activities
ensure that clear writing and oral communication skills develop through a sequential program from grades 7 - 12.
Students read American, Asian, and European literature to understand and appreciate the ideas authors express
in their writing, the styles and forms in which works are written, and the cultures from which the literature
springs.
ENGLISH 7 covers a broad base of skills that will be
built upon throughout the Upper School. Students
practice close reading, write essays, poetry, and
personal responses, complete a comprehensive study
of grammar, and learn vocabulary in context. Activities
emphasize careful listening and effective speaking
skills. A variety of texts (short stories, poetry, drama,
and novels) help students reflect on their own choices
and growth.
ENGLISH 8 is designed to further enhance students'
written and oral appreciation of language and
literature. Through a varied and sequential program
of reading, writing and language, students develop
critical thinking skills. They study short stories, poetry,
drama, novels, and mythology; building upon and
refining language skills introduced in the seventh
grade, they compose essays, poetry, reflections, and
literary responses. To hone their craft as writers,
they continue their study of grammar, usage, and
mechanics.
ENGLISH 9 focuses on students’ oral skills through
oral interpretation of literature, formal speech
assignments, and discussions of literature using the
shared inquiry method. The curriculum for ninth
grade includes poetry, essays, novels, drama, and
memoirs. Students learn various rhetorical modes of
writing, including description, narration, illustration,
cause-effect, compare-contrast, definition, and
literary analysis. Students practice and assess oral
communication skills through digital recordings and
peer feedback as well as teacher evaluation.
ENGLISH 10 covers short stories, poetry, drama,
and novels from both Europe and America. Writing
assignments develop the analytical and formal writing
skills required in junior and senior electives; class
activities include creative writing, oral and dramatic
presentations, and films.
ENGLISH 10 HONORS is a yearlong literaturebased course. Students read all of the regular
English 10 literature as well as additional texts that
add to the scope of the course. Activities include
analytical essays, creative writing, oral and dramatic
presentations, and films.
Semester Electives for Grades 11 and 12
ADVANCED CREATIVE WRITING provides a
forum for serious writers to polish and focus their
work. In the first quarter, students write traditional
and modern poetry, experiment with narrative point
of view, and compose short plays. In the second
quarter, each student chooses a focus and prepares
an extensive portfolio of short stories or poetry, a
longer play, or a partial novel. The course also teaches
students to compose query letters or proposals for
publication and/or competitions. Creative Writing is a
prerequisite for this course.
ADVANCED SPEECH is a public speaking course
in which students study the written and oral devices
used to advance an idea to inform or persuade others.
Students practice oral skills through presentations
in individual speechmaking, group discussion, and
debate. Students research, analyze, and advance
positions on contemporary social issues. The course
30
does not cover competitive speech and debate, but it
does prepare students for everyday public speaking
situations.
AN AMERICAN LITERARY EXPERIENCE is a
full-year junior English elective that examines the
literature of America, including short stories, poetry,
drama, and novels. The course emphasizes close
reading and analysis of the literature, extensive work
on analytical writing skills, development of oral
communication skills both in small groups and with
a larger audience, and mastery of vocabulary words.
The yearlong nature of the course provides time for
students to receive individual help on their writing
and vocabulary study, both during class and in extra
help sessions. This course satisfies the American or
British Literature graduation requirement.
AMERICAN LITERATURE is an introduction to—not
a survey of—our country’s literary development and
ENGLISH (cont.)
themes presented by major authors, including James,
Whitman, Dickinson, Frost, Fitzgerald, and Williams.
Writing includes analytical, creative and personal
papers. This course is designed to enhance the
critical thinking skills necessary to interpret, discuss,
and enjoy American poetry, fiction, and drama.
Students must take this course, An American Literary
Experience, or British Literature to graduate.
ASIAN AMERICAN LITERATURE focuses on writing
by Asian Americans and literary analysis by leading
cultural theorists. Representative writers include
David Henry Hwang, Maxine Hong Kingston, Amy
Tan, Bharati Mukherjee, and Carlos Bulosan. Writing
assignments and oral presentations include analytical,
creative and personal projects.
BRITISH LITERATURE surveys major British writers
from Chaucer to Shaw, placing the literature in
historical and philosophical contexts. Students write
not only analytical and persuasive papers, but also
original satires and sonnets. Students must take this
course, American Literature, or An American Literary
Experience to graduate.
CREATIVE NON-FICTION WRITING uses a
workshop approach to the creation of non-fiction
writing. Students read published works to explore
strategies for generating their own creative pieces,
using such techniques as memory, investigation,
imagination, research, observation, and reflection.
They learn to consider audience, purpose, and
selection of detail as they move through multiple
drafts of each piece of writing. The course provides a
supportive environment and teaches skills that apply
to various rhetorical modes of non-fiction.
CREATIVE WRITING allows students to discover
and develop their written voices through the study
and composition of poetry, fiction, and short dramas.
Students gain an appreciation for the art and craft
of creative writing by reading and responding to
the creative efforts of professional and amateur
writers. This student-centered course emphasizes
experimentation with both the writing process and
potential products. Creative compositions will
undergo significant revision and be included in the
course portfolio.
FINDING POETRY surveys classic poetry from
well-known poets such as Shakespeare, Coleridge,
Whitman, and Frost, and acquaints students with more
modern authors and pieces, including works by local
writers Lois-Ann Yamanaka, Eric Chock, and Darrel
Lum. Students will practice uncovering meaning and
writing intelligently about the pieces they study. They
will also create their own poetry and collaborate with
art, photography, and music classes.
JOURNALISM explores the unique demands of
deadline-driving factual writing in an age of media
transformation. Students will report on current events
and issues that affect the `Iolani community for a
number of different outlets, including print, broadcast
and digital platforms.
LITERATURE OF THE OCEAN examines the ocean's
impact on the literary imagination. Students consider
the ocean as a metaphor: for the unknown, as a vault
for cultural memory, and as a nationless space that
connects and divides us all. Students contemplate
themselves and their relationships with the ocean as
they read works with origins in the Atlantic, Pacific,
and Caribbean.
LITERATURE OF SPORT focuses on genres of
challenging works about sports by a variety of
writers, from Homer to Walt Whitman to Doris Kearns
Goodwin to David Halberstam; from A.E. Housman
and John Updike to Toni Cade Bambara and Ernest
Hemingway. Readings include essays, journalism,
poetry, short stories and books of non-fiction. Students
write analytical essays, personal essays, journalistic
pieces, short stories and poetry. Projects, pertinent
videos and guest speakers enhance the learning
experience.
NARRATIVE VISIONS takes a serious look at
powerful film adaptations of great literature. Students
consider the novel, play, short story and screenplay
as original texts for developing meaning visual
presentations. Authors include Kesey, King, Huxley,
and Su Tong. Assignments range from the personal to
the analytical, from the written to the visual project.
PHILOSOPHICAL LITERATURE: A SEARCH FOR
MEANING focuses on fundamental questions about
what makes a fulfilling, meaningful life. Students
read works in which characters and authors grapple
with these questions. The literature includes novels,
short stories, poetry, essays and eastern and western
philosophy from some of the world's greatest writers
and thinkers, such as Maugham, Wordsworth,
Whitman, Tolstoy, Montaigne, Hesse, Soseki, Lao-tzu,
Nietzsche, Descartes, and Kant. Writing assignments
consist of personal essays and creative writing.
SHAKESPEARE studies the works of the world’s
greatest writer both as poetry and as living drama.
Students write poems, compose personal, creative
and analytical papers, and watch live and taped
performances. The reading represents all of
Shakespeare’s major genres: sonnet, history, comedy,
tragedy, and romance.
31
ENGLISH (cont.)
WAR IN THE 20TH CENTURY surveys military
conflicts in the 20th century with an emphasis on
World War I, World War II, and the Vietnam War.
The course begins with a brief look at death and the
nature of war. Various themes run through the course,
including the effect of war on soldiers and civilians,
the difference between perceptions about war and
actual war, and the challenges of modern warfare to
moral citizens.
WOMEN IN LITERATURE examines a range of
works, mostly twentieth-century fiction, against the
rich background of women’s history. Issues of gender
and gender construction weave together in works such
as Alice Walker’s The Color Purple, Laura Esquivel’s
Like Water for Chocolate and Marjane Satrapi's
Persepolis. Students connect the literature to their
own experiences through the study of current events,
music, art, and culture. Through extensive reading and
writing, both analytical and creative, students explore
their own gender identity.
Advanced Placement
ADVANCED PLACEMENT ENGLISH is a twosemester college-level course for seniors. It features
rigorous study of major literary forms. Class
discussions and frequent writing assignments exercise
analytical skills. Authors studied include Sophocles,
Shakespeare, Hawthorne, Dickens, Wilde, Hosseini,
and Morrison.
Apprendreunelangue,c’estvivredenouveau.
Elquesabedosidiomas,valepordos.
To learn a language is to live again.
He who knows two languages, is worth two people.
FOREIGN LANGUAGES
The ‘Iolani Language Department provides sequences in five languages: Chinese, French, Japanese, Latin, and
Spanish. Students may begin language study at grade 7 or 9. The objective of the courses is to teach students
to understand, speak, read, and write the language they are studying, and to introduce them to another culture.
Except for Latin, the target language is used in the classroom; liberal use is made of audio-visual and multi-media
materials. Study through levels IV and V may earn advanced placement (AP) credit in college in all languages.
CHINESE introduces the students to Mandarin
through the "5Cs" principles of the National Standards
for Foreign Language Education - Communication,
Culture, Comparison, Connections and Communities.
The objective is to help students develop their
communicative competence in listening, speaking,
reading, and writing as well as learning technology
applications of the 21st century. Concerns move
32
from early attention to pronunciation, intonation,
vocabulary, and grammar, through concentrated
work in spoken Chinese, to increased emphasis on
reading comprehension and the writing of Chinese.
The sequence ends with A.P. Chinese Language and
Culture and/or an honors course at level V, both of
which are conducted mainly in Chinese.
FOREIGN LANGUAGES (cont.)
FRENCH builds students' proficiency through
communication and immersion in an authentic
cultural context. Class interaction, textbook
instruction, and online exercises are keys to students'
success. In Levels I though III, students master the
syntax and style needed to read, write, hear and speak
French with accuracy and fluency. From Level II,
students are placed in regular or honors sections. At
Level IV, students learn advanced grammar through
analysis of literary and historical texts. French V
gives students the opportunity to increase their
historical background in order to better understand
contemporary French culture. The AP French
Language and Culture course may be taken after Level
III or IV. The AP French course is designed to further
students' knowledge of the language and culture of
France and the Francophone world. Students at all
levels are encouraged to participate in the French
National Contest each year.
JAPANESE begins with elementary conversational
forms and everyday vocabulary and progresses to
technical vocabulary and honorific speech appropriate
to business dealings in real life. In the written
language, Hiragana and Katakana are covered in
the first year, and Kanji of increasing difficulty is
introduced at level II. Calligraphy (brush writing)
is introduced in Japanese III. Lessons are regularly
reinforced through cultural presentations by the
students, teachers, or guest lecturers. Japanese IV and
V are conducted in Japanese. AP Japanese Language
and Culture consolidates Japanese learned at earlier
levels and molds the language into a viable asset
which may prove useful to students in their future
endeavors. Kanji used in the real world is introduced
via authentic materials; in general, holistic language
learning is the focus of the course.
LATIN develops an increased English vocabulary and
greater precision and variety in English composition.
Latin I covers the fundamentals of the language
in forms, syntax and reading exercises. Latin II
reviews the fundamentals and intensifies the reading,
spending most of the second semester on Caesar’s
Commentaries on the Gallic Wars. One lesson a week
is devoted to Latin composition to reinforce the modes
of expression and patterns of phrasing. That practice
continues in Latin III in which the emphasis is on the
writings of Cicero; the poetry of Ovid is introduced in
the spring term. Latin IV-V (AP Latin: Vergil) covers
the Vergil's Aeneid. Latin VH reads Latin Lyric poetry.
Students take the National Latin Exam annually.
SPANISH gives students a working command
of the language through personal involvement
and understanding, with emphasis on the use of
Spanish for practical communication. The program
uses diverse materials such as texts, workbooks,
newspapers, magazines, films and websites to expose
students to authentic materials. DVDs, computers
and music also play an integral role in Spanish
instruction. From level II on, the students divide into
regular and accelerated sections. Spanish Conversation
and Culture, Advanced Placement Language and
Advanced Placement Literature may be taken in the
fourth or fifth year. Students may elect to take the
National Spanish Exam annually.
HEALTH EDUCATION
The Health curriculum is taught to all K-12 students in varying age- and course-appropriate formats.
Students are encouraged to take responsibility for their own wellbeing and extend these concepts to their families
and communities. Health education in the upper school is formally introduced as Grade 7 Guidance and Life
Skills 9.
GUIDANCE 7 is a 9-week guidance sequence. The
health component concentrates on changes that occur
during adolescence.
LIFE SKILLS 9 is a required semester course combining 6 weeks each of health, guidance and religion. The
6-week health unit helps students clarify their values
and attitudes regarding wellness. Students learn about
wellness, stress reduction, food & nutrition, mindaltering substances, sexual health and personal safety.
Emphasis is placed on responsible decision making
and personal consequences.
33
HISTORY
The goal of the History Department is to provide Iolani students with a clear understanding of the past
and present and to offer them opportunities to think critically about the major issues facing them in the future.
To this end, the department emphasizes the study of history and geography and the improvement of speaking,
listening and analytical writing skills.
Required Courses
WORLD GEOGRAPHY (Grade 7) provides students
with a skill-based, comprehensive view of the world
in which they live through the study of its physical
and human composition. It presents a geographic
perspective from which students gain a better
awareness and knowledge of the earth and its peoples.
The course emphasizes reading, writing, thinking,
oral communication, and library, technology and
map skills. Students engage in cooperative learning
activities to promote socialization and collaborative
scholarly work.
HISTORY OF THE ANCIENT WORLD (Grade 8) is
the first of a two-year World History sequence that
emphasizes a global approach to History and the
development of writing and thinking skills used by
historians. The course begins with the study of early
civilizations in the, Middle East, Egypt, Greece, India,
and China, then covers the spread of civilizations in
East and Southeast Asia, concluding with surveys of
Muslim and African empires.
HISTORY OF THE MODERN WORLD (Grade 9) is
the second of a two-year World History sequence. The
course builds on writing and thinking skills learned
in grade 8 and prepares students for a rigorous
History curriculum in the upper grades. The course
emphasizes political, social, cultural, and economic
interactions among the world’s peoples beginning
in Renaissance Europe and concludes with an
examination of recent events in our world.
UNITED STATES HISTORY (Grade 11) emphasizes
a broad understanding of the nation’s economic,
political, social, diplomatic and cultural growth.
Students learn the thinking and writing skills of
the historian: explanation of change over time and
cause and effect, analysis of historical documents,
recognition of different perspectives, and
understanding the relationship between the past and
present.
Year long Electives for Grades 10 and 12
ASIAN STUDIES offers students a cultural and historical appreciation of the two dominant Asian countries,
China and Japan, from prehistoric times to 1911-1912. Students learn each country’s geography, write research
papers, make oral presentations, do group work, join in class discussions, explore cause-and-effect relationships
and study numerous art slides from each time period. They also examine the religions and philosophies of these
ancient cultures and keep abreast of current events. These varied activities sharpen students’ analytical ability,
improve writing skills, and help them to form their own opinions and reach logical conclusions. Students also
participate in the Hawaii History Day program.
Semester Electives for Grades 10 and 12
AFRICAN AMERICAN STUDIES (Fall semester)
explores the African American experience and how
that experience has been reflected in music, literature,
visual arts and dance. Students will investigate
the political, social, and cultural aspects of African
American history, and read the writings of important
African American thinkers. Course assignments
include a listening and reading journal, essays on
literary themes, simulations, and multi-media projects
on the arts.
34
ASIAN AMERICAN EXPERIENCE (both semesters)
surveys the history and experience of Asian
Americans, tracing their roots back to pioneering
migrants and progressing to today's complex
communities. The early immigration and adaptation
patterns of Chinese, Japanese, Filipino, Korean, and
Southeast Asians in Hawaii and American society
at large are stressed as a focal point, with the study
of the first three groups being emphasized. Asian
American experiences are, in many ways, common
to the experiences of other people who venture to a
HISTORY (cont.)
SemesterElectivesforGrades10,11and12(cont.)
new land, and serve as a way in which to improve
students' understanding and appreciation of
America's ethnic and cultural diversity.
CONTEMPORARY ISSUES IN AMERICA (both
semesters) explores current international, national,
state, and local news stories. In addition to learning
about the historical context of today’s issues, students
also learn to examine the reliability and bias of
various media sources. Discussions, papers, exams,
simulations, and service learning projects help deepen
and broaden students’ knowledge of their world.
ECONOMICS & ENTREPRENEURSHIP (both
semesters) teaches students how to create and manage
their own business by fusing an entrepreneurial idea
with a social purpose. The course begins with a survey
of fundamental microeconomic principles and then
moves to the study of successful business models that
emphasize positive contributions to the community.
Students learn how to make their business profitable
and responsive to social needs at local, national, and
global levels.
HISTORY OF HAWAI'I (Spring semester) presents the
students with a working knowledge of the geographic,
political, cultural, social and economic structure of the
Hawaiian Islands. Students study the entire history
of the Hawaiian Islands, with emphasis on the period
from 1778 to the present. After completion of the
course, students will have a better appreciation of
their state and its relationship to the mainland and the
world.
HISTORY OF THE SIXTIES (Spring semester)
examines many of the significant political, social,
and cultural changes in the United States during
the turbulent 1960s and the effect such changes
have had on today's society. This is an in depth and
interdisciplinary course that begins with a look at the
consensus of the 1950s then examines the civil rights
movement, the Vietnam War, student protest and
youth rebellion, the free speech movement, women's
movement, popular culture and the counterculture.
HAWAIIAN STUDIES (Fall semester) explores the
complexities of native Hawaiian society prior to
the arrival of Europeans. Topics include Polynesian
voyaging, communication, spiritual practices, family
life, the economic and political systems in ancient
Hawai'i as well as the early effects of western contact
on Hawaiian society. Students also explore, discuss
and research issues facing the native Hawaiian
community today. Students learn through readings,
video, music, dance, and field trips, with a focus on
developing writing and research skills. The course
aims to provide students with a better understanding
and appreciation of the native culture of these islands.
MICRO/ MACROECONOMICS (both semesters)
aims to provide students with a broad economic
perspective with a firm grounding in basic economic
concepts. The students explore microeconomic
principles involved in individual firm analysis,
price determination and market structures. In
macroeconomics, students focus on inflation,
unemployment and gross domestic product in order
to examine the influence of monetary and fiscal
policy on our national economy. Throughout the
course, students learn to solve problems by applying
economic principles to decisions they make in their
everyday lives.
MODERN EAST ASIAN STUDIES (both semesters)
examines the rich historic and cultural developments
of China and Japan from the 17th century to the
modern period. Coverage of China begins with the
Qing dynasty through the Cultural Revolution to the
present. Study of Japan includes the transformation
from the Tokugawa period through World War II to
current political and social trends. Students explore
each country through a variety of activities: class
discussions, videos, group interaction, research
essays, and cultural activities. The course encourages
students to recognize different values in a nonWestern societies, thus enabling them to gain a
broader perspective of historic events as they make
connections to current issues.
WAR IN THE 20TH CENTURY (both semesters)
surveys military conflicts in the 20th century with
an emphasis on World War I, World War II, and
the Vietnam War. The course begins with a brief
look at death and the nature of war. Various themes
run through the course including the effect of war
on soldiers and civilians, the difference between
perceptions about war and actual war, and the
challenges of modern warfare to moral citizens.
Students then examine World War I, World War II, the
Holocaust and the last stages of the war in the Pacific.
A study of the Vietnam War concludes the course.
35
HISTORY Advanced Placement
AP UNITED STATES HISTORY (Grade 11) is
an accelerated course open to qualified juniors,
culminating with the Advanced Placement exam in
May. The course examines the economic, political,
constitutional, cultural, diplomatic, social and
intellectual history of the United States from the
pre-Columbian period to the present. In this writing
intensive course, students develop the critical thinking
skills of the historian, and investigate historiographical
debates in United States history.
AP MICRO AND MACROECONOMICS (Grade
12) requires students to understand the economic
concepts in micro- and macroeconomics, and to
integrate them with graphic analysis and current
and past economic events. Microeconomics focuses
on the decision-making of individuals and firms,
including the concepts of opportunity cost, scarcity,
supply and demand theory, elasticity, pricing in both
the product and factor markets, businesses and their
costs, and government’s role in economic decisionmaking such as monopoly regulation, externalities,
and taxation. Macroeconomics tackles economy-wide
phenomena resulting from group decision making
in entire markets. The macroeconomics area begins
with business fluctuations and indexes, circular flow
of income and ways to measure determination and
monetary and fiscal policy contrasting Keynesian,
monetarist, and supply-side economics. The course
concludes with international trade, exchange rates and
balance of payments.
AP UNITED STATES GOVERNMENT AND
POLITICS (Grade 12) is the equivalent of a
college semester course in introductory American
Government. The course is different from a traditional
history class in that the emphasis is on current events.
Students begin the course with an in-depth discussion
of the Constitution and then the forces that shape
our government. The course then examines the three
branches of government and how they attempt to
work together. The final segment of the course looks at
economic, social, environmental, military and foreign
policy as well as Supreme Court cases involving
civil liberties and civil rights. The course is ideal for
students who are interested in career s in journalism,
law, business, or public service.
iDEPARTMENT
The iDepartment, established in 2013, supports elective experiential courses that focus on application of
knowledge to solve real-world problems or to find creative solutions to problems. Courses are project-based
and involve content and approaches from multiple or non-traditional disciplines. Students in these courses will
interact with related civil, global, or entrepreneurial communities using face-to-face or 21st century technologies.
VIDEO GAME DESIGN 1 (Grades 7 -8) takes students
through an exploratory investigation of designing
and marketing a video game. The skills students
learn include foundations in computer programming,
graphic design, 3D modeling, animation principles,
brainstorming techniques, project management and
teamwork.
VIDEO GAME DESIGN 2 (Grades 9-12) guides
students through an experience to produce and
market a video game of its own design. Students
with skills and experience in art and design, computer
programming, music, storytelling, game-playing,
marketing and project management are encouraged to
participate. Clearly, the success of this experience will
depend on teamwork and contributions of all toward
this effort. Prerequisite: Video Game Design 1 or
equivalent experience
36
ROBOTICS 1 (Grades 7-8) is a hands-on introduction
to the challenge of the construction and programming
of a robot with a specific defined mission. Students
are introduced to topics in mechanical, electrical,
computer engineering in the process of designing
and constructing their robot. Students will be
immersed in a project-based and collaborative learning
environment, solving real world problems.
ROBOTICS 2 (Grades 9-12) enables students who
have completed Robotics 1 to elevate their skills
directed at more challenging problems in mechanical,
electrical, and computer engineering associated
with their robotic design. More emphasis is placed
on use of CAD and fabrication techniques to create
systems tailored to the specific needs of their robot.
Prerequisite: Robotics 1 or equivalent experience
iDEPARTMENT (cont.)
NEWSROOM (Grades 7-12) takes `Iolani's 90-year old
student newspaper, Imua `Iolani, into the innovative
world of new media. The way information is shared
has changed dramatically in just the last decade, and
new platforms for communication continue to emerge
and develop. This course is a bridge between the
rich heritage of `Iolani's print edition and the future
of digital newsgathering and information sharing.
Students will study different forms of journalism and
write pieces for print, video, online, mobile platforms.
Areas of study will include generating story ideas,
reporting, editorial tone, photography, news video
production, on-camera delivery, copy editing, page
design and newsroom management. Students will be
challenged to imagine new ways of news-sourcing
and storytelling that best serve their generation. This
course is also listed as an English Department elective.
MAKE IT 101 (Grades 9-12) will guide students to
undertake do-it-yourself projects inspired by MAKE
magazine. Fundamentals of project management will
be taught. Group collaboration and rotation of team
roles will be stressed. Communication of the process
and outcome of each project will be a priority. An
emphasis will be placed on selecting projects that
emphasize STEM priorities.
DESIGN AND FABRICATION (Grades 9-12) will lead
students through the basics of CAD/CAM/CNC/3D
printing through completion of a series of introductory
Design Thinking and lab/shop projects that allow
them to actually experience the CAD/fabrication
process from the initial design concept to the finished
produced part. Students then apply the knowledge
and skills developed through these activities in the
completion of a major design project that incorporates
the entire process from design to CAD to fabrication.
This experiential approach encourages students
to “learn by doing” and, thereby, develops the
problem-solving and teamwork skills fundamental
to industry practice in the fields of engineering and
manufacturing.
IDEAS WORTH SHARING (Grades 11-12) will
present to students through contemporary media
sources such as TED Talks a weekly topic that will
be investigated and discussed in depth. The role of
information technology in the spread of ideas, our
viral world, will be discussed. Each student will
identify an idea that he/she wishes to share, create a
TED-style presentation and perform it on campus with
open admission.
BUILDING INTERACTIVE THINGS IN A REAL
WORLD (Grades 10-12) is an exploration of the
design and development process using open source,
hackable hardware (such as Arduino), and/or sensors
(such as the Kinect), and the Processing development
environment. Students will explore the use of these
interactive tools, with an exhibited, interactive
experience (game, art piece, etc.) as the final course
project deliverable.
iPAD APP DESIGN AND DEVELOPMENT (Grades
10-12) takes students through a full design and
development process with the release of an iPad
app that serves the ’Iolani community as the final
course project deliverable. Work is team-based,
activity-oriented and focuses on the design and
build processes, project management, process
documentation, and communication skills.
APPLIED RENEWABLE ENERGY SYSTEMS
(Grades 11-12) analyzes the use of regional biomass
products, kukui nuts and algae, and constructs in
partnership with the Pacific Bioscience Research
Center functioning biomass conversion units. Systems
thinking and STEM priorities are emphasized.
FOUNDATIONS OF LEADERSHIP & ETHICS
(Grades 9-12) utilizes a variety of resources including
guest speakers, readings, film, and experiential
activities, to assist students in examining the many
facets of being an effective leader. During the first
quarter of study, students will reflect on their own
strengths and weaknesses, learn time management
and organization skills, and examine how character
influences leadership. In the second quarter they
will study problem solving, mediation, conflict
management, team-building, group dynamics, and
communication.
ADVANCED LEADERSHIP SEMINAR (Grades 11-12)
will emphasize the application of advanced leadership
theory. Knowledge of self, self-perception in a 360°
analysis, the role of empathy and empathy building
experiences, self-determination theory as it pertains
to human motivation and the associated role of
environment, working through others/team roles, the
decision making process and transition theory will be
topics of emphasis. Students will analyze case studies
and each will be required to present a leadership
strategy for an individually assigned scenario.
Prerequisite: Prior leadership course or equivalent
experience
ECONOMICS & ENTREPRENEURSHIP (both
semesters) teaches students how to create and manage
their own business by fusing an entrepreneurial idea
with a social purpose. The course begins with a survey
of fundamental microeconomic principles and then
moves to the study of successful business models that
emphasize positive contributions to the community.
37
iDEPARTMENT (cont.)
Students learn how to make their business profitable
and responsive to social needs at local, national, and
global levels.
ThiscourseisalsolistedasanelectiveintheHistory
Department.
FILM PRODUCTION (Grades 10-12) examines the
basics of film production. Film is both a powerful
communication medium and an art form. Students
will explore pre-production which includes story
writing, scripting, storyboarding, budgeting, and
casting; production which includes directing, lighting,
and shooting; and finally post-production which
includes editing and sound.
MULTI-MEDIA PRODUCTION IN SERVICE TO
`IOLANI (Grades 10-12) will develop in students
interdisciplinary skills necessary to produce
technologically advanced multimedia productions
in digital arts including video production, graphic
design, and web development. Students will use
professional production software to complete course
projects. Core topics include: video production,
graphics design, web development, user interface,
and content development. Students must work
with "clients" to assess needs, target goals through
prototyping, and professionally present product
delivery. Students may also be involved in training the
client. The purpose of the class is to use these talents
in support of 'Iolani's needs and goals. Instruction may
be collaborative, pulling from community experts for
selected topics.
COMPUTER 1 JAVA (Grades 10-12) teaches objectoriented programming, which has become an
important paradigm in all fields of computer science.
Java is a pure object-oriented language and is the
language of choice to teach this type of programming.
Students will be able to develop well-defined
algorithms to solve problems.
ONE MILE PROJECT (Grades 9-12) designates the
one mile radius around 'Iolani School as our purview.
Students will discover, assess and solve problems
within a one-mile radius of 'Iolani.
WET LAB A (Grades 10-12) provides an opportunity
for students to develop, or continue, a research project
that connects with Hawaii, its people, environment,
oceans, wildlife, or history. Each participant will
present his/ her work at an 'Iolani symposium during
May. This course will expand upon the research that
a student has already begun, possibly focus on a
different experimental tact, or peruse a tangent topic.
Individual research protocols will most likely vary to
fit each students requirements and a tentative schedule
will be established before actual research begins. Since
it is expected that the topics will vary tremendously,
an interview of the student with the course teacher
will be preliminary to the acceptance of each student
into the program.
WET LAB B (Grades 10-12) researches the function and
relationship of the fresh water microalgae of Hawaii.
The goal is to look at the position that microalgae
occupies in the ecosystem and relate specific values,
dangers, and life cycles of their fundamental tropic
level in the grand picture of island life through
research. This course includes collecting water from
various areas of Hawaii, isolating microalgae that
are potentially endemic to specific water constraints,
classifying species by looking at physical, chemical,
behavioral, environmental, and genetic factors. Finally
using PCR (polymerase chain reaction) show genetic
and biochemical similarities associated with clade
relationships.
WET LAB C (Grades 10-12) supports student research
related to the Ala Wai watershed. There is a threeyear baseline of information of the macrobiology and
microbiology of the Ala Wai watershed that has been
compiled by the AP Biology classes. While this work
will continue, any student interested in participating
in this research project may do so with enrollment
in this course. This research is also supported by
the Center for Conservation Research and Training,
University of Hawaii at Manoa.
Advanced Placement
A.P. COMPUTER A (Grades 10-12) is a one-semester
course that prepares students for the A.P. Computer
Science A Examination. The course expands on the
topics of Computer 1 JAVA with an emphasis on
programming methodology and algorithms. More
advanced topics such as recursion, sorting and
38
searching techniques, and advanced object-oriented
concepts such as polymorphism, inheritance, and
interfaces are covered. Prerequisite: Computer 1 JAVA
or equivalent
MATHEMATICS
‘Iolani’s mathematics curriculum is both traditional and innovative. The basic skills of arithmetic, algebra,
geometry, and trigonometry are emphasized and current technologies are integrated throughout grades 7-12.
All students must satisfactorily complete Algebra 2 to graduate and must take mathematics through
their junior year. An honors program is available for those exceptionally gifted in mathematics, and Advanced
Placement Calculus is usually elected by those who have completed Precalculus as juniors.
PRE-ALGEBRA (Grade 7) introduces topics in
statistics, probability, measurement, real numbers,
geometry, algebra, and number theory. Students learn
problem-solving techniques, and their arithmetic skills
are reinforced within each topic.
ALGEBRA 1 (Grades 8-9) teaches students how to
perform fundamental operations with real numbers
and with variables, and includes the usual algebraic
manipulations: factoring, powers and roots,
polynomials and fractional expressions. Students
gain experience in solving and graphing linear and
nonlinear equations and inequalities. Students apply
their algebraic skills in traditional and nontraditional
contexts. Use of a graphing calculator is introduced.
GEOMETRY (Grades 9-10) treats Euclid’s work with
congruence, similarity, parallelism, perpendicularity,
areas, volumes, and circles. Plane and solid concepts
are learned as an integrated subject through simple
affine transformations. Symmetry is a conceptual
strand that appears throughout the course.
ALGEBRA 2 (Grades 10-11) begins with a review and
extension of the basic skills learned in Algebra 1. The
concepts of functions, composition of functions, and
inverse of functions are thoroughly developed. These
concepts are then used in the study of polynomial,
rational, exponential, and logarithmic function.
Analytic geometry in general and conic sections
in particular receive emphasis. Also included are
sequences and series.
TRIGONOMETRY (Grades 11-12) is a onesemester course following completion of Algebra
2. Emphasis is placed upon proving identities and
solving equations involving all six trigonometric
functions and their inverses. Problems that lead to
trigonometric solutions are incorporated. Graphs
of the trigonometric functions are examined. Polar
coordinates are introduced as a significant graphical
application.
STATISTICS (Grades 11-12) is a one semester
course that introduces students to the rudiments of
data analysis as well as the interpretation of basic
numerical analyses. The study of probability and
descriptive statistics is a precursor to the examination
of probability distributions and hypothesis testing.
Also covered are the Central Limit Theorem,
correlation and regression. Algebra 2 is a prerequisite
for this course.
DESIGN SCIENCE (Grades 11-12) is an elective
course that focuses on the study of symmetry from
various scientific disciplines - chemistry, physics,
biology, geology, and mathematics. Investigations
in a problem-solving intense laboratory setting
concentrate on the classical study and contemporary
applications of symmetry. Topics include the study of
affine transformations, chirality, polygonal symmetry,
molecular symmetry, antisymmetry, frieze patterns,
planar symmetry groups, elementary convex sets,
phyllotaxis, stereographic projections, space packing,
crystallography, and quasicrystals. Algebra 2 is a
prerequisite for this course.
ECONOMICS OF PERSONAL FINANCE (Grade 12)
is a mathematics elective designed to provide practical
knowledge and experience in personal finance,
emphasizing investment decisions and strategies
with focus on the time value of money concept.
Money management skills are stressed as students
research alternatives and make financial decisions
in purchasing, borrowing, saving, risk management,
and investments such as stock, bonds, and real estate.
Financial records such as check register, savings
passbook, and balance sheet are required. The effect
of income taxes on investments is also stressed, and
each student prepares a 1040 tax return.
PRECALCULUS (Grades 11-12) prepares students for
calculus and introduces them to concepts of higher
mathematics. Topics include logic, algebraic and
transcendental functions, trigonometry, non-Cartesian
coordinate systems, parametric equations, matrices,
determinants, sequences, series, combinatorics,
probability, and an introduction to calculus. A
graphing calculator is required. Algebra 2 Honors or
Trigonometry is a prerequisite for this course.
39
MATHEMATICS Advanced Placement
ADVANCED PLACEMENT CALCULUS AB and
ADVANCED PLACEMENT CALCULUS BC (Grade
12) are offered to students who have successfully
completed Precalculus. These courses are intended
to be challenging and demanding and they require
a similar depth of understanding of common topics.
Both courses cover differential and integral calculus of
elementary functions of a single variable. In addition,
Calculus BC covers the calculus of parametric, polar
and vector functions, and infinite sequences and series.
ADVANCED PLACEMENT STATISTICS (Grades 1112) introduces students to the major concepts and tools
for collecting, and analyzing, and drawing conclusions
from data. Students observe patterns using both
graphical and numerical techniques and form models
from which inferences can be drawn. Probabilities of
random events, probability distributions of random
variables, and sampling distributions of statistics are
studied from a general, conceptual approach through
simulation. The graphing calculator and computer
play an integral role in this data analysis as well as in
facilitating the simulations. AP Statistics may be taken
concurrently with other mathematics courses. Algebra
2 Honors or Trigonometry is a prerequisite for this
course.
PERFORMING ARTS
The ‘Iolani School Performing Arts Department offers a balanced program in band, chorus, dance, orchestra,
stage band, musical theatre and theatre. These groups often travel to the mainland and foreign countries. The
department also presents performances for the school and the community. Some courses may be repeated for
credit.
The ‘Iolani Arts Academy program offers after-school classes in dance and private lessons in voice, piano,
wind, percussion and string instruments.
Piano students may join a performing group with the instructor’s permission. Generally students will learn
to play another instrument appropriate to the ensemble in which they are enrolled. While learning to perform
with a group, they have opportunities to improve their piano skills by playing accompaniment parts in band and
orchestra ensembles. Students may also choose to participate in stage band fundamentals, one of the three stage
bands or when they are seniors, audition for the ‘Iolani Orchestra Concerto concert.
A Fall play and a Spring Musical are presented each year and auditions are open to all students in the Upper
School and, if required by the production, the Lower School.
GRADE 7 SEQUENCE is a six-week course required of
all students and covers the basic elements of dance.
CHORUS 1 S/A (Sopranos and Altos) is open to
all students in grades 7-12. They study a variety
of standard choral works, including major works,
occasionally with orchestra. This course may be
repeated for credit.
CHORUS 1 T/B (Tenors and Basses) is the same as
Chorus 1 S/A. This course may be repeated for credit.
CHORUS 2/HOKULOA SINGERS is open to students
in grades 7-12 by audition. They study advanced
choral works and perform regularly in school and at
various venues around O’ahu. This course may be
repeated for credit.
BEGINNING BAND is open to all students, Grades
7-12 Basic instruction is given for each instrument;
40
the class is divided into smaller groups once a week
for more individualized instruction; explanation
and exploration of the elements of music; moving
from unison materials to band arrangements and
compositions; developments of sight-reading
skills; introduction to small ensemble playing; and
performance in band concerts. Selected students
participate in the Oahu Seventh Grade Honor Band.
INTERMEDIATE BAND requires consent of
the instructor, Grades 7-12 Exploration of more
complex musical elements; range and technique
building exercises; development of form, style, and
performance practices; introduction of playing music
in independent parts and seeing the relationship of
individual sections to the whole band; development of
solo and ensemble skills through participation in minirecitals as well as the Oahu Band Directors Association
Solo and Ensemble festival; participation in band
PERFORMING ARTS (cont.)
concerts, and additional performing and auditioning
experience through participation in the Oahu Band
Directors Association's Eighth Grade Select Band and
the Parade of Seventh and Eighth Grade Bands.
MARCHING BAND is offered during the first
semester to students in Grades 9-12 and requires
consent of the instructor, The theme of the field show
for the season will determine the musical content of
the course, and music will be memorized prior to
performance. Attendance at Marching Band camp
is of utmost importance for the ensemble's success
during the season, and is therefore mandatory for all
members new to marching band at 'Iolani, and highly
encouraged for returning members. Rare exceptions
to this requirement might be granted in extreme cases
with the consent of the instructor. Field show music
will be supplemented with pep band charts for use in
the stands at football games. Towards the end of the
semester, concert band literature will be examined,
and there will be continued exploration of all styles of
music from various periods in music history, deeper
analysis of the expressive qualities of music and how
the composer/arranger manipulates these elements
and the option to audition and perform in the Oahu
Band Directors Association's High select bands.
Development of leadership skills through studentconducted sectional and small ensemble rehearsals
will also be stressed. Depending on the needs of
orchestra 5, certain wind and percussion players are
selected to perform standard orchestral literature.
Students have the option to enroll in Concert Band as
an additional elective for the first semester, or, if their
schedule allows, to rehearse during the school day
with the Concert Band (unregistered, by consent of the
instructor). Students have the option to participate in
the percussion ensemble, an extra-curricular group.
Students registering for Marching Band are expected
to register for either Symphonic Band or Wind
Ensemble in the second semester.
CONCERT BAND is offered during the first semester
to students in Grades 9-12 and requires consent of
the instructor. Students continue exploration of more
complex rhythms and keys; scales, arpeggios and
range building exercises; further study of form, style
and performance practices. Development of solo and
ensemble skills through participation in chamber
ensembles (with the option to participate in the
Hawaii Music Festival's solo and ensemble contest);
and additional options to audition and perform in the
Oahu Band Directors Association's High select bands.
Development of leadership skills through studentconducted sectional and small ensemble rehearsals is
emphasized. Depending on the needs of the orchestra
classes for wind and percussion instruments, students
are selected to perform with the orchestra at their
skill level. Students have the option to participate
in marching band by either enrolling in Marching
Band as an additional elective for the first semester,
or, if their schedule allows, to rehearse during the
school day with the Marching Band (unregistered,
by the consent of the instructor). Students also have
the option to participate in pep band, and/or the
percussion ensemble, both extra-curricular groups.
Students registering for Concert Band are expected to
register for either Symphonic Band or Wind Ensemble
in the second semester.
SYMPHONIC BAND is offered during the second
semester to students in Grades 9-12 and requires
consent of the instructor. Students continue
exploration of more complex rhythms and keys;
scales, arpeggios and range building exercises; further
study of form, style and performance practices.
Development of solo and ensemble skills through
participation in chamber ensembles (with the option
to participate in the Hawaii Music Festival's solo and
ensemble contest); and additional options to audition
and perform in the Oahu Band Directors Association's
High select bands. Development of leadership skills
through student-conducted sectional and small
ensemble rehearsals is developed. Depending on the
needs of the orchestra classes for wind and percussion
instruments, students are selected to perform with
the orchestra that is at their skill level. Students
registered for Symphonic Band in the 2nd semester
should be enrolled in either Concert or Marching Band
during the 1st semester. Students have the option
to participate in pep band, and/or the percussion
ensemble, both extra-curricular groups.
WIND ENSEMBLE is offered during the second
semester to students in Grades 9-12 and requires
consent of the instructor. Continued exploration of
all styles of music from various periods in music
history, deeper analysis of the expressive qualities of
music and how the composer/arranger manipulates
these elements is emphasized. Development of solo
and ensemble skills through participation in chamber
ensembles (with the option to participate in the
Hawaii Music Festival's solo and ensemble contest)
and additional options to audition and perform in
the Oahu Band Directors Association's High select
bands are recommended. Development of leadership
skills through student-conducted sectional and small
ensemble rehearsals is stressed. Depending on the
needs of orchestra 5, certain wind and percussion
players are selected to perform standard orchestral
literature. Students registered for Wind Ensemble in
the 2nd semester should be enrolled in either Concert
or Marching Band during the 1st semester. Students
41
PERFORMING ARTS (cont.)
have the option to participate in pep band, and/or the
percussion ensemble, both extra-curricular groups.
Symphonic Orchestra 5 have been studying privately
for most of their playing years.
STAGE BAND RHYTHM SECTION
FUNDAMENTALS* introduces techniques necessary
for successful performance in a stage band setting,
and is open to students in grades 7-9 with experience
on guitar, piano, bass, or drum set. Students will
apply fundamentals through practice on different
music styles, improvising over specific jazz tunes, and
ensemble rehearsal of selected music pieces. Listening
and analysis of jazz/contemporary recordings will
also be included in the course. This course may not be
repeated for credit. Prerequisite: Consent of instructor.
ORCHESTRA 1 is open to any student who wishes to
learn to play an orchestral string instrument (violin,
viola, cello or double bass). Proper playing postures,
fingerboard geography, scales and arpeggios, and
basic music reading skills are established. Students
get more individual attention in this smaller class, and
progress quickly.
STAGE BAND 1* is open to students in grades 9-12
with experience in saxophone, trumpet, trombone,
guitar, bass, drum set or piano. A variety of styles are
studied and performed, which includes jazz, latin, and
rock. The course concentrates on beginning techniques
and the basics of improvisation. Performances are
scheduled throughout the year and participation
by every member is required. This course may be
repeated for credit. Wind, brass and percussion
players are encouraged to enroll concurrently in one of
the CONCERT BAND/SYMPHONIC BAND classes as
schedules allow. Prerequisite: consent of instructor.
STAGE BAND 2* is a continuation of Stage Band
1, with an emphasis placed on performance,
intermediate techniques, and improvisation. This
course is open to students in grades 9-12 and may
be repeated for credit. Wind, brass and percussion
players are encouraged to enroll concurrently in one of
the CONCERT BAND/SYMPHONIC BAND classes as
schedules allow. Prerequisite: consent of instructor.
STAGE BAND 3* is a continuation of Stage Band 2,
with an emphasis placed on performance, advanced
techniques, and improvisation. This course is open to
students in grades 9-12 and may be repeated for credit.
Wind, brass and percussion players are encouraged to
enroll concurrently in one of the CONCERT BAND/
SYMPHONIC BAND classes as schedules allow.
Prerequisite: consent of instructor.
The curriculum for each level of orchestra is a multiyear curriculum. Students generally play in any one
level of orchestra for several years. Promotion to
the next group depends on the student's skill level
and the constraints of class size and instrumental
balance. Many students study privately from a young
age, and all students are encouraged to take private
lessons for the development of an advanced level of
instrumental technique and musicianship; almost all
students advanced enough to be eventually placed in
42
ORCHESTRA 2 is open to students who have
satisfactorily completed at least one year or more of
string instruction. Linear and lateral knowledge of the
fingerboard, playing in higher positions, shifting and
vibrato, bow flexibility, and music reading accuracy
are studied. This class may be repeated for credit.
Prerequisite: consent of instructor.
ORCHESTRA 3 is open to students in grades 7-12
by audition. Shifting, vibrato, and advanced bowing
skills are developed as preparation for membership
in the two top orchestras. Intermediate orchestral
literature is studied, and wind and percussion players
are added to form a symphonic orchestra. Students
are strongly encouraged to take private lessons for
the development of an advanced level of instrumental
technique; almost all students advanced enough to be
eventually placed in Symphonic Orchestra 5 have been
studying privately for most of their playing years. This
class may be repeated for credit. Prerequisite: consent
of instructor.
ORCHESTRA 4 is open to students in grades 7-12
by audition. More complex orchestral literature,
technique and musicianship are studied. Wind
and percussion players are added to complete the
instrumentation needs of a symphonic orchestra.
Students are strongly encouraged to take private
lessons for the development of an advanced level of
instrumental technique; almost all students advanced
enough to be eventually placed in Symphonic
Orchestra 5 have been studying privately for most
of their playing years. This class may be repeated for
credit. Prerequisite: consent of instructor.
SYMPHONIC ORCHESTRA 5, a nationally recognized
orchestra, is open to students in grades 7-12.
Membership is by audition and is very selective. The
emphasis is on performance of standard works in the
orchestral literature. Symphonic Orchestra 5 plays
three to four concerts per year, including the annual
Concerto Concert. Almost all students in this class
have been studying privately for most of their playing
years. Wind and percussion players are added to
complete the instrumentation needs of a symphonic
PERFORMING ARTS (cont.)
orchestra. This class may be repeated for credit.
Prerequisite: consent of instructor.
DANCE 1 is open to students in grades 7-12. Students
develop their ability in timing, coordination and
sequence recall. They learn the fundamentals of
ancient and modern hula, jazz and ballet. The concepts
and dances taught throughout the semester culminate
in a required final performance at the end of each
semester. This course may be repeated for credit.
DANCE 1K is open to boys in grades 7-12. This
course concentrates on the fundamentals of modern
and ancient hula. The concepts and dances taught
throughout the semester culminate in a required final
performance at the end of each semester. This course
may be repeated for credit.
DANCE 2 allows students to develop their dance
technique and style in jazz, ballet and ancient
and modern hula. They learn basic principles
of showmanship, stage etiquette and back stage
particulars. Individual style and personalities
of the students are integrated into the routines
and choreography. An introduction to the art of
ancient Hawaiian chanting is incorporated into the
curriculum. A required final performance at the end
of each semester allows students to demonstrate
their mastery of dance and stagecraft. This course
may be repeated for credit. Prerequisite: satisfactory
completion of Dance 1 or consent of the instructor.
DANCE 2K is open to boys who have successfully
completed Dance 1K or with the consent of the
instructor. This course is a two-year program that
continues concentration on modern and ancient hula,
working on technique and style with an introduction
to the art of chanting. Students have a required final
performance at the end of each semester. This course
may be repeated for credit.
DANCE 3 is an intense and challenging course in
which ancient and modern hula, jazz and ballet
techniques are polished. Students use their creativity
and personal ideas in their own choreography and
display their skills in a final performance at the end of
the semester. This course may be repeated for credit.
Prerequisite: consent of instructor.
DANCE 3K is open to boys who have successfully
completed two years of Dance 2K and have the
consent of the instructor. This course continues the
study of hula and chanting. A final performance is
required at the end of each semester. This course may
be repeated for credit.
DANCE 4 is a performance-oriented class with
advanced skills in hula, jazz, and pointe ballet.
Dancers must be proficient in all art forms. A final
performance at the end of each semester is required.
This course may be repeated for credit. Prerequisite:
consent of the instructor.
MUSICAL THEATRE is open to students in grades
7-9. It covers all of the necessary skills needed –
singing, dancing, and acting - to produce a musical
which will be done near the end of the school year.
BEGINNING THEATRE introduces the world of
theatre to students in grades 7-9. Students learn about
both on-and off-stage aspects of the theater, through
hands-on activities. Seventh grade students taking
this class must repeat it as eighth graders before
advancing to Intermediate Theatre. Eighth graders
may advance to Intermediate Theatre in ninth grade
with the instructor’s consent. Ninth graders must
advance to Intermediate Theatre as tenth graders.
INTERMEDIATE THEATRE develops the acting
techniques and styles learned by students in
Beginning Theatre. Students expand Improvisation
skills, develop original scripts, and learn about
acting techniques currently used in theatre, film,
and television. The course is open to students in
grades 9-10. This course may be repeated for credit.
Prerequisite: Beginning Theatre and/or consent of
instructor.
ADVANCED THEATRE is a combination workshop
and seminar. Students learn the basics of both
writing and directing, with the goal of producing
either original or published pieces at the end of each
semester. The class is open to students in grades
11-12. As this is the highest level of Theatre being
offered, students may repeat this course for credit.
Prerequisite: Intermediate Theatre and/or consent of
the instructor.
MUSIC THEORY is a one-year course which covers
the fundamentals of music, including ear training,
melodic and rhythmic dictation, and sight-singing.
Students will be taught harmony, musical form,
compositional techniques and gain knowledge of the
various periods of music history.
Students have performance requirements during the
school year for all Performing Arts classes except the
Grade 7 Sequence course, Stage Band Rhythm Section
Fundamentals and Music Theory.
43
PHYSICAL EDUCATION
‘Iolani School provides a complete physical education program for boys and girls in all grades. The
elementary years emphasize basic knowledge of movement and games with activities involving running,
throwing, kicking, striking and swimming. Fitness, coordination and appreciation for physical activity are the
goals of lower school physical education. Lower school students will receive their PE uniforms during the first
week of school.
In grades 7-12, the students’ activities derive from aquatics, lifetime activities, individual and team
sports. Most classes are co-educational with a low student-teacher ratio. The department provides an enjoyable,
educational experience exposing each student to a variety of physical activities geared toward an active,
physically fit life. Upper school students must provide their own PE uniforms. Uniforms consist of a white t-shirt
with or without any ‘Iolani School logo or a red, black or grey t-shirt with any 'Iolani logo and black, red, white,
grey or pink athletic shorts. Athletic shoes with socks must also be worn to class.
Grade 7 — One quarter of PE is required, consisting
of activity units with no exemptions for sports
participation. Students participating in an ILH sport
simultaneously with their physical education course
will not be required to dress for class on game days
but must report to class to study.
Grade 8 — Two quarters of PE are required, consisting
of activity units with no exemptions for sports
participation. Students participating in an ILH sport
simultaneously with their physical education course
will not be required to dress for class on game days
but must report to class to study.
Grade 9 — One quarter of PE is required, consisting
of a lifetime activity unit. Students participating in
two ILH sports during the year will be exempted from
physical education. Students participating in an ILH
sport simultaneously with their physical education
class must participate on game days.
Grade 10 and 11 — Two quarters of PE are required,
consisting of lifetime activities. Students participating
in two ILH sports during the year will be exempted
from one quarter of PE. Students participating in
RELIGION
three ILH sports during the year will be exempted for
both quarters. Students participating in an ILH sport
simultaneously with their physical education class
must participate on game days.
Grade 12 — PE is not required. Students may take it
as an elective.
Students are graded on class participation.
Students who miss more than 3 class days are required
to make up those classes. Students who miss more
than 9 class days will be dropped from the class and
be required to re-schedule the class. Students who do
not complete their commitment to a given sport will
not receive participation credit toward their physical
education requirement.
Intramurals
In addition to the required physical education
program, various intramural activities are available.
The Lower School PE department offers after school
intramurals for grades 4-6. The Student Activities
Office organizes lunch time activities for grades 7-12.
Both programs emphasize school spirit and friendly
competition between classes.
Α Ω
The Religion Department offers students an opportunity to gain insight into world religious traditions
with particular insight into the Christian tradition as expressed through the Episcopal church, the heritage of
‘Iolani School. A required upper level course provides a solid academic foundation in the study of the Bible.
Students are also guided to develop moral decision-making skills and better self-understanding. The opportunity
to compare and evaluate the influence of religious traditions on society occurs in the world religions course as
well as in other cross-disciplinary coursework.
Each course is independent of the other and there are no pre-requisites. Neither is it assumed that
students come into these courses with any prior knowledge of the Bible, Christianity, or other faith traditions.
As a Christian school with an Episcopal tradition, ‘Iolani recognizes its responsibility to present the
Gospel. At the same time, ‘Iolani recognizes and respects those of diverse beliefs. Weekly Chapel attendance is
44
RELIGION (cont.)
Α Ω
a part of the ‘Iolani tradition for all students. Though not a formal part of the Religion Department Curriculum,
it is an extension of the classroom and is a regular opportunity for students to worship, pray, reflect, hear guest
speakers, address community issues and topics, and enrich their faith.
GRADE 8 RELIGION is part of a required sequence
of courses for eighth graders. It introduces students
to religions that have impacted world history and
culture. The major world religions of both the East
and the West, as well as primal religious traditions,
are explored. The Christianity section gives students
a foundation for their future studies in values, ethics,
and the Bible.
LIFE SKILLS (grade 9) is part of a one-semester
required sequence of courses. In the 6 week Religion
segment, students are introduced to scripture, prayer,
and liturgy and seeks to strengthen students’ ethics,
morality, and decision making skills. Students reflect
on those elements of their lives that continue to shape
who they are, what they believe, and the kind of
person they are becoming. Students also learn about
Church history as it relates to ‘Iolani heritage and gain
an appreciation of the cultural traditions and values of
the school.
BIBLE is a one semester course required for students in
grades 10-12. This course examines Biblical traditions
from the academic discipline and perspective of
Biblical Scholarship. Students explore the concepts of
Biblical composition and historical criticism including
current scholarship regarding the historical Jesus. The
Bible and related readings provide the basis for class
discussions, writing assignments, and testing.
SCIENCE
Derived from the Latin word scientia ("knowledge"), SCIENCE is a systematic enterprise that builds and
organizes knowledge in the form of testable explanations and predictions about the natural world. Scientists
understand the natural world through systematic observation, measurement, and experiment. The 'Iolani Science
program strives to impart students with a love of science, an understanding of key scientific concepts, and the
tools to become scientifically literate citizens of the 21st century. Each 'Iolani science course involves substantial
laboratory work as students perform experiments, write their observations, and come to their own conclusions.
With ‘Iolani’s Upper School Science Program, all seventh and eighth grade students take Science 7
(Earth Science) followed by Science 8 (Physical Science). In grades 9 through 12, students take a three-year core
sequence of biology, chemistry, and physics. Many students begin the sequence with Biology in their Sophomore
year. With approval, some students begin this challenging sequence a year earlier with Biology during their
Freshman year. After Biology, a student takes one of three levels of chemistry (Chemistry Honors, general
Chemistry, or Chemistry in the Community). In the third year of the sequence, students take one of three levels of
physics (Advanced Placement Physics B, regular Physics or Conceptual Physics). Chemistry in the Community
and Conceptual Physics are conceptually-oriented courses while general Chemistry and regular Physics provide
a rigorous, mathematically-oriented treatment of the subject material. Chemistry Honors and AP Physics B
are comprehensive, rigorous courses with AP Physics B offering students the opportunity to earn AP credit in
physics.
Students may also elect to take an additional year of science at Iolani and earn Advanced Placement (AP)
Credit with AP Biology, AP Chemistry, or AP Physics C. To take this fourth year of science, students either (a)
begin the science sequence with Biology in the ninth grade, (b) accelerate by taking one core science class during
the summer, or (c) take AP Biology or AP Chemistry concurrently with a physics course during their senior year.
SCIENCE 7 (EARTH SCIENCE, Grade 7)
investigates scientific problems while performing
hands-on activities. Activities develop skills in making
hypotheses, collecting data, and interpreting results.
Students apply those skills while investigating Earth
science topics including astronomy, meteorology,
oceanography, and geology.
SCIENCE 8 (PHYSICAL SCIENCE, Grade 8)
encourages reasoning skills and builds understanding
of basic principles through hands-on activities and
laboratory experiments. Students make ready use of
technology in their study.
45
SCIENCE (cont.)
BIOLOGY (Grades 9-10) is a lab-based course that
surveys molecular and organismal biology in both
breadth and depth. A major aim is to teach biology in
its evolutionary aspects and to gain an appreciation
for the interrelationships of all living forms. Biological
concepts, scientific method, and inquiry-based
learning are emphasized. Thematic units include cell
biology, genetics, evolution and diversity, ecology,
and plant and animal structure and function. The
comprehensive nature of the course prepares the
student to take the SAT Subject Test in Biology.
CHEMISTRY (Grades 10-12) presents a broad
chemistry program suitable for college-bound
students. It provides a solid background in chemical
fundamentals. Students are challenged on the
conceptual as well as the quantitative level with
material ranging from the abstract to the concrete. The
course provides a good foundation for the SAT Subject
exam in Chemistry.
CHEMISTRY HONORS (Grades 10-12) emphasizes
proportional reasoning, which is the root of most
chemistry concepts and computations. Students
improve their quantitative as well as communicative
skills. Chemistry is discussed at both the conceptual
and the mathematical level and often dips into
the abstract world of subatomic particles. The
comprehensive nature of the course prepares the
student for future work in the sciences, both at ‘Iolani
and in college, and serves as an excellent preparatory
course for those intending to take the SAT Subject
exam in Chemistry.
CHEMCOM (Grades 11-12) (Chemistry in the
Community) enhances students’ scientific literacy
through a high school curriculum that emphasizes
the impact of chemistry on society. This course is for
students who plan to pursue a non-science career.
Students learn about the role that chemistry plays in
their lives and how to use principles of chemistry to
think about issues they will encounter that involve
science and technology. They also develop an
awareness of the potential benefits and limitations of
science and technology. For an in depth concluding
project, students apply their knowledge of chemistry
to understand a challenge facing our community.
PHYSICS (Grades 11-12) emphasizes the application
of mathematical skills to the solving of physics
problems, as well as the development of the concepts
of physics within a laboratory framework. Students
practice the skills of data collection and analysis,
then use their lab results to solve a wider range of
problems. Topics covered include mechanics, waves
and optics, and electricity and magnetism. The
electronic textbook is mathematically oriented, with
rigorous, challenging homework problems. The
comprehensive nature of the course prepares the
student for future work in the sciences and serves as a
good preparatory course for the SAT Subject exam in
Physics.
CONCEPTUAL PHYSICS (Grade 12) is a course
that stresses the ideas of physics rather than the
mathematical techniques of solving physics problems.
It serves as a conceptual base for science and nonscience-oriented students. It encourages both groups
to view nature more perceptively. As a concluding
project, students apply their knowledge of physics
to serve the 'Iolani community. Students strongly
interested in studying science in college should
consider taking Physics or AP Physics, however
this class will serve as a springboard to a greater
involvement in physics.
Advanced Placement
ADVANCED PLACEMENT BIOLOGY (Grade 12) is a
challenging college-level Biology course covering three
general biological areas: molecules and cells, heredity
and evolution, and organisms and populations.
Eight major themes are stressed, in particular the
laws of entropy and enthalpy. A minimum of twelve
laboratory investigations are performed to enhance
student understanding of biological concepts.
ADVANCED PLACEMENT PHYSICS B (Grades
11-12) is a first year college level course for students
interested in studying physics as a basis for more
advanced work in the life sciences, medicine, geology,
or as a component in a non-science college program
that has science requirements. The course covers
46
topics in classical physics, including mechanics,
kinetic theory and thermodynamics, electricity and
magnetism, waves and optics, as well as topics in
modern physics.
ADVANCED PLACEMENT PHYSICS C:
MECHANICS, ELECTRICITY AND MAGNETISM
(Grade 12) is a second-year college level physics
course for students enrolled in calculus and who
have already completed a year of physics. The course
concentrates on mechanics, electricity and magnetism-building upon the physics and problem-solving skills
of a first-year physics course. Laboratory exercises
related to the topics being studied are performed
throughout the year.
SCIENCE Advanced Placement (cont.)
ADVANCED PLACEMENT CHEMISTRY (Grade
12) is a second-year, college-level, general chemistry
course for seniors. Students develop an understanding
of fundamentals and competence in dealing with
chemical problems quantitatively and conceptually in
the lecture section as well as kinesthetically in the lab.
One group inquiry lab conducted during the second
semester fosters collaborative work and independent
thinking.
ADDITIONAL COURSES
Some courses do not fit neatly into departmental divisions. They do, however, offer students the
opportunity to explore exciting areas of study.
PSYCHOLOGY Students examine the relationship
between mind and body and examine the causes and
symptoms of everyday emotional problems. They
discuss motivation and social dynamics and learn the
foundations of psychological research and testing.
ADVANCED PLACEMENT PSYCHOLOGY (Grade
12) This college level course introduces students to the
systematic and scientific study of behavior and mental
processes. Students examine the facts, principles and
phenomena associated with each of the discipline’s
major subfields in order to understand the basic
methods, theories and findings of psychology.
GRAPHICS While studying the art and craft of
photojournalism, students work with industry
standard publishing software and high quality DSLR
cameras to create the annual edition of 'Iolani's
K-12 all-color yearbook. Young journalists build
collaborative skills by working in teams, cultivate
leadership skills in editorial and management
positions, and gain real-world experience by managing
and meeting deadlines. Students learn about elements
of design, practice shooting photography and editing
photos, and write stories and captions for a publication
that is distributed to over 2000 people.
47
ATHLETICS
‘Iolani is a member of the Interscholastic League of Honolulu (ILH). All participants are expected to fulfill all
academic requirements, to display good sportsmanship at all times, and to follow the program set forth by their coach and
the athletic department. Students who do not complete their commitment to a given sport will not receive a letter or
participation credit for that sport.
All students participating in interscholastic athletics are required to have an annual medical examination and medical
insurance.
Varsity(Grades9-12)
Basketball (Mar. - Feb.)
Bowling (Aug. - Nov.)
Cheerleading (Aug. - Feb.)
Cross Country (Aug. - Nov.)
Golf (Feb. - May)
Judo (Feb. - May)
Kayaking (Aug. - Nov.)
Paddling (Nov. - Feb.)
Sailing (Feb. - Apr.)
Soccer - (Nov. - Feb.)
Softball (Feb-May.)
Swimming /Diving(Nov. - Feb.)
Tennis - (Feb. - May)
Track (Feb. - May)
Volleyball (Aug. - Nov.)
Water Polo (Feb. - May)
Wrestling (Nov. - Mar.)
Varsity(Grades9-12,exceptfootball)
Baseball (Feb. - May)
Basketball (Nov. - Feb.)
Bowling (Aug. - Nov.)
Cross Country (Aug. - Nov.)
Football (Aug. - Nov.)
Golf (Feb. - May)
Judo (Feb. - May)
Kayaking (Aug. - Nov.)
Paddling (Nov. - Feb.)
Sailing (Feb. - Apr.)
Soccer (Nov. - Feb.)
Swimming/Diving (Nov. - Feb.)
Tennis (Feb. - May)
Track (Feb. - May)
Volleyball (Feb-May)
Water Polo (Aug. - Nov.)
Wrestling (Nov. - Mar.)
Girls
JuniorVarsity(Grades9-11)
Basketball
Bowling
Cheerleading
Cross Country
Golf
Judo
Kayaking
Paddling
Sailing
Soccer
Softball
Swimming /Diving
Tennis - (Aug. - Nov.)
Track
Volleyball
Wrestling
Boys
JuniorVarsity(Grades9-11)
Baseball
Basketball
Bowling
Cross Country
Golf
Judo
Kayaking
Paddling
Sailing
Soccer
Swimming
Tennis (Aug. - Nov.)
Track
Volleyball
Wrestling
Intermediate(Grades7-9)
Basketball
Cheerleading
Cross Country
Golf
Judo
Soccer
Softball
Swimming
Tennis (Nov.- Feb.)
Track
Volleyball
Water Polo
Wrestling
Intermediate(Grades7-9)
Baseball
Basketball
Cross Country
Football
Golf
Judo
Soccer
Swimming
Tennis (Nov. - Feb.)
Track
Volleyball
Water Polo
Wrestling
Eligibility
Academic eligibility at `Iolani School is determined on a quarterly basis. A student failing any course or any quarter
of a course is rendered ineligible for the first half of the next quarter. Fourth quarter failures carry over to the first quarter
of the following year unless the failed course is passed in summer school. Not all courses are offered in summer school.
English courses, for example, cannot be repeated for credit in the summer. Courses taken at other schools must have advance
approval from the Dean of Upper School or Dean of Studies before grade or credit will be granted by ‘Iolani School.
Astudentwhoisdeclaredacademicallyineligiblemaynotpractice,rehearseorparticipateinanywayinany
extra-curricularactivityfortheentiretermofineligibility. At the mid-quarter evaluation period, an ineligible student must
earn passing grades in all courses in order to regain eligibility for the remainder of the quarter.
Any student who either transfers from one ILH school to another or repeats a grade is subject to special eligibility
rules. Families of students in either of these situations should call the Athletic Office as soon as possible and speak with an
athletic director.
48
EXTRA-CURRICULARACTIVITIES
Extra-curricular activities are an integral part of the ‘Iolani experience. Students are encouraged to
participate in a variety of activities and are offered a diverse range of opportunities. Extra-curricular activities
are coordinated through the Student Activities Office. These activities are organized and sponsored in four
categories: (1) clubs and organizations, (2) Student Council activities, (3) class activities by grade levels, and (4)
community service (coordinated by the Community Service and Service-Learning Office.)
Clubs and Organizations: There are over 75 clubs and organizations of various types and interests. Each
organization has a faculty advisor who consults with the Director and Assistant Director of Student Activities for
use of facilities, scheduling on the school calendar, etc.
Meetings are scheduled approximately once a quarter, with the more active clubs meeting more frequently.
Student officers and advisors plan various activities. Some of these events are exclusive to club members; others
are open to the larger student body. Students have the opportunity throughout the school year to start a club
based on their interests and passions. Examples of `Iolani’s more active clubs include: language honor societies
and clubs, cultural clubs, student literary publications, acolytes, Ala Wai Big Brother/Sister, Interact, “I” Club,
Key Club, Leo Club, Chess Club, Fellowship of Christian Athletes, Gay-Straight Alliance, Glee Club, Speech and
Debate, Math Team, Science Bowl, Science Olympiad, Robotics, `Iolani Dramatic Players, Lacrosse Club, Student
Peace Institute, Syfy-Fantasy, Psychology, Ping Pong, Young Democrats, and many, many more.
Student Council Activities are planned by the three elected Proconsuls with the appointed committee
chairs. Committee chairs are selected by the Proconsuls each spring from the applications of interested students.
All Student Council activities are under the supervision of the Student Council Adviser (Director of Student
Activities).
Student Council activities include: Homecoming, Spirit Days, Variety Show, Big Brother/Sister, Lower School
Relations, May Day, Faculty Relations, and...
Winter Ball: This informal event, held at an off-campus location, is for students in grades 9-12; 5:30-10:30 p.m.
Dress for this occasion is aloha attire. Cost of this event will not exceed $55 for ‘Iolani students. No flowers.
Class Activities (bygradelevel): Class activities are planned by the elected class officers with the appointed
committee chairs. Committee chairs are selected by the class officers and class advisers. Each class has faculty/
staff class advisers. Class advisers report to the Director of Student Activities and the Dean of Students.
Grade levels are only allowed to plan the following non-school hour events:
• Grade 7 - Class Day, community service projects, ‘Iolani Fair, first and second semester dance/activity (not to
exceed $10 per person, on-campus, class members only, end no later than 9:30 p.m.).
• Grade 8 - Class Day, community service projects, ‘Iolani Fair, first and second semester dance/activity (not to
exceed $10 per person, on-campus, class members only, end no later than 9:30 p.m.).
• Grade 9 - Class Day, community service projects, Frosh Overnighter, ‘Iolani Fair, end-of-the-year dance/activity
(not to exceed $25 per person, on-campus, class members only, no flowers, no photographer, no favors, aloha
attire, end no later than 10:00 p.m.).
• Grade 10 - Class Day, community service projects, first semester activity, ‘Iolani Fair, Sophomore Banquet (not
to exceed $40 per ‘Iolani 10th grader, off-campus, aloha attire to semi-formal, no flowers, end no later than 9:30
p.m.).
• Grade 11 - Class Day, community service projects, first semester activity, Ring Distribution, ‘Iolani Fair, Junior
Prom (not to exceed $55 per ‘Iolani 11th grader, off-campus, formal, end no later than 10:30 p.m.).
• Grade 12 - Class Day, community service projects, ‘Iolani Fair, Senior Trip, Senior Luau, Senior Prom (not to
exceed $60 per ‘Iolani 12th grader, formal, end no later than 10:30 p.m.), Baccalaureate, Project Graduation (AllNight Graduation Party).
Any non-school hour grade events other than those listed above must be approved by the Director of Student
Activities and Dean of Students.
49
EXTRA-CURRICULARACTIVITIES (cont.)
Students who have been dismissed for disciplinary reasons may not attend a Student Council nor a class
sponsored activity without permission of the Dean of Students or Head of School. Guests must be under 21 years
old and older than 8th grade. Further limits are at the class advisers’ discretion.
CommunityService:'Iolani students are encouraged to participate in on- and off-campus service to our
community. All projects are coordinated by the Community Service and Service-Learning Office, and include
canned food and personal care item drives, disaster relief efforts, environmental and sustainability initiatives,
aid to human services, and more. Service-oriented clubs such as the Key Club, Leo Club, Interact Club, "I" Club,
American Red Cross Club, and Team Service organize and execute projects throughout the year. Several classes
such as Chemistry in the Community, Concept Physics, Economics and Entrepeneurship have integrated servicelearning into the curriculum to give students a more in-depth experience in service to their community. There
are also monthly Saturdays for Service projects open to the entire `Iolani community throughout the year. High
School students also have the opportunity to travel abroad as part of a volunteer program in the summer.
'Iolani students comprise the largest group of student volunteers in the Big Brothers/Big Sisters of Hawai‘i's
school-based mentoring program. On a weekly basis, 40-50 'Iolani students work with elementary students
through the Ala Wai School Mentoring Program. Our students have also aided other groups during the last
school year, including: Institute for Human Services, Episcopal Relief Development, Lokahi Tree, ‘Iolani Palace,
Easter Seals, Operation Broken Silence, Children's Alliance of Hawai'i, Invisible Children, American Red Cross,
Hawai'i Nature Center, Lyon Arboretum, Ronald McDonald House, Pennies for Patients, Hawaii After-School
All-Stars, UNICEF and the Juvenile Diabetes Research Foundation.
50
SAC III RECOMMENDATIONS
In 1987, a group of teachers known as the Student Activities Committee (SAC) submitted a report to the
Head of School that addressed the following question:
"Is it possible in ‘Iolani's quest for excellence that the demands placed upon today's students have become
excessive?"
The Head of School accepted the report and, with the help of the school community, implemented its
recommendations. The report addressed all facets of student life at ‘Iolani in an effort to balance the demands
placed upon them at school with those at home. The recommendations were revised in 2000 and 2006.
The following policy statements reflect ‘Iolani's latest efforts to maintain that balance.
1.
The three days before the semester and final exam periods in January and June are for review. These three
days should be free from quizzes, tests, projects, papers or any other major assignments. The only exceptions
to this rule are classes that do not administer a semester or final exam.
2.
Athletic practices, PAD rehearsals and extracurricular activities should not be held on the day before a
semester or final exam day, irrespective of whether the practice or activity is required or voluntary. Groups
will, however, be allowed to meet or practice for a maximum of 1 1/2 hours on final exam days on the day
prior to an official league event.
3.
Except for extra help sessions or make-up work for school absences, academic instruction or mandatory
academic meetings associated with regularly scheduled courses should not be held during lunch, before
7:30 A.M., or after 3 P.M. on school days. There should be no mandatory academic meetings on weekends.
Exceptions such as marching band practice on Sundays must be cleared through the Dean of Upper School.
In addition, the meeting periods on Extended Schedule days are not to be used for mandatory class meetings
without the consent of the Dean of Upper School.
4.
All teachers must adhere to the homework guidelines in the Faculty Manual:
Grades 7-8
Grades 9-12
AP Courses
20 minutes per subject per school night
30-40 minutes per subject per school night
60 minutes per AP course per school night
On extended schedule days, assignments should be limited to only a single school night’s homework.
Teachers should not double up assignments for extended schedule days. Exceptions to the rule may be
granted by the Dean of Upper School.
Time for special projects needs to be budgeted within the above guidelines, not in addition to them.
5.
Teachers are strongly encouraged not to assign homework during Thanksgiving, Christmas, and spring
vacations.
One weekend in February is designated as a homework free weekend, normally President's Day Weekend.
6.
Teachers should allow students a reasonable amount of time to prepare for quizzes and tests and to turn in
assigned work after an excused absence from school.
7.
Practices, rehearsals, club activities or any other school related events should not occur on Sundays,
Thanksgiving, Christmas, New Years Day, Good Friday or Easter, except with the approval of the Assistant
Head of School.
8.
Practices, rehearsals, and extra-curricular activities held outside of normal school hours should not exceed
two hours per day, including conditioning and warm up periods, and students should be on their way home
no more than 30 minutes after the activity ends, by 6:30 at the latest.
9.
Extra help after school takes precedence over practices or rehearsals.
10. Teachers are encouraged to provide extra support to new 9th grade students as they transition to the
expectations of ‘Iolani life.
51
‘IOLANI NO KA ‘OI
Some folks say ‘Iolani is slow.
‘Iolani no ka ‘oi!
But you just watch ‘Iolani boys go.
‘Iolani no ka ‘oi!
Fight, boys! Put ‘Iolani on the top.
We’ll cheer you on and never, never stop
Till you’ve done your best
To put her on the top.
That’s ‘Iolani no ka ‘oi!
Fight, team, fight! Fight, team, fight!
Fight, team! Fight, team! Fight, fight, fight!
ALMA MATER
O ‘Iolani, at thy call we gather
To pledge anew our loyalty and love.
Bound fast to thee by bonds no power can sever,
We rise for thee, our firm faith to prove.
We will stand strong, and with proud hearts salute thee.
Love stands supreme; our faith shall not move.
Here friendships weave their mystic strands forever:
A fellowship that time shall not defy;
Here dreams of youth take shape and spring to being,
Eternal as the earth, sea, and sky.
With vision clear, our minds, our hearts stand open.
We will keep faith; our love shall not die.
52
BOARDOFGOVERNORS
OFFICERS
Chairman
Vice Chairman
Treasurer
Secretary
Head of School
MEMBERS
Cathy Bell '87
Earl M. Ching '80
Thomas B. Fargo
Mufi Hannemann’72
Warren H. Haruki
Jenai S. Wall
Mark M. Mugiishi ’77
Donald G. Horner
Steven C. Ai ’72
Timothy R. Cottrell
David C. Hulihee ’67
Melvin Kaneshige'66
James Kawashima ’60
Bill D. Mills
Calvin S. Oishi ’79
Russell K. Saito ’61
Lisa M.K. Sakamoto
Donald M. Takaki
Peter Tomozawa
Mark H. Yamakawa '74
The Right Reverend Robert L. Fitzpatrick, Bishop
ADMINISTRATORS
Timothy R. Cottrell
Ann K. Yoneshige
Karen L. Neitzel
Allison M. Blankenship
B. Tate Brown
Cathy Lee Chong
Todd R. Fleming
Reid A. Gushiken
Michelle Hastings
Tracy K.H. Kimura
Lucy F. Lewis
Edwin S. Maruyama
Kelly M.F. Monaco
Carl W. Schroers
Gerald M. Teramae
Erik M. Yamamoto
Head of School
SyracuseUniversity,B.S.;PrincetonUniversity,M.A.,Ph.D.
Dean of Upper School
UniversityofMichigan,B.A.;UniversityofHawaii,M.Ed.
Dean of Studies
UniversityofCalifornia,SanDiego,B.A.;CaliforniaStateUniversity,
DominguezHills,M.A.,UniversityofCalifornia,Irvine/LosAngeles,Ed.D.
Director of the Sullivan Center for Innovation and Leadership
UniversityofCaliforniaSanDiego,B.A.
Dean of Students, Upper School
ClaremontMcKennaCollege,B.A.
Director of Communications; ‘Iolani School Bulletin Editor
UniversityofWashington,B.A.,B.A.
Director of College Counseling
CarletonCollege,B.A.;UniversityofHawaii,M.Ed.
Chief Financial Officer
UniversityofWashington,B.A.;UniversityofWisconsin,M.B.A.
Co-Director, Special Programs
TexasA&MUniversity,B.A.
Director of Counseling
PomonaCollege,B.A.;UniversityofHawaii,M.Ed.
Director of Institutional Advancement
TulaneUniversity,B.A.
Director of Athletics
UniversityofHawaii,B.Ed.
Director of Admission
UniversityofOregon,B.A.;ChaminadeUniversity,M.B.A.
Director of Athletics
HumboldtStateUniversity,B.A.;SpringfieldCollege,M.Ed.
Dean of Lower School
UniversityofHawaii,B.Ed.,M.Ed.
Co-Director, Special Programs
ClaremontMcKennaCollege,B.A.;UniversityofHawaii,M.Ed.
53
FACULTY
Curtis K. Abe
Jo Ann K. Akamine
John S. Alexander
Michael A. Among
Patricia G. Asato
Ernette L. Au
Maria C. Au Hoy
Luz-Marina Barnard
Andrea L. Barnes
Yuki M. Basso
John W. Bickel
Lori Aki Bloom
Robert N. Bonning
Mark E. Brasher
Frank Briguglio
Kori C. Briones
David B. Caldwell
Dane R. Camp
Robin E. Campbell
C. Lehua Carvalho
Lee D.A. Cataluna
Aaron W. Chaney
Jennifer W. Chen
Bonny L. Chikamori
David R. Chun
Cynthia A. Chung
Holly E. Chung
Holly D. Church
Samuel A. Cropsey
Manual S. Dayao III
George-Anne Derby
Steven T. Doi
Robert W. Duval
54
Performing Arts
UniversityofNorthTexas,B.M.;UniversityofHawaii,M.Ed.
Japanese; Senior Master
UniversityofHawaii,B.Ed.,M.Ed
Performing Arts (Sabbatical-1stSemester)
GeorgeWashingtonUniversity,B.A.
English
UniversityofHawaii,B.A.,M.Ed.
Grade 1
UniversityofHawaii,B.A.
Mathematics; Psychology; Senior Master
SanJoseStateCollege,B.A.;ChaminadeUniversity,M.B.A.
Chinese
Christ'sCollege,B.A.;UniversityofHawaii,B.Mus.
Spanish
UniversidadPedagogicaNacional,Bogota,Colombia,B.A.;
UniversityofHawaii,M.A.
Science
UniversityofHawaii,B.A.,M.Ed.
English
BostonCollege,B.A.;LoyolaMarymountUniversity,M.A.
History (Sabbatical-1stSemester)
CollegeofWilliamandMary,B.A.;UniversityofCalifornia,Berkeley,M.A.
English (1stSemester)
SanJoseStateUniversity,B.A.;StanfordUniversity,M.A.
History (1year)
SantaClaraUniversity,B.S.;UniversityofHawaii,M.A.
History
KatholiekeUniversiteitLeuven,Belgium,B.A.,M.A.,Ph.D.
English (Sabbatical-1stsemester)
StonehillCollege,A.B.;UniversityofHawaii,M.A.;UniversityofSanFrancisco,
M.A.
Grade 1
LoyolaMarymountUniversity,B.A.;UniversityofHawaii,M.Ed.
Religion; Senior Master
DukeUniversity,A.B.;UniversityofTennessee,B.A.;UniversityofHawaii,
M.Ed.
Mathematics
ElmhurstCollege,B.A.;NorthernIllinoisUniversity,M.S.;LoyolaUniversity
Chicago,Ph.D.
Kindergarten
UniversityofCalifornia,SantaBarbara,B.A.;ChaminadeUniversity,M.Ed.
Performing Arts
English
UniversityofthePacific,B.A.;UniversityofCalifornia,Riverside,M.F.A.
Lower School Science/Physical Education; iDepartment
UniversityofSantaBarbara,B.S.;UCLA,M.A.
Science
UniversityofPennsylvania,B.S.E,M.S.E.
Grade 1
ChaminadeUniversity,B.S.;UniversityofPhoenix,M.S.
Grade 5
PacificLutheranUniversity,B.A.Ed.
Grade 2
StanfordUniversity,B.A.;UniversityofMichigan,M.A.
Art
UniversityofHawaii,B.F.A.,M.A.
Science
UniversityofCalifornia,SantaBarbara,B.S.;UniversityofHawaii,M.Ed.
Mathematics
PomonaCollege,B.A.
Performing Arts
UniversityofPacific,B.Mus.;TheBostonConservatory,M.Mus.
Kindergarten
UniversityofArizona,B.A.
Grade 4
UniversityofHawaii,B.A.;OhioStateUniversity,M.A.
Performing Arts
UniversityofCalifornia-LosAngeles,B.A.,M.F.A.
Robin S. L. Dyrensborg
Martin C. Emde
Leslie Evans
Theresa D. Falk
Sara L. Finnemore
A. Kimie Frith
Pamela K.G. Fujinaka
Catherine L.K. Fuller
Matthew J. Gabe
Dorsey M. Gibson
Kathleen K.S. Goto
Bonita S. Gravelle
Peter J. Greenhill
Joseph R. Guillou
Jeffrey M. Hackler
Katharine Hafner
Deborah C. Hall
Katherine S. Hanlon
Earl T. Hedani
Paul P. Heimerdinger
Frederick W. Heyler
Mary C. Hicks
Robin K.N. Hiraki
Susan Y. Igawa
Fern N. Ige
Lynne N. Inouye
Carey S. Inouye
Chiharu Iwamoto
Margot B. Johnson
Katherine L. Jones
Kristi K.O. Kai
John C. Kay
Cheri L. Keefer
Gretchen E. Kellough
Richie H. Kibota
Gilson E. Killhour
Grade 6
UniversityofHawaii,B.A.,M.A.
iDepartment
UniversityofHawaii,B.S.
English
UniversityofOregon,B.A.,M.Ed.
English (Leave-1stSemester)
UniversityofHawaii,B.A.;EasternMichiganUniversity,M.A.
Science
WilliamsCollege,B.A.;UniversityofHawaii,M.Ed.
History
ColumbiaUniversity,B.A.
Science
UniversityofHawaii,B.S.,B.Ed.
Grade 6
OccidentalCollege,B.A.
Latin
UniversityofHawaii,B.A.,M.A.
Grade 6; Senior Master; Lower School Language Arts Head
UniversityofColorado,B.A.;UniversityofHawaii,M.Ed.
Mathematics; Senior Master (Sabbatical-year)
UniversityofHawaii,B.Ed.;PennsylvaniaStateUniversity,M.Ed.
Kindergarten; Senior Master
UniversityofCalifornia,Davis,B.S.
English
PrincetonUniversity,B.A.
Mathematics
SaintMary’sUniversity,B.A.;WinonaStateUniversity,B.S.;Universityof
Iowa,M.S.
History
BrownUniversity,A.B.;UniversityofHawaii,M.A.
Performing Arts
EastmanSchoolofMusic,B.M.;IndianaUniversity,M.M.
History
UniversityofOregon,B.A.,M.A.;UniversityofHawaii,Ph.D.
English
DenisonUniversity,B.A.;GeorgetownUniversity,M.S.
Physical Education
UtahStateUniversity,B.A.
Science
NorthernIllinoisUniversity,B.S.;NorthwesternUniversity,M.A.T.
Science
StanfordUniversity,B.A.S.,M.S.;UniversityofHawaii,M.Ed.
Lower School Performing Arts
UniversityofMassachusetts,B.M.;UniversityofHawaii,M.M.
Grade 5; Lower School Social Studies Head
UniversityofHawaii,B.Ed.;ColumbiaUniversity,M.A.
History
UniversityofHawaii,B.A.,B.Ed.,M.A.
Japanese
UniversityofHawaii,B.Ed.
Grade 2
UniversityofHawaii,B.Ed.,M.Ed.
iDepartment Head
RipponCollege,A.B.,UniversityofHawaii,M.S.,Ph.D.
Japanese
UniversityofKitakyushu,B.A;HawaiiPacificUniversity,M.A.
Grade 1
UniversityofVermont,B.S.
Performing Arts
Kindergarten; Lower School Mathematics Department Co-Head
UniversityofHawaii,B.Ed.,M.Ed.
Science
CarthageCollege,B.A.;UniversityofHawaii,M.S.;UniversityofOregon,M.A.
Lower School Art (Leave-1stSemester)
WichitaStateUniversity,B.Ed.;UniversityofHawaii,M.Ed.
English
OccidentalCollege,A.B.;NorthwesternUniversity,M.A.,Ph.D.
History
UniversityofHawaii,B.A.,M.Ed.
iDepartment
UniversityofPennsylvania,B.A.
55
Addie C. Kim
Holly M. Kim
Jena T. Kline
Michelle C. Knoetgen
Daryl A. Kobata
Sheri Ann C. Kobata
Darin M. Kohara
Daryl S. Kuioka
Michael F. LaGory
The Rev. Daniel L. Leatherman
Amelia C. Lee
Clifford A.W.Y. Lee
Jewel M.B. Lee
Lara K. Lee
Ai-ju (Rebecca) Lin
Mark D. Lindsay
Shirley E. Longo
Linda B. Look
Wendell B.W. Look
Susan M. Maeda
Charles E. Martin
David K. Masunaga
Kristin Y. Masunaga
Patricia P. Matanza
Micheline E. McManus
Linhart F. McMullin
Maria Guia S. Melo
William W. Milks III
Debbie S. Millikan
Marcie A. Miura
Georgeanne K. Miyamoto
Linda M.L. Miyata
Joseph K. Monaco
William K. Monaco
Russell D. Motter
56
Grade 3
SeattleUniversity,B.A.;LewisandClarkCollege,M.A.
French
UniversityofHawaii,B.A.,M.A.
Math
CollegeofSt.Catherine,B.A.;UniversityofHawaii,M.S.M.Ed.
English
LewisandClarkCollege,B.A.;ColumbiaUniversity,M.A.
Grade 6
CaliforniaStateUniversity,LosAngeles,B.S.
Math
BiolaUniversity,B.S.
Science
UniversityofColorado,B.S.
Mathematics
UniversityofHawaii,B.Ed.
English; Senior Master
UniversityofCalifornia,SantaBarbara,B.A.,M.A.,Ph.D.
Co-Chaplain; Religion Department Head
UniversityofHawaii,B.A.;EpiscopalSeminaryoftheSouthwest,M.Div.
Lower School Reading
UniversityofHawaii,B.Ed.,M.Ed.
Grade 2
UniversityofHawaii,B.Ed.
Kindergarten
UniversityofHawaii,B.Ed.;UniversityofHawaii,M.Ed.
Mathematics and Science
UniversityofPugetSound,B.S.;UniversityofDenver,M.B.A.;Universityof
Hawaii,Ph.D.
Chinese
ProvidenceUniversity(Taiwan),B.A.
Science
CaliforniaInstituteofTechnology,B.S.;HarvardUniversity,M.A.,Ph.D.
English
UniversityofMassachusetts,B.A.;DartmouthCollege,M.A.L.S.
Lower School Physical Education; Lower School Special Subjects Head
AdamsStateCollege,B.A.
Physical Education Department Head; Associate Athletic Director
BoiseStateUniversity,B.S.
Grade 3
UniversityofHawaii,B.Ed.
Physical Education
UniversityofHawaii,B.A.,M.Ed.
Mathematics; Senior Master
NorthwesternUniversity,B.A.;HarvardUniversity,Ed.M.
Physical Education
ColoradoCollege,B.A.
Spanish
WellesleyCollege,B.A.;UniversityofHawaii,M.A.
English
SwarthmoreCollege,B.A.
Mathematics (Oneyear)
UrsinusCollege,B.S.;ClarksonUniversity,M.S.
Foreign Language Department Head; Spanish
UniversityofHawaii,B.A.,M.A.,M.Ed.
History
GeorgeWashingtonUniversity,B.A.;UniversityofHawaii,M.B.A.
iDepartment
UniversityofHawaii,B.A.
Mathematics Department Head
UniversityofHawaii,B.Ed.;UniversityofPhoenix,M.A.
English
PacificUniversity,B.A.
Lower School Religious Education
UniversityofHawaii,B.A.
Mathematics
PomonaCollege,B.S.;ChaminadeUniversity,M.Ed.
History
OccidentalCollege,B.A.;UniversityofHawaii,M.A.
History; iDepartment
UniversityofHawaii,B.A.,M.A.
Megan M. Mount
Lynn K. Muramaru
Jami J. Muranaka
Heather T. Muraoka
Rhonda D. Nagao
Sean H. Nakayama
Douglas C. Nakoa
Kathleen W. Nirei
Tora M. E. Nishimiya
Cara M. Oba
Kyle K. Oba
Cy H. Ohta
Cyrenne H. Okimura
Susan Okino
Dena M. Ono (Hangai)
Debra M.L. Otsu
Miho E. Pagliarini
Michael T. Park
Eric D. Perkins
Melissa D. Perkins
Catherine M. Pettit
Melanie K. Pfingsten
Lisa M. Preston
Richard K. Rankin
Laine R. Remignanti
Joshua E. Reppun
David C. Roberts
Karen L. Roberts
Ryan K.C. Roberts
Thomas M. Robinson
Scott W. Rountree
James M. Rubasch
Reid R. Sagawa
Kristi K. Sakaguchi
Lauree T. Sakaida
Performing Arts
UniversityofHawaii,B.Mus.
Performing Arts
UniversityofHawaii,B.Ed.;SouthernOregonUniversity,M.S.
Lower School Science; Lower School Science Head
UniversityofCalifornia,LosAngeles,B.S.;UniversityofHawaii,M.Ed.
History (1year)
UniversityofPugetSound,B.A.;OhioStateUniversity,M.A.,M.Ed.
History
UniversityofHawaii,B.Ed.,M.Ed.
Performing Arts
UniversityofHawaii,B.S.
Physical Education; Senior Master
UniversityofMontana,B.A.
Mathematics
UniversityofSanFrancisco,B.S.;StanfordUniversity,M.A.
English (Reading Specialist)
UniversityofHawaii,B.A.,M.A.;UniversityofPhoenix,M.Ed.
iDepartment
NorthwesternUniversity,B.S.;SanJoseStateUniversity,B.S.
iDepartment
NorthwesternUniversity,B.S.
History
SantaClaraUniversity,B.S.;UniversityofHawaii,M.Ed.
Performing Arts
UniversityofHawaii,B.F.A.,M.A.
Grade 3; Lower School Language Arts Co-Head
UniversityofToledo,B.Ed.
Science
SantaClaraUniversity,B.S.;UniversityofHawaii,M.S.
English
UniversityofHawaii,B.Ed,M.Ed.
Japanese
UniversityofHawaii,B.Ed,M.Ed.
Mathematics
UniversityofHawaii,B.A.
Grade 2
UniversityofCalifornia,Davis,B.S.
History
GeorgetownUniversity,B.A.;UniversityofCalifornia,Berkeley,M.A.,Ph.D.
French
UniversityofHawaii,B.A.,M.A.
History Department Head
DartmouthCollege,B.A.;UniversityofHawaii,M.Ed.
Spanish
MiddleburyCollege,B.A.,M.A.
History; Mathematics
VirginiaMilitaryInstitute,B.A.;ShippensburgUniversity,M.B.A.;University
ofTexas,M.A.
English
SaintAnselmCollege,B.A.;BostonUniversity,M.A.
History; iDepartment
UniversityofIowa,B.A.;UniversityofHawaii,M.Ed.
Art Department Head
HumboldtStateUniversity,B.A.
Latin
OberlinCollege,B.A.;NorthwesternUniversity,Ph.D.
Art
UniversityofHawaii,B.A.
Religion
FlaglerCollege,B.A.;FloridaStateUniversity,M.A.
Science
CornellUniversity,B.S.;StateUniversityofNewYorkCollegeatCortland,M.S.
Mathematics
UniversityofWisconsin,LaCrosse,B.S.,M.S.
Health Education Coordinator
WhittierCollege,B.A.;UniversityofHawaii,M.Ed.
Mathematics
UniversityofNorthernColorado,B.A.
Kindergarten
UniversityofHawaii,B.Ed.
57
Cynthia D. Scheinert
Kayla Y. Schlaich
Patricia Y. Schmitz
Gail S. Schroers
Meghann L.K. Schroers-Martin
Pamela N. Shim
Teresa P.Y. Shimamoto
Lisa L. Simon
The Rev. Nicole Simopoulos
Christopher W. Strawn
Dalton M. Sue
Alan K. Suemori
Ivan K. Suzuki
John H. Takayesu
Kathryn A. Takazawa
Lance H. Takeuchi
Jenna K. Tamashiro
Larry J. Teske
Ann S. Tomatani
Bertha I. Tomiyasu
Thomas A. Tucker
Janis R.F. Uehara
Alison M. Uyehara Ngo
Li Ann T. Wada
Catherine C. Waidyatilleka
Francis J. Waitherwerch
Deborah K. Wakahiro
Randyll L. Warehime
Katherine S. Warner
Peter S. Webb
Joan M. Wehrman
Kristen A. Wheeler
Paola D. Williams
Joseph D. Won
Taylor M. Wong
58
Grade 5; Senior Master
HumboldtStateUniversity,B.A.;MiddleburyCollege,M.A.
Mathematics (1stSemester)
Hawaii Pacific University, B.S.
Grade 4
UniversityofHawaii,B.Ed.,M.Ed.
English
BowlingGreenStateUniversity,B.S.;HumboldtStateUniversity,M.A.;
SpringfieldCollege,C.A.S.
English
StanfordUniversity,B.A.,M.A.
Grade 3
ChaminadeUniversity,B.A.;UniversityofHawaii,M.Ed.
Science
UniversityofWashington,B.S.;UniversityofHawaii,M.Ed
Lower School Performing Arts
UniversityofCalifornia,Irvine,B.A.;UniversityofHawaii,M.A.
Religion
StanfordUniversity,B.A.;TheGraduateTheologicalUnion,M.A.,M.Div.
Latin
UniversityofHawaii,B.A.,M.A.
Lower School Computer; Senior Master
UniversityofHawaii,B.A.,M.Ed.
History
ColumbiaUniversity,B.A.;UniversityofHawaii,M.P.H.,M.Ed.
Lower School Physical Education
UniversityofHawaii,B.Ed.
Mathematics
UniversityofHawaii,B.A.,B.Ed.
Science
UniversityofHawaii,B.S.,M.S.,Ph.D.
Mathematics
UniversityofHawaii,B.Ed.
Lower School Art (1stSemester)
ScrippsCollege,B.A.;ClaremontGraduateUniversity,M.Ed.
Mathematics
ConcordiaCollege,B.A.
Japanese
UniversityofHawaii,B.A.,M.Ed.
Science Department Head
BostonUniversity,B.A.;UniversityofHawaii,M.Ed.
English (1stSemester)
EasternMichiganUniversity,B.S.,M.A.
Art
ArizonaStateUniversity,B.F.A.
Art
WashingtonUniversity,B.F.A.
Mathematics
UniversityofHawaii,B.Ed.,M.Ed.
English
ColbyCollege,B.A.;StanfordUniversity,M.A.
Latin
UniversityofHawaii,B.A.,M.A.
Grade 6
UniversityofHawaii,B.Ed.,M.Ed.
Science
WhitmanCollege,B.A.
Lower School Science
UniversityofRedlands,B.A.
English Department Head
SyracuseUniversity,B.A.;UniversityofHawaii,M.A.;UniversityofMichigan,
Ph.D.
Performing Arts
UniversityofWisconsin,B.M.;EastmanSchoolofMusic,M.A.
Science (1stSemester)
UniversityofSouthFlorida,B.S.;UniversityofHawaii,M.S.
History
UniversityofCalifornia,LosAngeles,B.A.;UniversityofHawaii,M.Ed.
English
PrincetonUniversity,A.B.;UniversityofMichigan,J.D.,M.F.A.,Ph.D.
Art
UniversityofColorado,B.A.StudioArt;B.Envd.DesignStudies.
Gabriel M. Yanagihara
Alan C.H. Yeh
Dean I. Yonamine
Amy T. Yonashiro
Elsie Y.H. Yoshimura
Michelle J.T. Yoshioka
Candace L. Young
Glenn H.K. Young
Nathan C.H. Zee
iDepartment
UniversityofHawaii,B.A.
Mathematics
BiolaUniversity,B.S.;UniversityofHawaii,M.Ed.
Grade 6
UniversityofHawaii,B.S.
Mathematics
ColoradoCollege,B.A.;UniversityofHawaii,M.Ed.
Japanese
UniversityofHawaii,B.A.,M.A.
Science
UniversityofHawaii,B.S.,M.S.
Grade 4; Senior Master
UniversityofHawaii,B.Ed.,M.Ed.
Computer
UniversityofIllinois,B.S.;UniversityofHawaii,M.B.A.
English
SantaClaraUniversity,B.A.;UniversityofHawaii,M.A.
EXECUTIVESTAFF
Tennye C. Cabrera
Stephanie L.C. Ching
James A. Crum
Wayne R. DeMello
Lara L. Feldhaus
Vicki M.A. Higashihara
Deanne K.C. Kanekuni
Benjamin J. Lah
The Rev. Daniel L. Leatherman
Wei L. Lee-Yonamine
Raquel H.K. Leong
Wendell B.W. Look
Rodney A. Lum
Shirley Y. Mayeda
Carrie S. Miwa
Lisa A.K. Miyamoto
Jacqueline Okumura
Peter T. Okumura
Linda L. Reser
The Rev. Nicole Simopoulos
Clarissa P. Sin
JoAnn L. Stepien
Patrick J. Tom
Kirk T. Uejio
Head Librarian
UniversityofHawaii,B.Ed.,M.L.S.
Human Resources Manager
UniversityofHawaii,B.S.;HawaiiPacificUniversity,M.A.
Director of Information Technology Services
UniversityofConnecticut,B.A.;UniversityofHartford,M.B.A.(Certificateof
ProfessionalAccomplishment);Microsoft,MCSE
Performing Arts Director
NorthwesternUniversity,B.Mus.Ed.;PepperdineUniversity,M.A.
Upper School Counselor
LoyolaMarymountUniversity,B.A.;UniversityofHawaii,M.Ed.
Upper School Counselor
UniversityofHawaii,B.A.;ChaminadeUniversity,M.S.
Lower School Counselor
LewisandClarkCollege,B.S.;UniversityofHawaii,M.Ed.
Associate Director, College Counseling
PomonaCollege,B.A.;ColumbiaUniversity,M.A.
Co-Chaplain; Religion Department Head
UniversityofHawaii,B.A.;EpiscopalSeminaryoftheSouthwest,M.Div.
Controller
UniversityofHawaii,B.B.A.; C.P.A.
Director of Admission, Upper School; Director of Financial Aid
ColoradoCollege,B.A.;UniversityofHawaii,M.Ed.
Physical Education Department Head; Associate Athletic Director
BoiseStateUniversity,B.S.
Upper School Counselor
UniversityofHawaii,B.A.;ChaminadeUniversity,M.S.
Lower School Counselor
UniversityofHawaii,B.Ed.,M.A.
Librarian, Upper School
UniversityofHawaii,B.B.A., M.L.I.S.
Network and Applications Coordinator
UniversityofHawaii,B.S.
iDepartment
UniversityofHawaii,B.B.A.; PostBacc.,SecondaryEd.
Upper School Counselor
UniversityofHawaii,B.Ed.
Librarian, Lower School
UniversityofAlaska,B.A.;UniversityofHawaii,M.L.S.
Co-Chaplain, Religion
StanfordUniversity,B.A.;TheGraduateTheologicalUnion,M.A.,M.Div.
Librarian, Upper School
CaliforniaStateUniversity,Hayward,B.A.;UniversityofHawaii,M.L.S.
Assistant Dean of Lower School
ChestnutHillCollege,B.S.;NorwichUniversity,M.A.
Upper School Counselor
NorthernArizonaUniversity,B.A.;UniversityofHawaii,M.Ed.
Director of Student Activities
ClaremontMcKennaCollege,B.A.;UniversityofHawaii,M.Ed.
59
PROFESSIONAL STAFF
Dominic H. Ahuna
Kristi L. Bates
Aimee W.F. Choy
Garry K.M. Chun
Martin C. Emde
Charles W. Gima
Louise S. Inafuku
Joan L. Kaneshiro
Gilson E. Killhour
Darryl M. Kimura
Brian K.U. Lee
Kyle I. Miyamoto
C. Michael Moses
Russell D. Motter
Patti Anne T. Nagami
Ricky Y. Okazaki
Jacqueline A.K. Okumura
Catherine K. Pai
Rosemarie U. Panko
Joshua E. Reppun
Chris M. Shimabukuro
Dean N. Shimamoto
Mark A. Skillicorn
John J.A. Tamanaha
Kira A. Tamashiro
Cyrus Won
Erik M. Yamamoto
Shannon A. Yonamine
60
Conditioning Coach
UniversityofPugetSound,B.S.;ChaminadeUniversity,MBA
Director of Individual Giving
UniversityofHawaii,B.A.;M.H.R.M.
User Support Specialist
UniversityofHawaii,B.B.A.
Media Services Assistant
UniversityofHawaii,B.B.A.
Sullivan Center Project Engineer
UniversityofHawaii,B.S.
Athletic Trainer
UniversityofHawaii,B.Ed.
Athletic Trainer
UniversityofNorthernColorado,B.A.,B.A.;UniversityofHawaii,M.S.
Lower School Curriculum Coordinator
SantaClaraUniversity,B.A.
Sullivan Center Project Engineer
UniversityofPennsylvania,B.A.
Network Specialist
SeattleUniversity,B.S.
Pool Director
UniversityofHawaii,B.Ed.
User Support Specialist
UniversityofHawaii;ShidlerCollegeofBusiness,ManagementInformation
Systems,B.B.A.;Marketing,B.B.A.
Director of the Annual Fund
UniversityofWashington,B.A.;UniversityofSanFrancisco,M.A.;Universityof
Hawaii,M.Ed.
Co-Director, Education Innovation Lab
UniversityofHawaii,B.A.,M.A.
Education Innovation Lab Tech
UniversityofHawaii,B.Ed.
Computer Support Specialist
UniversityofHawaii,B.S.,M.Ed.
Education Innovation Lab Tech
UniversityofHawaii,B.B.A.; PostBacc.,SecondaryEd.
Events Manager
UniversityofHawaii,B.B.A.
Archivist
ImmaculateHeartCollege,B.A.;UniversityofHawaii,M.L.I.S.
Co-Director, Education Innovation Lab
UniversityofIowa,B.A.;UniversityofHawaii,M.Ed.
Director of External Affairs
UniversityofHawaii,B.A.
Computer Support Specialist
UniversityofHawaii,B.S.;M.Ed.
Tennis Pro
UniversityofHawaii,B.A.
Director of Interactive Media
UniversityofSouthernCalifornia,B.A.
Assistant Director of Student Activities
ClaremontMcKennaCollege,B.A.
Director of Media Services
YaleUniversity,B.A.
Interim Director, Summer School for Upper School
ClaremontMcKennaCollege,B.A.;UniversityofHawaii,M.Ed.
Director of Health Services
HawaiiPacificUniversity,B.S.N.
OFFICE STAFF
Frances Bomke
T. Noelani Chang
Linda Ching
Edean DeMello
Leilani Fortuno
Leoni Harbottle
Colleen Inaba
Melanie Kimura
Vivian Kohon
Faye Korenaga
Judy Kurokawa
Misako Kurokawa
Gina Kusao
Laurie Lee
Sue Lee
Rene Leong
Stuart Matsunami
Lurline Mau
Nancy Wong Mitsunaga
Toby Morioka
Jacalyn Oda
Carrie Ohira
Jo Okumoto
Joline O’Leary
Teddi Pila
Kathy Shiraishi
Mona Streng
Karen Suehisa
Michelle Sugihara
Kelly Swartman-Hogan
Joy Tanaka
Vivian Todo
Kevin Tomisato
Rene Totoki-Enomoto
Joilene Toyama-St. Sure
Melanie Wakita
Katherine A. Crosier
Melissa Nakasato
Kevin Wada
Library Technician
Secretary to the Director of Admission, Upper School
Coordinator of Standardized Testing
Secretary to the Director of Performing Arts
Database Coordinator
Registrar
Secretary, Gift Processing
Cashier and Bookstore Assistant
Tech Concierge
Executive Secretary to the Dean of Lower School
Secretary to the Directors of Advancement and Individual Giving
Library Technician
Executive Secretary to the Dean of Upper School
Executive Assistant to the Head of School
Secretary to the Director of College Counseling
Secretary to the Director of Admission
Athletic Department Event Manager
Executive Secretary to the Dean of Students, Upper School
Accounts Receivable Specialist
Secretary, Annual Fund and Ohana Liaison
Secretary to the Director of Special Programs
Attendance Specialist
Secretary to the Directors of Athletics
Executive Secretary to the Dean of Studies
Equipment Manager, Athletic Department
Secretary to the Director of Counseling
Lower School Office Assistant
Accountant
Payroll Specialist
Admission Department Receptionist/Secretary/Financial Aid Officer
Lower School Secretary
Executive Secretary to the Chief Financial Officer
Events Coordinator
Bookstore Manager
Accounts Payable Specialist
Receptionist
Organist
Director of After School Enrichment
SODEXO Food Service
MEDICAL STAFF
Central Medical Clinic
Derek Ching, M.D.
Derek Flores, M.D.
Calvin S. Oishi, M.D.
Mark M. Mugiishi, M.D.
Eliot Tomomitsu, M.D.
William T. Tsushima, Ph.D.
Examining Physicians
Intermediate Football Physician
Intermediate Football Physician
Varsity Football Physician
Medical Consultant
Medical Consultant
Psychological Consultant
61
MAINTENANCE &
SECURITY STAFF
Helen Blas
Jan Bautista
Eddie Cabalar
Jimmy Capinpin
Stephen Chan
Kyle Chikuma
Brianju De Vera
Robel De Vera
Kevin Duong
Ernesto Facun
George Goto
Ricky Key
Mai Le
Kevin Lopes
Vinh Lu
Lynn Ly
Joel Madamba
Junar Madamba
Alex Maliwanag
Danh Nguyen
Don Nguyen
Loc Nguyen
Evan Roberts
Steven Roberts
Lloyd Stern
Joie Tabladillo
Mildred Tabladillo
Carlene Toshi
Sidney Yim
Custodian
Custodian
Custodian
Foreman, Grounds
Custodian
Air Conditioning Technician
Custodian
Foreman, Custodians
Groundskeeper
Groundskeeper
Groundskeeper, Athletic Fields
Assistant Plant Manager
Custodian
Foreman, Athletic Fields
Custodian
Custodian
Custodian
Custodian
Custodian
Groundskeeper
Custodian
Custodian
Foreman, Warehouse
Operations Foreman
Superintendent of Physical Plant
Custodian
Custodian
Physical Plant Secretary
Building Maintenance Technician
Lidia Baier
Bernard Ching
Renato Cruce
Amelia Dela Cruz
Robert Dela Sierra
Kenneth Imai
Pearl Ito
William Kato
Wayne Mochizuki
Johanna Mohika
Phillip Passi
Neal Sakamoto
Elsalina Sumida
Allen Tacras
John Waipa
Security, Day Supervisor
Security Guard
Security Guard
Security Guard
Security Guard
Security Guard
Security Guard
Security Manager
Security Guard
Security Guard
Security, Swing Shift Supervisor
Security Guard
Security Guard
Security Guard
Security Guard
ACCREDITATION AND MEMBERSHIPS
Accredited by the Western Association of Schools and Colleges
Licensed by the Hawaii Council of Private Schools
Member of:
National Association of Independent Schools (NAIS)
Hawaii Association of Independent Schools (HAIS)
Secondary School Admission Test Board (SSATB)
Educational Records Bureau (ERB)
College Entrance Examination Board (CEEB)
National Association for College Admission Counseling (NACAC)
School and Student Service for Financial Aid (SSS)
National Association of Episcopal Schools (NAES)
Council for Spiritual and Ethical Education (CSEE)
62
ASBESTOS HAZARD EMERGENCY RESPONSE ACT (AHERA) NOTICE
In 1986 Congress passed the Asbestos Hazard Emergency Response Act (AHERA). This law requires all public and
private schools, grades kindergarten through twelve, to be inspected for asbestos containing materials (ACM) and to develop
a management plan for controlling exposure to these materials. This law also requires that we notify parents on an annual
basis, with regards to ACM at our facility.
Iolani School contracted with Kimura International, Inc. to monitor our school for compliance with the AHERA
regulations. Based upon their findings, a Management Plan, including an Operations and Maintenance Program, was written
which calls for the systematic monitoring of ACM through proper housekeeping techniques, periodic inspections and precise
record keeping.
The goal of Iolani School’s asbestos program is to comply with the law and to provide a safe and healthy environment.
The report prepared by Kimura International, Inc. is available for review at the Business Office.
FAMILYEDUCATIONALRIGHTSANDPRIVACYACT("FERPA")
AnnualNotificationofRightsforElementaryandSecondarySchools.
The Family Educational Rights and Privacy Act (“FERPA”) affords the parents of students of ‘Iolani School (“School”) and
current School students over 18 years of age (“eligible students”) certain rights with respect to the student’s education records.
These rights are:
1. The right to inspect and review the student’s education records within 45 days of the day the School receives a request
for access. Parents or eligible students should submit to the Dean of Studies (for Upper School) or Dean of Lower School, a
written request that identifies the record(s) they wish to inspect. The School will make arrangements for access and notify the
parent or eligible student of the time and place where the records may be inspected.
2. The right to request the amendment of the student’s education records that the parent or eligible student believes are
inaccurate or misleading. Parents or eligible students may ask the School to amend a record that they believe is inaccurate
or misleading. They should write to the School care of the Dean of Studies (for Upper School) or Dean of Lower School, and
clearly identify the part of the record they want changed, and specify why it is inaccurate or misleading. If the School decides
not to amend the record as requested by the parent or eligible student, the School will notify the parent or eligible student
of the decision and advise them of their right to a hearing regarding the request for amendment. Additional information
regarding the hearing procedures will be provided to the parent or eligible student when they are notified of the right to a
hearing.
3. The right to consent to disclosures of personally identifiable information contained in the student’s education records,
except to the extent that FERPA authorizes disclosure without consent. One exception, which permits disclosure without
consent, is disclosure to School officials with legitimate educational interests. A school official is a person employed by the
School as an administrator, supervisor, instructor, coach, or support staff member (including health or medical staff and law
enforcement unit personnel); a person serving on the School’s Board of Governors; a person or company with whom the
School has contracted to perform a special task (such as an attorney, auditor, medical consultant, or therapist); a parent or
student serving on an official School committee or assisting another School official in the performance of his or her tasks. A
school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or
her professional responsibility.
4. The right to file a complaint with the U.S. Department of Education concerning alleged failures by the School to comply
with the requirements of FERPA. The name and address of the Office that administers FERPA is:
Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202-4605
Health Records
‘Iolani School maintains health records of each student, including the health forms submitted annually. In certain
situations, it will be necessary to share the information contained in the health records to the faculty and/or staff of the School,
when, in the School’s judgment, such disclosure is required for the student’s health or educational needs. In emergency
situations involving the health or safety of the student, the School may disclose such information to other parties.
63
64
Student
Center
Chapel
(2nd floor)
C-101
Courts
Grade 3
C-103
C-104
C-204
A-102
Restroom
Girls'
PE
Dance
(ground floor)
(2nd floor)
Grade 2
1-Makai
1-Mauka
K-Makai
K-Mauka
K-Leahi
FabLab
&
Tennis
Office
Restroom
Boys'
PE
(Music) (Religion)
A-101
A-201 A-202
Library
Computer
One Team
Fieldhouse
C-205
(4-6 Science*)
B-205
(6 Science*)
B-111
B-204
Grade 4
C-203
C-102
C-202
Grade 6
Counseling
Office
C-201
B-110
B-203
Grade 5
(K-3 Science)
B-202
Office
B-201
Grade 6
* Mrs. Muranaka's science classes meet in B-111
Mr. Chaney's science classes meet in B-205
(ground floor)
(2nd floor)
Infirmary
(ground floor)
Grade 6
Art
SC-101
SC-102
GRADES K-6
‘IOLANI SCHOOL
PE
OFFICE
CONVENTION DRIVE
P-1
Grade 5
Auto Line
LAAU PLACE
W316
Student
Restrooms
W315
W303
3rd Floor
W314
W305
W304
POOL
LOWER
GYM
WCR3C
W308
65
W313 W312
WCR3A WCR3B
W307
W306
G202
Restrms
I105
I104
I205
I204
E
I103
I106
I206
I203
I107
I207
Lab
C205
I110
I210
Athletic
Training
Equipment
Athletic Office
Coaches Conf. Room
UPPER
(BRAY)
Infirmary
Bio Office
Chem Office
I102L
I102
I101L
I201L
W311
W310
W309
W202
W216
Fac
Restrooms
W215
W203
2nd Floor
W201
W214
W205
W204
WCR2C
W213
W212
WCR2A WCR2B
W207
W206 W208
Office
I213
Pa
W211
W210
W209
Chem/Bio
E W106
W105
Computer
Coll.
Couns.
Gr. fl: Faculty copy room
US Fab Lab
Robotics
SAO
Senior Area
2nd fl: Library & Archives
YUEN SANG
SETO HALL
3rd fl: Communications Center
Media lab
Seminar Rm
flex space
Restrooms
I217
1st Floor
Dean of Upper School
Chorus
C101
N
W104
Physics
W103
Physics
W102
Physics
W101
Physics
R101
SC
3
10
ART
BLDG
A101
Art
Office
UPPER SCHOOL
CLASSROOMS 2013-14
REV. 6/13
Letter before room number indicates building:
C100 indicates Castle Building, etc.
E = elevator
A201
A202
A203
MAUKA
A102
Art
Gallery
Conference
Room
Lower School
Art
to Lower School
to P1 & Gr. 5
Faculty
Apartments
‘Iolani School
STUDENT
CENTER
CHAPEL
Head of School's
House
Chapel
Office
Snack Bar
Faculty Lounge
Counselors
Grades 7 - 8
Entrance
Orchestra
C102
Bands
C103
Counseling Office
I216
Dean of
Studies
I214 I215
Head of School’s Office
SULLIVAN CENTER
E
Boys
Restroom
E
Special
Programs
Entrance
&
SUMMER
SCHOOL
OFFICE
C108
CASTLE
BLDG.
1st Floor
4th fl: Conference Rooms
Education Innovation Lab
wet labs
flex space
I101
I201
E
C110
C109
C107
Attendance Registrar's
Dean of Students
Girls
Restroom
I112
Music
Library
C106
Comp. Lab
Main Office
C200
I212
I-Wing
I111
I211
C202
C201
ITS Office
I202L
I109
I209
C203
I202
I108
I208
C204
faculty
office
C207
entrance entrance
HARRY AND JEANETTE WEINBERG BUILDING
G201
P.E.
Restroom
Weight
Room
1st Floor
Restroom
Admissions
Office
Bookstore
Business
Office
N201
N203
N202
N204
Lab
C206
Lab
Restrooms
C209
C208
Lab
C104
C105
CASTLE
BLDG.
2nd Floor
0
C211
2
W302
tro
N
Mechanical
1
W301
R
2nd Floor
Ad Ins
va titu
n ti
c
emona
en l
t
10
C210
10
SC
G203
E
Board
Room
Reception
N211
N209
N207
om
s
oo
kr
W
or
es
N208 Yearbook
N206 N205
N210
m
Communications
Office
G102
C
NANGAKU
G101
N
VE
O
C
O
TI
Mechanical
10
Restrooms Concession
SC
Isenberg
Hihiwai
ALA WAI SCHOOL
Date
* NO left turns allowed onto
Kamoku St. from Kapiolani Blvd.
* arrows indicate routes from H-1
S. King
Kamoku
Bingh
(take Bingam St.
ham exit)
University
University
H-1
MAKAI
for more detailed directions, consult: www.mapquest.com
Date
KAIMUKI
HIGH
SCHOOL
MARKET
CITY
ALA WAI CANAL
MAUKA
DIAMOND HEAD
563 Kamoku Street
Honolulu, Hawai‘i 96826
(808) 949-5355
www.iolani.org
Non-Profit Organization
U.S. Postage
PAID
Permit No. 1058
Honolulu, HI