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- Aha Punana Leo S362A050003 (Hilo)
- Institute for Native Pacific Education and Culture S362A050009 (Kapolei)
- University of Hawaii at Hilo-Na Pua Noeau S362A050011 (Hilo)
- Mana Maoli-Halau Ku Mana S362A050015 (Honolulu)
- University of Hawaii-John A. Burns School of Medicine S362A050022 (Honolulu)
- University of Hawaii-Curriculum Research & Development Group S362A050024 (Honolulu)
- Kaunakakai Elementary School S362A050026 (Kaunakakai)
- Partners in Development S362A050027 (Honolulu)
- Keiki O Ka 'Aina Preschool S362A050028 (Honolulu)
- Wai'anae High School Alumni and Community Foundation S361050032 (Wai'anae)
- Ke Kula O 'Nawahiokalani'opu'u S362A050034 (Keaau)
- University of Hawaii-Curriculum Research & Development Group S362A050044 (Honolulu)
- Ho'ola Lahui Hawaii S362A050048 (Lihue)
- University of Hawaii-Center on Disability Studies S362A050050 (Honolulu)
- Alu Like-Ho ala Hou Department S362A050051
- Kualapu'u Public Conversion Charter School S362A050054 (Kualapu'u)
- University of Hawaii-Center on Disability Studies S362A050056 (Honolulu)
- University of Hawaii Center on Disability Studies S362A050057 (Honolulu)
- Kanu o ka 'Aina Learning 'Ohana S362A050058 (Kamuela)
- Partners in Development S362A050060 (Honolulu)
- Boys & Girls Club of Hawaii S362A050065 (Honolulu)
- University of Hawaii at Manoa-Student Affairs S362A050070 (Honolulu)
- Moloka'i Community Service Council S362A050072 (Kaunakakai)
- Bishop Museum-Public Programs S362A050074 (Honolulu)
- Nanaikapono Elementary School S362A050075 (Waianae)
- University of Hawaii-College of Engineering S362A050076 (Honolulu)
- Partners in Development S362A050078
- University of Hawaii-Hawaiian and Indo-Pacific Languagues and Literatures S362A050083 (Honolulu)
- Keiki O Ka 'Aina Preschool S362A050086 (Honolulu)
1. Aha Punana Leo S362A050003 (Hilo)
The focus of the Lamakü project is to lay the foundation for a critical mass of well-prepared educators, scholars, and families to stabilize, strengthen and perpetuate Hawaiian language and culture via the Hawaiian Medium Education system. The project expands the existing Hawaiian Language Immersion Program by establishing an instructional program in which children can meet the state’s education standards through the medium of the Hawaiian language. The project sets the stage in terms of increasing the number of qualified teachers eligible to teach within Hawaiian medium schools and bridging the gap between Hawaiian student test scores and total DOE averages. Within this Lamakü project is the opportunity to prepare Native Hawaiian families for post-secondary education (25 scholarships), to prepare Native Hawaiian students for the demands of applying and attending college (175 students w/their families), and to support Native Hawaiian educators in excelling (90 scholarships). We hope to assist a total of 290 Native Hawaiians with this project per project year. TOP
2. Institute for Native Pacific Education and Culture S362A050009 (Kapolei)
Through a partnership of state and community-based agencies, Keiki (Hawaiian word for “child”) Steps will address the need to improve the school-readiness of Native Hawaiian children. The project will ensure Native Hawaiian Children, prenatal to 5, will be ready to learn and achieve to high standards, Native Hawaiian Students will enter school ready to learn and achieve to High standards and teachers will receive training and have access to instructional resources that meet the unique educational needs of Native Hawaiian students. At approximately thirty-five families per site, nearly four hundred families with 1 – 5 children, and who otherwise may receive no preschool experience, will be served. TOP
3. University of Hawaii at Hilo-Na Pua Noeau S362A050011 (Hilo)
The proposed "Project Hoomau" will focus on the 11th and 12th grade Native Hawaiian student with some aspirations to enter the university system, and will work with that student throughout the term of the three-year grant project. Program initiatives will include: Research Seminars that connect high school participants with university faculty and their research projects; Counseling support services for high school participants (addressing challenges by Hawaiian high school students, i.e., identity, connecting student’s career goals to serving the community and family); and, Counseling support services for college participants (including social and academic support networks, career advising, and continued internship opportunities). Project Outcomes will include:
1. an increase in the number of Native Hawaiian students entering the university system, and
2. an increase in the likelihood of Native Hawaiian students completing their post-secondary education. Project Hoomau will serve 90 at-risk Native Hawaiian students, providing services to increase their likelihood of completing a post-secondary education program. TOP
4. Mana Maoli-Halau Ku Mana S362A050015 (Honolulu)
The major goal of this project is to improve the educational experience of Native Hawaiian students and teachers, ultimately helping to improve their lives. This goal, along with 12 measurable outcome objectives, will be realized through the following main project activities:
1. Develop, test, and document a culturally-based curriculum (and assessment tools) focused on the natural environment, and aligned with the Hawaii Content and Performance Standards, that provides the resources and guidance to effectively teach math, science and other academic subjects through the Native Hawaiian system of resource/land management – the 'Ahupua'a - and which incorporates the Hawaiian language for all major terminology and concepts.
2. Plan and implement in-service teacher training programs that increase and enhance efforts to employ culturally appropriate pedagogical approaches and address various learning styles (especially those found in Native Hawaiian students).
3. Recruit motivated, open-minded teachers, preferably Native Hawaiians or members of the local school community, especially those with a math, science, Hawaiian language, cultural, and/or environmental background; Recruit kupuna (elders) as teachers, consultants, and trainers. TOP
5. University of Hawaii-John A. Burns School of Medicine S362A050022 (Honolulu)
Hui Mālama o ke Kai (HMK) is an after school program that services approximately 40, primarily Native Hawaiian, 5th and 6th graders attending Blanche Pope Elementary School and Waimānalo Elementary School in Waimānalo, Hawaii each academic year. Children learn about their Hawaiian culture by experiencing the ocean, the mountains, and the streams. HMK proposes to provide after school tutoring sessions; increase knowledge of disease prevention through nutrition and physical activity education; engage participants in 30 minutes to 1½ hours of culturally appropriate physical activity at least three (3) times a week; engage students in culturally appropriate physical activities with their parents; and increase parental knowledge on how to provide a healthy lifestyle for their families. HMK will provide activities for a health and wellness program that will educate HMK participants, as well as families, about the health of Native Hawaiians, traditional Native Hawaiian diet/nutrition, and the incorporation of physical activity into their daily lives. The program is year-long and much of the program activities will center on the ocean and be unique to Hawaii, or culturally based in Native Hawaiian culture. TOP
6. University of Hawaii-Curriculum Research & Development Group S362A050024 (Honolulu)
Na Lama Heluhelu: The Pihana Na Mamo Early Reading Initiative is designed to address the beginning reading needs of Native Hawaiian students in kindergarten through third grade. The project will establish and support 15 beacon schools in communities serving large numbers of Hawaiian students at risk for reading difficulties. The beacon schools will be supported to establish the following critical elements of effective school wide reading programs:
1. reading as an established school priority
2. an assessment system that screens, monitors progress, and informs reading instruction
3. scientifically-based, researched core and supplemental reading programs and materials
4. sufficient and protected instructional reading time
5. differentiated instructional groupings and materials and flexible schedules to assist struggling readers
6. administrative leadership and ability to allocate resources to support reading; and
7. ongoing professional development that supports building school-level expertise and capabilities.
The project anticipates serving more than 3,000 students of Hawaiian ancestry who are enrolled in these 15 schools, 300 teachers and school-level instructional staff, 50 school and complex-area administrators, and reaching more than 1,000 parents and community members. TOP
7. Kaunakakai Elementary School S362A050026 (Kaunakakai)
We believe that children’s learning is influenced by the experiences of many environments. We must initiate bold approaches that stimulate and affect other influencing environments in building enriching experiences that will further support the children’s learning. We propose to extend learning time and support after- or out-of-school activities so achievement levels will rise. Through FACT (Families And Classroom Teachers), teachers will voluntarily conduct workshops each month for parents to learn what their children are learning. The project will also provide enriching opportunities to “look, hunt, search” among new experiences that, for most of the children, may be the highlight of their lives. Our projection is to touch every child (240) and his/her family (200) outside of formal school time with support and enrichment experiences that will have a positive effect on their achievement levels. TOP
8. Partners in Development S362A050027 (Honolulu)
Project "Tütü and Me: Mälama Nä Pua" will provide quality learning opportunities for young children; "parenting" training and support for elderly caregivers; will offer prenatal advice and counseling to expectant mothers; health education and assessment; and, will implement diagnostic, evaluation, and assessment measures to quantify the impact of the program in both the preparation of the children for formal school and the education of their caregivers. Tütü and Me: Mälama Nä Pua will identify, recruit and service this underserved segment of the Hawaiian population in cooperation with churches, schools, and community organizations serving the Hawaiian and Part-Hawaiian community. The numerical target for the project is to directly serve at least 3000 children and caregivers from underserved populations of Hawaiian and Part-Hawaiian communities during the proposed three year period at twelve sites throughout the State of Hawaii. The goal is that young children will enter school ready to learn and succeed. TOP
9. Keiki O Ka 'Aina Preschool S362A050028 (Honolulu)
Keiki O Ka 'Aina Family Learning Centers proposes the creation of the Accelerated Interactive Montessori Home Instruction (AIM-HI) Curriculum for at-risk Hawaiian Preschool aged children O'ahu. The purpose of the curriculum is to provide these children with the kindergarten readiness skills they will need for elementary school success. Additionally, the curriculum will develop knowledgeable parents with the capacity and desire to take an informed role in their child’s early literacy development. The curriculum will be developed with Hawaiian epistemology (way of knowing) as its foundation. Eighteen original children’s books will be developed in collaboration with Hawaiian Charter Schools to integrate with the curriculum (one per month for 9 months in year one and in year two). Parents will be provided with a packet of learning tools: glue, crayons, scissors, and inset shapes to support the curriculum. The AIM-HI curriculum will teach parents how to make materials and learning activities from household items and things found in nature, and implement them at home. Children's learning strengths and weaknesses will be identified and addressed. Valid and reliable assessment measures for monitoring school readiness progress will be used. TOP
10. Wai'anae High School Alumni and Community Foundation S361050032 (Wai'anae)
Located in one of Hawaii’s most economically distressed communities with the highest concentration of Native Hawaiian children, the proposed Wai‘anae Coast Digital Media Halau (Learning Communities) for Native Hawaiian Youth project represents the newest phase of an ongoing multi-partner, multi-year effort to provide at-risk Native Hawaiian youth the chance to discover and pursue meaningful cultural, educational, and professional development opportunities in rapidly growing digital media industries. The partners are working together to recruit Native Hawaiian students into a comprehensive pipeline of personal and academic development that combines the traditional and contemporary Hawaiian cultural practice of mo ‘olelo (storytelling) with instruction and hands-on commercial production in a wide range of digital media technologies (including digital video and audio production, computer art and animation, broadcast journalism, web application development, and video game design). In this proposed effort, the overall immediate goal of the Digital Halau project is to increase the number of Native Hawaiian youth from the Wai‘anae Coast enrolling and succeeding in upgraded digital media arts education and training programs at high school and college. The long-range goal is to increase the number of Native Hawaiian youth entering digital media industries as employees or entrepreneurs, whose creative talent can spark economic revitalization in their home communities along the Wai‘anae Coast. TOP
11. Ke Kula O 'Nawahiokalani'opu'u S362A050034 (Keaau)
This grant requests funds to develop student literacy in the Hawaiian Medium Schools through the research and development of Hakalama in the teaching of reading and writing for children from kindergarten to grade six. Secondly, funds are needed for the resurrection of traditional literature and knowledge to enhance cultural literacy among the students and their families. Finally funds will be used create assessment instruments that meet and/or exceed the standards of the Hawaii and U.S. Departments of Education to determine the academic progress of the students in the Hawaiian medium schools. There is not an instrument in Hawaiian to use with the students in the Hawaiian immersion schools at this time. The study of Hakalama, the preservation of traditional literature and resources, and the creation of a “standardized” test in Hawaiian are initiatives that can produce outcomes that can benefit all Hawaiian medium schools throughout the state. TOP
12. University of Hawaii-Curriculum Research & Development Group S362A050044 (Honolulu)
Kako‘o Piha: The Pihana Na Mamo Project to Support At-Risk Native Hawaiian Youth is designed to support at-risk Native Hawaiian secondary students to successfully graduate and transition into post-high school employment training and higher education programs. Kako‘o Piha will focus on the following goals and activities to ensure successful post school outcomes for at-risk Native Hawaiian students:
1. Provide systematic mentoring and transition planning supports
2. Provide intensive academic supports, including evidence-based reading, writing, and mathematic curricula, tutoring, and summer courses
3. Refine and adapt pro-social skills curricula and cultural activities to develop prosocial skills, cultural competencies, and resiliency,
4. Provide follow-along services and supports during the students’ first year at their receiving program or setting, and
5. Develop and maintain a longitudinal database to monitor student progress and provide the school systems with information to adjust academic, behavioral, and social supports in a timely fashion. Over a three-year period, Kako‘o Piha will serve 300 Native Hawaiian and their families directly. TOP
13. Ho'ola Lahui Hawaii S362A050048 (Lihue)
The purpose of the Native Hawaiian Health Career and Education Project is to increase the number of Native Hawaiians receiving healthcare training on Kaua’i. Native Hawaiians are underrepresented in the healthcare and medical fields. Program objectives:
1. Increase Native Hawaiian educational performance levels of students at Kaua’i Immersion Schools (elementary through high school);
2. Provide a culturally relevant and appropriate career development program from middle school through high school
3. Create awareness of healthcare education opportunities in elementary, middle school and high school in Immersion Schools
4. Recruit students into health professions at postsecondary level needing financial assistance
5. Provide linkage to scholarship assistance for existing scholarship programs and for those who do not qualify by providing a limited number of health scholarships; and
6. To provide parent activities such as small business development, computer training, and allied health.
Program activities: Tutoring, career counseling, career development, mentoring, and family vocational training will be provided to achieve program goals. TOP
14. University of Hawaii-Center on Disability Studies S362A050050 (Honolulu)
Ethnic minorities, people with disabilities, and people with poverty incomes are finding themselves more likely to miss out on opportunities leading to success at school and in the workplace. Hawaiian children with disabilities are among those with the lowest measured skills in today’s technology, literacy, and mathematics. To improve education and outcomes, our project seeks to boost literacy, math, technology skills, and use of Hawaiian language through evidence based methods. The project will infuse Hawaiian culture and language into currently proven and promising educational supplements and implement a menu of programs in five sites with curriculum that includes technology, reading and writing, mathematics, and Hawaiian language. The project will also apply a Community Response Model to improve outcomes and increase the extent to which Hawaiian culture drives the processes and improve self-efficacy and self-determination, individually and culturally, through the discovery that education can be enjoyable, with a sense of high rates of success. TOP
15. Alu Like-Ho ala Hou Department S362A050051
The Windward Oahu Ke Akeakamai Project will serve up to 500 NativeHawaiian (NH) youth in grades 9-10 who are most at risk of school failure, through developing/delivering/field-testing an culturally based, integrated, science/math/technology curriculum with an aligned supplemental services package. Highly experienced cultural specialist, academic curriculum experts and researchers/teacher educators will team to work closely with teachers and students in four or more schools where the NH student population is high and where the most at-risk &/or special needs students are in attendance. Project goals and their anticipated outcomes are:
1. Implement a collaborative planning process resulting in a culturally focused, integrated curriculum and aligned supplemental services package
2. Document and format a culturally focused, integrated math/science/technology curriculum with aligned supplemental services
3. Delivery of prepared curriculum activities and aligned supplemental services within a supported and controlled field test design
4. Assess the effectiveness of the field tested curriculum and aligned supplemental services using valid qualitative and quantitative measures of cultural and academic success
5. Disseminate and sustain the tested curriculum components and aligned supplemental services within Hawai‘i State Department of Education high schools through web site trainings/interactions and professional development activities. TOP
16. Kualapu'u Public Conversion Charter School S362A050054 (Kualapu'u)
Kualapu’u Project OLELO proposal addresses the obligation of providingthe best possible education for our children, particularly in accordance with the Hawaii State Constitution’s mandate for the study of the Hawaiian language, history, and culture. First, the project will enable more students to be provided with a quality Hawaiian education program. Second, more students will have access to experiential and culturally relevant materials and resources that will equalize and enrich their learning. Third, more students will meet the state proficiency levels in reading and mathematics, as well as in other content areas scheduled to be measured statewide. In order to meet these student-directed goals, Project OLELO requests funds to develop the Hawaiian language materials that support the school wide programs that have been recently adopted, as well as capture concepts and practices unique to the culture that are not reflected in the English curricula. The students will be trained to become viable members of the materials’ development team. Their creativity, their expressions, and their honed writing skills will be channeled into quality stories for publication and use in other classrooms. TOP
17. University of Hawaii-Center on Disability Studies S362A050056 (Honolulu)
Ka Hana 'Imi Na'auao (the seeking of scientific knowledge) will serve up to 400 Native Hawaiian (NH) students in grades 10-12 by developing a science curriculum that prepares them for science-related college programs. Project researchers, and cultural and academic experts will work closely with teachers and students in eight or more schools: where the NH population is high; where more NH students are at-risk and/or have special needs; and that are in rural areas. All learning will be grounded in NH values and teaching styles. Project goals and their anticipated outcomes are:
1. Strategize a Plan – assess and survey students, developing a plan tailored to their needs
2. Develop a Science Curriculum – evaluate and integrate culturally responsive NH curriculum, developing and piloting numerous meaningful and locally relevant learning experiences that link state content standards (including math and technology readiness, literacy and NH language, culture and traditions) to college/career prerequisites and opportunities
3. Assess the Curriculum – use and develop valid qualitative and quantitative measures to assess success of the project for NH students
4. Field Test the Curriculum – adapt and revise materials and make them web accessible; and
5. Disseminate and Sustain the Curriculum – support use of the final products across the state and sustain indefinitely through website interactions and direct teacher support. TOP
18. University of Hawaii Center on Disability Studies S362A050057 (Honolulu)
This professional development project, a partnership between ALU LIKE, Inc, and the Center on Disability Studies, will recruit 75 teachers to attain competencies to meet the unique needs of Native Hawaiian (NH) students. Targeted trainees are K-6 teachers working in Hawai`i Department of Education (DOE) schools with concentrations of NH students and will complete a nine credit certificate specifically designed to improve the educational outcomes for NH students, including NH students with disabilities, within a culturally responsive learning environment. Three cohorts of 25 teachers will participate in certificate courses to acquire the skills needed to design culturally responsive, inclusive classrooms that provide for a broad range of learners and teach through the NH culture. The projects aims to implement a focused certificate in designing culturally conscious, inclusive classrooms, recruit and retain 75 teachers on all islands, develop a multi-use digital library on culturally conscious, inclusive classrooms to support and provide models (existing and developed NH curricula) for DOE teachers, and disseminate/sustain certificate courses (pre-service and in-service). TOP
19. Kanu o ka 'Aina Learning 'Ohana S362A050058 (Kamuela)
By working towards the development and maintenance of a comprehensive Native Hawaiian education and care system, LO’I plans to address the serious statewide need for a seamless continuum of educational services and potentially impact tens of thousands of Native Hawaiian public school students. LO’I fosters beginning reading and literacy in Hawaiian and English starting in pre-school, continuing on in kindergarten through third grade and if necessary beyond, since many public school students enter KANU far below their expected grade level. In addition the programs advanced by LO’I will engage Native Hawaiian children and youth in cultural activities and utilize the Hawaiian language in conversations, traditional practices and instruction. By developing a long-range vision, a viable organizational structure and an original curricular framework for an intergenerational cultural learning center called Kauhale ‘Öiwi o Pu’ukapu, LO’I intends to make significant local and large-scale impact. TOP
20. Partners in Development S362A050060 (Honolulu)
Baibala Hemolele was born out of a Hawaiian-community vision to provide material to support the teaching and learning of the Hawaiian language. Three of the Native Hawaiian community's greatest needs are for material in Hawaiian, both written and oral, that is of high quality for learning the language, secondly, that has a high probability of being used, and thirdly, that is readily accessible. This project will help meet these needs by producing an audio recording of high quality in which two highly skilled native speakers read the Hawaiian Bible, by conducting education workshops to train teachers and students on how to use the material, and by providing the recording in an engaging audio-visual format on the Internet. Several thousand students are presently studying in formal Hawaiian language programs. This project will produce material that will be used by them, but it will also provide material for more than 400,000 Native Hawaiians who reside in the United States and who want to learn their language but are not enrolled in any formal language program. TOP
21. Boys & Girls Club of Hawaii S362A050065 (Honolulu)
Boys & Girls Club of Hawai'i (BGCH) will serve Native Hawaiian communities on or near Department of Hawaiian Home Lands (DHHL) such as 1) Waianae, 2) Nanakuli, 3) Ewa Beach. The project will conduct community outreach to recruit, identify and engage targeted youth and their families and to provide program opportunities for youth to engage in positive educational and healthy activities such as:
1. Educational enhancement activities (i.e., Competency Based High School Diploma program, tutorial assistance, homework assistance)
2. Sports and Fitness programs (Fitness Authority, Organized Team Sports and Clinics)
3. Career/Vocational Development (Job Ready, Career Launch, work experience, career search, and Jr. Staff Training); and
4. Computer Technology Programs (intro-level, inter-net, digital arts and web-page design).
5. Culture and Arts, Hawaiian arts and crafts, Visual and Performing Arts, Health and Life Skills and Recreation.
The program will serve approximately 150 Hawaiian youths per year for three years for a total of 450. TOP
22. University of Hawaii at Manoa-Student Affairs S362A050070 (Honolulu)
Kahuewai Ola builds on the success and innovative features of Project Kua`ana which recruited, retained, and matriculated Native Hawaiian college students and ensured their success through all stages of their university tenure. The current project will focus efforts on preparing, recruiting, retaining, and matriculating Native Hawaiian students in disciplines in which Native Hawaiians are severely underrepresented: science (e.g., natural sciences, ocean and earth sciences), technology (e.g., computer science), engineering and mathematics, allied health programs, and architecture. Kahuewai Ola will actively address academic support deficiencies at UHM in order to dramatically increase representation, retention and graduation rates among Native Hawaiian students in STEM disciplines at UHM. Four major activities are proposed: 1) comprehensive outreach to Native Hawaiian high school and community college students and their families, including academic, career, and financial counseling and guidance related to entering UHM and completing a STEM degree; 2) the provision of scholarship support for 10 Native Hawaiian undergraduate and 20 graduate students in STEM majors; 3) a peer mentoring program; and 4) the interdisciplinary exchange of ideas among students in STEM areas and the incorporation of Hawaiian culture with student-driven scientific pursuits. TOP
23. Moloka'i Community Service Council S362A050072 (Kaunakakai)
In July 2004, the Moloka‘i Community Service Council opened a new private high school called Ho‘omana Hou (“Renew the Spirit. To develop the capacity of our school, we plan to train two Native Hawaiian teachers in a nationally recognized instructional system for native communities: CREDE’s “Five Standards for Effective Pedagogy.” These five standards require hands-on, culturally sensitive teaching methods with emphasis on group activities and teacher-student dialogue. To improve the reading, math and science proficiency of our students, we plan to strengthen a curriculum that teaches these subjects both inside the classroom, and outdoors in the ancient fishponds of Moloka‘i and their surrounding ecosystems. We currently provide two days a week of outdoor instruction at a fishpond, using a curriculum developed in Hawai‘i with support from a Native Hawaiian Education grant. We want to improve both the vocational and academic skills of our students using the cultural heritage of the ancient Hawaiian fishponds. TOP
24. Bishop Museum-Public Programs S362A050074 (Honolulu)
Hawai‘i ALIVE, a partnership between Bishop Museum, Juniroa Productions of Hawai‘i, Hālau Lōkahi New Century Public Charter School, Peabody Essex Museum, and WGBH Boston, will meld a Native Hawaiian culture-based approach based on place and tradition with state educational standards in social studies and science, and new technology. The resulting products are new, culturally relevant curricula linking science and culture made available on a student created, dynamic website, and a comprehensive culturally relevant multimedia electronic resource for the professional development of educators. In addition, the two-year project will result in building capacity for Native Hawaiian charter schools, in increasing access to the world–renown collections of Hawaiian heritage in two major museums, and in increasing the reach of a major public television station’s award winning educational product. TOP
25. Nanaikapono Elementary School S362A050075 (Waianae)
The overall goal of Project Nana i ka Pulapula is to improve education for Native Hawaiian children. Project activities are designed to support the educative process of Native Hawaiian children, Native Hawaiian teachers, and teachers of Native Hawaiian students through development of an improved educational system that includes culturally responsive instructional approaches and excellent teachers. The project will pursue three specific objectives:
1. to develop activities that enhance beginning reading and literacy among Native Hawaiian students in kindergarten through third grade
2. to improve the design and implementation of an in-service teacher education program, and
3. to determine the current educational needs of Native Hawaiian children.
Project activities include graduate level course work, literacy workshops facilitated by University of Hawaii consultants, cultural workshops conducted by Native Hawaiian community experts, and continuous in-class follow-up support to ensure that Nanaikapono teachers are well prepared to address the unique Nanaikapono students. The target population for each year includes approximately 1000 students, of which about 650 are Native Hawaiian, and 60 teachers from Nanaikapono Elementary School, located in Nanakuli Valley on the Waianae Coast of Oahu, Hawaii. TOP
26. University of Hawaii-College of Engineering S362A050076 (Honolulu)
This proposal is in collaboration with the Partners in Development, a private, non-profit, foundation dedicated to the social, economic, and educational improvement of the Hawaiian people. Our objective is to effect a systemic change in the hiring patterns of Native Hawaiians in the fields of science and engineering by conducting targeted community outreach activities to over 1,500 Native Hawaiian youth, technology workshops for over 200 Native Hawaiian high school students, summer bridging engineering internships for 30 freshmen engineering students, and building Native Hawaiian excellence in the College of Engineering at the University of Hawaii at Manoa. TOP
27. Partners in Development S362A050078
Project Ka Hana No`eau seeks to develop innovative mentoring programs for Hawaiian youth that will meld traditional values and skills with modern technology. Adults who comprise a consortium of traditional craftsmen will teach students in eight proposed areas including Hawaiian food products, wildlife conservation, biotechnology using native Hawaiian plants, shoreline fishing, veterinary science, taro farming, traditional Hawaiian horticulture, and Hawaiian saddle making. Major objectives of the project:
1. Teach traditional Hawaiian crafts and skills to high and middle school students who reside in the North Kohala communities.
2. Train and support students in business development (business plans, regulations, marketing skills, and quality control) in order to create a marriage between traditional skills and modern marketing strategies.
3. Implement tools for success in education through AVID to help students excel academically and transition into higher education opportunities.
4. Develop a curriculum that can be used throughout the State of Hawai`i through the Career and Technical Education program (Department of Education).
The curriculum will provide structure and content for developing similar programs at other schools. TOP
28. University of Hawaii-Hawaiian and Indo-Pacific Languagues and Literatures S362A050083 (Honolulu)
Efforts to revitalize the Hawaiian language the past seventeen years have succeeded in creating 2,200 Hawaiian children who speak Hawaiian as a Second Language. Our assertion has been that the most critical factor for language survival is pedagogy, i.e., the teachers’ knowledge of how to transmit the language to children. Teacher language ability and incidental language learning through teaching of content are insufficient. We propose to develop a minimum of 75 new books and accompanying curriculum units based on the topics of the books that are aligned with the new immersion. We also propose to develop a balanced approach between meaningful language arts experiences and traditional decoding skills. Further, we propose to hold two summer institutes and one ongoing, year-long in-service workshop to assist teachers in teaching through the new pedagogy. As such, we expect there will be a paradigm shift in pedagogy as this will be a partnership between from Hawaiian Language Department and the College of Education at the University of Hawaiÿi at Mänoa, and the five DOE Hawaiian Immersion Schools on Oÿahu and two others on Maui and Kauaÿi. TOP
29. Keiki O Ka 'Aina Preschool S362A050086 (Honolulu)
Keiki O Ka Aina Family Learning Centers proposes the H.E.L.P. project in order to address the lack of quality research-based early education opportunities, lack of cultural competency in curriculum, lack of rigorous scientific-based research and evaluation, and the lack of skills from schools and families to address social-economic needs of young children. The H.E.L.P. Project will create and sustain Parent Participation Preschools conducted in the Hawaiian language and English to support local communities. The project will also provide the acclaimed HIPPY home instruction model for children ages 3-5; strengthen families through the use of the latest research findings, mental health strategies, and community building programs. In the context of these new initiatives, we expect to be able to serve over 5,800 parents, caregivers and children as well as 150 teachers. TOP
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Last Modified: 10/22/2007
