nhec fy2014-2015 annual report

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2014-2015 ANNUAL REPORT

A DESCRIPTIVE SUMMARY OF ACCOMPLISHMENTS


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2015 Native Hawaiian Education Council. All rights reserved. Photos Hawaii Tourism Authority (HTA) / Tor Johnson.


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2014-2015 ANNUAL REPORT

A DESCRIPTIVE SUMMARY OF ACCOMPLISHMENTS


4/604 I lhui naauao Hawaii pono, I lhui Hawaii pono naauao.hui na , I lhui Hawaii pol ao Hawaii po naauao.

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

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

NUUKIA - VISION

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

i ka ike pookela o ka hoonaauao iwi Hawaii.

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

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

ALA NUUKIA - MISSION

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

Aloha kanaka i naauao kkouMa ka paepae ike moomeheu Hawaii.

Our enlightenment will come.Grounded in our cultural wisdom,

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

N MANAO ALAKAI - GUIDING PRINCIPLES


5/605There will be a culturally enlightened Hawaiian nation; There will be a Hawaiian nation which is culturally enlightened.

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

Goal 1: Coordinate the educational related services and programs available to Native Hawaiians each year.

Goal 2: Assess the extent to which Native Hawaiian education services and programs meet the needs ofNative Hawaiians and collect data on status of Native Hawaiian education.

Goal 3: Provide direction and guidance, through the issuance of reports and recommendations toappropriate federal, state and local agencies in order to focus and improve the use of resourcesrelated to Native Hawaiian education and serve, where appropriate, in an advisory capacity.

Goal 4: Achieve and demonstrate organizational excellence.

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

Coordinate the educational services and programs available to Native Hawaiians, including the programsfunded through the NHEA.

Assess the extent to which such services and programs meet the needs of Native Hawaiians and collectdata on the status of Native Hawaiian education.

Provide direction and guidance, through the issuance of reports and recommendations, to appropriatefederal, state and local agencies in order to focus and improve the use of resources, including resourcesmade available through the NHEA, relating to Native Hawaiian education, and serve where appropriate inan advisory capacity.

Make direct grants, if such grants enable NHEC to carry out its duties.

Provide administrative support and financial assistance to the Island Councils established through theNHEA, supporting the distinct needs of each island community through NHEA-funded programs andaddressing identified priorities and authorized activities.

N PAHUHOPU - GOALS

AHA HOONAAUAO IWI HAWAII - WHO WE ARE



N LL O KA AHA HOONAAUAO - WHO WE ARE

THE EDUCATION COUNCIL PROVIDERS

Brandon Keoni Bunag, Ed.D., Chair

Paula De Morales

Kamuela Chun, Past Officer

Hlau K Mana New Century Public Charter School

Kahua / PDM & Co.

University of Hawaii Community Colleges, Achieving the Dream Program

Dr. Keoni Bunag is the Poo Kula (Head of School) of Hlau K Mna New Century Public CharteSchool. He earned his Doctorate of Education from the University of Southern California andhas held key positions with Kamehameha Schools as the Director of Operations and AssistantDirector of the Enrichment Department for the Extension Education Division. Keoni brings to NHECa wealth of experience and knowledge in developing and delivering Hawaiian culture-basededucational programming for middle and high school students, program evaluation, and datacollection, analysis, and reporting. In addition, he is also a lecturer in Hawaiian Studies as LeewardCommunity College and fervent advocate for Hawaiian language immersion programs.

Paula De Morales taught Hawaiian Language, Hawaiian Studies and Modern History of Hawaiat Kohala High & Elementary, Hilo High School and Waikea High School from 1969 through2001, when she retired from the Hawaii Department of Education. She currently works with theKamehameha Schools Kauhale Kpaipai and the Hawaii Department of Education to providecultural professional development for teachers new to an area through the Kahua Program, aswell as cultural professional development to leadership teams through the Hookele Program. Anadvocate for culture-based education for many years, Paula has been a major part of the N HonuaMauli Ola Team since 2000, the Coordinator of K Haaheo, a NHEA-funded grant from 20002003, and has been participating and presenting at the National Indian Education AssociationConvention and the World Indigenous Peoples Conference on Education for several years. She

also worked at Bishop Museum after graduating from the University of Hawaii at Mnoa with aBachelor of Arts in Journalism and minor in Anthropology. Paula has served as a member of NHECsince 1997.

Kamuela Chun is the Director of the Achieving the Dream program at the University of HawaiiCommunity Colleges, a nationwide initiative aimed at helping more community college studentsto succeed. He assisted in the creation of the Asian & Pacific Islander American ScholarshipFund and currently sits on its Advisory Council. Kamuela has been involved in Native Hawaiianeducation and culture for more than 40 years. In 2005, he was named Educator of the Year by theNative Hawaiian Education Association. He is a renowned kumu hula and chanter, and is oftencalled upon to provide protocol for cultural events. Kamuela was one of those originally appointedto NHEC in 1997.





Manu Kaiama, Treasurer

Keiki Kawaiaea, Ph.D.

Sherilyn Franklin Goo

University of Hawaii at Mnoa, Kamakakokalani Center for Hawaiian Studies

University of Hawaii at Hilo, Ka Haka Ula O Keeliklani College of Hawaiian Language

Institute for Pacific Education and Culture

Manu Kaiama has been a professor at the University of Hawaii at Mnoa since 1991, and iscurrently teaching at both the Shidler College of Business and Kamakakokalani Center foHawaiian Studies. She has previously worked as Director of both the Native Hawaiian LeadershipProject and the Kaulele Program at UH-Mnoa, working to assist Native Hawaiians in pursuing

higher education. Manu has also served on the boards of multiple organizations, including NativeHawaiian Educators Association, the Kamehameha Schools Alumni Association, Pacific Islandersin Communications, the Institute for Native Pacific Education and Culture, Hoomana iwi, andthe Hawaii Alliance for Arts in Education. Manu holds a Bachelor in Business Administration andMasters in Accounting, and is also a Certified Public Accountant. She has earned multiple awardsfor her excellence in teaching, including the Presidential Citation for Meritorious Teaching and theDennis Ching Outstanding Teaching Excellence Award.

Dr. Keiki Kawaiaea is the Director of Ka Haka Ula o Keeliklani College of Hawaiian Language

at the University of Hawaii at Hilo. She is one of the pioneering families of the Hawaiian immersioneducation movement and mauli ola education P-20. Keikis professional experience includes theK-12 classroom, curriculum and program development, teacher preparation and professionaldevelopment. She has been instrumental in the development of the N Honua Mauli Ola Hawaiianguidelines and cultural pathways and the Moenah culture-based curriculum design andinstructional method. Keiki is a published author and has been an invited speaker at nationaland international gatherings addressing Indigenous education, language and culture revitalization,native teacher education and Hawaiian and culture-based education. She has received severalhonors for her work in education, including the National Indian Education Association Educatorof the Year, the Chancellors Award for Excellence and Innovation, the Office of Hawaiian AffairsKukui Mlamalama for Excellence in Hawaiian Education, and the Kamehameha Schools IpuKeo Native Hawaiian Education Award. Keiki has served on NHEC since 1997.

Sherlyn Franklin Goo is a Native Hawaiian educator who brings a lifetime of experience to NHEC.She holds bachelor and master degrees in education administration from the University of Hawaiiat Mnoa. Sherlyn spent over 20 years at Kamehameha Schools serving in several capacities,including elementary school principal, assistant to the president, federal relations officer, andearly education division director. She is also served as a staffer on the Senate Committee ofIndian Affairs for the late Senator Daniel Inouye. In 1994, Sherlyn co-found the Institute for NativePacific Education and Culture (INPEACE) with a mission to improve the quality of life for NativeHawaiians through community partnerships that provide educational opportunities and promoteself-sufficiency. She served as its Executive Director from 1995-2005 and currently as secondvice president of the board of directors. Sherlyn also serves on the Good Beginnings Alliance,Senior Advisory Council, P-3 Advisory Council, the Hawaii Council for the Humanities, PrinceKhi Hawaiian Civic Club, and the Samuel and Mary Castle Foundation Community AdvisoryCouncil. She has been a part of NHEC since its founding in 1997. INPEACEs Native Hawaiianearly childhood programs have been the focus of her efforts, with the belief that a strong earlyfoundation is key to subsequent success in life.





Wendy Mow-Taira

Larson Ng, Ph.D.

Windward Community College, Education Talent Search

University of Hawaii at Mnoa, College of Education

Wendy Mow-Taira has worked on behalf of children and families her entire life. After earninga Bachelor of Science in Human Development and Masters degree in Social Work, both fromthe University of Hawaii at Mnoa, she worked in several domestic violence and child abuseprograms. She was Executive Director of the Family Crisis Shelter, Inc. on Hawaii Island, thenlater worked at PATCH (People Attentive to Children), a resource and referral program foryoung families needing child care information, and ALU LIKE, Inc. in the Native Hawaiian EarlyChildhood Consortium. Wendy currently works with middle and high school students under theTRIO program at Windward Community College, where she assists low-income students preparefor college. Throughout her career, she has gained experience with early childhood, K-12 andpost-high education programs. As a Council Member, Wendy is interested in helping to furtherthe coordination of programs receiving funds through NHEA to help Native Hawaiian communitiesprovide input on what programs they feel are needed. She is also working towards N Honua MauliOla being incorporated into educational curriculum for all, not just Hawaiian students.

Dr. Larson Ng is an Educational Specialist in the College of Education at the University of Hawaiiat Mnoa. As a researcher, he actively conducts and publishes research in the fields of businessand economic sustainability literacy and curriculum development; Native Hawaiian education andprogram evaluation; and community leadership and management. Larson also teaches graduatecourses in research methodology, leadership, and economics. He rounds his academic regimenby occasionally serving as a board member in both the business and education arena. Outside

of academia, Larson spends a great deal of time serving the Native Hawaiian community. As anadvocate of sustainable economic growth, he frequently gives guest interviews on local communitytelevision sharing how Hawaii can ensure its 21st century long-term prosperity by simply takingthose steps to re-engineer its current economic base. Larson also serves as a strong advocateand proponent of utilizing those pedagogies and content-based curriculum responsive of theeducational needs of Native Hawaiians.

Nmaka RawlinsAha Pnana Leo

Nmaka Rawlins is the Director of Strategic Partnerships and Collaborations at Aha Pnana LeoShe previously served as its Executive Director for 18 years and was instrumental in transforming

the Native Hawaiian preschools into a national model for Native language education. Nmaka is agraduate of Kamehameha School for Girls and the University of Hawaii at Hilo Hawaiian LanguageCollege. She has been involved with Pnana Leo and Hawaiian language revitalization as a volunteein the preschool in Hilo since 1984 while she was a student at the university. Nmaka has been at theforefront of the language revitalization movement on many levels: teaching, coordinating programson five islands, and advocating for public policy that supports the preservation of indigenouslanguages. In 2014, she organized the National Coalition of Native American Language Schoolsand Programs. Nmaka has served on the board of directors of the National Indian EducationAssociation, the State Department of Labor and Industrial Relations Language Access AdvisoryCouncil, the State Early Learning Advisory Board, and has been a member of NHEC since 1997Nmaka believes it is important that a representative of the comprehensive indigenous system oeducation serves on NHEC to express the needs of Hawaiian speaking children and families atlocal and national levels.




THE EDUCATION COUNCIL CONSUMERS

Chelsa-Marie Clarabal

Lnai Island Council

Chelsa-Marie Clarabal was born on Maui, but is four generations deep on Lnai. She currentlyworks at Lnai Changes. She is the Elder Care Program Manager and the first Ombudsman forLnai. Chelsa is the coordinator of the 2014 Lnai Community Christmas Lunch, one of the largesevents on the island that honors all kpuna. During the summer, she helps with Kula KaiapunKauwela o Lnai, which her children have been attending for the past two years. Chelsa wasinstrumental in starting a Kula Kaiapuni o Lnai on Lnai.

Clarence DeLude

Daniel Cup Choy

Oahu Island Council

At-Large Consumer Member

Clarence DeLude serves as the Oahu Island Council Chair and and its designated representativeto NHEC. He is retired from the Hawaii Department of Education and is an active member of theRoyal Order of Kamehameha I.

Danny Cup Choy is the Government Affairs Manager for Ohana Health Plan, where he leads thecompanys legislative and policy efforts. In his career, he has held several government affairspositions, including working as the Director of Policy & Advocacy for the National Indian EducationAssociation in Washington, D.C. Prior to that, Danny enjoyed a brief stint as a CommunityDevelopment Specialist with NHEC. Danny is a graduate of Kamehameha Schools, receiveda Bachelor of Arts in Political Science and Master of Arts in Education from Loyola MarymountUniversity. He was recently honored as the Healthcare Heroes Community Outreach winner forPacific Business News Healthiest Employers & Healthcare Heroes 2015.

Kahealaniakealo Faria

Niihau Island Council

Kahea Faria is an Assistant Specialist in the College of Education at the University of Hawaiiat Mnoa. She is currently the only native speaker of the Hawaiian language in the College ofEducation in Hawaii, and is fortunate to be working with the last aboriginal, commonly referred to

as, Native Hawaiian speaking community in the world through the duties and responsibilities ofher position within the College of Education. Kahea is committed to the advancement of aboriginalHawaiians through education. Kahea currently serves as the Secretary for the Niihau IslandCouncil and its designated representative on NHEC.





Maggie Hanohano

Aunty Betty Jenkins

At-Large Consumer Member

N Kpuna

After earning Bachelor of Science and Master of Education degrees from Utah State UniversityMaggie Hanohano returned home to work in the Hawaii Department of Education as a pre-K-12special education teacher and district and State Resource Teacher. She experienced a renewal oher cultural identity as a part of Hui Imi Naauao o Hawaii under the guidance of Donald KilolanMitchell, who believed that Hawaiian culture was vitally important to our keiki. Maggie alwaysencouraged cultural pride in her students and taught them to behave as an ohana. Maggie wasHeluhelu Coordinator for Pihana N Mamo: The Native Hawaiian Special Education Project, withthe mission to deliver educational services to children and youth of Hawaiian ancestry with specianeeds, and was responsible for coordinating reading programs. Maggie hopes to see the readingscores of Hawaiian youngsters improve through building reading skills, vocabulary, and generaknowledge. She firmly believes that children must be able to read if they are to succeed in life andthat literacy is the foundation for continuing improvement in Native Hawaiian educational outcomesMaggie has been active with NHEC since its beginning in 1997.

Aunty Betty Jenkins has been an educator for over 35 years, first in Ohio, then California,Micronesia, Guam and finally home in Hawaii. She was a member of the Hawaii Departmentof Education Language Arts Team, a Title I Teacher, and a 3-on-2 Team Teacher before retiringfrom her formal teaching career as one of the founders of Hlau o Haleiwa at Haleiwa ElementarySchool. After retirement, Aunty Betty worked with the Office of Hawaiian Affairs, partnering with theState Hawaiian Studies Program, which took her traveling statewide to meet a host of kupuna who

she learned to honor, respect and admire. She became involved with many organizations duringthat time and was appointed to NHEC in 1997. Aunty Betty is always generous with her time andwisdom, volunteering with Papa Ola Lokahi, Imi Ke Ola Mau, Hoomau Ke Ola, the Association ofHawaiian Civic Clubs, and Kamakani o Waimea. Aunty Bettys involvement with NHEC has alwaysbeen with the highest regard and respect for kupuna wisdom and she prides herself on being anadvocate for the elders of our community. Aunty Betty says she has witnessed change, growth andmany successes throughout the years, always with the understanding of our Hawaiian educationstyles and integration of cultural values, which are not always understood by western educators.

Rebecca Kapolei Kiili, Vice ChairMaui Island Council

Kapolei Kiili was born and raised on Maui. She earned dual Bachelor of Arts in Hawaiian Studies

and Communications from the University of Hawaii at Hilo, where she earned her teachingcredentials through its Kahuawaiola Indigenous Teacher Preparation Program in 2004. Upongraduation, Kapolei began working at Paia School in the Hawaiian Language Immersion Programin Kindergarten where she spent her first five years of teaching. Kapolei then completed a Mastersin Educational Leadership in 2010 from the University of Hawaii at Mnoa, College of EducationIn this same year, she transferred to King Kekaulike High School to work with the high schoolsstudents of the Hawaiian Language Immersion Program. While not a graduate of Ka PapahanaKaiapuni, Kapoleis desire to learn lelo Hawaii ignited within at eleven years old. Kapolei hasfound becoming an immersion teacher has been one of the best experiences thus far. Kapoleserves as the Maui Island Council Chair and its designated representative to NHEC.





Kainoa Pali

Kaiulani Pahi

Molokai Island Council

Hawaii Island Council

Kainoa Pali is currently the acting Vice Principal at Molokai High School where he was a 1994graduate. Kainoa obtained his Bachelor of Arts degree in Hawaiian Studies as well as a PostBaccalaureate Certificate in Secondary Education from the University of Hawaii at Mnoa. Uponcompletion, he returned home to Molokai where he has been teaching for the last 14 years.Kainoa started his career in the Hawaiian Language Immersion Program at Kualapuu ElementarySchool and found his passion in teaching Hawaiian Language and Social Studies at MolokaiHigh School. He currently resides on homestead land in Kalamaula Ma Uka with his wife andtwo young children. He serves as the Chairperson of Kamehameha Schools Hui for Molokai andis currently working with Molokai community members to develop a soccer league for Molokaisyoung children. Kainoa is the Chair for the Molokai Island Council and serves as its designatedrepresentative to NHEC.

Kaiulani Pahi comes to NHEC with a wealth of knowledge about culture-based education.Kaiulani is Program Coordinator of Statewide Initiatives at Kanu o ka ina Learning Ohana, aHawaii Island-based non-profit with the mission to grow womb-to-tomb models of education thatadvance Hawaiian culture for a sustainable Hawaii. She is also a coordinator for N Lei NaauaoNative Hawaiian Charter School Alliance. Kaiulani has served as the Hawaii Island Council Chairand its designated representative to NHEC since 2009.

Dirk Soma

Kauai Island Council

Dirk Soma was born in Waimea, Kauai, raised in Aliamanu, Oahu and currently resides inKalaheo, Kauai. A graduate of the Kamehameha Schools, Dirk has spent many years engagingthe community in both the private and public sectors. Currently, he is an Instructor and ProgramCoordinator for Business at Kauai Community College and is a partner in a business developmentfirm, Naupaka Consulting, LLP. Dirk serves as Chair for Kauai Island Council and as its designatedrepresentative to NHEC.

Lisa Watkins-Victorino, Ph.D., SecretaryOffice of Hawaiian Affairs

Dr. Lisa Watkins-Victorino is the Office of Hawaiian Affairs representative for NHEC and bringsimpressive academic credentials to the Council. Lisa was appointed to the position of Ka Ou KihKane (Research Director) in April 2014. Prior to joining the Office of Hawaiian Affairs, she was anEducational Officer/Evaluation Assistant in the Hawaii Department of Education Systems Evaluationand Reporting Section. Lisa was also a Jr. Specialist/Program Assistant with the University oHawaii Social Welfare Evaluation and Research Unit and was lecturer at the School of Social Work

REPRESENTATIVE FROM THE OFFICE OF HAWAIIAN AFFAIRS



HAWAII ISLAND COUNCIL

L ANA I IS LAND COUNCIL

NIIHAU ISLAND COUNCIL

MOLOKAI ISLAND COUNCIL


ISLAND COUNCILS

With all NHEC Island Councils reactivated, IslandCouncil officers began the 2014-2015 fiscal yearwith an all-day technical training on NHEC policiesand procedures and activity planning with NHECstaff. Held in November 2014 on Oahu, officerswere given the opportunity to receive hands-ontraining and guidance regarding purchasing formeetings, business related reimbursements, onlinecommunication platforms utilized by NHEC, andactivity planning for the year. It also served asan opportunity for each island council to shareand learn from each other about successes and

challenges they have experienced regarding theeducational needs of their Hawaiian communitiesand how they are able to best address those needsas a representative to NHEC.

Island Councils officers spent much of fiscal yearengaged in NHECs strategic planning work for2015-2020. They were able to provide feedbackon strategies and tactics that NHEC should takethat would best address the educational needs ofHawaiians on their island and communities. Officers

were also involved in work for NHECs needsassessment update, helping to determine priorityrecommendations that NHEC would submit tofederal, state and local education agencies.

Kaiulani Pahi, Chair & Luana Jones, ViceChair

(L-R): Chelsa Clarabal, Chair; ChristineCostales, Treasurer; Natalie Ropa, Secretary;Malia Davidson, Vice Chair

(L-R): Diane Mokuau, Secretary; Kainoa Pali,Chair; Ric Ornellas, Treasurer; Iolani Kuoha,Vice Chair

(L-R): Kaleialoha Beniamina Vice Chair; LeiuiKanahele, Treasurer; Napua Niau, Chair



KAUAI ISLAND COUNCIL


KAUAI NATIVE HAWAIIAN EDUCATION SUMMIT

On May 16, 2015, the Kauai Island Council heldthe first Kauai Native Hawaiian Education Summitat Kauai Community College. With over 50 inattendance, key positives from the event included:

The value of the exposure of NHEC to the broaderKauai community;

Establishment and development of relationshipswith leaders within key educational institutionson Kauai (Kauai Community College, KauaiDepartment of Education, Kamehameha

Schools, Kauai Chamber of Commerce, JuniorAchievement, Kauai Native Hawaiian Chamber ofCommerce, Kauai Community College MakaloaCouncil, Mayor of Kauai, ALU LIKE, Inc., PartnersIn Development, and P.A.T.C.H.);

Diverse representation of participants (Studentsfrom elementary to post-secondary, faculty,administrators, parents, kupuna, and concernedcommunity members);

Direct feedback from community regardingstrengths, weaknesses, opportunities and threats

at all five levels of the educational continuum;

Venue and facilities were extremely conducive toprogram and activity flow;

Having community service providers at theevent gave attendees opportunities to see whatservices are in the community to assist them;

Quality of information provided by presentersensured relevance of information; and

Participation by other Island Councils gave a

chance to replicate this type of event on theirrespective moku.

(L-R): Dirk Soma, Chair; Billi Smith, Vice Chair; Scott Topp, Treasurer

Summit keynote speaker Tia Koerte




OAHU ISLAND COUNCIL CONSTITUENT SURVEY

In the spring of 2015, Oahu council officers alongwith invited community educators began theformation of a constituent (program participants)survey, the purpose of which was to gatherinformation levels of satisfaction relating to variousaspects of program implementation, execution,and reporting. After the initial drafting of the survey,broader community input was sought via quarterlyOahu Island Council meetings and by the end ofsummer, the survey was ready for launch.

MAUI ISLAND COUNCIL COMMUNITY CAPACITY

BUILDING CAMPAIGN AND COMMUNITY NEEDS

ASSESSMENT SURVEY COL LECTION

In 2014-2015, the Maui Island Council focused itsefforts on building community capacity and betterinforming the Maui community about NHEC. Mauicouncil officers setup educational booths at a numberof community events, including Aha Pnana Leo oMauis Hoomau Annual Fundraiser, the Maui CountyAg Fest, Kamehameha Schools Maui Hoolaulea,and the Ritz Carlton Kapaluas Celebration of theArts Festival. At these events, Maui council officers

administered NHECs Community Needs Assessmentsurvey to interested participants, gathering a total of30 surveys from the four events. They also gatheredcontact information for 40 community membersinterested in staying informed on the work of theCouncil.

Maui Island Council also distributed the CommunityNeeds Assessment survey to students at KingKekaulike High School in the Hawaiian LanguageImmersion Program and Hawaiian language classesin an effort to gain a student perspective on theeducational needs of Native Hawaiians, collectinga total of 150 surveys. The information collectedthrough these surveys were synthesized and utilizedby NHEC in its needs assessment update work.

(L-R): Kapolei Kiili, Chair; Kuulei Hanohano, Vice Chair; Lisa

Silva, Treasurer; Toni Matsuda, Secretary

Larson Ng, Secretary & Clarence DeLude, Chair

Oahu Island Council survey workgroup

MAUI ISLAND COUNCIL

OAHU ISLAND COUNCIL



2014-2015

ACHIEVEMENTS IN THE AREA OF NHECSSTRATEGIC PLAN GOAL #1:

COORDINATE EDUCATIONAL EFFORTS

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



KA HOOLAUKAI HOONAAUAOCOORDINATE EDUCATIONAL EFFORTS

NATIVE HAWAIIAN EDUCATION CAUCUS AT THE

COUNCIL FOR NATIVE HAWAIIAN ADVANCEMENT

(CNHA) CONVENTION

On September 30, 2014, NHEC and Aha Pnana Leoco-sponsored an Education Briefing and Caucus atCNHAs 13thAnnual Native Hawaiian Convention heldat the Hawaii Convention Center in Honolulu. Thegoal of the Caucus was to develop policy statementsthat can be used to advocate for Native Hawaiianeducation policies at state and national levelsthrough organizations such as CNHA and NHEC.With about 50 educators and community members

in attendance, the Caucus topics focused on teachereducation; Hawaii State Department of Educationdata reporting; Hawaii State Board of Educationpolicies 2104 (Hawaiian Education Programs) and2105 (Office of Hawaiian Education); Hawaii Boardof Education Policy 4000-General Learner Outcomes;and Early Childhood Education ConstitutionalAmendment.

At the conclusion of the Caucus, the followingrecommendations were reported at the conventionsPublic Policy Roundtable for inclusion in CNHAs2014-2015 policy priorities: 1) Carry forward the2013-2014 education policy priorities (support billS.519, the PRE-K Act with specific inclusions;support reauthorization of the Native HawaiianEducation Act with amendments; supportreauthorization of the Higher Education OpportunityAct); 2) Support the passing of the Early ChildhoodEducation Constitutional Amendment with prioritiesfor ensuring Hawaiian language and dual-languagepreschools and funding eligibility for Family-ChildInteraction Learning (FCIL); and 3) Urge the Hawaii

Teachers Standard Board to revisit and align policy8-54-19, 3A to the new Hawaii Board of Educationpolicies 2104 and 2105.



2014 NATIVE HAWAIIAN EDUCATION SUMMIT

The 2014 Native Hawaiian Education Summit (NHES)was held on October 6-8 at the Koolau Ballroomsin Kneohe, Oahu. With almost 200 participants inattendance, the purpose of the 2014 Summit was togather educational leaders and critical communitypartners kpuna, mkua, haumana, kumu, andothers to create strategic Hawaiian educationalgoals for the next decade.

The 2014 Summits theme, Ma Ka Moolelo Ana Sharing Our Stories, gave thematic focus to thebasic philosophy of moolelo as it applies in practice,

of practice and as living legacy. This philosophy wasused as a guide to organize the Summit and buildupon previous education gatherings and publication,such as the 1993 and 1997 Summits, 2005 KaHuakai publication by Kamehameha Schools, andthe 2006-2007 N Lau Lama process.

Setting the context for the 2014 Summit were thefollowing educators:

Dr. Kalehua Krug grounded participants in therole of moolelo in transmitting Native Hawaiianvalues, practices and expectations that isinherent in our shared mookauhau.

Dr. Walter Kahumoku updated participants onthe journey of research in Native Education fromthe days of non-Hawaiians defining successand conducting research to the current shift inresearch and pedagogy conducted and informedby Native Hawaiians.

Dr. Keiki Kawaiaea (NHEC member) andDr. Teresa Makuakne-Drechsel (formerInterim NHEC Executive Director) provideda chronological history of Native Hawaiianeducation and highlighted key initiatives over thepast 30 years.

Several Panels provided participants with applicationand leadership contexts:

Moolelo of Practicepanelists provided

participants with examples of how they aspractitioners are informed by the moolelo oftheir mookauhau and how they use traditionalmoolelo and/or create an evolving mooleloprocess with their respective students.

Living Moolelopanelists from two ohanaprovided participants with an example of ohanacommitted to learning and living lelo Hawaii.

Leadershippanelists, from Kamehameha SchoolsAha Pnana Leo, Office of Hawaiian Affairs, theHawaii State Board of Education, Hawaii StateDepartment of Education and Hawaii State PublicCharter School Commission spoke about howtheir respective organizations are committed toadvancing Native Hawaiian education.


Ma Ka Moolelo Ana

Sharing Our Stories

October 6-8, 2014

Koolau Ballrooms

A Summary Report of the 2014 Native

Hawaiian Education Summit

Lisa M. Watkins-Victorino

Mahina Paishon-Duarte

Teresa Makuakane-Drechsel

April 2015

hotos cortes o ai arell arell . 2007 arch 3. phemeralliei aaii. etrieve romhp//aiaa.lospot.com/2007_03_01_archive.html




VISION STATEMENT

O Hawaii ke kahua o ka hoonaauao.

RATIONALE

GOAL 1: OLELO HAWAII

GOAL 2: IKE HAWAII

I n makahiki he 10 e hiki mai ana e ike ia ai n hanauna i mana i ka lelo a meka nohona Hawaii no ka hoomau ana i ke ola pono o ka mauli Hawaii.

In 10 years, knaka will thrive through the foundation of Hawaiian language, values,practices and wisdom of our kpuna and new ike to sustain abundant communities.

In the next 10 years, our learning systems will:

In the next 10 years, our learning systems will:

Advance lelo Hawaii Expectations Develop and implement a clear set ofexpectations for lelo Hawaii that permeates all levels of education.

Actualize a Hawaiian Speaking Workforce Increase a prepared leloHawaii workforce to ensure community and ohana access and support.

Amplify Access and Support Increase lelo Hawaii context & programmingto support the kaiulu.

Achieve Normalization Pursue normalization of lelo Hawaii.

Actualize Ike Hawaii Increase use of knowledge from traditional anddiverse sources.

Amplify Leo Hawaii Increase ohana and kaiulu learning and participation.

Advance Hana Hawaii Increase resources to support practice andleadership.


A series of facilitated conversations and interactive agreements produced the Native Hawaiian EducationVision and Goalsfor the next ten years.



KEAOMALAMALAMA

In the months following the 2014 Native HawaiianEducation Summit, members from the SummitOrganizing Committee convened and collaboratedto realize a construct in which the work fromthe Summit could continue. In December 2014,Keaomlamalama: a Native Hawaiian EducationSupport Hui was formed, taking on the visiondeveloped at the 2014 Summit as its missionstatement.

Keaomlamalamas purposes and responsibilitiesare to:

Effect system change via the Hawaiian Educationmovement.

Convene and collaborate (vs. implement) towardthe realization of the 10-year education vision.

Define, drive and be responsive to larger,system-wide landscapeseducational, political,economic and international.

Create spaces for families and communities to

voice their moolelo. Support other Hawaiian and educational

organizations (vs. replace) toward individualorganization accountability and collective impact.

Keaomlamalama is organization agnostic. Membersanswer to the call of and persist in the work to realizeits mission and revolutionize education for NativeHawaiians, develop and strengthen generations ofNative Hawaiian educators and lhui leaders, effectcollective impact and perpetuate the work.




NATIONAL INDIAN EDUCATION ASSOCIATION

(NIEA) CONVENTION

In October 2014, Anchorage, Alaska provided thebackdrop for the 45thAnnual NIEA Convention. NHECpresented a workshop on the continued work onNHECs Common Indicators Matrix (CIM) as partof its Common Indicators System and Framework.In development since 2008, the CIM elementsresonated with convention participants who were amixture of American Indian, Alaska Native, NativeHawaiian and Maori workshop participants. A visit tothe Alaska Native Heritage Center provided insightsinto the education and cultural preservation methodsemployed to retain cultural knowledge and practicesincluding language preservation for over 20 staterecognized native languages.

Hlau K Mana, a Public Charter School locatedon Oahu, was awarded the NIEAs 2014 WilliamDemmert Cultural Freedom Award in recognition oftheir positive impact on Native student academicachievement. Also, the interim NHEC ExecutiveDirector, Dr. Sylvia Hussey, was elected by the NIEAmembership to serve a three-year term as an NIEA

Board member.




ASSOC IATION OF HAWA IIAN CIVIC CLUBS (AHCC)

CONVENTION

In November 2014, Dr. Sylvia Hussey presentedNHECs Common Indicators System and Frameworkat the AHCCs Education Committee meeting duringthe 55thAnnual AHCC Convention in Waikoloa.Dr. VerlieAnn Malina-Wright (former NHEC member)also presented the recent work of the WorldIndigenous Higher Education Consortium regardingprogram accreditation.


- - - -

Common Indicators Matrix

MAULI

Being & Becoming

IKE

Knowing/Doing

KULEANA

Contributing

FOCUSOF IMPACT

LOCUSOF IMPACT

A. Resilience & WellnessAdvances well-being of the

body, mind and spirit.

B. Hawaiian IkeAdvances Hawaiianlanguage, culture,

values and practices.

C. Academic

Achievement &ProficiencyAdvancesmultiple

understandingsand purposeful

outcomes acrossthe subject areas

D. Stewardship,

Self-sufficiency &Employment Supports self-

reliance, financial

independence andcontribution to thefamily, community

& world.

HAWAIIANLELOLiteracyOral fluencyWriting

KNOWLEDGEHistoricalSocio-culturalPoliticalGeographical Scientific

VALUES ANDPRACTICESProtocolHulaLuaMalamaina, Malama

kaiHealing (physical,

emotional, spiritual)

EDUCATION

LEVELEarly (pre-K)K-12Adult2-year institution4-year institution

Kanaka

1. IndividualEfforts seek toimpact the

individual

BASIC SURVIVALFoodShelterSafetyHealth/wellness

IDENTITY AND

BELONGINGEmotional well beingSocial connectionIdentity (sense of self, place,

culture, global citizen)

SELF-ACTUALIZATIONReflective awarenessProblem solvingValues/spiritualityAesthetic appreciationCreative expression

SUPPORTFinancial aidCounselingMentoring

STEWARDSHIPSocial/environmental

responsibilityLeadershipInternshipCommunity service

EMPLOYMENTCareer planningFinancial literacyEntrepreneurship,Technical and/or skills

trainingVocational educationSmall business

developmentNon-profit

management

HAWAIIAN

LANGUAGELiteracyOral FluencyWriting

SHARING OF

CULTURAL

KNOWLEDGEGenealogy, historyCultural practices and

protocolsValuesSpirituality

ACADEMIC

ENRICHMENTEarly childhood

developmentFamily literacyHomework support

Ohana

2. FamilyEfforts seek toimpact relativesand others whoshare roles,

relationships,and resources.

QUALITY

INTERGENERATIONAL

RELATIONSHIPSParent/caregiver skillsCommunicationBehavior

management/disciplineHooponopono/conflict

resolution

SUPPORTCounselingMentoringFinancial aid

STEWARDSHIPGiving back/joining inCommunity

leadership

NNaattiivveeHHaawwaaii iiaannEEdduuccaatt iioonnCCoouunncciill




NATIVE HAWAIIAN EDUCATION PROGRAM (NHEP)

GRANTEE SYMPOSIUM

NHEC held its NHEP Grantee Symposium onJanuary 22, 2015 at Koolau Ballrooms in Kneohe.The symposium focused on two objectives:1) Sharing the results of NHECs Study of CommonCulturally-Aligned Evaluation Measures Reportand 2) Kicking off discussions regarding possibleCouncil and Grantee next steps regarding theNHECs common indicators matrix. Symposiumactivities related to culturally-aligned assessmenttools included: 1) Agency sharing of a process

used to organize professional work, gain commonagreements, plan actions and monitor actions;2) Participant survey regarding culturally-alignedassessments; 3) Group brainstorming and sharingabout promising ideas for culturally-alignedassessments; and 4) Participants desire to continueparticipation in NHEC facilitated activities andevents about culturally-aligned assessment andother topics. Fifty-one grantees were in attendancerepresenting 29 organizations receiving NHEPfunding.

In addition, NHEC recognized longtime NHEPgrantee organization Keiki O Ka ina (KOKA).KOKA was established in 1996 to provideeducational services to Hawaii families that arerooted in family strengthening and Hawaiian culture.KOKA programs serve over 4,000 keiki and makuaat over 40 sites on Oahu, Kauai, Molokai, Mauiand Hawaii Island. These programs serve parentsand children prenatal to five years in preparationfor kindergarten, as well as specialized supportservices to enhance keiki development programssuch as Native Hawaiian cultural enrichment

activities, development of Hawaiian-based familyliteracy curriculum and family wellness support.KOKA joins two distinguished organizationrecipients of the NHEC recognition award: AhaPnana Leo in 2013 and the Institute for PacificEducation and Culture (INPEACE) in 2014.




WHITE HOUSE INITIATIVE ON ASIAN AMERICANS

AND PACIFIC ISLANDERS (WHIAAPI) WHITE

HOUSE SUMMIT ON ASIAN AMERICANS ANDPACIFIC ISLANDERS

On May 12, 2015, WHIAAPI hosted the White House Summit on Asian Americans and Pacific Islanders (AAPI)in Washington, D.C. Over 2,000 community leaders, business leaders, advocates and artists from across thecountry convened in the nations capital to engage with cabinet officials, administration leaders and nationallyrecognized AAPI leaders on key issues facing the AAPI community including economic growth, education,healthcare, civil rights and immigration.

As one of his first actions in office, President Obama signed Executive Order 13515 on October 14, 2009,

reestablishing WHIAAPI and the Presidents Advisory Commission on AAPIs, to improve the quality of life forAAPIs through increased access to federal programs in which they may be underserved. Today, AAPIs arethe fastest growing racial group in the country, growing over four times as rapidly as the total U.S. population.The AAPI population is expected to double to more than 47 million by 2060.

Over the past five years, WHIAAPI has reached more than 100,000 AAPIs across the country, delving deepinto every region to hear the most pressing issues in the AAPI community and taking action to expandaccess to federal services. Under the leadership of Secretary of Education Arne Duncan, former Secretary ofCommerce Gary Locke and former Cabinet Secretary Chris Lu, WHIAAPI released individual strategic plansfor 24 federal agencies and offices to increase the AAPI communitys access to federal resources; created itsRegional Network of over 200 federal employees to build relationships with and offer technical assistance tolocal AAPI communities across the country; launched its data.gov/AAPI website, the most comprehensive

hub of government data on AAPIs; established interagency working groups to address specific issues facedby the AAPI community; convened the first-ever community tour and regional summit in Guam; and supportedthe creation of two professional development programs to ensure that the federal workforce reflects thediversity of this country.

The Summit builds upon these successes, showcases Administration policies and programs that havesupported the AAPI community and outlines efforts for the next two years and decades to come. The Summitis part of the main celebratory week of events during AAPI Heritage Month and provides a unique forum fornetworking with thousands of AAPI leaders as they come to Washington, D.C., from across the nation.




NATIVE HAWAIIAN EDUCATION BRIEFING

On May 15, 2015, NHEC, on behalf of Keaomlamalama, facilitated the first Memorandum of Understandingwith WHIAAPI and the Council for Native Hawaiian Advancement to convene a briefing focused on NativeHawaiian education and highlighting: 1) the achievements of Native Hawaiian educators to promote theeducational success of Native Hawaiian students; 2) the coordinated efforts taking place between Hawaiisacademic institutions, non-profit organizations, and other education sectors to preserve, promote and protectHawaiian language and culture; and 3) the opportunity for attendees to learn about the opportunities tosupport the realization of the Native Hawaiian education vision over the next 10 years.

The Native Hawaiian Education Briefing panel participants and supporters gathered at the U.S. Departmentof Education (USDOE) offices in Washington, D.C. and provided two briefings an early morning briefing forthe Departments senior leadership and a mid-morning public briefing in the Lyndon B. Johnson auditorium toabout 100 registered attendees.

Panel representatives from Aha Pnana Leo (including NHEC member Nmaka Rawlins), the Institute forNative Pacific Education, Kamehameha Schools and the University of Hawaii at Mnoa HawaiinuiakeaSchool of Hawaiian Knowledge highlighted successes along the Native Hawaiian education P-20 continuum.

Three infographics (see following page) related to Native Hawaiian education were produced by NHECand included in the packet of information distributed to all participants along with other items provided byparticipating organizations.

Protecting lelo Hawaii: The Education Revolution toImprove Student Success and Preserve the Hawaiian

Language

Friday, May 15, 201510 a.m. 11:30 a.m.

Lyndon B. Johnson Building Auditorium,U.S. Department of Education

400 Maryland Ave SW, Washington, DC 202021




Native Hawaiian Education Systems andEducation Programs or Systems Serving Native Hawaiians

Early Education

Elementary Education

Secondary Education

Home, Family,Community, Preschool

Kindergarten to 5th Grade

6th to 8th Grade(Middle School / Intermediate)

9th to 12th Grade(High School)

CommunityColleges

VocationalSchools

Post-Secondary Education

Private Enty Delivery Public Enty Delivery

Private Enty Funding

Kamehameha Schools (KS)

Aha PunanaLeo

INPEACE

Other Independent,Parochial Pre-K

to 12 Schools

Home Schooling

Family/Community Based (e.g., Keiki

O KaAina)

KS Pre-School Scholarships

KS Post-High Scholarships

Private Universies (BYU-H,

Chaminade, Hawaii Pacic University)

HiDOE Hawaiian Focused Public

Charter Schools (17) KS,

Council for Nave Hawaiian

Advancement (CNHA)

501(c)(3) enes supporng

HiDOE Public Charter Schools

(34)

KS Post-High Scholarships

Public (Federal/State) Enty

Funding

Childrens Defense Fund

EPIC Foundaon

Head Start Federal

INPEACE

isis-HAWAII

KawaiahaoChurch

Keiki O KaAina

Kualoa-Heèia Ecumenical

Lanaì Culture & Heritage Center

Living Life Source Foundaon

MalamaAinaFoundaon

Partners in Development

Pacic American Foundaon

Tutor HawaiÌ

Head Start

HiDOESchools (290), including

15 which are Hawaiian

Language Immersion Schools;

34 which are Public Charter

Schools, 17 of which are

Hawaiian Focused

Open Doors (State Pre-School

Funding, Department of Human

Services)

HiDOE Hawaiian Focused Public

Charter Schools (17) Office of

Hawaiian Affairs

College/University for High

School or Pre-School bridging

University of Hawaii System (3

Universies, 7 Community

Colleges = 10 Campuses)

Native Hawaiian Education Council

735 Bishop Street, Suite 224, Honolulu, HI 96813

(808) 523-6432 www.nhec.org

Universities

K-12 Public Education Constructs

Board of EducationSEA State Educational AgencyLEA Local Educational Agency

Charter School Commission

Public Charter Schools (34)- Hawaiian Focused (17)- Other Charters (17)

HiDOE administration

USDOE Administration

Hawaii Public

Charter School Network (34)

Charter School Commission Staff

* 1978 Hawaiian language an official state language;public education of Hawaiian culture, history and language(Article X, Section 4)

17 34

Public Schools

290Public Charter Schools

Na Lei Naauao,Native Hawaiian Charter School AllianceSupport Group (17-Hawaiian Focused)

Ka Aha Kauleo Kaiapuni,Hawaiian ImmersionStatewide Advisory Council


735 Bishop Street, Suite 224, Honolulu, HI 96813(808) 523-6432 www.nhec.org

Public Schools (290)- Public Charter Schools (34)- Other Public Schools (256)

HawaiianCurriculu

m Assessm

ent

Instruction A

C

I

Curriculu

m Assessm

ent

Instruction A

C

I

Career Ready

College Ready

Community Ready

3Cs Formative Student Assessments

Growth AchievementLearning

Continuum

ProjectBased

PlaceBased

CultureBased

290 Public Schools

256 Schools 34 Public Charter Schools

17 Hawaiian Focused

Public Charter Schools

(HFPCS)241 Public Schools

15 Public Schools

21 Ka Papahana KaiapuniHawaiian Language Immersion

Schools / Classrooms6 Ka Papahana

Kaiapuni HFPCS

11 HFPCS

Native Hawaiian Education Council735 Bishop Street, Suite 224, Honolulu, HI 96813

(808) 523-6432 www.nhec.org

State of Hawaiì Public Schools

Including Charter and Hawaiian Language

Immersion Schools

17 Other PublicCharter Schools




Following the 2014 Native Hawaiian Education Summit, Keaomlamalama determined a need to provide anopportunity to build on the work and planned another Summit on July 20-21, 2015 at Kamehameha SchoolsKaplama, Kaiwakloumoku Hawaiian Cultural Center.

The 2015 Summit would focus on the following objectives:

Recap the 2014 Summit, including commitments and goals.

Gauge and celebrate the accomplishments and progress of the 2014 Summit goals: lelo Hawaii andIke Hawaii.

Focus attention on developing a set of success indicators that would help tell our own/lhui moolelo.

Similar to the 2014 NHES format, panels were used to help participants frame actions for advancement of thegoals, guided by two lelo noeau:


lelo Hawaiipanelist provided ideas and strategies of how to incorporate lelo Hawaii into their day-to-day education, family and community contexts.

Ike Hawaiipanelist provided examples of how they actualize ike, amplify leo and advance hana Hawaii,including integrations with Goal 1: Incorporate lelo Hawaii in their daily practices at home, at work and

in their communities.

Measuring Successpanelists shared examples of how their respective program or area of studyconceptualized and measured success. Examples included the experiences of exploration and learningfrom the various ways to define, measure, capture and document success in the context of ike and/orlelo Hawaii.

Leadershippanel featured leaders from Kamehameha Schools, Office of Hawaiian Affairs, Hawaii StateDepartment of Education, Aha Pnana Leo, the University of Hawaii system and the Hawaii State PublicCharter School Commission. They provided updates on the collaborative agreements and advancesmade within and among their organizations since the 2014 NHES and reaffirmed supports for the visionand two goals.

Aohe ulu e loaa i ka pkole o ka lou.

There is no success without preparation.

Huli ka lima i lalo.

Add your hands to the growth of the mla.




As a result, several themes emerged fromparticipant feedback:

Advancement on Native Hawaiian EducationThe importance of strengthening and advancingNative Hawaiian education throughout alleducational systems and life via multiplepathways to goal achievement.

Call to Action/Implement Change A callto implement change at all levels in order tocontinue forward progress and advancement

of Native Hawaiian education including lhui/collective, self/personal and leadership actions.

Commitment and Kuleana The importance ofmaking commitments and taking responsibilityfor advancing Native Hawaiian education as awhole, beginning with personal commitments orre-commitments. For example, expanding theuse of lelo Hawaii in their lives and ohana.

Reflecting on the Progress Made Theimportance of reflection and acknowledgement

of past accomplishments in Native Hawaiianeducation and how far the movement hasprogressed.

Continued Work on the Success IndicatorsThe importance of continuing the developmentof descriptions, definitions and characteristics ofa successful Native Hawaiian young adult.

Empowerment through Native HawaiianIdentity A sense of connection between astrengthened Native Hawaiian identity or pridein Hawaiian culture and its practices, to the

empowerment of individual Hawaiians and thelarger lhui.




CONGRESSIONAL VISITATION

NHEC was asked for assistance with coordinatingcongressional staff visitations on the islands ofOahu and Hawaii. From August 4-14, 2015, thecongressional staff member met with students,teachers and administrators, toured programsites and observed Native Hawaiian educationprograms, including programs funded by NHEP, incommunities across both islands and age groups.Program leaders from the Institute for Native PacificEducation and Culture, Lauphoehoe CommunityPublic Charter School, Keiki o Ka ina FamilyLearning Centers, Windward Community Colleges

Nursing Pathways Out of Poverty and Kanu o kaina Learning Ohana (supported by NHEC memberKaiulani Pahi) welcomed the opportunity to sharetheir commitments, struggles, accomplishments andinsights.


CONGRESSIONAL BRIEFING AND EXCHANGE

On August 6, 2015, NHEC held its first CongressionalBrief & Exchange event at the University of Hawaii-West Oahu. The objectives for this inaugural eventwas to 1) provide an opportunity for HawaiisCongressional Delegation staff to provide updatesregarding education, health and housing legislationas it related to the Native Hawaiian community and2) receive and exchange information on top-of-mind topics from education stakeholders. All four ofHawaiis Congressional offices were represented

by staff members or provided updates via writtencorrespondence for distribution to attendees.Attendees, which included NHEP grantees,commented on the value of such an event and wouldbe interested in participating in future, similarlystructured events. Following the briefing, membersof NHECs Policy and Advocacy Committee andExecutive Committee had the opportunity to furtherengage with the Congressional staff.



2014-2015


COLLECT AND ASSESS DATA




UPDATE TO NHEC NEEDS ASSESSMENT REPORT

In 2011, NHEC issued a needs assessmentreport that included priority criteria, communities,populations and strategies/services for NHEPfunding.

Priority Criteria (1) The proportion of NativeHawaiians in target schools or communitiesserved, meets or exceeds the averageproportion of Native Hawaiian students in theHawaii State Department of Education; (2) Theproject serves Native Hawaiians in schools in

which the proportion of students who are eligiblefor subsidized school lunch program is higherthan the State average; (3) The project servesNative Hawaiian students in persistently low-performing schools in the Hawaii Departmentof Education; and (4) The project providesevidence of collaboration with the NativeHawaiian community.

Priority Communities Seven communitieson five islands were identified as priorityareas/communities: Kahuku (Oahu); Hilo and

Konawaena (Hawaii Island); the entire island ofMolokai; Kapaa and Kekaha (Kauai); and Hana(Maui).

Priority Populations Three prioritypopulations were identified including familiesfrom priority, under-served communities;students/stakeholders of Hawaiian-focusedcharter schools; and middle school students.

Priority Strategies/Services NHEP programfunding should address six priority strategiesincluding: early childhood education services,

support for proficiency in STEM, strengtheningHawaiian immersion schools, training in culture-based education, support for proficiencyin reading and literacy; and strengtheningHawaiian-focused charter schools.

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



UPDATE TO NHEC NEEDS ASSESSMENT REPORT

In January 2015, NHEC issued the 2014 NeedsAssessment Data Report updating all of the data andinformation used in the 2011 report with the followingprimary findings:

Over half of Hawaii DOE high schools have morethan 28% of enrolled students who are NativeHawaiian.

Schools in which Native Hawaiian studentscomprise the largest proportion of students havehigher rates of students who are economicallydisadvantaged, who receive special education

services and who are chronically absent whencompared to their peers statewide.

Schools in which Native Hawaiian studentscomprise the largest proportion of students haveconsiderably lower rates of students who areproficient in reading, math and science whencompared to their non-Hawaiian peers statewide.

Schools in which Native Hawaiian studentscomprise the largest proportion of students havelower standardized scores on college readinesstests but do as well if not better in graduating theirstudents in four years.

Schools in which Native Hawaiian studentscomprise the largest proportion of students havelower college-going rates and for those studentswho do enroll in a public two-or four-year campusin Hawaii, many enroll in remedial or developmentalcourses in higher percentages than their peersstatewide.

The communities that demonstrate the greatestneed in terms of socioeconomic characteristics,academic achievement, high school outcomes andcollege transition indicators include West Oahu

(Waianae and Nnkuli), South Hawaii (Phoa,Keaau, and Kau), and North Hawaii (Honokaa).

NHEC decided that a more comprehensive scan ofthe Native Hawaiian education landscape and context,beyond data previously assessed, was needed inorder to formulate broader recommendations. InSeptember 2015, NHEC issued its 2015 NeedsAssessment Recommendation Report and summarizedrecommendations to the USDOE and to the greaterNative Hawaiian stakeholders and constituencies in theState of Hawaii.

2015 Needs Assessment

Recommendation Report

September 2015

735 Bishop Street, Suite 224Honolulu, Hawaii 96813

Phone: 808-523-6432Email: [email protected]

WWW.NHEC.ORG


Native Hawaiian Education Council2014 Needs Assessment Data Report

January 5, 2015


735 Bishop Street, Suite 200Honolulu, Hawai'i 96813

Phone: 808-523-6432Fax: 808-523-6464

http://www.nhec.org/



COMMON INDICATORS SYSTEM AND FRAMEWORK PROJECT

In August 2014, NHEC completed its Study ofCommon Culturally-Aligned Evaluation Measures inwhich evaluation measures and tools used by formerand current NHEP-funded grantees, were identified,inventoried and categorized. Identified in theinventory were Government Performance and ResultsAct (GPRA)-based, non-GPRA-based, and alternativeculturally-aligned measures and tools. The studycategorized measures and tools in relation to specificfocus and locus dimensions of NHECs CommonIndicators System and Framework (CISF), which is anevaluation framework and set of measures through

which the impacts and outcomes of indigenouseducation programs and projects funded under theAct can be evaluated and reported appropriately,pursuant to the intention of the Act and in alignmentwith the Native Hawaiian language and culture. Thegoal of the study was to provide the Council withinformation, analysis, and recommendations aboutevaluation measures and tools in relation to theCISF, not to provide the NHEC with assessments ofindividual NHEP-funded programs or projects, theirevaluation strategies, or their performance outcomes.

In January 2015, NHECs Executive Directorparticipated in a poster session at the HawaiiEducational Research Associations annualconference in an effort to invite participation in fieldtesting of culture-based assessments as part of itsCISF.

On May 29, 2015, the five year CISF project kickedoff and the Council, via its contractor, will establishCISF field testing cohorts, including grantee technicalassistance and implementation support; monitor and

report to the Council of field testing cohort activitiesover a three year period; and evaluate the results ofthe field testing cohorts in year four for year five fornext steps consideration




2014-2015


REPORT AND RECOMMEND




NIEA LEGISLATIVE SUMMIT AND CONGRESSIONAL

DELEGATION VISITS

In February 2015, NHEC participated in the18th Annual NIEA Legislative Summit taking theopportunity to join with American Indian and AlaskaNative stakeholders to advance and amplify Nativeeducation in Washington, D.C. As summarizedby NIEA, the Summit provided participants with

opportunities to access federal partners via pre-meetings, information on the Elementary andSecondary Education Act reauthorization, updateson fiscal year 2016 funding increases and strategiesfor advocating effectively to Congress and theAdministration. At the Summit, the NHEC group met,mingled and built relationships with other Nativeeducation stakeholders.

NHEC met with Hawaiis congressional delegation:Senators Brian Schatz and Mazie Hirono andRepresentatives Tulsi Gabbards and MarkTakais staff to share NHECs legislative priorities,including a recurring priorityreauthorization ofNHEA, particularly retaining the current Councilcomposition. NHEC also took the opportunity to meet

with its federal officers from the U.S. Department ofEducation and leaders from the Congressional AsianPacific American Caucus, the Department of theInterior, the Office of Native Hawaiian Relations andthe White House Initiative for Asian Americans andPacific Islanders.

HIKE ME KA HPAI MANAOREPORT AND RECOMMEND


Recommendations for the 114th Congress - February 2015

Native Hawaiian Education Act (NHEA) Reauthorization Recommendations

A. Remember the Bi-Partisan Origins of the 1988 NHEA and Need for Continued Bi-Partisan Collaboration.

B. Retain Existing Language of Elementary and Secondary Education Act,Title VII, Part B, All Sections.

C. Continue Funding of the NHEA.

Elementary and Secondary Education Act (ESEA) Reauthorization Recommendations

A. Support the Tenants of the House Introduced Student Success Act (H.R.5).

B. Prioritize Amendments to the ESEA Aligned with National Native Communities.

C. Recommend Inclusion of Native Hawaiians in all Titles of ESEA Reauthorization.

D. Recommend Insertion of a Native Language Immersion Program into the ESEA Reauthorizat ion within Title VII, All PartsIndian, Native Hawaiian and Alaska Native Education Act.

E. Recommend Insertion and Alignment of the Native American Language Act (1990)

into the Reauthorized ESEA.

F. Recommend Inclusion of Native Hawaiians in former H.R.5370 (Student Loan Forgiveness) and S. 2458 (American Indian Teacher Loan Forgiveness Act) and Expansion to Include Administrators.



NATIONAL CONGRESS OF AMERICAN INDIANS (NCAI)

BUDGET INCLUSION

NHEC worked with NCAI to continue the inclusion of NHECin the Indian Country Budget that is submitted to thePresident and Congress.

The full NCAI 2015 Indian Country Budget Request can befound at http://www.ncai.org/resources/ncai_publications.


FY 2014 FY 2015 FY 2016

$35M $35M

$35M$32M $32M

Requested Requested

Requested

Appropriated Appropriated



RESPONSE TO THE NATIVE HAWAIIAN EDUCATION

REAUTHORIZATION ACT (NHERA)

In February 2015, the Hawaii and Alaska Congressionaldelegations submitted a bipartisan, stand-alone bill inboth the Senate and the Native Hawaiian EducationReauthorization Act of 2015, which contains a numberof amendments to the 2001 NHEA. However, NHECwas not given an opportunity to submit amendment

recommendations or feedback on the NHERA proposedrevisions.

In April 2015, NHEC submitted a formal response toHawaiis four Congressional delegates regardingNHERA. In the letter, NHEC recognized the delegationseffort and focused priority to reauthorize the NHEA, butalso informed them of the implications that the proposedchanges of the council composition would have onthe voice and perspective of NHEC by removing agreat majority of educators; excluding grassrootscommunity representation; omitting any requirement

for Native Hawaiian representation; and appointingelected officials and leadership of state agencies thathave no jurisdiction or responsibility over educationalpolicy. NHEC did also recognize other changes withinthe NHERA that would allow broader access of NHEPfunds to Native Hawaiian serving organizations, broaderexpenditure priorities, and extends greater authority toNHEC in their data assessment efforts.

For a copy of the response, see Appendix B.


N at ive Ha wa iia n Ed uc at ion C ou nc il

735 Bishop Street, Suite 200 * Honolulu, Hawaii 9 6813 * 808-523-64 32 (phone) * 808-523 -6464 (fax) * [email protected]

April 13, 2015

The Honorable Mazie K. HironoUnited States Senate

300 Ala Moana Blvd. Rm. 3-106Honolulu, HI 96850HAND DELIVERED

330 Hart Senate Office Bldg.

Washington, DC 20510VIA E-MAIL

The Honorable Brian SchatzUnited States Senate

300 Ala Moana Blvd., Rm 7-212Honolulu, HI 96850HAND DELIVERED

722 Hart Senate Office Building


The Honorable Tulsi GabbardUnited States House of Representatives

300 Ala Moana Blvd.5-104 Prince Kuhio Bldg.Honolulu, HI 96850

HAND DELIVERED

1609 Longworth House Office BuildingWashington, DC 20515VIA E-MAIL

The Honorable Mark Takai300 Ala Moana Blvd

Room 4-104Honolulu, HI 96850HAND DELIVERED

422 Cannon House Office BuildingWashington, DC 20515VIA E-MAIL

The Native Hawaiian Education Council (NHEC or Council) appreciates Hawaii andAlaskas Congressional Delegations show of bi-partisanship in both the Senate and House byintroducing in February, the stand-alone Native Hawaiian Education Reauthorizat ion Act

(NHERA) of 2015. The continued educational support for Native Hawaiian students, schools,families, and communities is vital in furthering Native Hawaiian student learning, growth andachievement. The Council recognizes, supports and values the Delegations focused priority to

reauthorize the Native Hawaiian Education Act (NHEA), particularly in the currentcongressiona l, legislative and political environment. While the Council may not support all of

the changes articulated in the NHERA, the Council understands that reauthorization is andshould be a focused p riority.

RESPONSE TO 2015 NATIONAL CONTENT TEST FOR

CENSUS 2020

In January 2015, NHEC had an opportunity to provideinput on the 2015 National Content Test for Census2020 as a means to help enrich the clarity, quality andutility of information collected through the census andprovided recommendations on ways to minimize theburden of data collection on respondents. Commentswere submitted regarding four main content areas:1) race and origin; 2) within-household coverage;3) optimizing self-response; and 4) language.

For a copy of the response, see Appendix A.



2014-2015


DEMONSTRATE ORGANIZATIONAL EXCELLENCE




NEW LEADERSHIP

In September 2014, NHEC started a search to fillthe vacated Executive Director position, and inNovember, the position was offered and accepted byDr. Sylvia Hussey. Prior to joining NHEC, Dr. Husseyspent 12 years at Kamehameha Schools overseeingvarious areas such as admissions, financial aid andscholarship services and last served as Vice Presidentfor Administration. Dr. Hussey is also a certifiedpublic accountant in the State of Hawaii with 25years of experience in operations, strategic planning,information technology and business and projectmanagement. Dr. Hussey received her Doctorate of

Education in Professional Educational Practice andMaster of Education in Private School Leadershipfrom the University of Hawaii at Mnoa and earned aBachelor of Science in Accounting from Brigham YoungUniversityHawaii.

HIKE I KA HUI OI KELAKELADEMONSTRATE ORGANIZATIONAL EXCELLENCE

MEMBERSHIP PLAN

As part of the Councils strategic planning process forthe next five years, the NHEC Membership Committee,

comprised of Council members and staff, worked ondeveloping a plan to align its Council membership withits term limit mandate in the NHEA. The plan wouldessentially begin to rotate long serving members offof the Council and install new members within threefiscal years, at which time Council membership willbe in a three-year term cycle. NHEC will finalize the

membership rotation plan in the beginning of the2015-2016 fiscal year with implementation set for thebeginning of 2016 following approval from the USDOE.

OFFICE MOVE

As part of a fixed cost reduction strategy, NHEC movedits office into a smaller suite in April 2015. Becauseof the operational and administrative changes in thelast few years, NHEC no longer needed the amountof space it had occupied since 2009 and managedto secure a space within the same building that couldaccommodate its staff and operational needs.



STRATEGIC PLAN 2020

Throughout 2014-2015, NHEC engaged in athoughtful and deliberate process to update, refreshand create a new five-year strategic plan on theheels of the sun-setting of its existing plan.

September 2014 NHEC kicked off the strategicplanning and plan development process.

November 2014 NHEC members and IslandCouncil officers began to articulate key items forthe new plan.

January 2015 Ka Haka Ula o Keeliklanihosted NHEC members and Island Councilofficers at Hale lelo for a two-day strategicplanning retreat on Hawaii Island. During the twodays, participants identified areas of focus andfacets of work.

March 2015 NHEC members approved thestrategic plan in concept and current design.

April 2015 NHEC members submitted its 2015-2016 grant application, including its final five-yearStrategic Plan 2020.

July 2015 NHEC members approved StrategicPlan 2020.

HIKE I KA HUI OI KELAKELADEMONSTRATE ORGANIZATIONAL EXCELLENCE

POLICIES AND PROCEDURES

In September 2014, the Council finalized its reviewand amendment of the NHEC Bylaws. NHEC alsocontinues to have its members recommit to thework and responsibility of the Council by havingall Education Council and Island Council membersrevisit and sign the NHEC Member ExpectationStatement and NHEC Conflict of Interest Policy &Pledge at the beginning of each fiscal year. NHECalso updated its fiscal and travel policies andprocedures and combine them with newly draftedadministrative policies to produce its OrganizationalPolicies and Procedures Manual.


40/6040 I lhui naauao Hawaii pono, I lhui Hawaii pono naauao.

2014-2015COUNCIL IN THE COMMUNITY

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



PAPA OLA LOKAHI MASTER PLAN

In September 2014, NHEC was invited to participatein Ke Ala Mlamalama I Mauli Ola: Hawaiian HealthMaster Plan, on the Education and Training workgroup. NHEC participated in a series of meetingsbetween November 2014 and June 2015 to assistin defining broad strategies, objectives and actionsplans to effect the outcomes of this systemic effort.

Papa Ola Lkahi is similar to NHEC as it is fundedby the Native Hawaiian Health Care ImprovementAct (NHHCIA) and its duties and responsibilitiesare identified in federal legislation.It is the only

federally recognized and authorized entity with theresponsibilities outlined in the NHHCIA regardingNative Hawaiian health.

KOMO MA KE KAIULUCOUNCIL IN THE COMMUNITY

We welcome you to continue in the effort to create a Hawaiian Health Master Plan.

Tuesday, June 9, 2015

9 am to 2 pm

Chaminade University

Hale Hoaloha, Room 103

3140 Waialae Avenue

Honolulu, Hawaii 96816

Directions to Chaminade University:

Take the H-1 Freeway to King Street, Exit 25A

Turn left on to WaialaeAvenue

Follow Waialaea short distance to 3rd

Avenue

Make a left onto the campus entrance drive

Campus Directions:

From WaialaeAvenue, stay to the right of E Komo Mai Oval.

Turn right on First Road, in front of Clarence T.C. Ching Hall.

To drop off passengers, proceed to Hale Hoaloha (Building #22):

Turn left on Second Road.

Turn left again, and Hale Hoaloha will be on your right-hand side.

Go straight on First Road and follow the directions to the Parking Structure.

To the Parking Structure (Building #3):

Stay in your right-hand lane to the parking structure.

Visitors may park in Chaminade stall numbers 5 through 170. You will need to display a parking

permit, which will be sent to you upon confirmation of your attendance. To walk to Hale Hoaloha, exit the parking structure to your left. Hale Hoaloha will be on your left-

hand side, at the end of First Road.

For kpuna or others requiring assistance, you may proceed to the Campus Security building (#7 on

the map) to be shuttled to Hale Hoaloha.



NO HEA MAI OE 2015 NATIVE HAWAIIAN

AND PACIFIC ISLANDER CONFERENCE ON 2020

CENSUS RECOMMENDATIONS

In July 2015, NHEC Executive Director Sylvia Husseyand NHEC member Aunty Betty Jenkins attendedthe No Hea Mai Oe 2015 Native Hawaiian andPacific Islander Conference on 2020 CensusRecommendations. Sponsored by Papa Ola Lokahias a designated Census Information Center andthe University of Hawaiis John A. Burns Schoolof Medicine, the conference brought communityleaders from Hawaii and the Pacific together with

U.S. Census Bureau, Advancing Justice, WhiteHouse Initiative on Asian Americans and PacificIslanders, National Advisory Committee and theUtah Department of Health-Health Disparitiesleaders and staff. Information exchanges at theconference helped participants, including NHEC, tobetter understand and provide feedback about the2020 Census process, testing and technologicalinnovations, and the American Community Surveytool, and to provide recommendations regarding civilrights, data requirements, NHPI data requirements,and identities for coding.




PACIFIC BUSINESS NEWS HEALTHIEST

EMPLOYERS & HEALTHCARE HEROES

In July 2015, NHEC member Danny Cup Choy washonored as a Community Outreach HealthcareHero by Pacific Business News and Sponsors ofthe 5thAnnual Healthiest Employers and HealthcareHeroes Wellness Fair and Awards Celebration. In hisprevious role as Director of Policy and Advocacy atthe National Indian Education Association, Dannyearned a reputation for being a thoughtful, diligentand an intelligent advocate of sound state andnational policies that benefited Native Hawaiians andthe community as a whole. He reviewed complexpolicy proposals, helped formulate decisions andacted as a catalyst for discussion. He influenced andhelped effect positive change on state and nationaleducation and health policies.


From the Pacific Business News:http://www.bizjournals.com/pacific/print-edition/2015/07/31/healthcare-heroes-community-outreach-winner-daniel.html

Healthiest Employers & Healthcare Heroes 2015

Healthcare Heroes Community OutreachWinner: Daniel Cup Choy

Daniel Cup Choy takes the grass-roots approach to health

SUBSCRIBER CONTENT:Jul 31, 2015, 12:00am HST

Jason UbayReporter- Pacific Business NewsEmail | Twitter

Throughout his career, Daniel Cup Choyhas worked to build and connect communities, both insideand outside the scope of his job.

For example, he established and coordinated a drive that registered 10,000 new voters before the2006 and 2008 elections.

A graduate of Kamehameha Schools, Cup Choy has been in positions that have helped NativeHawaiians and the state. He has been director of policy and advocacy at the National IndianEducation Association in Washington, D.C., and has been executive director of the Native HawaiianOrganization Association, which seeks to protect, promote and advance opportunities for NativeHawaiian-owned businesses.

Now, as government affairs manager at Ohana Health Plan, he works closely with its members,legislators, industry members and the community at large.

We try to work in communities where our members come from, which is the Medicaid membersand behavioral health, he said. We give a lot of time to the homeless effort, mental healthcauses, and we try to support a lot of the grass-roots nonprofits.

In that role, he meets with elected officials and has advocated for legislation.

As the leader of Ohana Health Plans community outreach efforts, he is working this year withlegislators at the state Capitol for a Kupuna Power day, featuring educational booths,


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Supplemental Materials


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APPENDIX A RESPONSE TO CENSUS 2020-2015 NATIONAL CONTENT TEST


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APPENDIX B RESPONSE TO THE NATIVE HAWA IIAN EDUCATION REAUTHOR IZATION ACT (NHERA)

N at ive Hawaiia n Ed uc a tio n C ounc il

735 Bishop Street , Suite 200 * Honolulu, Hawaii 96813 * 808-523-6432 (phone) * 808-523-6464 (fax) * [email protected]

April 13, 2015

The Honorable Mazie K. HironoUnited States Senate

300 Ala Moana Blvd. Rm. 3-106Honolulu, HI 96850HAND DELIVERED

330 Hart Senate Office Bldg.


The Honorable Brian SchatzUnited States Senate

300 Ala Moana Blvd., Rm 7-212Honolulu, HI 96850HAND DELIVERED

722 Hart Senate Office Building


The Honorable Tulsi GabbardUnited States House of Representatives

300 Ala Moana Blvd.5-104 Prince Kuhio Bldg.Honolulu, HI 96850

HAND DELIVERED

1609 Longworth House Office BuildingWashington, DC 20515VIA E-MAIL

The Honorable Mark Takai300 Ala Moana Blvd

Room 4-104Honolulu, HI 96850HAND DELIVERED

422 Cannon House Office BuildingWashington, DC 20515VIA E-MAIL

The Native Hawaiian Education Council (NHEC or Council) appreciates Hawaii

nhec fy2014-2015 annual report

Documents