NHEC 2013-2014 Annual Report

7/25/2019 NHEC 2013-2014 Annual Report

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AHA HOONAAUAO IWI HAWAII

NATIVE HAWAIIAN EDUCATION COUNCIL

2013-2014

A DESCRIPTIVE SUMMARY OF ACCOMPLISHMENTS


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2014 Native Hawaiian Education Council. All rights reserved.


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2013-2014

A DESCRIPTIVE SUMMARY OF ACCOMPLISHMENTS


4/394 I lhui naauao Hawaii pono, I lhui Hawaii pono naauao.

I lhui naauao Hawaii pono.I lhui Hawaii pono naauao.

There will be a culturally enlightened Hawaiian nation.

There will be a Hawaiian nation which is culturally enlightened.

NUUKIA - VISION

Ma ka uhane aloha o ke Akua e koi ia ka Aha Hoonaauaoiwi Hawaii e hoolaukai, e ana loiloi, e hike manao a e hoomau

i ka ike pookela o ka hoonaauao iwi Hawaii.

In the spirit of Aloha Ke Akua, the Native Hawaiian Education Council

will coordinate, assess and make recommendations toperpetuate excellence in Native Hawaiian education.

ALA NUUKIA - MISSION

E aloha Akua, aloha ina,Aloha ohana, aloha lelo,

Aloha kanaka i naauao kkouMa ka paepae ike moomeheu Hawaii.

Our enlightenment will come.Grounded in our cultural wisdom,

through our spirituality, love of homeland, family, language and community.

N MANAO ALAKAI - GUIDING PRINCIPLES


5/395There will be a culturally enlightened Hawaiian nation; There will be a Hawaiian nation which is culturally enlightened.

NHEC identied four strategic goals to guide its work from 2012-2015. The rst three goals are delineated inthe NHEA; the fourth was added to assert NHECs commitment to organizational excellence. Under each goaNHEC agreed on specic objectives, in their order of priority. They are as follows:

1. Coordinate the educational related services and programs available to Native Hawaiians each year.2. Assess the extent to which Native Hawaiian education services and programs meet the needs of Native

Hawaiians and collect data on status of Native Hawaiian education.3. Provide direction and guidance, through the issuance of reports and recommendations to appropriate

federal, state and local agencies in order to focus and improve the use of resources related to NativeHawaiian education and serve, where appropriate, in an advisory capacity.

4. Achieve and demonstrate organizational excellence.

The Native Hawaiian Education Council (NHEC) as formed by the Native Hawaiian Education Act (NHEA) istasked to:

Coordinate the educational services and programs available to Native Hawaiians, including the programsfunded through the NHEA. Assess the extent to which such services and programs meet the needs of Native Hawaiians and collect

data on the status of Native Hawaiian education. Provide direction and guidance, through the issuance of reports and recommendations, to appropriate

federal, state and local agencies in order to focus and improve the use of resources, including resourcesmade available through the NHEA, relating to Native Hawaiian education, and serve, where appropriate inan advisory capacity.

Make direct grants, if such grants enable the Education Council to carry out the duties of said Council. Provide administrative support and nancial assistance to the established Island Councils, supporting

the distinct needs of each island community through programs funded by the NHEA and addressingidentied priorities and authorized activities.

N PAHUHOPU - GOALS

AHA HOONAAUAO IWI HAWAII - WHO WE ARE



THE EDUCATION COUNCIL

REPRESENTATIVE FROM THE OFFICE OF HAWAIIAN AFFAIRS

PROVIDERS CONSUMERS

N LL O KA AHA HOONAAUAO - WHO WE ARE

Brandon Keoni Bunag, Ed.D.

Hlau K Mana New Century Public Charter School

T. Kamuela ChunUniversity of Hawaii Community Colleges,

Achieving the Dream Program

Paula De MoralesKahua / PDM & Co.

Sherlyn Franklin Goo

Institute for Pacic Education and Culture

Manu KaiamaUniversity of Hawaii at Mnoa,

Kamakakokalani Center for Hawaiian Studies

Keiki Kawaiaea, Ph.D.University of Hawaii at Hilo,

Ka Haka Ula O Keeliklani College ofHawaiian Language

Wendy Mow-TairaWindward Community College,

Education Talent Search

Larson Ng, Ph.D.

University of Hawaii at Mnoa,College of Education

M. Nmaka RawlinsAha Pnana Leo

Lisa Watkins-Victorino, Ph.D.

Ofce of Hawaiian Affairs

Chelsa-Marie Clarabel

Lnai Island Council

Daniel Cup Choy

At-Large Consumer Member

Clarence DeLude

Oahu Island Council

Kahealaniakealo FariaNiihau Island Council

Maggie Hanohano

At-Large Consumer Member

Aunty Betty Jenkins

N Kpuna

Rebecca Kapolei KiiliMaui Island Council

V. Kaiulani PahiHawaii Island Council

Kainoa Pali

Molokai Island Council

Dirk Soma

Kauai Island Council



Maggie Hanohano

Chairperson

After earning a B.S. and M.Ed.from Utah State University,

Maggie Hanohano returnedhome to work in the Hawaii

Department of Education asa pre-K-12 special education

teacher and district and stateofce resource teacher. She

experienced a renewal of hercultural identity as a part of Hui

Imi Naauao o Hawaii. Maggiewas Heluhelu Coordinator for

Pihana N Mamo: The NativeHawaiian Special Education

Project, with the mission todeliver educational services to

children and youth of Hawaiianancestry with special needs.

Maggie has been active on theCouncil since its beginning in

1997.

T. Kamuela Chun

Secretary

Kamuela Chun is the directorof the Achieving the Dream

program at the University ofHawaii Community Colleges,

a nationwide initiative aimedat helping more community

college students to succeed.He is also on the advisory

council of the Asian & PacicIslander American Scholarship

Fund. Kamuela is a renownedkumu hula and chanter, and

is often called upon to provideprotocol for cultural events.

He was one of those originallyappointed to the Native

Hawaiian Education Council in1997.

Lisa Watkins-Victorino, Ph.D. M. Nmaka Rawlins

Treasurer Past Chairperson

Dr. Lisa Watkins-Victorinorepresents the Ofce of

Hawaiian Affairs (OHA) on theNative Hawaiian Education

Council. She currently servesas OHAs director of research

and brings impressiveacademic credentials to the

Council. Previously she wasan evaluation specialist with

the Hawaii Department ofEducation.

Nmaka Rawlins is the pastchair of the Native Hawaiian

Education Council. She is theformer Executive Director of

Aha Pnana Leo, serving near20 years in that capacity, and

is now the director of strategiccollaborations and serves on

the senior leadership team.Throughout her career, Nmak

has been at the forefront ofthe language revitalization

movement on many levels;teaching, coordinating

programs on ve islands, andadvocating for public policy

that supports the preservationof indigenous languages.

Nmaka has been a member the Native Hawaiian Educatio

Council since 1997.

NHEC EXECUTIVE COMMITTEE

N LL O KA AHA HOONAAUAO - WHO WE ARE



2013-2014

ACHIEVEMENTS IN THE AREA OF NHECSSTRATEGIC PLAN GOAL #1:

COORDINATE EDUCATIONAL EFFORTS

I lhui naauao Hawaii pono, I lhui Hawaii pono naauao.



GRANTEE SYMPOSIA

NHEC conducted two symposia, one on September19, 2013 and another on January 16, 2014, forrecipients of the Native Hawaiian EducationProgram (NHEP) grant. With a total of 42 granteesin attendance, the September symposium themewas Telling Your Story Using Mass Media, whichfeatured a panel represented by various media andmarketing service providers who shared their ideason how grantees can relate their program storiesof success to the public and the media optionsavailable to help tell these stories.

With 59 grantees in attendance, the Januarysymposium focused on sustainability: continuingoperational feasibility with diversied funding sources.Panels featured grantees that shared their journeytowards sustainability, as well as local, national andinternational funders that shared information abouttheir organizations and advised potential applicantson how to be successful in their pursuit of funding,partnerships and/or sustainability. NHEC alsorecognized a longtime NHEP grantee organization

at its January symposium. Founded in 1994, theInstitute for Pacic Education and Culture (INPEACE)is committed to empowering our Native Hawaiiancommunity and has led the way in developing qualityprograms in early childhood education, workforcedevelopment and cultural land stewardship thatare deeply rooted in Native Hawaiian culture andtraditions.

59

42grantees in attendance at the

September symposium

grantees in attendance at theJanuary symposium

NETWORKING, KNOWLEDGEOF OTHER PROGRAMS FORCOLLABORATION, INFORMATIONPROVIDED ON WHATS

HAPPENING IN WASHINGTON,D.C. AND INFO NECESSARY TOPROVIDE TO WASHINGTON, D.C.FOR FUNDING

KA HOOLAUKAI HOONAAUAOCOORDINATE EDUCATIONAL EFFORTS



Page 4NHEP GRANTEES QUARTERLY NEWSLETTER

In 1994, the U.S. Secretary of Education was authorized through the Improving America'sSchools Act to establish the Native Hawaiian Education Council to better effectuate thepurposes of the Native Hawaiian Education Act through the coordination of educationaland related services and programs available to Native Hawaiians, including programs re-ceiving funds through the Act. NHEC continues to support the purposes, intentions, andactivities of the NHEA as reauthorized by the No Child Left Behind Act of 2001.

Native Hawaiian Education Council

Dillingham Transportation Building735 Bishop Street, Suite 200

Honolulu, HI 96813

Phone: 808.523.6432Fax: 808.523.6464E-mail: [email protected]

Designed & Edited byErika Vincent

Visit our website:

WWW.NHEC.ORG

TEACH ProjectKeiki O Ka ina Family Learning Centers

The Total Education and Advocacy for Children in

Hawaii (TEACH) Project is an innovative partnership

between Keiki O Ka ina, eight State of HawaiiPublic Schools, the womens correctional center, abilingual preschool, three special education pro-grams, and a high school with teen moms.

The project incorporates Hawaiian language into allcurricula and includes pre/post evaluations tosubstantiate progress in the development of basicHawaiianvocabulary. Projectobjectives are: 1) Chil-dren demonstrate school readiness as measured bythe Hawaii School Readiness Assessment (HSRA);2) Childrendemonstrate improvedliteracy readiness,indicated by receptive vocabulary; 3) Childrendemonstrate improvedliteracyreadiness, indicatedby expressive vocabulary; 4) Children are screenedfor Developmental and Social/Emotional Delays andthose with areas of concern are referred toappropriate agencies for further assessment;5)Children entering kindergartenare better preparedfor learning as a result of our programs; 6) Childrenimprove literacy as a result of having Department ofEducation teacherswho demonstrate knowledge ofestablishing culturally competent learning environ-ments and SAT-based instruction; 7) Children benefit

from Parents/ Caregivers who are involved in theireducation; 8) Children benefit from Parents/ Caregiv-ers with strongerconnections to Hawaiian culture. Thisprogram serves over 2,800 children and parents andtrains over50 teachers.

Photo courtesyof Keiki O Ka ina

For more information about the TEACH Project

and Keiki OKa ina FamilyLearning Centers,

visit their website at www.koka.org

Ulana O KukuiKawaiahao Church

Ulana O Kukui will develop a bilingual Hawaiian-English

curr iculum for children of ages three to nine and thei rparents, provide professional development to teachers, andinvolve parentsin childrensbilingual language skill develop-ment. The project objectivesare: 1)52 students will demon-strate increased levels of school readiness in beginningreading and literacyof the Hawaiian and English languagesfromagethreethroughthirdgrade;2) teacherswillreceiveprofessional development to improvetheir abilitiesto provideHawaiian andEnglish languageinstruction andto addressthe unique needs of Native Hawaiian students in theHawaiian-Englishbilingual educational program, built aroundMontessori strategies of culturally-based education; and 3)104 parents willdemonstrate increasedlevels of Hawaiianand English language literacy in order to support theirchildrensbilingual development.

PhototakenbyNHEC

Formoreinformation about theUlana OKukui program,

visitwww.kawaiahaoschool.org

N Pono No N OhanaKa Pilina Ohana seeks toexpand its four-year-old preschool classroom fromtwohalfdaysto fivefulldaysa week.The projectwillincorporate the four-component program of theNationalCenterforFamilyLiteracy(NCFL)emphasiz-ing the Family Child Interactive Learning model:1) Childhood Education, 2) Parent Education,3) Parent and Children TimeandAdult Education.

The programs home site is Blanche Pope Elementaryschool located in the heart of Waimnalos HawaiianHomestead. N Pono Ka Pilina objectivesare to serve90four-yearoldsfrom475 familiesor2,550individuals;increasingKindergarten readiness; increasingliteracyand technology skills of adults; improving parentingskills; increasing quality of parent/child interactionsand incorporating the N Honua Mauli Olaguidelines.

N Pono No N OhanaKa Pilina

OhanaPartners In Development Foundation

N Pono NoN Ohana is an innovative, intergenera-tional approach to draw familiestogether in a coop-erative effort to set and achieve specific goals foreach participants academic and social advance-ment. The overall goal of N PonoNo N Ohana III isto bringparentsand childreninto the learning environ-ment together, and revitalize the family as a powerfulinstrument foracademic and social change.Projectsuccessis measuredby:1) childrenprepared to enterand succeed in kindergarten; 2) increased parentinvolvement in their childrens education; and 3)increased interest to improve theirfuture through thepursuit of a high school diploma equivalent, post-secondaryeducation, training and/or employment,where appropriate. N Pono No N Ohana servesover 1,500 familymembers in the Blanche Pope Ele-mentarySchool District and Waimnalo Elementary&Intermediate school District, which are both located inoverwhelminglyHawaiian communities.

N Pono No N OhanaPartners In Development Foundation

Photo courtesyofPartners In Development

Formore information about the N PonoNoN Ohana pro-

gram and PartnersIn Development Foundation,

visittheirwebsiteatwww.pidfoundation.org

Page 3 Volume 1, Issue 1

Project SPIRITUniversity of Hawaii at Mnoa, Center on Disability Studies

Project SPIRITs main goals are to improve theeducational readiness and early development oflocal children who are at-risk and to provideefficacious skills and support for local parents ofchildren ages zero to five. Our program uses theevidence-based Responsive Teaching Curriculum(RTC; Mahoney& MacDonald,2005) that focusesonthe unique relationship caregivers build as theyinteract withand carefortheiryoung children on adailybasis.As weindividualizeour programto eachunique family, we paycareful attentionto culturaland parenting beliefs, needs, and desires.

OurlocalHomeVisitorshelp caregiversuse playandroutine interactions to support and enhancechildren's development and well-being. After 24weekly sessions of training and guidedinteractions,childrenhave shown significant improvement intheir

cognitive, linguistic, and social-emotional develop-mental trajectory. Furthermore, data shows astrengthening of caregiver/child relationships andother positive impactswithin the child'senvironments.Results from our program including both typicallyandatypically developing children support existingresearch indicating that caregivers level of respon-sivenesswith theirchildrenisone ofthe most reliablepredictors of childrens cognitive, communication,and social emotional functioning.

Simply,the manner inwhich parentsand caregiversinteract with theirchildon adailybasishas themosteffect on the childs development and futuresuccess. We are proud to be able to help localcaregiverslearn to usetheir relationships to engagein everydayinteractionsthat helptheir childreachhis/herown full potential.

Photo courtesyofProject SPIRIT

For more informationabout ProjectSPIRIT, visitwww.cds.hawaii.edu

KeikiO Ka inaFamilyLearningCenters mission is toeducate children,strengthenfamilies,enrich communitiesand perpetuateculture.This visionisrealized by scaffolding families with research-grounded, culture-basededucation, building on their unique strengths in orderto provide effectiveindividualizedearlyeducationto NativeHawaiianlearners.

As a proactive response toidentified communitynee d, K ei ki O K a i na

implemented the Support,

Advocate for, Valueand

Educate Our Children(S.A.V.E) Project. The family-based, early educationprograms for childrenfrom prenatalto age fiveinclude Home Instructionfor Parents of PreschoolYoungsters (HIPPY), ParentParticipation Preschools(PPP), Parents as Teachers(PAT), Kulia I Ka Nuu, andFamily Development/

Parenting Workshops. All of these programs are critical interventions withparentsof childrenat-risk forschool failure, to help themto understandtheirrolein theirchilds education and equip them to function as theirchildrensfirst and most important teacher.

Additionally, Keiki OKa inas S.A.V.E Project provided teacher trainingwithin Departmentof Education schoolsSpecial Needs and Inclusionclass-rooms. EarlyEducation Specialistsworkedon anindividual basiswith teach-ersfrom Kalihi Elementary, Mili Elementary, andKamaile Public CharterSchool.

This project serves over 5,570 children and parents, including NativeHawaiianfamilies, childrenwith special needs, and children of incarceratedparents. The community sites support families by providing educationalexperiences forparents and children to play, growand learn together.These dynamic programsalso offer opportunitiesfor familiesto becomeadvocatesand decision-makers in their child'seducation. Evidence-basedcurricula, Montessorimaterials, andHawaiiancultural teachingsare infusedinto all programs to add a rich foundation for learning concepts. Parents,caregivers, and children are taught developmentallyappropriate activitiesthrough culture-based educational and family engagement programs,resultingin increased academicachievementand school readiness.

S.A.V.E ProjectKeiki O Ka ina Family Learning Centers

Photo courtesyofKeiki O Ka ina

For more informationabout the S.A.V.E. Project

and Keiki OKa ina FamilyLearning Centers,

visit their website at www.koka.org

Ttand Me: Khelahela (Grandparent andMe: To spreadout and forgeroots) isa free mobile preschool that serveschildren from birth to age fiveand their adultcaregiver. The project will expand and continue this highlyeffective programforfamilieslivingin the communitiesof Hiloand Lauphoehoe, Hawaii. Thegoal andexpected outcome ofthe projectis that Native Hawaiian children in these com-munitieswill enter schoolreadyto learn andsucceed. Theprojects objectivesare: 1) to provide a qualityearlyeducational foundation foryoung children; 2)toprovide education and support to their caregivers; 3) to enrich the relationshipbetween caregiverand child.

Tt and Me: KhelahelaPartners In Development Foundation

Tt and Me: Hoolako Ohana is a free mobile preschool that serves childrenfrom birth toagefive and the adult caregiver(often a grandparent) raising them.Project Tt and Me: Hoolako Ohana (Grandparent and Me: Providing ourfamilieswith the best of everything). The goal andexpected outcomeof theproject is that Native Hawaiianchildren in these communitieswill enter schoolreadyto learn andsucceed. Objectives areto :1) providea qualityearly educa-tional foundation foryoung children; 2) educate and support to their caregivers;3) enrich the relationshipbetween caregiver and child; 4) provide opportunitiesforprofessional development; 5) partnerwith community organizations and agen-cies to makereferrals for specialneeds; 6) develop educational materials andresources and 7) implement measure, assess, analyze, and quantify the pro-grams impact. This programserves familiesliving in 24 disadvantagedcommuni-ties on five islands: Hawaii, Oahu, Molokai, Kauai, and Maui. In three yearstime,the projectwillhaveincreasedtheschoolreadinessof2,500children, whichis approximately20% of the NativeHawaiianchildren in Hawaii who do not at-tend preschool. In addition, this project willprovidesupport and educationt o anequal number of caregivers.

Tt and Me: Hoolako OhanaPartners In Development Foundation

Photo courtesyof Partners

In Development

For more information

abouttheTtandMe

program and PartnersIn

DevelopmentFoundation,

visittheirwebsiteat

www.pidfoundation.org

GRANTEE NEWSLETTER

NHEC established a quarterly grantee newsletter inorder to disseminate information about the NHEP-funded programs and services. The rst issue,disseminated in May 2014, focused on programsthat provided early childhood education services.Subsequent newsletters will focus on K-12 programs,post-secondary and community-based programs,and new NHEP award recipients.


NATIVEHAWAIIANEDUCATIONCOUNCIL

NHEP GRANTEES QUARTERLY NEWSLETTER1st Quarter 2014 Volume 1, Issue 1

The Ka Paalana Homeless Family Education Program is a program of the Partners in

Development Foundation (PIDF), a not-for-profit 501 (c)(3) that serves communities

throughout the state of Hawaii. The mission of PIDF is to inspire and equip families and

communities for success and service, using timeless Native Hawaiian values and traditions.

Ka Paalana seeks to break the Culture of Poverty by strengthening the family through an

innovative outreach and standards-based comprehensive family education program that is

delivered with timeless Native Hawaiian values.

Annually, Ka Paalana:

q Prepares about 450 atrisk and homeless children (ages birth to five) for school success

through the implementation of a rigorous, early childhood curriculum that meets NAEYC

standards. Success is measured by ASQ and PPVT scores as well as other developmental

assessments.

q Equips about 500 atrisk and homeless parents/caregivers to be their childs first and most important teacher through the implementation of

parenting classes that teach child development and parenting skills, as well as developmentally appropriate ways to support learning and

to discipline their child. Success is measured by increased involvement of parents/caregivers in their childs education, increased atten-

dance in preschool and parenting classes; and

q Empowers about 500 atrisk and homeless adults to be economically selfsufficient through the implementation of adult education classes

that focus on GED attainment, CBASE completion, and workforce readiness skills (resume writing, interview skills, etc.).

Ka Paalana Homeless Family Education ProgramPartners In Development Foundation

Photo courtesyofPartners In Development

Formore information about theKa Paalana programand

Partners In DevelopmentFoundation,

visit their website at www.pidfoundation.org

Welina! The Native Hawaiian Education Council is pleased to distribute this newsletter on behalf of the programs that receive funding

through the Native Hawaiian Education Act Program. Through these quarterly newsletters, we would like to introduce everyone to these

outstanding programs and provide the latest news and updates on what theyre doing. We dedicate this first issue to the programs

providing Early Childhood Education services.

Hawaii Preschool Positive Engagement ProjectUniversity of Hawaii at Mnoa, Center on Disability Studies

The Hawaii Preschool Positive Engagement

Project (HPPEP)'s objectives are to 1) Improve

early learning outcomes for at-risk preschool

students, 2) Build protective factors of families

with preschool students, and 3) Address the

professional development needs of teachers

and staff in the field of Early Childhood

Education.

Culturally relevant training and support is

provided for classroom components Modified

Check-In Check-Out (CICO) and Positive

Behavioral Interventions and Supports (PBIS)

and parent component First Step to Success

homeBase Plus, including book making using

Storytelling for the Home Enrichment of

Language and Literacy Skills.

To date, HPPEP has served five Oahu pre-

school centers, 150+ Target Students and their

250+ classmates, 325+ parents, and 40+ Early

Educators. HPPEP has provided additional

training to 450+ community members through

free workshops and conference

presentations. Initial data continue to show

that our targeted behavioral intervention is

successful overall, as measured by increases

from baseline to post program Academic

Engaged Time observations and student

behavior rating scales. In addition, parent

and educator participants report they are

highly satisfied with HPPEP.

Some parent comments about the effective-

ness of HPPEP with their child:

q Her confidence has soared since starting

the program. She now has a sense of

belonging in school and makes friends so

much more easily now.

q Since starting, I learned that my child had

different behavior problems than at home.

It made me aware that more is going on

with him when in and outside the home

and in a classroom situation.

q This program allows for my child to realize

her self-worth that she is important and

that school is a fun and wonderful place to

be.

Some parent comments about the effective-

ness of homeBase+ parent groups:

q The book making moment was the

ultimate! I learned that I needed to let him

do more that he is able to do more than I

think he can- and let his creative expres-

sion out! The results were wonderful, posi-

tive, fun, and I got a glimpse of what and

how he thinks about stuff!

q Before the group meeting, I had some

doubts on my parenting skills compared to

my parents who are a little different. But

after the meeting and listening to the other

parent's experience, I know now that I've

been doing what I'm supposed to be

doing. I can view things the way my son

views his things and better explain to him

our actions.

q It helps me to focus more on the girls. In

ways I never thought of before.

q It helped me know that our struggles with

child rearing are normal and negotiable

with appropriate tools.

Photo courtesyof HPPEP

For more information about the

Hawaii Preschool Positive EngagementProject,

visit www.cds.hawaii.edu

Page 2NHEP GRANTEES QUARTERLY NEWSLETTER

Mohala N PuaUniversity of Hawaii at Mnoa, Department of Education Psychology

Mohala n pua, ua wehe kaiau, the flowers are

blossoming forthe sun is rising, is a Hawaiian proverb

(Pukui, 1983). Mohala N Pua the flowers are

bloomingrefers to Hawaiian thought ofpua (flower)

as a metaphorfor children, such thatthe phrase also

means the children are blossoming. The MohalaN

Pua projectpromotes scientific thinking andaccess

to science education among young Hawaiian

learners; provides high qualityprofessional develop-

ment to early childhood educators serving Hawaiian

children, preschool through third grade; and supports

preschool and elementary teacherscollaborating to

promote Hawaiian childrens transition tokindergar-

ten.

Teachersat four demonstration sites participated in

the firsttwo years of the program. These included

teachers from Kamaile Academy in Waianae,

Kawaihao Church School in Honolulu, the University

of Hawaii Mnoa ChildrensCenter in Honolulu, and

W ai lu ku U ni on C hu rc h p re sc ho ol i n M au i. T he

teacherslearned how to incorporate the Center for

Research on Education, Diversity, and Education

(CREDE)Standards in their instruction.Based on over

40 years of research, the CREDE Standards are

culturally relevant instructional strategies that have

beenfound to increase childrens engagementand

learning. The Mohala N Pua project developed a

website forprofessional development andresources

on CREDE: http://manoa.hawaii.edu/coe/crede/

In additionto learning to applythe CREDEStandards,

the demonstrationteachers developed place-based

science curricula for their settings. In 2013-2014,

project staff and demonstration teachers provided

professional development on the CREDE Standards

and place-based science curricula to over125 other

early childhood educators on Kauai, Maui, Oahu,

and Hawaii Island.

Research suggests that the professional worlds of

preschool and elementary educators often exist in

isolation from each other. Supporting collaborations

between these two groups canpromote smoother

transitions tokindergarten for young learners, setting

a more positivecourseforthe rest oftheiracademic

careers.

Photo courtesyofMohala N Pua

For more information about the Mohala N Pua program,

visit www.manoa.hawaii.edu/coe/crede/

N PualeiKai Loa Inc.

N Pualei, a Hawaiian Language MediumPre-School and

Summer Kindergarten Transition program, presents an

innovative public model of quality preschool education.

The program is a unique pilot in partnership between Kai

Loa andKe Kula o SamuelM. Kamakau, aK-12 Hawaiian

language medium public charterschool.

The goal of N Pualei is to Improve school-readiness and

success for Native Hawaiian children entering Kindergar-

ten by providing a free high quality Hawaiian language

immersion JuniorKindergarten programfor fouryear olds.

N Pualei model increasesteacher quality,aligns curricu-

lum, and creates educational continuity by connecting

early education to theK-12 program. Like Kamakau, N

Pualei isfree tofamilies, whichremoves thebarrierof af-

fordability whileincreasing access to quality preschool

educationin the community.

N Pualeis Pre-K and Summer Transition program, allow

childrento develop critical learning, social and behavioral

skills that are necessaryin preparation for kindergarten.

Childrengain experience inHawaiian literacyconcepts &

skills, math concepts & skills, school behavior, social &

emotional behaviors and physical well-being. More impor-

tantly, the curriculum and academic achievement goals

are being alignedto Kamakaus K-12 academic bench-

marks, promoting continuity in a childs education. N

Pualei has earned a six-year WASC accreditation term in

May2013 aspart of KamakausP-12 Public CharterSchool

and continueto work on program improvements to serve

its fouryearolds and theirohana.

Photo courtesyofKai Loa Inc.

For more informationabout the NPUALEI

program, visit www.kamakau.com

Keiki Steps 3.0: The Next IterationInstitute for Native Pacific Education and Culture (INPEACE)

Early childhood education programs have the most

dramatic opportunity to impact the achievement of

children in the K-12 system. Given the extraordinary

growth that takes place during the first five years of a

childs life and the significant repercussions of schoolfailure, it is especially important that Native Hawaiian

children from at-risk communities have access to high-

quality early learning experiences prior to kindergarten.

Thats why the Institute for Native Pacific Education and

Culture created Keiki Steps 3.0 - to meet the school

readiness needs of at-risk Native Hawaiian young

children and their families by increasing their participa-

tion in a high-quality early education program that is

culturally responsive, standards-based, and literacy-

focused.

The program was specially designed to improve literacy

and school readiness skills of participating children;

increase parent knowledge of child development and

positive parenting practices; and increase the capacity

and competency of early childhood educators. Toachieve its target of serving 600 children, 400 parents/

caregiver, and 30 teachers each year (1,030

participants) for a total of 1,800, 1,200 and 50 (3,050

participants over the grant period), Keiki Steps 3.0 assists

12 schools in rural, high-poverty communities on Oahu

(Barbers Point, Kamaile, Leihoku, Mili, Mkaha,

Nnikapono, Nnkuli, Ulu Ke Kukui, Waianae); and

Hawaii Island (Haaheo, Kapiolani, Keaukaha) with

their school readiness activities in order to bridge the

achievement gap so that all children can enter

kindergarten on equal footing.

Photo courtesyofINPEACE

For more information about the Keiki Stepsprogram

andINPEACE,visittheirwebsiteat www.inpeace.org



73 5 B I S HOP ST R E E T, SU I T E 20 0 HONOLULU , HAWA I I 96813

PHONE : 808-523-6432 FAX : 808-523-6464

WWW .NHEC .ORG

NNAATTIIVVEEHHAAWWAA IIIIAANNEEDDUUCCAATTIIOONNCCOOUUNNCCIILL

IIllhhuuiinnaaaauuaaooHHaawwaaiiiippoonnoo,,IIllhhuuiiHHaawwaaiiiippoonnoonnaaaauuaaoo

Date

APPLICATION FOR ULUKAUCURRICULUM PUBLICATION FUNDING

CURRICULUM INFORMATION:Organization Name

Curriculum Title

Brief Description of Curriculum (2-3 sentences)

Target Group (Please Check One)

Early Education K-12 Post Secondary Community-Based Other:_____________________________

REQUIREMENTS:Please submit the following:

All final versions of your curriculum as a PDF file, as well as any supplemental audio and/or video files (mp3 or mp4 format)

A hard-copy of all curriculum materials

If your curriculum is selected by NHEC to be published on the Ulukau website, you will be required tosign Ulukauslicense agreement, allowing them to keep your curriculum on Ulukau in perpetuity. A copy of the licensing agreement has beenattached to this application for your reference.

ACKNOWLEDGMENT AND CERTIFICATION:By signing below, I certify that all statements made on this application are true and complete to the best of my knowledge.I understand that my application will not be considered if it is incomplete and if this acknowledgement and certificationis not signed. Further, I understand that any misrepresentation or omission made herein, when discovered, may subject meto disqualification for funding.

_________________________________________________________ ____________________________Applicants Signature Date

CONTACT INFORMATION:Name of Applicant Email

Mailing Address Phone (Cell or Residence)

City State Zip Code

NATIVE HAWAIIAN CURRICULA

NHEC promoted Ulukau: The Hawaiian ElectronicLibrary as a way to make Native Hawaiian curriculaavailable. NHEC developed a program to assistcurrent and past grantees in posting Native Hawaiiancurricula on Ulukau. Under the program, granteescould apply for a subsidy to pay for the postingof the NHEP-funded curriculum on the website forthe benet of all. NHEC received a total of eightapplications for curriculum covering various subjectareas, such as general science, literacy, civics andcharacter education.

MAINTAINED BYKA HAKA ULA

O KEELIKLANICOLLEGE OFHAWAIIANLANGUAGE AT THEUNIVERSITY OFHAWAII-HILO




EDUCATION CAUCUS AT THE COUNCIL FOR NATIVE

HAWAIIAN ADVANCEMENT (CNHA) CONVENTION

On September 3, 2013, NHEC and Aha Pnana Leoco-sponsored an Education Brieng and Caucus atCNHAs 12th Annual Native Hawaiian Conventionheld at the Hawaii Convention Center on Oahu. Thegoal of the Caucus was to develop policy statementsthat can be used to advocate for Native Hawaiianeducation policies at state and national levelsthrough organizations such as CNHA and NHEC.With over 100 educators in attendance, the Caucusfocused on four areas: 1) Early Childhood Education;2) Reauthorization of the Native Hawaiian EducationAct; 3) Teacher Development (recruitment, trainingand retention) in Native Hawaiian communities;and 4) Reauthorization of the Higher EducationOpportunity Act. At the conclusion of the Caucus,the following synthesized policy statements weredeveloped and later reported at the conventionsPublic Policy Roundtable: 1) Support bill S.519,Providing Resources Early for Kids Act of 2013, orthe PRE-K Act with specic inclusions;2) Support the reauthorization of the Native HawaiianEducation Act with amendments; and 3) Support the

reauthorization of the Higher Education OpportunityAct.





ISLAND COUNCILS

NHEC reactivated Island Councils on eachisland, organizing themselves by traditional moku(communities), by Hawaii Department of Education(HIDOE) complex areas, or a hybrid of bothdependent upon the unique needs of each island.With the assistance of NHEC staff, all seven IslandCouncils completed a process to select ofcers, setmeeting schedules to meet quarterly throughouttheir island, and participated in amending a uniedset of bylaws for all members of NHEC. Each IslandCouncil also developed activity plans that are alignedwith the current NHEC Strategic Plan and have been

provided with the supplies and equipment necessaryto assist with their work.

MEMBERSHIP BY ISLAND

14Oahu

18Maui

12Lnai

13Kauai

6Niihau

22Molokai

15Hawaii



COMMUNICATIONS PLAN

NHEC contracted with a consultant to developa communications plan to design ways ofdisseminating information on Native Hawaiianeducation programs and NHEC. NHEC also updatedits website and created a Facebook page wherea calendar is regularly maintained with upcomingNHEC events, Education Council meetings, IslandCouncil meetings and NHEP grantee events. Inaddition, a communications intern was hired duringthe summer to help identify and input statewidemedia outlet contact information for news releases. Ageneral introductory NHEC video was also developed

for viewing on the website and distribution on DVDto various federal, state and local organizations forinformational purposes.


*To view NHEC video, visit: nhec.org



NATIONAL INDIAN EDUCATION ASSOCIATION

(NIEA) CONVENTION

In October 2013, NHEC gave a presentation at the44th Annual NIEA Convention held in Rapid City,South Dakota on Building Education in the NativeHawaiian Community: The NHEC Needs AssessmentReport. The presentation included the data andmethods used to determine four priority concerns:criteria, geographic communities, populationsand services. In addition, NHEC submitted tworesolutions based on the policy statementsdeveloped at the Education Caucus of the CNHAConvention to support early learning measures thatstrengthen native cultures, and to support Title VIIwithin the Elementary and Secondary Education Actof 1965 (ESEA). Both resolutions passed. NHECsubmitted an article to OHAs Ka Wai Ola publicationinforming the public of the Native Hawaiianparticipation in the Convention.


R

ll ll l

l lll l

l l l ll



ASSOC IATION OF HAWA IIAN CIVIC CLUBS (AHCC)

CONVENTION

In November 2013, NHEC conducted two workshopsat the 54th Annual AHCC Convention held in Lhue,Kauai. One workshop was on the NHEC NeedsAssessment and the other was on MaintainingCultural Identity in Education. In addition, NHECproposed two resolutions that were adopted atthe convention to support U.S. Senate Bill S. 519amendment to ESEA, and to support Native Hawaiianestablished priority recommendations submitted forthe reauthorization of the Native Hawaiian EducationAct within ESEA.




NATIVE HAWAIIAN EDUCATION ASSOCIATION

(NHEA) CONVENTION

In March 2014, NHEC organized another paneldiscussion and presented a workshop at the NHEA15th Annual Convention held at the University ofHawaii-West Oahu campus. The panel, entitled

National Strategies for Native Hawaiian Education,presented an update of federal legislationimpacting Native Hawaiian education and promotedthe collaboration of organizations to maximizeresources and to amplify our voices. The workshoppresentation, entitled How Do We Walk in BothWorlds?: Maintaining Cultural Identity in Educationin the 21st Century, introduced the community tothe NHEC by providing historical background of theCouncil and its work, the activities we are involved intoday, and how our membership attempts to honorthe future of Hawaii nei.


E Mau Ana Ka Moolelo

NativeHawaiian Education Association15th Annual

At the University of Hawaii West Oahu

March 27 & 28, 2014

Convention



WORLD INDIGENOUS PEOPLES CONFERENCE ON

EDUCATION (WiPC:E) CONVENTION

In May 2014, NHEC collaborated with numerousorganizations in the planning and implementationof the WiPC:E 2014 that was held at KapiolaniCommunity College on Oahu. NHEC hosted aKupuna Hospitality room to share Hawaiian culturalactivities and to learn from other indigenous elders.In addition, NHEC presented the Native HawaiianEducation Council and its Work: Past, Present and inthe Future workshop.

Photos courtesy of WiPC:E


1924 MAY 2O14 / HONOLULU HAWAII

WORLD INDIGENOUS PEOPLES CONFERENCE ON EDUCATION



HAWAIIAN-FOCUSED CHARTER SCHOOLS

NHEC met with N Lei Naauao, a consortiumof Hawaiian-Focused Charter Schools, to shareinformation about the work it was doing on commoncultural indicators, which would assist their effortsin developing school-specic assessments. NHECalso pursued information from the United StatesDepartment of Education (USDOE) with regard tocharter schools eligibility for NHEP grants, clarifyingthat their non-prot arms would be eligible, andidentied other USDOE grant opportunities for theschools.


Hawaiian-Focused Charter Schools

Success Indicator

Place, Culture and Connection:

Students know a place as a Piko and a foundation for making larger connections.

PCC-1:Students Know a Place as a Piko and a Foundation for Making Larger Connections.

PCC-2:Demonstrate, Understand And Apply Hawaiian Values

PCC-3:Understand Importance Of Reciprocal Relationships And Responsibilities In ACultural Context.

PCC-4:Respect and Honor Genealogy

Engagement, Achievement & Cultural Commitment:

Students engage in learning and are able to articulate and demonstrate the integration ofknowledge and skills of our ancestors to make a positive difference to future lives and contribute tothe wellbeing of the community as a whole.

EACC-1: Communicate Effectively

EACC-2:Lifelong Learner For Future Competence

College, Career & Community Readiness: Students are able to plan to attain current and future

goals (have strength and flexibility over time to address ever changing circumstances), understandand manage the complexities of our world and possess the skills and attitudes they need in order totake responsible action for the future.

CCCR-1: Able To Attain Current and Future Goals

CCCR-2: Provide Adequately For Self And Family

CCCR-3: Recognize And Accept Leadership Roles To Manifest Cultural Knowledge.

.

, , - - - -

Common Indicators Matrix

MAULI

Being & Becoming

IKE

Knowing/Doing

KULEANA

Contributing

FOCUSOF IMPACT

LOCUSOF IMPACT

A. Resilience & Wellness

Advances well-being of the

body, mind and spirit.

B. Hawaiian Ike

Advances Hawaiian

language, culture,

values and practices.

C. Academic

Achievement &

Proficiency

Advances

multiple

understandings

and purposeful

outcomes across

the subject areas

D. Stewardship,

Self-sufficiency &

Employment

Supports self-

reliance, financial

independence and

contribution to the

family, community

& world.

HAWAIIANLELOLiteracyOral fluencyWriting

KNOWLEDGEHistoricalSocio-culturalPoliticalGeographical

Scientific

VALUES ANDPRACTICESProtocolHulaLua

Malamaina, Malamakai

Healing (physical,emotional, spiritual)

EDUCATION

LEVELEarly (pre-K)K-12Adult

2-year institution4-year institution

Kanaka

1. Individual

Efforts seek to

impact the

individual

BASIC SURVIVALFoodShelterSafetyHealth/wellness

IDENTITY AND

BELONGINGEmotional well beingSocial connection

Identity (sense of self, place,culture, global citizen)

SELF-ACTUALIZATIONReflective awarenessProblem solvingValues/spirituality

Aesthetic appreciationCreative expression

SUPPORTFinancial aidCounselingMentoring

STEWARDSHIP Social/environmental

responsibilityLeadershipInternship

Community service

EMPLOYMENTCareer planning

Financial literacy Entrepreneurship,Technical and/or skills

trainingVocational education

Small businessdevelopment

Non-profitmanagement

HAWAIIAN

LANGUAGELiteracyOral FluencyWriting

SHARING OF

CULTURAL

KNOWLEDGEGenealogy, historyCultural practices and

protocolsValues

Spirituality

ACADEMIC

ENRICHMENTEarly childhood

developmentFamily literacy

Homework support

Ohana

2. Family

Efforts seek to

impact relatives

and others who

share roles,

relationships,

and resources.

QUALITY

INTERGENERATIONAL

RELATIONSHIPSParent/caregiver skillsCommunicationBehavior

management/disciplineHooponopono/conflict

resolution

SUPPORTCounselingMentoring

Financial aid

STEWARDSHIPGiving back/joining inCommunity

leadership

NNaattiivveeHHaawwaaii iiaannEEdduuccaattiioonnCCoouunnccii ll



2013-2014


COLLECT AND ASSESS DATA

I lhui naauao Hawaii pono, I lhui Hawaii pono naauao.



GATHERING HIDOE DATA

NHEC continued to work with HIDOE to gather dataspecically on Native Hawaiian students in HIDOE forreports and testimony.

KA OHI ME KE KILO ANA I KA IKEPILICOLLECT AND ASSESS DATA

PROFICIENCY DATASchool Year 2013-2014

Source: Hawaii DOE, ARCH ADC Website

*2013-2014 statistics not available

Native Hawaiian

All Students

70%

60.9%

READING PROFICIENCY2013-2014

59.1%

48%

MATH PROFICIENCY2013-2014

40.6%

28.4%SCIENCE PROFICIENCY

2013-2014

82.4%

79.1%GRADUATION RATE

2012-2013*

19.7%

27.1%

CHRONIC ABSENTEEISM2013-2014



COMMUNITY NEEDS ASSESSMENT

NHEC contracted Pacic Resources for Educationand Learning (PREL) to share information in the2011 NHEC Needs Assessment Report with theNative Hawaiian community, while also collectingdata to begin updating the report. After conducting34 community meetings throughout the state,quantitative data was aggregated to 11 communityareas in which data on Native Hawaiian educationservices were reported. Overall, communitiesreported that scholarship opportunities were the mostdifcult to access, followed by private elementaryand middle school educational services. Culture-

based and Hawaiian language programs appearedto be the least offered, but a highly needed servicewithin the Hawaiian community. The qualitative dataconrmed the communitys desire to see schoolsteach using Native Hawaiian values and provideopportunities for students to acquire practical andlifelong skills in addition to academics.




COMMON INDICATORS STUDY

NHEC contracted WestEd to complete a study ofcommon culturally-aligned evaluation measuresto explore how current and past NHEP granteesare assessing and evaluating progress. This isto understand how the NHEC Indicators Systemcan be most effectively used to develop programassessment practices in support of benecialoutcomes for Native Hawaiians. The consultantsinventoried, categorized and analyzed assessmentmeasures from grantees to reveal patterns in theuse of measures and assessment instruments. Themost frequently occurring features included Hawaiian

values and Hawaiian cultural knowledge.


Key Findings99% of grantees are already assessing more aspects of parXcipantand program performance than the GPRA measures require(124 of 125 grants awarded between 2003 and 2012)

Grantees consistently and highly value cultural outcomes (even

when they choose not to explicitly include them in grant proposals orstated objecXves)

Grantees need addiXonal support in creaXng and adapXngassessment tools, archiving data, and using informaXon gathered forprogram improvement

Study of Common

Culturally-AlignedEvaluation Measures

Final Report

NHEC #CO-2014-005

Native Hawaiian Education Council

735 Bishop Street, Suite 200, Honolulu, HI 96813

Research conducted and report prepared byZanette Johnson, Ph.D.Marilyn Cornelius, Ph.D.

Sharon Nelson-Barber, Ed.D.

August 20, 2014

WestEd



NiihauKauai

Oahu




Existing Grantees 2013

Opportunity areas asidentied in the 2011 NHEC

Needs Assessment Report

Molokai

Lnai

Kahoolawe

Maui

Hawaii

UPDATE TO NHEC NEEDS ASSESSMENT REPOR

NHEC committed to updating its Needs Assessment Report in2014 and has contracted a resource to complete this updateThe contractor will complete an overall synthesis of variousdata sources, including the ndings of the PREL facilitated

Community Needs Assessment Report, Kamehameha SchoolsKa Huakai: 2014 Native Hawaiian Educational Report and

the HIDOE Accountability Resource Center Hawaii (ARCH)system. The contractor will also identify similarities and

anomalies amongst the data that will help the EducationCouncil prioritize the educational needs of Native Hawaiiansand make policy recommendations to the U.S. Secretary ofEducation, the Senate Committee on Indian Affairs and the

House Committee on Education and the Workforce, OHAHIDOE and the University of Hawaii system

*For a full list of the NHEP Grantees, see pages 26-27

2014 NHEP grantee servicesites

Priority areas as identied in the2011 NHEC Needs Assessment

Report



THIRD-YEAR GRANTEES

ORGANIZATION PROJECT NAME

Bishop Museum All Together Now: A Model Partnership for Improving Native HawaiianMiddle School Education

EPIC Foundation Project Imi Ike

Hawaii Department of Education Nnkuli-Waianae New Tech Schools

Hui Mlama O Ke Kai Foundation Hui Mlama O Ke Kai Keiki and pio After-school Programs

Institute for Native Pacic Educationand Culture

Keiki Steps 3.0: The Next Iteration

isisHAWAII Ipu Waiwai Kula AE (Aquaponics in Education)

Kai Loa, Inc. N Pualei

Keiki O Ka ina Preschool, Inc. Support, Advocate for Value, and Educate Our Children (S.A.V.E.) Project

Kualoa-Heeia Ecumenical YouthProject

Hoohuli Transitions: Youth to Adult

Mlama ina Foundation Makawalu O N Kumu

Ka Hana Noeau Project

Ka Paalana Homeless Family Education Program

Partners in Development Foundation N Pono No N Ohana

Tt and Me: Hoolako Ohana

Tutor Hawaii Endless Horizons

Growing Pono Schools (GPS)

Hawaii Preschool Positive Engagement Project (HPPEP)

Kkau Mea Nui (Writing Matters)

University of Hawaii-MnoaProject SPIRIT: Supporting Parents in Responsive Interactions andTeaching

Piha Pono: A Robust RTI Approach Integrating Reading, Mathematicsand Behavior Supports

Mohala N Pua Project

Place-based Learning and Community Engagement in School (PLACES)

Kaiaulu STEM: Advancing Native Hawaiian achievement, leadership, andcareer pathways in Science, Technology, Engineering, and Mathematics




SECOND-YEAR GRANTEES

FIRST-YEAR GRANTEES


Childrens Defense Fund Hawaii KOA (Knowledge, Opportunity, Achievement)

EPIC Foundation Journey to Success Project

Hui Mlama O Ke Kai Foundation Hookahi Waa No N Ohana i Waimnalo

Kawaiahao Church Ulana O Kukui

Keiki O Ka ina Preschool, Inc. TEACH Project

Lnai Culture & Heritage Center E Ike Hou i Lnai

Living Life Source Foundation Kukui MLAMA

Tt and Me: Khelahela

Tech Together: Ka Ulu Ana Project

Partners in Development Foundation N Pono Ka Pilina Ohana

Pili A Paa

Ka Paalana Homeless Family Education Program

University of Hawaii-HiloKe Ola Mau: Aspiration, Achievement and Pathway into HealthCareers

University of Hawaii-MnoaKa Pilina: Achieving & Improving Mathematics Outcomes (AIMTogether)

Program for Afterschool Literacy Support (PALS)

University of Hawaii-Maui CommunityCollege

Liko Ae IV Native Hawaiian Leadership Program

University of Hawaii-WindwardCommunity College

Nursing Pathways Out of Poverty


Mlama ina FoundationMahope O Ke Kula Ke Ao Mau Ana: The Continuum ofLearning




HAWAII P-20 DATA

NHEC invited the staff of the Hawaii P-20 Programto share information being collected as a statewidecollaboration to strengthen the education pipelinefrom early childhood through higher education,to achieve college and career success for all ofHawaiis students. Analysis of postsecondarytransition show that Native Hawaiian graduates haveshown improvement in most measures, but continueto lag among statewide averages. One nding fromthe data indicates that college access has improved,yet Native Hawaiians still have one of the lowestcollege access rates statewide compared to other

ethnicities.




2013-2014


REPORT AND RECOMMEND

There will be a culturally enlightened Hawaiian nation; There will be a Hawaiian nation which is culturally enlightened.



NIEA LEGISLATIVE SUMMIT AND DELEGATION

VISITS

In February 2014, NHEC participated in the 17thAnnual NIEA Legislative Summit and took theopportunity while in Washington, D.C. to visit 12Congressional ofces in the U.S. House and Senateto inform them about the Education Council, the workthat is being done in Native Hawaiian education, andto ask for support for a number of legislative policiesin place for the betterment of Native education.

Native Hawaii an Educati on Counci l

Talk ing Points, February 2014

1. Recommend Continued Funding of the Native Hawaiian Education Act (NHEA),Elementary and Secondary Education Act (ESEA) of 1965 Title VII, Part B, whichimproves the educational attainment of Native Hawaiians in ways linguistically andculturally aligned to the needs of the students and communities. Support annualfunding of $34 million.

2. Recommend Passage of S.1687, Strong Start for Americas Children Act. Thisbill provides states funds to enhance state-funded preschools. It includes NativeHawaiians in the eligibility for native set asides; requires native consultation in thedevelopment of the state plans; and includes funding for diverse providers.

3. Recommend Reauthorization of S.1086, Child Care and Development BlockGrant Act with Technical Corrections. This program provides affordable childcare specifically for low and moderate income parents while they work or attendschool. The reauthorization bill inadvertently excluded Native Hawaiians, who areincluded in the current law. Technical corrections should apply a consistentdefinition to the term tribal organization that includes Native Hawaiians.

4. Recommend Increased Funding for Native Hawaiian Serving Institutions, HigherEducation Act (HEA) of 1965, Title III, Part A, Sec. 317, which helps institutionsserve low-income students by funding improvements to their academic quality,institutional management and fiscal stability. Funding should increase from $7 to$10 million in order to include major eligible institutions in Hawaii.

5. Recommend Inclusion of Native Hawaiians in all Titles of ESEA Reauthorization.Native Hawaiians are the single largest indigenous group in the U.S. and comprisea major portion of at-risk students in Hawaii, yet are excluded from federal ESEAsupport because they are not immigrants, inner city youth, or tribal members.Native Hawaiians should be included in all ESEA titles where feasible.

6. Recommend Passage of S.1948, Native Language Immersion StudentAchievement Act. The bill establishes a grant program to fund Native languageeducational programs throughout Indian Country in order to improve high schoolgraduation rates, increase college enrollment and better prepare students foremployment.

7. Recommend Preserving and Protecting the Hawaiian Language by IncreasingFunding for Native American Languages Act (1990). Allows Native Americans,Alaska Natives and Native Hawaiians the opportunity to obtain their preschoolthrough post high education in their native languages. (U.S. DOE a Blueprint forReform on Indian, Native Hawaiian, and Alaska Native Education 2010) Supporteducation in Native American language as a way to revitalize native languages andincrease academic performance.

HIKE ME KA HPAI MANAOREPORT AND RECOMMEND



INCLUSION OF NHEP IN NATIONAL CONGRESS OF

AMERICAN INDIANS (NCAI) FY15 BUDGET REQUEST

NHEC worked with NCAI to continue the inclusion ofNHEC in the Indian Country Budget that is submitted tothe President and Congress.

The full NCAI 2015 Indian Country Budget Request can

be found athttp://www.ncai.org/resources/ncai_publications.

$35M

30,000

Native Hawaiian Education Program,Title VII, Part B of the

No Child Left Behind Act

Native Hawaiian children and familiesestimated to be served by new grantees in

FY 2011




EDUCATION ROUNDTABLE WITH U.S. SECRETARY

OF EDUCATION ARNE DUNCAN

In March 2014, NHEC participated in a roundtablediscussion on Native Hawaiian education duringSecretary Duncans visit to Hawaii. Important issueswere raised, such as Hawaiian-focused charterschools, Native Hawaiian language immersion andculturally responsive evaluation.




% OF NATIVE HAWAIIANS IN HAWAII PUBLIC SCHOOLS 1

HIGH SCHOOL GRADUATION RATES2

NUMBER OF PERSONS OVER THE AGE OF 5 SPEAKING HAWAIIAN AT HOME3

28%

71%

16,864

9%

79%

26%

70%

8,872

10%

77%

Students,2002

Native Hawaiians,2002

1990

Teachers,2002

State Total,2002

Students,2009

Native Hawaiians,2006

2008

Teachers,2009

State Total,2006

Note: These statistics were used in testimony to Congress

1,3

Source: OHA Data Book, 2011.2

Source: Kamehameha Schools Native Hawaiian Education Assessment Update, 2006.

ADVOCACY

NHEC submitted testimony and comments to:

Senator Tom Harkin (D-IA) and the Health,Education, Labor and Pensions (HELP)Committee supporting the reauthorization ofHigher Education Affordability Act;

Senator John Tester (D-MT) and the Indian AffairsCommittee on the oversight hearing on EarlyChildhood Development and Education in NativeCountry. NHEC included copies of resolutionson early childhood education adopted by theNational Indian Education Association and the

Association of Hawaiian Civic Clubs that weresponsored by NHEC;

Senator Mazie Hirono (D-HI) on thereauthorization of the Child Care andDevelopment Block Grant Act. NHEC indicatedthat although the current law included NativeHawaiians, the reauthorization bill accidentlyexcluded Native Hawaiians in a few instances;

Mr. Geoffrey Blackwell, Chief of the Ofceof Native Affairs and Policy of the FederalCommunications Commission, requesting thatNative language immersion schools be includedin the high priority category for connection to theinternet;

Representative John Kline (R-MN) and theCommittee on Education and the Workforceon the reauthorization of the Child Care andDevelopment Block Grant Act, supporting anincrease in the overall allocation reserved forNatives;

Senator John Tester (D-MT) in support ofthe Native Language Immersion StudentAchievement Act and the Reaurthorization ofNative American Languages Program;

Ms. Catherine Payne, Chair of Hawaii StatePublic Charter School Commission in support of

the Hawaiian Focused Charter Schools proposalfor a three-year pilot to test school-specicmeasures, and offering the results of the NHECstudy on common cultural indicators as a startingpoint for their efforts as they hone into theirschool-specic measures;

Ms. Catherine Payne, Chair of Hawaii StatePublic Charter School Commission in support ofgiving the Hawaiian Focused Charter Schoolsthe time and legal counsel to review the StatePublic Charter School contract template so thatthey can negotiate in the best interest of theirstudents and families.




RESOURCES RELATED TO NATIVE HAWAIIAN

EDUCATION

NHEC recommended appropriation amounts for theNHEP to the four Hawaii Congressional delegatesand secured letters of support from the Ofce ofHawaiian Affairs, the Governor of the State of Hawaiiand the President of the University of Hawaii.

NHEP GRANTEE BRIEFING

On August 6, 2014, NHEC organized its fourthNHEP Grantee Brieng with Hawaiis Congressionaldelegates and their staff. The grantees were askedto provide information on their projects, challengesin meeting their proposed outcomes, challenges inimproving Native Hawaiian education, ways in whichNHEC can help their projects succeed and theirsustainability plans.




2013-2014


DEMONSTRATE ORGANIZATIONAL EXCELLENCE

There will be a culturally enlightened Hawaiian nation; There will be a Hawaiian nation which is culturally enlightened.



STRATEGIC PLAN

NHEC conducted its annual review of theimplementation of the plan and the continuedrelevance and desirability of the goals, objectivesand activities.

POLICIES AND PROCEDURES

NHEC reviewed its bylaws and adopted amendmentsto update them. The NHEC Member ExpectationStatement was reinstated and updated, and will besigned by all Education Council members and IslandCouncil ofcers at the beginning of each scal yearalong with the NHEC Conict of Interest Policy &Pledge. NHEC continued updating its organizationalpolicies and procedures, which will includeadministrative and scal policies.

MEMBERSHIP PLAN

NHEC implemented its plan to ll vacancies on theEducation Council and currently has 20 members:9 Providers, 10 Consumers and 1 representativefrom the Ofce of Hawaiian Affairs. As soon as theEducation Council is fully constituted and the USDOEhas approved the membership plan, members whohave served on the Education Council since itsinception may begin to rotate their roles.

OFFICE ADMINISTRATION

NHEC contracted a third-party human resourcesrm to manage personnel matters for an initial termof one year. Just as the initial term ends, NHECadministration will reevaluate its HR needs anddecide whether to continue with this service.

At the end of July 2014, the current Executive Directorresigned and an Interim Executive Director was hiredto serve as Executive Director while the EducationCouncil conducts a search for a replacement.

HIKE I KA HUI OI KELAKELADEMONSTRATE ORGANIZATIONAL EXCELLENCE


37/3962

MAHALO



735 Bishop StreetSuite 200Honolulu, HI 96813

Ofce: (808) 523-NHEC [6432]Fax: (808) 523-6464

www.nhec.org


39/39

Documents

NHEC 2013-2014 Annual Report