Tag Archives: Vocational Education

Secretary’s Approved Letter for Georgia under the ESEA Flexibility

February 9, 2012


Honorable John Barge

Superintendent of Schools

State Department of Education

2066 Twin Towers East

205 Jesse Hill Jr. Drive SE

Atlanta, GA 30334

Dear Superintendent Barge:

I am pleased to approve Georgia’s request for ESEA flexibility, subject to Georgia’s meeting the condition described below. I congratulate you on submitting a request that demonstrates Georgia’s commitment to improving academic achievement and the quality of instruction for all of the State’s elementary and secondary school students.

Last fall, the U.S. Department of Education (Department) offered States the opportunity to request flexibility from certain requirements of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001, in exchange for rigorous and comprehensive plans designed to improve educational outcomes for all students, close achievement gaps, increase equity, and improve the quality of instruction. This flexibility is intended to support the groundbreaking reforms already taking place in many States and districts that we believe hold promise for improving outcomes for students. We are encouraged by the innovative thinking and strong commitment to improving achievement for all students that is evident in Georgia’s request.

Our decision to approve Georgia’s request for ESEA flexibility, subject to Georgia’s meeting the condition described below, is based on our determination that the request meets the four principles articulated in the Department’s September 23, 2011, document titled ESEA Flexibility. In particular, Georgia has: (1) demonstrated that it has college- and career-ready expectations for all students; (2) developed, and has a high-quality plan to implement, a system of differentiated recognition, accountability, and support for all Title I districts and schools in the State; (3) committed to developing, adopting, piloting, and implementing teacher and principal evaluation and support systems that support student achievement; and (4) provided an assurance that it will evaluate and, based on that evaluation, revise its administrative requirements to reduce duplication and unnecessary burden on districts and schools. Our decision is also based on Georgia’s assurance that it will meet these four principles by implementing the high-quality plans and other elements of its request as described in its request and in accordance with the required timelines. In approving Georgia’s request, we have taken into consideration the feedback we received from the panel of peer experts and Department staff who reviewed Georgia’s request, as well as Georgia’s revisions to its request in response to that feedback.

The waivers that comprise ESEA flexibility are being granted to Georgia pursuant to my authority in section 9401 of the ESEA. A complete list of the statutory provisions being waived is set forth in the table enclosed with this letter. Consistent with section 9401(d)(1) of the ESEA, I am granting waivers of these provisions through the end of the 2012-2013 school year. If Georgia meets the condition described below prior to the end of the 2012–2013 school year, I will extend the approval of these waivers through the end of the 2013–2014 school year, at which time Georgia may request an extension of these waivers.

In the coming days, you will receive a letter from Michael Yudin, Acting Assistant Secretary for Elementary and Secondary Education, containing additional information regarding Georgia’s implementation of ESEA flexibility, as well as information regarding monitoring and reporting. Please note that the Department will closely monitor Georgia’s implementation of the plans, systems, and interventions detailed in its request in order to ensure that all students continue to receive the assistance and supports needed to improve their academic achievement.

Our decision to place a condition on the approval of Georgia’s request is based on the fact that Georgia will use the 2012-2013 school year to study and refine its College- and Career-Ready Performance Index (CCRPI), which will be an integral part of its new differentiated recognition, accountability, and support system. However, we have determined that Georgia is able to fully meet the ESEA flexibility principles in the 2012–2013 school year while it continues to finalize the CCRPI.

To receive approval to implement ESEA flexibility through the end of the 2013–2014 school year, Georgia must submit to the Department for review and approval an amended request incorporating the final version of the CCRPI, including by attaching to the amended request any technical documentation, administrative rules, and other relevant information.  If Georgia does not submit for review an amended request that includes the final version of the CCRPI or does not receive approval of the amended request, the waivers being granted to Georgia through ESEA flexibility will expire at the end of the 2012–2013 school year, and Georgia and its districts will be required to immediately resume complying with all ESEA requirements.

Georgia continues to have an affirmative responsibility to ensure that it and its districts are in compliance with Federal civil rights laws that prohibit discrimination based on race, color, national origin, sex, disability, and age in their implementation of ESEA flexibility as well as their implementation of all other Federal education programs. These laws include Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, Title II of the Americans with Disabilities Act, the Age Discrimination Act of 1975, and requirements under the Individuals with Disabilities Education Act.

A copy of Georgia’s approved request for ESEA flexibility will be posted on the Department’s Web site at: http://www.ed.gov/esea/flexibility/requests. Again, I congratulate you on the approval of Georgia’s request for ESEA flexibility and thank you for the work that you and your staff have done. I look forward to continuing to support you as you implement Georgia’s ESEA flexibility request and work to improve the quality of instruction and academic achievement for all students.



Arne Duncan


cc: Governor Nathan Deal

Martha Reichrath, Deputy Superintendent

Provisions Waived Through Approval of Georgia’s

Request for ESEA Flexibility

ESEA Section



State-Level Reservation for School Improvement


Requires State educational agency (SEA) to reserve 4 percent of its Title I, Part A allocation for school improvement activities and to distribute at least 95 percent to local educational agencies (LEAs) for use in Title I schools in improvement, corrective action, and restructuring

The reservation is not waived; SEA may distribute section 1003(a) funds to LEAs for use in priority and focus schools

School Improvement Grants


Requires SEA to award School Improvement Grant (SIG) funds to LEAs with Title I schools in improvement, corrective action, or restructuring

Waiver permits SEA to award SIG funds to an LEA to implement one of the four SIG models in any priority school

2013–2014 Timeline

1111(b)(2)(E) – (H)

Establishes requirements for setting annual measurable objectives (AMOs)

Waiver permits SEA to set new ambitious but achievable AMOs

Schoolwide Poverty Threshold


Requires 40 percent poverty threshold to be eligible to operate a schoolwide program

Waiver permits LEA with less than 40 percent poverty to operate a schoolwide program in a priority school or a focus school that is implementing a schoolwide intervention

School Improvement Requirements

1116(b) (except (b)(13))

Requires LEA to identify schools for improvement, corrective action, and restructuring with corresponding requirements

1116(b)(13), which requires LEA to permit a child who has transferred to remain in the choice school through the highest grade in the school, is not waived

LEA Improvement Requirements

1116(c)(3) and (5) – (11)

Requires SEA to identify LEAs for improvement and corrective action with corresponding requirements




Requires SEA and LEAs to take a variety of actions to offer supplemental educational services to eligible students in schools in improvement, corrective action, restructuring


Reservation for State Academic Achievement Awards Program


Limits the schools that can receive Title I, Part A funds reserved for State awards program

Waiver allows funds reserved for State awards program to go to any reward school

Highly Qualified Teacher Plan Accountability Agreement Requirement


Requires SEA/LEA agreement on use of Title II, Part A funds for LEAs that miss AYP for three years and fail to make progress toward reaching annual objectives for highly qualified teachers

Waiver includes existing agreements and applies to restrictions on hiring paraprofessionals under Title I, Part A

Limitations on Transferability of Funds


Limits to 50 percent the amount an SEA may transfer from a covered program into another covered program or into Title I, Part A

Waiver applies to the percentage limitation, thereby permitting SEA to transfer up to 100 percent from a covered program


Limits to 50 percent or 30 percent the amount an LEA may transfer from a covered program into another covered program or into Title I, Part A

Waiver applies to the percentage limitations as well as to the restrictions on the use of transferred funds


Requires modification of plans and notice of transfer



Transferred funds are subject to the requirements of the program to which they are transferred

Waiver permits an LEA to exclude funds transferred into Title I, Part A from the base in calculating any set-aside percentages

Rural Schools


Requires LEAs that fail to make AYP to use funds to carry out the requirements under ESEA section 1116



Requires SEA to permit LEAs that fail to make AYP to continue to receive a Small, Rural School Achievement grant only if LEA uses funds to carry out ESEA section 1116


The corresponding regulations that implement these statutory provisions are also waived. Any ESEA statutory provision not listed in this table is not waived.



  • Portal through which grantees access NHE grant funds: www.g5.gov
  • G5 Hotline: 1-888-336-8930

System for Award Management (SAM)

  • Website for required DUNS number registration: www.sam.gov
  • SAM Hotline: 1-866-606-8220


Performance Report

All current NHEP grantees are required to submit Annual Performance Reports (APRs) that detail their project’s progress and results. The APR contains three parts, linked below. More information regarding the specific APR requirements for your cohort will be provided closer to the APR due date (usually in late June).

All grantees whose grants are ending in the current fiscal year are required to submit a Final Performance Report (FPR). Further details regarding the submission of the FPR will be e-mailed to project directors closer to the FPR deadline.

If you have questions concerning the APR or FPR, need additional guidance for preparing your APR/FPR, or need instructions on submitting a paper copy of the APR/FPR, please contact the NHE Program Office at Hawaiian@ed.gov.

ED 524-B Form – Grant Performance Report
(Part 1 – Cover Sheet and Summary)
ED 524-B Form (Part 2 – Project Status) Fillable Word PDF
ED 524-B Form (Part 3 – Instructions) PDF

Government Performance Results Act (GPRA)

The GPRA measures for the Native Hawaiian Education Program are:

  • The number of grantees that attain or exceed the targets for the outcome indicators for their projects that have been approved by the Secretary.
    • Fiscal Year 2020 and Beyond Grantees Only: The percentage of program participants who demonstrated substantial progress on outcomes outlined in a grantee-developed, Department-approved Logic Model. (Logic Model Measure) Grantees will report on their GPRA measures in Part 2 of the Annual Performance Report, which can be found above.
  • The percentage of Native Hawaiian children participating in early education programs who consistently demonstrate school readiness in literacy as measured by the Hawaii School Readiness Assessment (HSRA). (Early Childhood Measure)
  • The percentage of students in schools served by the program who graduate from high school with a regular high school diploma in four years. (Retention Measure)
  • The percentage of students participating in a Native Hawaiian language program conducted under the Native Hawaiian Education Program who meet or exceed proficiency standards in reading on a test of the Native Hawaiian language. (Language Measure)

Legislation, Regulations and Guidance


The Native Hawaiian Education Program is authorized by Title VI, Part B of the ESEA, as amended by the Every Student Succeeds Act (20 U.S.C. 7515 7511-7546). The authorizing legislation can be found here https://www2.ed.gov/documents/essa-act-of-1965.pdf (see pages 332 through 341 of the legislation).


The Native Hawaiian Education program is regulated by the Education Department General Administrative Regulations (EDGAR). The full text of EDGAR can be found here.

Funding Status


Appropriation: $36,397,000
Number of New Awards: 35
Average New Award: $802,733
Range of New Awards: $260,948 – $2,527,045
Number of Continuation Awards: 23
Average Continuation Awards: $1,238,809
Range of Continuation Awards: $615,577 – $5,104,569


Appropriation: $36,897,000
Number of New Awards: 23
Average New Award: $1,703,605
Range of New Awards: $414,383 – $4,924,316
Number of Continuation Awards: 14
Average Continuation Awards: $653,022
Range of Continuation Awards: $262,487 – $868,870


Appropriation: $36,397,000
Number of New Awards: 13
Average New Award: $601,866
Range of New Awards: $231,150 – $1,041,375
Number of Continuation Awards: 26
Average Continuation Awards: $1,062,972
Range of Continuation Awards: $312,745-$4,955,750


Appropriation: $33,397,000
Number of New Awards: 25
Average New Award: $876,541
Range of New Awards: $373,785-$4,727,935
Number of Continuation Awards: 12
Average Continuation Awards: $898,020
Range of Continuation Awards: $452,954-$2,026,232


Appropriation: $33,397,000
Number of New Awards: 25
Average New Award: $876,541
Range of New Awards: $909,488
Number of Continuation Awards: 12
Average Continuation Awards: $898,020
Range of Continuation Awards: $452,954-$2,026,232


Appropriation: $33,397,000
Number of New Awards: 1
Average New Award: $909,488
Range of New Awards: $909,488
Number of Continuation Awards: 27
Average Continuation Awards: $1,032,781
Range of Continuation Awards: $283,716-$5,892,150


Appropriation: $32,397,000
Number of New Awards: 11
Average New Award: $782,784
Range of New Awards: $386,876 – $1,959,665
Number of Continuation Awards: 19
Average Continuation Awards: $1,192,572
Range of Continuation Awards: $276,527-$1,941,928


Appropriation: $32,397,000
Number of New Awards: 18
Average New Award: $591,457
Range of New Awards: $156,175 – $979,630
Number of Continuation Awards: 18
Average Continuation Awards: $1,220,588
Range of Continuation Awards: $1,190,569


Appropriation: $32, 397,259
Number of New Awards: 1
Average New Award: $262,503
Range of New Awards: $262-503
Number of Continuation Awards: 39
Average Continuation Awards: $811,275
Range of Continuation Awards: $186,158 – $5,024,474


In general, eligible applicants for the Native Hawaiian Education Program include nonprofit organizations and other educational organizations and/or agencies.

Specifically, the following entities are eligible:

  1. Native Hawaiian educational organizations;
  2. Native Hawaiian community-based organizations;
  3. Public and private nonprofit organizations, agencies, and institutions with experience in developing or operating Native Hawaiian programs or programs of instruction in the Native Hawaiian language;
  4. Charter schools;
  5. Consortia of the eligible applicants listed in (a) through (c).


2017 Awards


(S362A170031) University of Hawaii (HI) $489,944 Ka Pilina No`eau seeks to develop, implement, and replicate the Math and Science Learning Model (MSL Model) to enhance math and science educational services and ultimately improve the math and science outcomes of Native Hawaiian (NH) children and youth.  The MSL Model will be an out-of-school intervention with: (1) informal and formal evaluation of students’ math; (2) early reading and literacy; (3) acceleration, enrichment, and remediation in math and science; (4) real-world application group activity and service learning/field trip; and (5) parent workshops on building math skills, on resources on STEM activities at home, and on understanding diverse learners. The target parent population is parents of intervention group students. The project will serve 600 K-8 NH students and 360 of their parents over 3 years, with half in the intervention group and the other half in the control group.

(S362A170032) University of Hawaii (HI) $606,617 Manawa Kūpono (“opportunity”) seeks to increase the college readiness, access and success for Native Hawaiian students from high-poverty schools on O`ahu, Hawai`i, Kaua`i, and Moloka`i. In contrast to other college readiness programs, this program will provide intensive and individualized services to a targeted group of students who are most at risk of not attending college. There are three objectives: (1) to increase the college readiness of 11th and 12th graders at the target schools by providing systematic college preparation outreach activities that include sessions on test-taking strategies, the college application and financial aid process, and activities to promote family awareness of and involvement in pursuing college; (2) to increase college enrollment through supporting graduates from the target schools to participate in a 6-week college bridge program and by providing financial support for the 1st year of college; and, (3) to increase college success of first-year college participants through a highly effective retention program and through the provision of tuition scholarships. The project will serve 9 high schools on 4 islands: O’ahu, Hawai`i Island, Moloka`i, and Kaua`i. The majority of schools are high-poverty schools and all serve a significant proportion of Native Hawaiian students.

(S362A170013) Partners in Development Foundation (HI) $995,272 Na Pono O Ke Alopali (Family Resilience) seeks to expand and intensify services to more effectively address the needs of the whole family (birth-adult) and increase the long-term success of the community. The purpose and goal of the project is to equip and inspire the at-risk families of Waimānalo (including homeless/hidden homeless families) for success and self-sufficiency. Nā Pono’s objectives are to serve at least 1500 at-risk, family members of Waimānalo over the course of three (3) years, of which at least 80% of these families will be of Native Hawaiian ancestry: to prepare young children and their families for success in kindergarten and beyond; to increase academic skills of students in grades Kindergarten through 6th; to increase family engagement and parenting skills; to inspire and work with adults who need their high school equivalency diploma and/or want to be employed; and to increase knowledge, understanding, and use of Native Hawaiian language and culture through place-based curriculum/activities.

(S362A170023) Aha Punana Leo, Inc. (HI) $632,300 Kahua Kukulu: Foundation for Building aims to increase the percentage of Native Hawaiian children who demonstrate kindergarten readiness, particularly in Hawaiian language literacy. Two objectives, implemented with fidelity, are expected to significantly impact the chances of reaching this goal: to improve the levels of competency among in-service Hawaiian Medium Environment (HME) preschool teachers and to increase the number of qualified HME preschool teachers. Proposed project sites include Hilo Nawahi Pre-K and Hilo Hiʻipēpē, Waimea, Kona, Maui, Lahaina, Hāna, Molokaʻi, Honolulu, Mānoa, Waiʻanae Hiʻipēpē, Koʻolau Poko, Koʻolau Loa, and Kauaʻi. The project will support the in-service training and credentialing of 100 participants. In addition, 270 participants will enroll in college-level coursework, receiving assistance and support. By increasing teacher effectiveness, an estimated 333 children and their families will be impacted over three years.

(S362A170003) Institute for Native Pacific Education and Culture (INPEACE) (HI) $713,007 Keiki Steps: Evaluation and Impact seeks to 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. This will be accomplished through the following six objectives: 1) recruiting children, families, and teachers from 12 high-poverty Native Hawaiian communities; 2) improving literacy and school readiness skills in participating children through implementing the research-based curricula and culturally relevant literacy instruction; 3) increasing knowledge of child development and positive parenting practices in participating parents by emphasizing a strong family involvement and evidence-based parent training component; 4) increasing the capacity and competency in early childhood educators by providing job-embedded professional development that incorporates college coursework, dynamic coaching, professional learning communities, and training in Mind in the Making: Seven Essential Life Skills; 5) assisting 12 elementary schools in high poverty communities with their school readiness activities by offering a Keiki Steps to Kindergarten transition program in the summer; and 6) conducting a rigorous quasi-experimental design study to examine the effects of the program on participating child outcomes. At least 1,200 children, 800 families, and 36 teachers will be served by the project (over 2,000 total participants). The project will serve 12 sites on 3 islands located in high-poverty elementary schools with high concentrations of Native Hawaiian students: Oahu (Leihoku, Maili, Makaha, Nanakuli, Nanaikapono, & Waianae), Hawaii (Pahoa, Kapiolani, Keaau, & Keaukaha), and Kauai (Kapaa & Kekaha).

(S362A170004) Institute for Native Pacific Education and Culture (INPEACE) (HI) $787,340 Growing Our Own in Waianae seeks to meet the needs of at risk Native Hawaiian children (early childhood education through 12th grade) and their families through the pilot and evaluation of a cultural Grow Your Own teacher model for the Waianae Coast of Oahu, Hawaii. Through this model, participants will be provided with Teacher Recruitment, Teacher Career Access and Navigation, and Native Hawaiian Educator Retention components to 1) increase the pool of teachers with the credentials and foundation in culture-based education to effectively fill early childhood and K-12 educator positions on the Waianae Coast; 2) increase the number of Native Hawaiian community members applying to and employed in the field of education on the Coast; 3) increase the retention of Native Hawaiian educators in Waianae Coast schools; and 4) increase the engagement of students and families taught by participant teachers. At least 150 Native Hawaiian educators working on the Waianae Coast, and Native Hawaiian community members interested in becoming early childhood or K-12 educators on the Coast will be served annually. The project will serve community members from and teaching on the Waianae Coast of Oahu, Hawaii.

(S362A170042) University of Hawaii (HI) $634,437 Kūkulu Kumuhana K-3 Hawaiian Language Student and Family Literacy Project (Building Common Foundations) seeks to develop informational Hawaiian language books, curricula, teacher training, and family literacy workshops for Hawaiian language medium (HLM) students in the target early elementary grade levels. Kūkulu Kumuhana has the overarching goal of fostering growth in literacy for 2,150 K-3 HLM students who by project end, will demonstrate improved proficiency in the reading of informational texts in the Hawaiian language. Project objectives include: (1) Improving the literacy and academic outcomes of K-3 HLM students by producing 50 or more original culture- and place-based informational reading texts in the Hawaiian language for HLM students and families; (2) Developing curricula and assessment resources that strengthen K-3 HLM student proficiency in reading and writing original Hawaiian language informational texts; (3) Engaging 40 or more of the 73 K-3 HLM partner school teachers and teacher training candidates in a collaborative effort to improve the literacy and academic outcomes of their students by providing preservice and in-service training on project books, curricula, and best practices in literacy development; (4) Collaborating with schools to host family book and language workshops in order to foster family literacy engagement and use of the Hawaiian language in the home environment. The 2,150 Hawaiian language medium K-3 students to be served are taught by 73 teachers at 17 school sites on the 5 islands of Hawaiʻi, Maui, Molokaʻi, Oʻahu, and Kauaʻi.

(S362A170012) Ke Kula O Nawahiokalaniopuu Iki (HI) $392,837 Kuleana No ʻAneʻi (“We Have a Responsibility Here”) seeks to increase Hawaiian language fluency, academic proficiency, and college readiness of Native Hawaiian students in grades 7-12 through curricular and extra-curricular activities that integrate students with the college environment and with older peer groups of Hawaiian speakers. This will be accomplished through the following three objectives: 1) increasing the academic proficiency and college readiness in 75% of students attending the target school through participation in college-level Hawaiian medium coursework, as measured by results on the American Council on the Teaching of Foreign Language (ACTFL) Oral Proficiency Tests and successful completion of college-level courses; and 2) increasing the fluency and frequency of Hawaiian language use in 75% of target school students through their participation in school, community, and workplace programs (including Hawaiian medium preschools) that integrate them with older peer groups of Hawaiian speakers, as measured by observations of an expert ethnographer; and 3) increasing the capacity in providing quality coursework and activities in Hawaiian in 90% of target school teachers. At least 300 students, 220 families, and 20 teachers will be served by the project (over 500 total participants). The project will be based in the largest Hawaiian language medium school on Hawai`i island: Ke Kula `O Nāwahīokalani`ōp`u Iki Public Charter School. The school serves Native Hawaiian children and families residing throughout the island, particularly those from the largest two districts: Hilo and Puna.

(S362A170055) Keiki O Ka Aina Preschool, Inc. (HI) $999,867 Hawaiian STEAM – Hawaiian Science, Technology, Engineering, Art and Math (STEAM) seeks to give at least 7,655 Native Hawaiian children (Pre-K through Grade 4), their parents and their teachers, from predominately Hawaiian communities, the opportunity to participate in classrooms and authentic outdoor environments to experience culturally relevant exploration in STEAM. Young Hawaiian children will participate in Hawaiian STEAM knowledge and skills they will need to be successful in the 21st century workplace through culturally relevant instruction and authentic environments. Hawaiian STEAM will (1) serve 7,655 children, parents and teachers in predominately Native Hawaiian communities through a forked approach. Kalihi Waimanalo Kaneohe Waianae Ewa Palolo Wailuku Kihei Hilo Kona Keiki O Ka Aina Family Learning Centers Hawaiian STEAM 2 Preschools will be able to utilize a rigorous and engaging 32-week curricula for implementation in 8 Pre-K classrooms that embed critical thinking, communication, collaboration, creativity and culturally relevant academic concepts; (2) Develop, coordinate and implement Hawaiian STEAM training and mentorship for Pre K-Grade 3 teachers and to use modules cumulating in authentic fieldtrips at the Cultural Center at Kalei for knowledge and skills to improved student outcomes; (3) Plan, coordinate and implement a 9 session Board and Stone series for parents and teachers associated with the Project. At least 150 individuals will enroll for the Board and Stone series each year for a total of 450. Children will be exposed first hand to culturally-relevant instruction, reciprocal strategies for teaching and learning in Hawaiian STEAM authentic environments; (4) Plan, coordinate and implement two Hawaiian STEAM Days for at least 500 children, teachers and parents culturally relevant exploration of core academic concepts through hands-on activities.

(S362A170048) Mana Maoli (HI) $601,461 Mana Mele K-16 Creative Industries Pipeline Project seeks to deliver culture-based education and creative industry experiences for the purpose of increasing Native Hawaiian educational attainment and employment rates in well paid creative industry fields. The project goal is to create a three-tiered education program to address dire community needs and close achievement and opportunity gaps while guiding youths to achieve success in sustainable career pathways. Project Objectives include: (1) Connecting students from grade K to postsecondary with facilitators and mentors in progressively focused learning experiences in creative industry fields including music, video, and communications; (2) Engaging youth participants in the creation and sharing of authentic multimedia products and performances to build skills, knowledge, and experiences while raising the profile of contributions to Hawai‘i’s creative economy by members of a new generation of NHs. The project will serve 1,830 children, youths, and young adults in grades K-16 at 11 schools, including 3 Hawaiian language medium schools, located in 4 school districts on the islands of O‘ahu and Kaua‘i, and at various colleges and career settings following graduation. Letters of support from all partner schools are included.

(S362A170002) Partners in Development Foundation (HI) $4,727,935 Tutu and Me: Ka Pelika O Na Ohana (Grandparent and me-committed to children and families) seeks to continues the highly effective traveling preschool approach in 24 underserved and predominately Native Hawaiian communities on five islands in the State of Hawaiʻi as follows: Kauaʻi: Kapaʻa, Anahola, Kekaha and Hanapēpē Oʻahu: Waialua, Makakilo, Kahaluʻu, and Papakōlea Molokaʻi: Kaunakakai and Kualapuʻu Maui: Lāhainā, Kīhei, Makawao, and Kahalui Hawaiʻi: Olaʻa, Pāhoa, Waiākea, Panaewa, Pāhala, Nāʻālehu, South Kona, KailuaKona, Waimea and Honokaʻa. Caregivers attend the program with their child and are involved in activities that can easily be replicated in the home. These activities enable caregivers to grow in their understanding of child development while strengthening their bond with their child. In addition, this project will continue its home visiting component in the rural districts of North and South Kohala, Ka‘ū, and will expand to the Hāmākua district which is located along a 50-mile stretch of the east coast of Hawai‘i island. It will also serve the island of Moloka‘i. The goal and expected outcome of the project is that caregivers will understand their role as their child’s first and most important teacher which enable them to prepare Native Hawaiian children to enter school ready to learn and succeed. With a target number of 50 children and 50 caregivers at each community location, and including families served in the home visiting program, in three years’ time, 4,020 children ages birth to 5 years old will be exposed to Tūtū and Me’s traditional Traveling Preschool and Home Visiting program and at least 3,510 caregivers will benefit from resources, and support and guidance modeled by our staff.

(S362A170039) University of Hawaii (HI) $604,230 Hoomanalowai: STEM Student and Teacher Preparation Program seeks to provide scholarship & academic support to a minimum of 160 undergraduate students at six NH-serving postsecondary institutions: Honolulu Community College, Kapiʻolani Community College, Leeward Community College, University of Hawaiʻi at Mānoa, & Windward Community College on Oahu and the University of Hawaiʻi in Hilo on Hawaiʻi Island; conduct STEM enrichment & pre-college workshops for 180 parents & students with Nā Pua Noʻeau; and advance science & math skills for 120 students via a partnership of joint K-5 STEM teaching activities at Mālama Honua Public Charter School in Waimānalo, Oahu. The target population for this project is the Native Hawaiian (NH) student with an interest in becoming a scientist, engineer, teacher, or other STEM professional and those with an interest in teaching science or mathematics in the NH community. The desired project outcomes for the program are pre-college students proficient, prepared, and motivated in mathematics and science; NHs pursuing college and post-secondary degrees in STEM; an increase in the pipeline of preservice STEM teachers, and NHs proficient, prepared, and motivated to enter the STEM workforce as professionals and teachers.

(S362A170051) Kulaniakea (HI) $323,785 Kumu Ola seeks to develop, pilot test, and implement an illustrated Hawaiian-English children’s book in order to support the whole family literacy development (from age 2 to adulthood). The school will use the book to create and assess a family-based early childhood literacy program. The program will consist of an academic curriculum (40 lesson plans with a teacher’s guidebook) and a parent companion (40 home activities and reading program). Project objectives include: OBJECTIVE 1: 30 students, 2-6 years old, will consistently demonstrate increased levels of Hawaiian and English language literacy and STEM knowledge and OBJECTIVE 2: 60 family members/parents will demonstrate increased levels of Hawaiian and English language literacy and STEM knowledge in order to support their children’s learning. The project activities will be carried out at one location, preschool, in Kaneohe, Hawaii.

(S362A170052) Boys & Girls Club of Hawaii (HI) $685,331 Native Hawaiian Educational Enhancement Initiative (the Initiative) is a first twelfth grade program designed to remediate skill gaps and move students forward academically. Project goals include the following: Goal 1: Reduce the achievement gap between Native Hawaiian students and their peers in Reading, Math and Science; Goal 2: Increase school attendance and engagement of Native Hawaiian students; Goal 3: Increase the academic-to-home connection through parent/guardian involvement. Each year the Initiative will serve 2,025 students in grades 1-12 (43% age 6-10, 23% age 11-12, 24% age 13-15, and 10% age 16 and up). The Initiative will be delivered at 19 Boys & Girls Club sites located on the islands of Oahu, Kauai, Maui and Hawaii (the Big Island): Oahu and Kauai – Cities of Ewa Beach, Waianae, Kailua, Kapaa, Lihue, Waimea and Honolulu; Maui – Cities of Kahului, Haiku, Wailuku, Makawao and Lahaina; The Big Island – Cities of Hilo, Kea’au, Pahala and Pahoa.

(S362A170021) University of Hawaii (HI) $576,251 Literacy Through Digital Media K-3 (LDM K-3) seeks to improve the academic outcomes of Native Hawaiian (NH) children in Hawaii‘s elementary schools. This will be accomplished by 1) introducing culturally relevant technology lessons to grades K-3 and 2) training Hawaii Department of Education (DOE) teachers, Educational Assistants (EAs), and kūpuna to enhance the language arts experience of students by integrating culturally relevant technology lessons into instruction. The lessons developed/selected by the LDM K-3 Project will incorporate Hawaiian language, culture, history and values and adhere to reading and writing DOE Common Core State Standards (CCSS) for grades K-3. Three schools in the Windward and Central Districts are committed to participating: Blanche Pope, He‘eia, and Kipapa Elementary, as well as the DOE Kūpuna and Kahua Teacher Induction Programs. Over the course of the project 900+ K-3 students in the 3 project schools will receive culturally relevant and digitally rich instruction aligned with CCSS. Training of 200+ DOE teachers, EAs, and kūpuna will take place during Years 1-3, resulting in 2,500+ additional students participating in the lessons, with direct support from project-trained teachers, EAs, and kūpuna.

(S362A170053) Hui Malama O Ke Kai Foundation (HI) $598,574 E Kūkulu I Nā Alakaʻi Hawaiʻi (Building Hawaiian Leaders) seeks to effectively address the achievement, economic/employment, and socio-emotional issues that impact Native Hawaiians. The E Kūkulu I Nā Alakaʻi Hawaiʻi (Building Hawaiian Leaders) Project will help support the Hui Mālama O Ke Kai Foundation (HMK) programs as well as implementation of an important organizational capacity building project which will unfold a progressive, culturally competent, three-year educational development and staff training initiative focused on shifting the organization’s focus to a placed-based curriculum. HMK is a vital, evolving, seamlessly integrated system of after-school youth development and leadership, higher education support and professional internship, and family strengthening/community building programs offering research-driven services that incorporate cultural methodology into traditional educational enrichment models. The HMK programs address the well documented socio-emotional, achievement, and health-quality gaps of Native Hawaiian students and their families. HMK programming is based in the underserved “Hawaiian Homestead” community of Waimānalo, Hawaiʻi and on average over twenty-five hours of direct, weekly after-school and weekend/evening services are provided, five-to-six days each week, at no cost to the 200 annual youth program and family/community participants. The project will purposefully and strategically weave core HMK programming into the culturally competent development of HMK’s new eleven acre site while simultaneously building organizational excellence.

(S362A170014) Partners in Development Foundation (HI) $1,659,686 Ka Pa’alana Homeless Family Education Program has served over 5,000 homeless Native Hawaiian families on the Leeward Coast of O‘ahu by providing comprehensive family education programming at all steps of the Department of Housing and Urban Development’s (HUD) Continuum of Care (CoC)—Outreach, Emergency Shelter, Transitional Shelter, Public Housing. The overall goal of Ka Pa‘alana is to break the cycle of generational poverty by implementing an intensive and integrated family education program that is infused with timeless Native Hawaiian culture and values, and that provides an educational support to all four steps of the HUD CoC. Over a period of three years, Ka Pa‘alana will serve approximately 2580 at-risk/homeless Native Hawaiians (by preparing 740 at-risk/homeless children living along the Leeward Coast for formal education and equipping 1,090 at-risk/homeless adults with effective care giving skills through Parent Education and workforce readiness through Adult Education). The Home Visiting Specialists will conduct 750 home visits.

(S362A170022) Friends of the Future (HI) $798,625 ALOHA MAP – Meritorious Achievement Program aims to serve up to 1,226 high-needs Native Hawaiian students enrolled in eight Kealakehe Complex schools along the Kona Coast of Hawai‘i Island. Implementation of ALOHA MAP will provide partners with the opportunity to develop, test, refine, improve and sustain a cultural learning model that promises to have lasting, positive impacts on Native Hawaiian students. ALOHA MAP Native Hawaiian learning strategies – Layer 1: Summer Learning; Layer 2: School Year Learning; Layer 3: Hawaiian Language / Cultural Enrichment; Layer 4: College and Career Readiness – will demonstrate the effectiveness of combining academic and native language/culture study as a strategy to increase student engagement in learning and readiness for academic success. Refinement of a successful pilot during the grant period will allow the program to best integrate culture studies and academic content into a diverse, multi-grade level, year-round learning experience that reduces summer learning loss, strengthens student awareness of native cultural traditions (arts/history/language), expands student and family access to college and career planning resources and builds early literacy skills to accelerate early academic growth.

(S362A170037) Kanu o ka Aina Learning Ohana (HI) $371,736 Ke Ala `Ike (the way to knowledge) seeks to address the issue of underemployment in teaching careers through a teacher training/licensure program which will make significant economic impact. In addition to this direct job and economic impact, underserved at risk Hawaiian students in the schools and communities employing our program graduates will benefit as they will be instructed by qualified culturally competent ELL early literacy trained teachers, a shortage of which currently exists in Hawai’i. Activities will target pre-service teacher candidates who will work at 17 high need target charter schools throughout the state of Hawai‘i. Key Outcomes are 30 students will complete a pre-service certificate program; 30 of the preservice completers will be licensed in the State of Hawai‘i; and KALO will be accredited by the Distance Education Accreditation Council as a degree granting organization. Through the 30 newly licensed teachers this project will indirectly serve 1,500 students, the majority being at-risk.

(S362A170034) University of Hawaii (HI) $531,154 Ka Waihona o Na’auao (KWON) Whole School (WS) Place-based Learning and Community Engagement in School (PLACES) seeks to focus on serving all 680 students grades Kindergarten through 8th grade and their 48 teachers and coaches at KWON. The overarching goal of this project is to support the academic achievement and aspirations of KWON students. This goal will be realized through four primary objectives. The objectives are: 1) to support students’ academic achievement by using community resources as a springboard for learning and for nurturing students’ developmental assets; 2) to transform teacher pedagogy by increasing understanding of and skills in teaching Place-based Cultural Projects (PBCP) curricular approach; 3) to increase student engagement by exposing them to rigorous curriculum that is connected to their communities; and 4) nurturing community participation in school. KWON WS PLACES is designed as a series of overlapping support systems, which wrap around children and offer multiple opportunities for support and learning. Support systems include place-based opportunities for teaching and learning, student mentoring across grade levels, multiple connections to institutions of higher education, and multiple connections to the arts. It will improve overall student achievement by integrating in-school and out-of-school supports, providing quality professional development, and inviting significant community development.

(S362A170036) Keiki O Ka Aina Preschool, Inc. (HI) $1,836,123 Pūpūkāhi i Holomua (Move Together to Unite) project seeks to serve a total of 4,950 individuals and is dedicated to the teaching and learning of young Hawaiian children through family engagement and dual language preschools and services. The Project Goal is to increase the number of Native Hawaiian children who enter school ready to learn and to amplify family engagement in children’s education for success. The Pūpūkāhi i Holomua Project will address the problem as follows: 1) establish and coordinate 7 Family Learning Centers (FLC), 2 preschools, one with an Infant Toddler Center for 3,790 Hawaiian children, to provide a seamless system of services on 3 islands (O’ahu, Maui and Hawai’i) for 10 Native Hawaiian communities in Hawai‘i. Kalihi Waimanalo Kaneohe Waianae Ewa Palolo Wailuku Kihei Hilo Kona; 2) increase the quality of parent strengths and skills through participation focused on child development, cultural connectedness and positive family interaction; 3) increase the identification, timely referrals and services for children with special needs; and 4) support the unique cultural and educational needs of Hawaiian families by replicating a family engagement culture.

(S362A170025) Kamalani Academy (HI) $ 469,998 Ma ka hana ka ike (In working one learns) seeks to support the faculty, leadership, students, and families of Kamalani Academy (KA), a new arts-integration, Hawaiian focused charter school. Project goals are: (1) provide research-based PD activities in literacy instruction and Hawaiian culture-based and place-based instruction through art integration; (2) use innovative technology and develop high-quality digital tools for use in early literacy instruction; (3) measure levels of competencies in English Language Arts using by the Developmental Reading Assessment (DRA); (4) integrate professional development strategies that support at-risk youth; (5) expose students to a multitude of career profiles and post-secondary pathways; and (6) provide Hawaiian language and cultural workshops.  The project will serve 350 students, 15 teachers, and 6 administrators and teacher leaders.

(S362A170060) Educational Services Hawaii Foundation (HI) $ 432,723 `Imi `Ike Learning Centers will seek to implement an engaging academic and socio-emotional learning program that includes differentiated direct instruction and culture-based pedagogical components, meeting multiple needs of Native Hawaiian foster or kinship care youth and adult learners beginning at age 4 at outreach learning centers that are strategically designed to work with this group.  The objectives of the Imi Ike Learning Centers are: 1) 100% of students who attend a minimum of 2 hours per week of direct instruction consistently, will show improvement in reading and math performance by at least the expected growth rate as measured by NWEA normed data; 2) 100% of students who consistently attend a minimum of 2 hours per week of either direct instruction or supplemental program services or a combination of services, will show improvement in their attitude toward school and learning; 3) Parents/Caregivers will show improvement in perception of parental support and involvement; and 4) 100% of students who consistently (with an attendance rate of 90% or better) attend a minimum of 2 hours per week of either direct instruction or supplemental program services (enrichments) or a combination of services, will show improvement in their sense of identity as Native Hawaiians.

(S362A170050) Keiki O Ka Aina Preschool, Inc. (HI) $ 997,237 Support Parents, Educators and Keiki (SPEAK) Hawaiian Language seeks to give children the opportunity to hear, respond to, and speak the Hawaiian language in the two places they spend the most time, in their preschools, and in their homes. SPEAK Hawaiian is dedicated to the dissemination, preservation and public integration of the Hawaii language, as one of the two official languages of Hawaii. We will also assist and mentor a total of 12 individuals, who are primarily Hawaiian speakers having learned the language in school, in getting their Child Development Associate (CDA) to become preschool teachers. The communities they will serve are as follows: Kalihi Waimanalo Kaneohe Waianae Ewa Palolo Wailuku Kihei Hilo Kona.  SPEAK Hawaiian will work with teachers initiating young children through a bilingual dual language curriculum that correlates with increased cognitive development and abilities, intelligence, memory skills, problem solving, and improved verbal and spatial abilities. A total of 18,000 people will be served over the 3 years through this project.  The Project will affect changes in school and family use of Hawaiian language and in the long term, positively redirect the trajectory the Hawaiian education. As our children are equipped with these solid skills and abilities in early childhood, studies suggest they will be more successful throughout their academic career.

(S362A170057) University of Hawaii (HI) $320,313 Mohali I Ke Ao (MIKA) is a culturally-responsive, multi-tiered beginning reading support system for schools and communities with diverse learners. Project MIKA meets critical needs in 12 elementary schools in the state of Hawai’i and will seek to provide multi-tiered literacy supports in these schools that have high proportions of Native Hawaiian students and notably high levels of poverty. The 12 schools, located across four islands (Hawai‘i Island, Maui, Moloka‘i, and O‘ahu) in the state and situated across six school complex areas, comprise 5,661 students and 346 teachers. The project will engage with project site leaders and teachers to establish a prevention and intervention model supported by sustained high-quality professional development designed to improve kindergarten through Grade 3 students’ application of foundational research-based early-reading domains that mediate the transition to higher levels of reading competence.  MIKA’s project elements combine training, translating research into practice, need based improvement planning, evaluation, and continuous support from local and national literacy experts as a means to developing a successful and scalable culturally-responsive, multi-tiered beginning reading support system.

2016 Awards


Family Programs Hawaii

The Na’u e koho project seeks to work with foster youths to increase high school graduation rates and the number of foster youth entering and graduating from college or vocational training. Students may receive one-on-one assistance with a case manager and mentor to provide support in development of an educational plan to explore career and college options, monitor individual student progress, and receive support throughout their post-secondary education or vocational program project plans to serve 360 foster youth in East Hawaii and on Oahu.

2012 Awards

FY 2012 Native Hawaiian Education Program


University of Hawaii

The Liko A’e Native Hawaiian Scholarship program has a two-fold mission:1) to support Native Hawaiian students’ entry into and completion of a program of higher education, and 2) to sustain the cycle of improvement among Native Hawaiians through education.  The goals for this project are to: 1) wrap around support services; 2) develop a leadership project that will connect scholars to the communities and professionals within their community and nation and 3) provide a community capacity-building opportunity to engage community leaders from all sectors and Liko A’e scholars to network and address the needs of Native Hawaiians in fields in which they are underemployed.  The project will provide approximately 600 scholarships to Native Hawaiian students while directly and indirectly reaching nearly 7,000 people through program goals and objectives.
To view the 2012 application,
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Living Life Source

The aim of the Kukui Malama Project is to increase the proportion of Native Hawaiian (NH) charter and immersion school students on Oahu and Kauai who are actively involved in healthcare career development and pursuing postsecondary healthcare training. Project goals are to: 1) increase academic performance levels of NH students on Oahu and Kauai especially at Hawaiian charter and immersion schools; 2) to improve NH students’ literacy skills in kindergarten through the sixth grade; 3) increase the number of NH students who graduate from high school; 4) identify, recruit and provide scholarship assistance to NH students interested in pursuing post-secondary healthcare training to reduce healthcare occupational shortages experienced by the Native Hawaiian Health Care Systems statewide.   The project will serve more than 200 NH charter and immersion and public school students at 2 charter schools and other public school sites in the Central and Westside districts of Kauai and 1 charter school site and other public school sites in Central Oahu.  
To view the 2012 application,
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Children’s Defense Fund

Hawaii KOA (Knowledge, Opportunity, Achievement)is a multi-layered project with services designed to prepare K – 12 students to enter the next level of education with the skills needed to succeed and to increase cultural awareness, knowledge and native language mastery among Native Hawaiian youth. Project services, aligned to address needs, gaps and weaknesses, include: a) Summer Learning; b) Academic Interventions; and c) Cultural Enrichment. Children’s Defense Fund will partner with local public school districts and public charter schools serving Native Hawaiian students to host three annual, eight-week, summer Freedom Schools, each serving up to 75 Native Hawaiian and low-performing students in grades K – 12 (Elementary Freedom School – Grades K – 5; Middle Freedom School – Grades 6 – 8; High Freedom School – Grades 9 – 12).  The project will serve 7,397 high needs and Native Hawaiian students enrolled in three partner school complexes (Konawaena, Kealakehe and Kohala) along the Kona and Kohala Coasts of Hawaii. Objective 1: Provide summer learning options for students, grades K – 12. Objective 2: Increase academic performance of Native Hawaiian students in Reading, Math and Science; and Objective 3: Improve student knowledge of Native Hawaiian culture and language.
To view the 2012 application,
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University of Hawaii

The Ke Ola Mau Health Career Pathways Program is intended to increase the number of Native Hawaiians that enter and successfully complete a health career and is designed around a partnership between Na Pua No’eau, a University of Hawaii statewide Native Hawaiian education center providing educational enrichment to students in grades K-12 and their families on each island with professional schools and support services at the University of Hawaii campuses, and with Native Hawaiian health providers on each island. The statewide project would: 1) expose 2,000 high-risk Native Hawaiian students in grades K-12 to educational and career opportunities in selected health professions annually (Priority 1); 2) prepare 50 high school students statewide to enter college as a pre-major or major in a health field annually (Priority 6); 3) facilitate 40 Native Hawaiian college freshman and sophomore students to maintain good standing while preparing to major in a health field at  University of Hawaii at Hilo or University of Hawaii annually; 4) facilitate research, internships and/or community service projects annually for 80 Native Hawaiian students majoring in a health career; and 5) transition 80% of our project graduates directly into the Health Careers workforce, Health Education, or onto graduate or professional schools in the Health Fields.
To view the 2012 application,
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Hui Malama o Ke Kai

Hui Mālama O Ke Kai (HMK) is an after-school program offering research-driven services that incorporate cultural methodology into traditional educational enrichment models. The Wa’a Project programs’ curricula are place-centered, experiential, multi-year, ocean-based, and are steeped in Native Hawaiian values/culture in order to foster cultural identity and self-efficacy. Number of Participants to be Served will annually serve approximately eighty (80), primarily Native Hawaiian, “at-risk/at-promise" 5th and 6th grade HMK Keiki Program students and their families from Blanche Pope and Waimānalo Elementary schools, two of the lowest scoring most “high need” schools in the state, as well as dedicated HMK Keiki Program alumni and their families in the 7th to 12th grades through the HMK ‘Ōpio Leadership Program will holistically strengthen the personal development, health, and achievement factors of its participants and families.
To view the 2012 application,
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Partners in Development

Ka Pa‘alana Homeless Family Education Program’s goal is to better prepare for success the fragile population of at-risk Native Hawaiian families living on beaches and in public housing units through a provided continuum of care.  Ka Pa‘alana has two objectives:  increase family literacy and strengthen family dynamics and health of homeless Native Hawaiian families living on Leeward Coast beaches by continuing the “first contact” Mālama Mobile Outreach services and expanding its efforts at Kaupuni Park as well as extending its reach via a home visiting component;  and increase family literacy and strengthen family dynamics of at-risk/homeless Native Hawaiian families living in the Kaui‘okalani, Sea Winds, Waimaha and Sunflower public housing units by introducing a three-hour-a-day, two-day-a-week comprehensive family education program and incorporating extensive home visits. Over a period of three years, the program will serve 1,590 homeless/at-risk Native Hawaiians (820 children ages 0-5 and 770 adults), and will conduct 450 tent/home visits.
To view the 2012 application,
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Partners in Development

Project Tūtū and Me: Kāhelahela (Grandparent and Me: To spread out and forge roots) is a free mobile preschool that serves children age birth-five and theiradult caregiver.  The project will expand and continue this highly effective program for families living in the communities of Hilo and Laupāhoehoe, Hawai‘i. The goal and expected outcome of the project is that Native Hawaiian children in these communities will enter school ready to learn and succeed. The project’s objectives are: (1) to provide a quality early educational foundation for young children; (2) to provide education and support to their caregivers; (3) to enrich the relationship between caregiver and child; (4) to provide opportunities for professional development; (5) to partner with community organizations and agencies; (6) to develop educational materials and resources, and (7) to implement measures to assess, analyze and quantify the program’s impact. In three years’ time, the project will have increased the school readiness of 1,500 children.
To view the 2012 application,
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Keiki O Ka Aina

Keiki O Ka Aina Family Learning Centers (KOKA) is an innovative partnership between KOKA, eight State of Hawaii Public Schools and the women’s correctional center, a bilingual preschool and three special education programs for children with special needs, and a high school with teen moms.  The project will incorporate Hawaiian language into all of our curricula and do pre/post evaluations to substantiate progress in the development of basic Hawaiian vocabulary.  Program objectives are: 1) Children demonstrate school readiness as measured by the Hawaii School Readiness Assessment (HSRA); 2) Children demonstrate improved literacy readiness, indicated by receptive vocabulary; 3) Children demonstrate improved literacy readiness, indicated by expressive vocabulary; 4) Children are screened for Developmental and Social/Emotional Delays and those with areas of concern are referred to their pediatrician for follow-up; 5) Children entering kindergarten are better prepared for learning as a result of our programs; 6) Children improve literacy as a result of having Department of Education (DOE) Teachers who demonstrate knowledge of establishing culturally competent learning environments and SAT-based instruction; 7) Children benefit from Parents/ Caregivers who are involved in their education; 8) Children benefit from Parents/ Caregivers with stronger connections to Hawaiian culture. This program will serve over 2800 children and parents and train over 50 teachers.
To view the 2012 application,
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University of Hawaii

Windward Community College (WCC), Pathway Out of Poverty program supports disadvantaged Native Hawaiian students to complete Nurse Aide (NA) training and 48 academically-promising NA graduates in Licensed Practical Nurse (LPN) and Registered Nurse (RN) training over 3 years.  The curriculum emphasizes Native Hawaiian traditions and language, fosters cultural pride, and promotes
healthy-living behaviors, while improving college enrollment rate, income-earning capacity, and long term socioeconomic stability of high-need students and their families. Project proposes to expand NA
training by developing an online version of the didactic portions of the course and to enhance our “Prep to
Nursing” course.  Also, a mechanism will be added for NAs transitioning to nursing to earn stipends
through RN-supervised volunteer work at Lunalilo Home, a long-term care facility established by Hawaiian royalty to care for disabled and/or childless older adults.
To view the 2012 application,
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University of Hawaii

 Ka Pilina: AIM Together is a project to improve math achievement resulting in increased high school (HS) graduation rates and college enrollment of all Native Hawaiian (NH) youth and those at-risk and with disabilities. The target priorities are: Priority (1) needs of at-risk children and youth and Priority (6-f) improving achievement and HS graduation rates.  Objectives include: (1) foster partnerships with math, cultural, disability, and educational experts; (2) identify, document, and adapt evidence based, face-to-face math teaching strategies using NH cultural context and create a blended learning BL intervention that includes intelligence tutoring system ITS; (3) provide PD to teachers; (4) provide training to college mentors; (5) pilot-test the BL intervention; (6) facilitate and monitor the teachers’ delivery of the BL intervention in school & during camps; (7) develop and implement math cultural activities and application to STEM during math camp & Math Community Days; (8) assess the effects of the BL intervention on students; (9) assess the effects of PD on teachers; (10) assess the effects of cultural math activities and STEM application activities on students; and (11) disseminate the findings and deliverables. The target schools are James Campbell High, Ilima Intermediate, Ewa Makai Middle, and Ke Kula ‘o Samuel M. Kamakau Public Immersion School Kahuku Intermediate and High School, and five elementary schools (Hau’ula, Sunset, Kaaawa, Kahuku, Laie) and Over three years, the project will serve more than 3600 students.
To view the 2012 application,
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Partners in Development

Tech Together: Ka Ulu Ana Project activities will address the special needs of Native Hawaiian students by providing instruction through culturally-based innovative hands-on projects with Hawaiian language intertwined and incorporates experiential learning, group oriented projects, and exploratory methods focused on renewable and non-renewable energy.  TheProgram’s goals are: 1) To enable a minimum of 2,375 sixth grade students in 30 different schools to increase their base line knowledge in key STEM areas (by at least 40%) and favorable attitudes toward STEM study and careers; 2) To increase involvement for 7,125 family members and mentors of sixth grade students in developing at-home learning environments and activities that encourages community interest in learning and in building science projects that propel the student to success; and 3) To engage a minimum of 50 sixth grade teachers in professional development over three years to increase the number of teachers qualified to teach energy technology using culturally appropriate methods.
To view the 2012 application,
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University of Hawaii

The goal of the PALS Project (Program for Afterschool Literacy Support) is to: 1) increase school engagement;  2) improve reading proficiency;  3) increase the assets in children’s lives, and 4) increase graduation rates and college/workforce readiness.  Project goals will be accomplished through the provision of a series of after-school programs in a pipeline’ of elementary, middle, and high schools designed to leverage existing community resources and partnerships to provide children with place-based, culturally relevant learning experiences that shift across time/grade levels to account for the developmental and future oriented needs of the students.  Objectives include: 1) develop and implement placed-based learning opportunities across grade levels; 2) create a pipeline infrastructure to support students across critical transition grades; 3) create  community/career internships in high school; 4) provide ongoing professional development for PALS teachers; and,5) build and strengthen capacity for community involvement in education. PALS will reach and impact 432 students annually in 5 elementary schools, 3 middle schools and 1 high school (75% of the schools in the entire district) along the Wai’anae Coast.
To view the 2012 application,
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Kawaiahao Church Corporation

The Ulana O Kukui project will develop a bilingual Hawaiian-English curriculum for children of ages 3
to 9 and their parents, provide professional development to teachers, and involve parents in children’s bilingual language skill development.  The project objectives are: 1) 52 students will
demonstrate increased levels of school readiness in beginning reading and literacy of the Hawaiian and English languages from age 3 through Grade 3; 2) teachers will receive professional development to
improve their abilities to provide Hawaiian and English language instruction and to address the unique needs of Native Hawaiian students in the Hawaiian-English bilingual educational program, built around
Montessori strategies of culturally-based education; and 3) 104 parents will demonstrate increased levels of Hawaiian and English language literacy in order to support their children’s bilingual
To view the 2012 application,
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Partners in Development

Na Pono Ka Pilina O’hana seeks to expand its four-year-old preschool classroom from two half days to
five full days a week.  The project will incorporate the four-component program of the National Center for Family Literacy (NCFL) emphasizing the Family Child Interactive Learning model: (1) Childhood Education, (2) Parent Education, (3) Parent and Children Time and Adult Education.   The program’s home site is Blanche Pope Elementary school located in the heart of Waimanalo’s Hawaiian Homestead.  Na Pono Ka Pilina objectives are to serve 90 four-year olds from 475 families or 2,550 individuals; increasing Kindergarten readiness; increasing literacy and technology skills of adults; improving parenting skills; increasing quality of parent/child interactions and incorporating the Na Honua Mauli
Ola guidelines.  
To view the 2012 application,
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Partners in Development

Project Pili A Pa’a will increase the instructional capacity of teachers to build capacity via teacher
leadership, and to build student confidence in their ability to excel in school.  Six cycles of teachers will engage in intensive work to improve teaching pedagogy and will be comprised of staff from core content
areas to develop curriculum and examine teaching practices that are culturally responsive to Native Hawaiian learners.  The measurable objective will include increased percentages in student achievement, changes in student/teacher attitudes toward teaching/learning, and improved level of college /career readiness.  Eighty-eight teachers and 486 students of Native Hawaiian descent within three North Hawai’i schools will be impacted.
To view the 2012 application,
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Educational Services Hawaii

The Journey to Success Project seeks to provide mentoring services for 50 to 60 Native Hawaiian youth who are no longer represented by an adult advocate or surrogate parent, to enable the youth to: (1) earn sufficient credits during the academic year to graduate with a high school diploma or certificate of completion; (2) earn sufficient credits during the academic year to be promoted to the next higher level and avoid retention; (3) improve their academic performance; or (4) improve their post-high school employment opportunities. The Project’s mentors will work with a Native Hawaiian youth and his or her foster family, over an extended period of time, and regularly checks on the educational progress of the youth. The mentor intervenes, or connects, in a timely manner to re-establish and maintain the youth’s connection to school and learning if the youth is disengaged from school. The mentor’s message to the youth, is: you can succeed; complete the work; attend each class; be on time; express your frustration constructively; and stay in and complete school.
To view the 2012 application,
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Lanai Culture & Heritage Center

E ‘Ike Hou iā Lana‘i (Embracing Lāna‘i’s History Through Language and Literacy) is an initiative that engages the community and school in a collaborative effort to improve literacy and academic outcomes.  The objectives of the community-school partnership of Lāna‘i Culture & Heritage Center (Lāna‘i CHC) and the Lāna‘i High and Elementary School (LHES) are as follows: (1) to utilize cultural curricula to improve academic outcomes for students in LHES; (2) to enhance early childhood and young adults literacy through the combined study of the Hawaiian language and English, cultural and natural history and outreach programs; and (3) to improve learning outcomes of young adults and graduation rates of Hawaiian students. The proposed project “E ‘Ike Hou iā Lāna‘i” (Embracing Lānai‘i’s History Through Language and Literacy) will serve 542 students in Lāna‘i High & Elementary School as well as the 2800 residents from the Lāna‘i community utilizing the Lāna‘i CHC.
To view the 2012 application,
click here