ATTACHMENT C: Abstracts
FY 2011 Native Hawaiian Education Program
S362A110034 University of Hawaii
Growing Pono Schools (GPS) GPS’ goal is to improve the academic engagement and outcomes and pono behavior of Native Hawaiian (NH) youth and school climate. This will be accomplished through the development, implementation, and evaluation of an advisory education curriculum, for elementary, middle/junior high, and high school students. The curriculum will integrate values driven culturally based education (CBE) and appreciative inquiry (AI) practices; development of a video production guide; and the statewide E Ola Pono campaign to proactively address issues of bullying, low achievement, and low engagement in our youth and culturally unresponsive school climate. GPS will be initially implemented at North Hawai‘i Island and Windward, Oahu. Services to year 1 schools will continue all three years, with expanding numbers. It is estimated that about 1,225 youth of Hawaiian ancestry and over 60 teachers will be directly served by the GPS project over the 3 years.
S362A110013 University of Hawaii
Kākau mea nui (Writing Matters) proposes to change teachers’ attitudes, knowledge, and skills for teaching writing, thus impacting upon Native Hawaiian students’ writing proficiency. This project addresses Beginning Reading and Literacy (Priority 4). Literacy is critical to success in the 21st century, and students who lack basic writing skills face considerable barriers to success within and after school. The proposed school-wide writing project will be at Waimanalo Elementary and Intermediate School (Kindergaren-8th grade), a high-poverty school with over 500 students, a significant majority of Native Hawaiian/part-Hawaiian (61%) students and 79% on free/reduces lunch. Sixty teachers and support personnel will participate in on-going professional development activities, designed to address the unique education needs of Native Hawaiian students and increase writing proficiency.
S362A110038 University of Hawaii
Piha Pono: A Robust RTI Approach Integrating Reading, Mathematics, and Behavior program fully integrates reading, mathematics, and behavior supports in 10 schools with relatively high proportions of Native Hawaiian students and notably high levels of poverty. Project activities will consist of the refinement of RTI K–3 reading (sample activity: train on vocabulary/comprehension strategies); development RTI K–3 mathematics program sample activity: provide professional development on K–3 mathematics for all teachers; and the development/refinement of the School-Wide Positive Behavior Supports (SWPBS) system sample activity. Goals are to increase the numbers of students meeting Adequate-Yearly-Progress (AYP) in reading and mathematics and decrease referral rates in special education at each participating school. The project will serve an estimated 4,485 students and 467 teachers and other educators in the 10 project schools. The proposed sites are two elementary schools on O‘ahu; two elementary schools on Moloka‘i; two elementary schools on Maui; and four elementary schools on Hawai‘i.
S362A110009 University of Hawaii
PROJECT SPIRIT: Supporting Parents in Responsive Interactions has three main goals. 1) Improve at-risk Native Hawaiian children’s education readiness and early development. 2) Provide evidence based skills and support for Native Hawaiian parents of children ages 0-5 using the Responsive Teaching Curriculum and; 3) Provide professional development for Native Hawaiian interventionists. The proposed intervention using the Responsive Teaching Curriculum is an evidence-based child development curriculum. It is a relationship-focused intervention that was designed to be implemented by caregivers who spend significant amounts of time interacting with and caring for young children. Each participating child will 1) develop and enhance positive interactions with their parent; 2) reduce difficult child behavior; 3) increase frequency of pivotal behaviors; and 4) improve their social, emotional, communication, and cognitive development. Over the three years, 350 families will be served.
S362A110077 University of Hawaii
Kaiaulu STEM: Advancing Native Hawaiian achievement, leadership, and career pathways in Science, Technology, Engineering, and Mathematics. STEM is a five-member collaboration amongst the four largest Native serving postsecondary institutions (Leeward Community College, Kapi‘olani Community College, University of Hawai‘i at Mānoa, University of Hawai‘i at Hilo) and the Nā Pua No‘eau Center for Gifted and Talented Native Hawaiian Children. The statewide project will conduct enrichment activities for 500 Native Hawaiian middle and high school students each year; host residential math-intensive bridge programs for 23 transitioning Native Hawaiian college students each year; facilitate research experiences and professional internships for 50 Native Hawaiian students annually, and provide scholarships for 175 Native Hawaiian students pursuing BS, MS, teaching, and PhD degrees in STEM.
S362A110008 Partners in Development
Ka Pa’alana is an innovative mobile outreach, preschool, and family literacy services to homeless program. Ka Pa‘alana has served over 2,700 homeless Native Hawaiian families living in shelters or in tents pitched on beaches and in beach parks on the Leeward Coast of O‘ahu. Ka Pa‘alana has two objectives: 1) increase family literacy and enhance family dynamics of homeless families living in the Maili Land Shelter by expanding the current two-hour-a-day, two-day-a-week preschool to a four-hour-a-day, four-day-a-week comprehensive family education program and incorporating extensive home visits and; 2) Increase family literacy and improve family dynamics and health of homeless families by continuing the “first contact” Malama Mobile Outreach services and extending its reach via a home visiting component. Over a period of three years Ka Pa‘alana’s Family Education Program will serve approximately 935 homeless Native Hawaiians and 485 adults.
S362A110041 Institute for Native Pacific
The Next Iteration Keiki Steps 3.0 will meet the school readiness needs of at risk Native Hawaiian young children and their families through increasing their participation in a high-quality early education program that is culturally responsive, standards-based, and literacy-focused. There are five objectives: 1) recruiting at least 600 children, 400 parents/caregivers, and 30 teachers from rural, high poverty Native Hawaiian communities annually; 2) improving literacy and school readiness skills of participating children; 3) increasing parent knowledge of child development and positive parenting practices; 4) increasing the capacity and competency of early childhood educators; and 5) assisting 12 schools in rural, high-poverty communities with their school readiness activities. Number of Participants to be Served: 600 children, 400 parents/caregiver, and 30 teachers will be served by the project each year (n=930 participants) for a total of 1,800, 1,200 and 50 (n=3,050 participants). The project will serve 12 sites located in rural elementary schools with high concentrations of Native Hawaiian students on 3 islands: O'ahu (Barbers Point, Kamaile, Leihoku, Māi'li, Mākaha, Nānākuli, Wai'anae); Hawai'i Island (Ha'aheo, Kapi'olani, Keaukaha, Honoka‘a); and Kaua‘i (Kekaha).
S362A110054 Consortium for Hawaii Ecological
Makawalu O Nā Kumu Adventure Math Project is a rigorous project based math curriculum program based on Hawai‘i Content and Performance Standards III benchmarks. The project will inspire and equip Native Hawaiian students and their teachers to achieve academic success in math and science through the integration of these skills with Hawaiian culture and practices in a project-based curriculum. Project Objectives: 1) Improve attitudes and awareness of 440 students to STEM (Science, Technology, Education, and Math) education through a project based curriculum that integrates the Hawaiian culture; 2) Train 70 charter school math, science, and Hawaiian culture teachers in the Makawalu curriculum content and delivery and; 3) Complete student curriculum workbooks including data collection, mathematical calculations, and equation creation. Outcomes include: 1) a quantitative increased appreciation for STEM fields of study; 2) an increase in the number of participating teachers who receive a certificate of course completion each year; 3) an increase in the completion of student curriculum workbooks including data collection, mathematical calculations, and equation creation and; 4) Pre-post testing of students at the course and unit levels will show statistically significant increase in knowledge of at least 20% of student participants.
S362A110069 Bishop Museum
All Together Now will advance Native Hawaiian education in Hawai‘i by creating and testing and implementing a model for collaboration between museums, the formal education community, and local community organizations. Bishop Museum will partner with the University of Hawai‘i-Mānoa College of Education (UHCOE) and the Polynesian Voyaging Society (PVS) to create a series of educational experiences for Native Hawaiian middle school audiences that combine western science with relevant cultural knowledge and practice. Project outcomes include six lesson plans (model curricula) to be tested on 1,500 Native Hawaiian middle school students and used by 100 teachers statewide, an online learning center that will be used by 120 teachers and 3,000 members of the general public during its first year, three teacher workshops on three neighboring islands to be attended by 60 teachers, an onsite two hour museum program for school field trips to be attended by 1,500 Native Hawaiian middle school students, and an offsite museum program for outreach to be attended by 1,500 Native Hawaiian middle school students. During its two year duration, the project will serve 5,000 Native Hawaiian middle school children, 280 teachers, and 3,000 members of the general public.
S362A110063 Hawaii Department of Education
Nankuli- Waianae Complex located on the Leeward side of Oahu is characterized by high poverty, high unemployment, and low educational attainment. This initiative is a multi-collaboration of education and keiki support organizations that focuses efforts and resources toward systemic education reform including the New Tech High School reform that will be implemented. Project goals are to improve student achievement that will result in increased graduation rate and to prepare students for successful transition to college and work and to increase the participation for all students in STEM career readiness activities. Anticipated outcomes are increased: 1) student achievement, 2) enrollment in post-secondary education, 3) 21st century work skills, 4) employment in STEM fields, 5) graduation rate and staff trained in technology use.
S362A110064 Tutor Hawaii
Endless Horizons proposes a three-year project addressing at five targeted schools Makaha Elementary School Nanakuli Elementary School – Waianae Hilo Union Elementary School – Hilo Honowai Elementary School, Waipahu Elementary School – Waipahu. Specific annual objectives include : 1) 425 students will complete at least 60 hours of targeted academic interventions through the blended learning model; 2) students will improve their Reading grade level by at least 1.5 grade levels; 3) students will improve their Mathematics grade level by at least1.5 grade levels; 4) students will indicate satisfaction with Native Hawaiian language and traditions programming; and 5) project and consortium agency staff will complete at least 20 hours of Endless Horizon-sponsored professional development annually, measured through attendance data. At least 20 families will participate in the Digital Storytelling program annually.
S362A110053 Kai Loa, Inc.
NA PUALEI proposes to improve school-readiness and success for Native Hawaiian children entering Kindergarten by providing a free high quality Hawaiian language immersion Junior Kindergarten (JR-K) program for 4-year olds. The objectives of NA PUALEI are: 1) Increase staff knowledge of early education and care and use student assessment to improve instruction and 2) Students will consistently demonstrate school readiness as measure by the Hawaii State School Readiness Assessment and the Hawaiian language proficiency assessment. Each staff member will annually complete a minimum of 160 hours of early education and care training.
Staff will identify and implement up to 5 new teaching strategies based on student assessment results. Additionally, staff will develop and implement the NA PUALEI program, curriculum and assessment tools, measure student achievement for school readiness, and monitor for program improvements. The projected numbers to be served are: 3 JR-K teacher/assistants in Year 1; 16 students, 32 parents, 3 JR-K teacher/assistants in Year 2and; 16 students, 32 parents, 3 JR-K teacher/assistants in Year 3. The project will be housed in Haiku, Hawaii on KAI LOA’s 28 acres of land.
S362A110095 Kualoa-Heela
KEY: Transitions: Youth to Adult Native Hawaiian Education KEY proposes to strengthen its existing Transitions: Youth to Adult program through the addition of a basic skills component and job/career readiness program to the current program design, and state-of-the-art technology that supports distance learning. The goals of the project are to: 1) increase the percentage of Native Hawaiian youth and adults who graduate from high school prepared to attend institutions of higher education and; 2) increase the percentage of Native Hawaiian youth and adults who are prepared to enter the job market as measured by knowledge of jobs/careers/work markets survey. Students will be able to work with the computerized programs using headphones, access distance learning courses in the Technology Center, or work with the teacher one-on-one or in small groups. KEY seeks to triple the number of students it serves in its CBASE program from 15 to 45 through the addition of two classes.
S362A110020 Partners and Development
Hui Malama O Ke Ka (HMK) is an after-school program based in the severely underserved “Hawaiian homestead” community of Waimanalo. The programs’ curricula are place-based, experiential, multi-year, and are steeped in Native Hawaiian values/culture in order to foster cultural identity and self-efficacy. HMK develops the whole child while focusing around an ocean-based theme with attention toward environmental stewardship. The HMK Keiki Program expects to serve forty-five at risk/at-promise 5th and 6th grade students and families from Blanche Pope and Waimanalo Elementary School.
S362A110084 Educational Services Hawaii Foundation EPIC Foundation
Project Imi Ike,meaning “to search for knowledge,” will provide comprehensive and differentiated Hawaiian culture-based tutoring, educational services, and related support services at an outreach learning center strategically designed to work with Native Hawaiian youth, ages 5 to 20, currently or formerly in foster care on the island of Oahu to include students who are certified as receiving Individuals with Disabilities Education Improvement Act (IDEIA) or Section 504. The project’s goals are to: 1) improve a student’s reading and/or math performance by at least I grade level annually; 2) improve student’s attitude toward school and learning; and 3) improve student awareness and practices of Hawaiian culture. The project will adhere to the Out-of-School Time (OST) standard of having 40-45 tutoring hours which has been identified as vital to producing measureable improvements on student achievement.
S362A110001 Partners in Development
Tūtū and Me is free mobile preschool that serves children age birth-5 and the adult caregiver (often a grandparent) raising them. Project Tūtū and Me: Ho‘olako ‘Ohana (Grandparent and Me: Providing our families with the best of everything). The goal and expected outcome of the project is that Native Hawaiian children in these communities will enter school ready to learn and succeed. Objectives are to provide: 1) a quality early educational foundation for young children; 2) education and support to their caregivers; 3) enrich the relationship between caregiver and child; 4) opportunities for professional development; 5) partner with community organizations and agencies to make referrals for special needs; 6) develop educational materials and resources and 7) implement measure, assess, analyze, and quantify the program’s impact. Families living in the following 24 disadvantaged communities on five islands in Hawai‘I, O‘ahu, Hawai‘I, Moloka‘I, Kaua‘I,,Maui. In three years time, the project will have increased the school readiness of 2,500 children, which is approximately 20% of the Native Hawaiian children in Hawai‘i who do not attend preschool. In addition, this project will provide support and education to an equal number of caregivers.