NHEC 2012-2013 Annual Report

7/25/2019 NHEC 2012-2013 Annual Report

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AHA HOONAAUAO IWI HAWAII

NATIVE HAWAIIAN EDUCATION COUNCIL

2012-2013 A DESCRIPTIVE SUMMARY OF ACCOMPLISHM


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2013 Native Hawaiian Education Council. All rights reserved.


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AHA HOONAAUAO IWI HAWAII

NATIVE HAWAIIAN EDUCATION COUNCIL

2012-2013 A DESCRIPTIVE SUMMARY OF ACCOMPLISHM


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4

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

There will be a culturally enlightened Hawaiian nation,There will be a Hawaiian nation enlightened.

NUUKIA - VISION

Ma ka uhane aloha o ke Akua e koi ia ka Aha Hoonaauao iwi 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 willcoordinate, assess and make recommendations to perpetuate excellence in

Native Hawaiian education.

ALA NUUKIA - MISSION

E aloha Akua, aloha inaAloha ohana, aloha lelo

Aloha kanaka i naauao kkou Ma ka paepae ike moomeheu Hawaii.

Our enlightened will comeGrounded in our cultural wisdom

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

N MANAO ALAKAI - GUIDING PRINCIPLES


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5There will be a culturally enlightened Hawaiian nation; There will be a Hawaiian nation enlightened.

To enable Native Hawaiians to reach the Native Hawaiian Education and National Education goals, theNative Hawaiian Education Council shall:

Coordinate resources Assess educational needs, practices and models Provide recommendations for the improvement of education for Native Hawaiians 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 under this part, relating to Native Hawaiian education, and serve, where appropriate in anadvisory capacity.

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

Island Councils (Island Councils hereafter), supporting the distinct needs of each island communitythrough programs funded by the NHEA and addressing identi ed priorities and authorized activities.

N PAHUHOPU - GOALS

AHA HOONAAUAO IWI HAWAII - WHO WE ARE


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

Michelle BalutskiChairperson

Oahu Island Council

Maggie HanohanoVice Chairperson

Retired, Hawaii Department of Education

T. Kamuela ChunSecretary

Achieving the Dream, University of Hawaii

Dr. Lisa Watkins-VictorinoTreasurer

Of ce of Hawaiian Affairs

M. Nmaka RawlinsPast ChairpersonAha Pnana Leo

Malia DavidsonMaui Island Council

Paula De MoralesKahua/PDM & Co.

Martha EvansLnai Island Council

Sherlyn Franklin GooThe Institute for Native Paci c Education and Culture

(INPEACE )

Betty JenkinsN Kupuna

Manu KaiamaKaulele Project, University of Hawaii at Mnoa

Dr. Shawn KanaiaupuniPublic School Educational Support,

Kamehameha Schools

Dr. Keiki KawaiaeaKahuawaiola Teacher Education Program,

University of Hawaii at Hilo

Flame MakahanaloaMolokai Island Council

Wendy Mow-TairaEducational Talent Search,

Windward Community College

V. Kaiulani PahiHawaii Island Council

Sabra KaukaKauai Island Council

THE EDUCATION COUNCIL

N LL O KA AHA HOONAAUAO - WHO WE ARE


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Michelle BalutskiChairperson

Michelle is thechairperson of theNative HawaiianEducation Counciland current Chairof the Oahu IslandCouncil (OIC). She

joined the Councilin 2002 as an opiomember, andembraced her roleas a representativeof the youths viewson education policy.She is a full timeelectrician.

As its new Chair,Michelle is optimisticabout the directionthe Oahu IslandCouncil is moving inand hopes that soon,it will be consideredas the best resourcefor Oahu programsseeking assistancein grant writing andsecuring funding.

Maggie HanohanoVice Chairperson

After earning a B.S.and M.Ed. from UtahState University,Maggie returnedhome to work in theHawaii Departmentof Educationas a pre-K-12special educationteacher and districtand state of ceresource teacher.She experienceda renewal of hercultural identity asa part of Hui Imi

Naauao o Hawaii.Maggie was HeluheluCoordinator forPihana N Mamo:The Native HawaiianSpecial EducationProject, with themission to delivereducational servicesto children and youthof Hawaiian ancestrywith special needs.Maggie has beenactive on the Council

since its beginningin 1997.

T. Kamuela ChunSecretary

Kamuela serves assecretary for NHEC.He is the director ofthe Achieving theDream program atthe University ofHawaii CommunityColleges, anationwide initiativeaimed at helpingmore communitycollege studentsto succeed. He isalso on the advisorycouncil of the Asian& Paci c Islander

American ScholarshipFund. Kamuela is arenowned kumu hulaand chanter, and isoften called upon toprovide protocol forcultural events. Hewas one of thoseoriginally appointedto the NativeHawaiian EducationCouncil in 1997.

Dr. Lisa Watkins-Victorino M. Nmaka RawlinsTreasurer Past Chairperson

Dr. Lisa Watkins- Victorino representsthe Of ce of HawaiianAffairs (OHA) onthe Native HawaiianEducation Council.She currently servesas OHAs directorof research andbrings impressiveacademic credentialsto the Council.Previously shewas an evaluationspecialist with thestate Department of

Education.

Nmaka Rawlinsis the past chair ofthe Native HawaiianEducation Council.She is the formerExecutive Directorof Aha Pnana Leo,serving nearly 20years in that capacity,and is now thedirector of strategiccollaborations andserves on the seniorleadership team.Throughout hercareer, Nmaka has

been at the forefrontof the languagerevitalizationmovement on manylevels; teaching,coordinatingprograms on

ve islands, andadvocating for publicpolicy that supportsthe preservationof indigenouslanguages. Nmakahas been a member

of the NativeHawaiian EducationCouncil since 1997.

NHEC EXECUTIVE COMMITTEE

N LL O KA AHA HOONAAUAO - WHO WE ARE


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2012-2013ACHIEVEMENTS IN THE AREA OF NHECS

STRATEGIC PLAN GOAL #1:

COORDINATION OF EDUCATIONALEFFORTS AND RESOURCES


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GRANTEE SYMPOSIA

NHEC conducted two symposia, one in November2012 and another in January 2013 for granteesfunded by the federal Native Hawaiian EducationProgram ( NHEP ). The purpose of the symposiawas to facilitate the formation of relationships amonggrantees to identify common issues, challenges,best practices, and opportunities to collaborate andcoordinate services. NHEC continues its effortsat these symposia to empower grantees towardsustainability.

53

54grantees in attendance at the

November symposium

grantees in attendance at theJanuary symposium

NETWORKING, KNOWLEOF OTHER PROGRAMS FCOLLABORATION, INFORPROVIDED ON WHATSHAPPENING IN DC AND INECESSARY TO PROVIDEFOR FUNDING

KA HOOLAUKAI HOONAAUAO -COORDINATE EDUCATIONAL EFFORTS


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MEMBERSHIP

NHEC hired a full time staff member to helpreactivate Island Councils. Membership rostersand bylaws have been updated. Forms have beendeveloped to facilitate the completion of requireddocumentation of meetings and activities of theIsland Councils, and plans are being developedto align Island Council activities with the NHECStrategic Plan.

MEMBERSHIP BY ISL

18Oahu

16Maui8

Lnai

12Kauai/Niihau

13Molokai

15Hawaii

KA AHA MOKUPUNI - ISLAND COUNCIL


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NATIVE HAWAIIAN CURRICULA

NHEC promotedUlukau

, a free Native Hawaiianelectronic library resource, as a way to make NativeHawaiian curricula available to teachers, studentsand anyone interested in learning about Hawaiianlanguage and/or culture. Robert Stauffer, Ulukaulibrarian, presented the new resource to theattendees at the January 2013 Grantee Symposium.

NHEC Executive Director, Wendy Roylo Hee, wrotean article for Ka Wai Ola, the Of ce of HawaiianAffairs ( OHA ) monthly newspaper, to promote theavailability and use of Native Hawaiian curricula.

By wendy roylo Hee

T here is a wonderfulresource on the Internetfor Hawaiian students,teachers and anybodyinterested in Hawai-

ian language and/or the culture.Ulukau, the Hawaiian ElectronicLibrary, is a wealth of information.It is a free resource for access toHawaiian knowledge, presented andmaintained as a community serviceby Ka Haka Ula O KeeliklaniCollege of Hawaiian Language atthe University of Hawaii-Hilo.Besides the extensive library ofbooks that are accessible at Ulukau,

the website also contains a valuableSpecial Features section. Mydaughter uses the Hawaiian dic-tionary in that section to look upHawaiian words. My son uses theIsland Music Source Book underthe MELE Project of that section to

nd Hawaiian songs. An underappreciated treasure

in that section of the Ulukau siteis Hawaiian Curriculum Materi-als. Here, educators can downloadteachers guides and other materi-als, such as student workbooks andeven standards-based unit plans.Subjects that are covered in the 27curricula entered here run the gamutfrom biology to voyages and travels.All of them are Hawaiian-focusedand introduce Hawaiian words;one is entirely in Hawaiian. Theyare written for various grade levelsfrom preschool to 12th grade.

The information is accessible infour ways. One can search by word.

For example, if interested in sharks,a search by that word uncovered18 curricula that mention sharkssomewhere in their materials. Thecurricula can also be accessed bytitle, author or subject matter.

Many of the curricula were writ-ten by Paci c American Foundation,

and an overwhelming majority ofthe curricula were funded by grantsfrom the Native Hawaiian Educa-tion Act. The Native HawaiianEducation Council was instrumen-tal in getting these curricula onthe website by funding the dem-onstration project that developed

the protocol used as a template forall subsequent additions. Once thetemplate was developed, the Of ceof Hawaiian Affairs nanced theinclusion of the remainder of thecurricula that are available todayon the Ulukau website.

Support from others, includingAlu Like Inc. and the copyrightholders of these curricula, helpedmake this project possible. The cur-riculum materials on the Ulukau siteis a terri c example of federal, stateand private resources leveraged tocreate a valuable educational assetfor the bene t of all in our commu-nity. Questions about this electroniclibrary or requests for someone topresent the library to you or yourgroup can be sent to [email protected].

Wendy Roylo Hee is executivedirector of the Native Hawaiian Edu-cation Council.

follo s: /oha_hawaii | fa s: /officeofhawaiianaffairs | wa ch s: /user/OHAHawaii ke ke mapa 2012 17ku kA ku kA COMMunity fOruM

c rri l m materials are a hidden treas re in ul ka

. , ; ,, .

. ..

, ..

,.

. .

Find Ulukau online atulukau.org. -Photo:

John Matsuzaki

MAINTAINED BYKA HAKA ULAO KEELIKLANI COLLEGE OFHAWAIIANLANGUAGE AT THEUNIVERSITY OFHAWAII-HILO

RESOURCES INCL

LIBRARY OF BOOHAWAIIAN DICTIOISLAND MUSIC SOBOOK, HAWAIIANCURRICULUM MA(STUDENT WORK& STANDARDS-BAS

UNIT PLANS)



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EDUCATION FORUM AT THE COUNCIL FOR NATIVEHAWAIIAN ADVANCEMENT ( CNHA)

NHEC invited Lynn Finnegan, executive directorof the Charter Schools Commission, to speak atits education forum at the CNHA Convention inOctober 2012. The timing of the presentation wascritical because charter school legislation was beingdeveloped during this period. What started as anomnibus charter school bill became Act 159, whichauthorized the Charter School Commission to includefacilities funding as part of its annual budget request.The inclusion of facilities funding is a major issue,

particularly for Hawaiian-focused charter schools,many of which grow out of community action asopposed to conversion of Hawaii DOE schools. Inaddition, the Native Hawaiian Education OutcomesCouncil ( NHEOC ) coordinator spoke about the groupthat was formed as part of the Hawaii Departmentof Educations ( DOE ) efforts outlined in its Race tothe Top application. NHEOC focuses on identifyingrelationships, strategies, and resources that seek toclose the achievement gap for Native Hawaiians.

Photo: Council for Native Hawaiian Advancement

Source: Hawaii DOE, Of ce of Strategic Reform



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NATIVE HAWAIIAN EDUCATION OUTCOMES COUNCIL

NHEC, an active member, contributed to the NHEOCcoordination efforts by identifying grantees in the twoRace to the Top Zones of Innovation: 1) Nnkuli andWaianae Complex Area on Oahu, and 2) Ka, Keaauand Phoa Complex Area on Hawaii Island. Thesetwo complex areas contain low performing schoolsand a large percentage of Native Hawaiian students.

Other members of NHEOC are: Department ofHawaiian Home Lands, Harold Castle Foundation,Kamehameha Schools, OHA, Papa Ola Lokahi,Queen Liliuokalani Childrens Center, TheLearning Coalition, and University of Hawaii (UH)West Oahu .




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NATIVE HAWAIIAN EDUCATION SUMMIT

NHEC co-sponsored the July 2013 Summit withOHA, Kamehameha Schools, UH Mnoa, UH Hilo,Hawaiian Legacy Foundation, INPEACE, GetzenGalleries, Imiloa Astronomy Center of Hawaii,and Keiki O ka ina . One of the purposes ofthe Summit was to examine the national and locallandscape of educational accountability and itsimpact on measuring student success. NHEC wasable to further its discussion of common indicators.Other purposes of the Summit were to examinefederal and local education policies and how theyare formulated; and to identify gaps and needs in theNative Hawaiian education community.

Photo: Kamehameha Schools

Photos: Native Hawaiian Education Council



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ASSESSING AND COLLECTING DATA


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NATIVE HAWAIIAN-SERVING ORGANIZATIONS: ADESCRIPTIVE SUMMARY OF ACCOMPLISHMENTS

NHEC coordinated the gathering, sorting andveri cation of data from NHEP grantees, whichproduced a pioneering report by OHA thatsummarized the accomplishments of Hawaiian-Serving Organizations, including NHEP grantees.

Source: Of ce of Hawaiian Affairs

KA OHI ME KE KILO ANA I KA IKEPILI -COLLECT AND ASSESS DATA


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Niihau Kauai

Oahu



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Existing Grantees 2013

Opportunity areas asidenti ed in the 2011 NHEC

Needs Assessment Report

Molokai

Lnai

Kahoolawe

Maui

Hawaii

GRANTEE SYM

NHEC collected data at its symposia on1) measurement tools used by grantees to assesstheir programs and 2) location of program sites

throughout the state.

NHEC continues to work with the grantees on theeventual development of common indicators. NHEC

continues to encourage grantees to provide servicesin the identi ed opportunity areas.

*For a full list of grantees, see page 33.


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GATHERING HAWAI`I DOE DATA

NHEC has invited the Data Fellow of the Hawaii DOEOf ce of Strategic Reform to share data speci callyon Native Hawaiian students in the Hawaii DOE, andreaches out to that of ce to provide relevant data forreports and testimony.

2013 ACHIEVEMENT - NATIVE HAWAIIANS

Students in grades 3-8 and 10 enrolled in the same schoolbeginning in mid-August, 2012 through May 1, 2013.

WELL BELOW PROFICIENCY

APPROACHES PROFICIENCY

MEETS PROFICIENCY

EXCEEDS PROFICIENCY

MATH READI

20% 10%

41% 41%

30% 26%

9% 22%




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GATHERING HAWAI`I DOE DATA

During this scal year, the Hawaii DOE was in theprocess of transitioning its school accountability andimprovement system away from what was requiredby the No Child Left Behind Act, i.e. Adequate YearlyProgress in reading and math pro ciency. In May,2013 the U.S. DOE approved Hawaii DOEs newStrive Hawaii Performance System, which focusesmore on college and career readiness and broaderperformance met


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COMMUNITY DEVELOPMENT NEEDS ASSESSMENT

NHEC contracted with Paci c Resources forEducation and Learning in July 2013 to shareinformation on NHECs Needs Assessment Reportwith the Native Hawaiian community throughout thestate while also collecting data to begin updatingthe report. Completion of the contract is scheduledfor next scal year. A copy of the current NeedsAssessment Report can be found at the NHECwebsite: www.nhec.org .

Photo: Native Hawaiian Education Council



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PROVIDING GUIDANCE INREPORTS AND RECOMMENDATIONS


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NHEC wrote the section of the OHA report on itsorganization. It reported the following as examples ofactivities related to its mission:

Partnerships: With HI DOE and other Native Hawaiian

organizations to improve educational outcomesof Native Hawaiian students (e.g. Na Lau LamaProject and Native Hawaiian Education OutcomesCouncil)

With World Indigenous Nations Higher EducationConsortium ( WINHEC) to develop accreditationfor indigenous education programs.

With UH-Hilo Ka Haka Ula O Keeliklani on thedevelopment and publication of Na Honua MauliOla: Hawaii Guidelines for Culturally Healthy andResponsive Learning Environments

Projects: Ka Ha Naupaka initiative, a series of meetings

among NHEC, Island Councils and grantees toincrease collaboration, to set shared priorities,

increase capacity to quantify accomplishmentsand communicate success.

Numerous direct services provided by NHEC andits Island Councils (e.g. Huakai Hele, a teacherorientation program; Education Fairs Scholarshipand grant writing workshops and curriculumdevelopment.)


KE ALAKAINA - GUIDANCE


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COLLEGE AND CAREER READINESS

NHEC contributed to the development of thede nition of College and Career Readiness for theadoption by Hawaii P-20 Council. The intent of thedocument would be to create a sense of sharedresponsibility between K-12 and higher education forstudent success throughout the educational pipelineand to foster cross-sector alignment by clearlyde ning expectations and informing collaborations,interventions and programming.

POLICIES AND RESOLUTIONS

NHEC identi ed a number of issues it neededto pursue with the development of policies andresolutions that it could offer to partner organizations:reauthorization of the Native Hawaiian EducationAct and Title VII of the Elementary and SecondaryEducation Act ; Early Learning ; TeacherRecruitment and Retention ; and the reauthorization

of the Higher Education Opportunity Act .



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NATIVE HAWAIIAN EDUCATION ASSOCIATION( NHEA) CONVENTION PANEL

NHEC organized a panel discussion for the NHEAConvention in Hilo in March 2013 that presentedan update of federal legislation impacting NativeHawaiian education, including a discussion of theeconomic and political climate and the possibleeffect of sequestration on NHEP grantees. Oneof the recommendations of the panel was to workcollaboratively with other organizations to maximizeresources and to amplify our voices.

Photos: Native Hawaiian Education Council



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REPORT ON FEDERAL LEGISLATION

NHEC delegates presented Talking Points tofederal legislators recommending reauthorization andfunding of education programs that bene t NativeHawaiians, such as the Native Hawaiian EducationAct and the Higher Education Act.

NHEC wrote an article in Ka Wai Ola, OHAsnewspaper, updating the Native Hawaiian communityon federal legislation based on the informationNHEC Executive Committee members gained atthe National Indian Education Association ( NIEA)Legislative Summit.

F ll w : /oha_hawaii | Fa : /officeofhawaiianaffairs | Wat h : /OHAHawaii apelila 2013 23ku ka ku ka Discussion Forum

By Lisa Watkins-Victo ino, michelleBalutski and Wendy roylo Hee

A delegation of fourNative HawaiianEducation Councilrepresentatives attendedthe National Indian

Education Association Legisla-tive Summit in Washington,D.C., Feb. 25 to 27. In our groupwere: Michelle Balutski, chair;Kamuela Chun, secretary; LisaWatkins-Victorino, treasurer; andWendy Roylo Hee, executivedirector. The NIEA Legislative

Summit brings together NativeIndians, Alaska Natives and NativeHawaiians to discuss educationpolicies and laws that affect themand to advocate to Congress.

KEY LEGISLATION

Under the Native HawaiianEducation Act, an average of $34million is available annually forgrants to innovative educationprograms in Hawaii. It has beenused to fund programs fromearly childhood education, suchas Keiki Steps and Tt and MeTraveling Preschool, to college

scholarships including Liko Ae.Since the Native Hawaiian

Education Act is contained in theElementary and Secondary Educa-tion Act, Title VII, our counciladvocated for the reauthorization ofthe entire ESEA. The Democratic-controlled Senate supports thereauthorization of the entire ESEAwhile the Republican-controlledHouse supports only sections,not including Title VII. If ESEApasses without Title VII, NativeHawaiians will lose valuableeducation programs along withNative Indians and Alaska Natives,

who also have programs withinthe title. In the meantime, sinceCongress cannot agree on the reau-thorization of ESEA, the NativeHawaiian Education Act has beensurviving simply by being fundedin the continuing resolutions thatCongress has been able to pass.

Last year, the Senate IndianAffairs Committee developed

another legislative strategyto authorize these programs.It passed the Native CLASSAct or Culture, Language andAccess for Success in SchoolsAct which would authorizeeducation programs for AmericanIndians, Alaska Natives andNative Hawaiians without beinga part of ESEA. Although theNative CLASS Act did not pass,it will be reintroduced and is oneof the key legislations that wesupported and discussed whenvisiting congressional of ces. Inaddition, in response to an NIEArequest for feedback, our councilprovided recommendations tospeci cally include Native Hawai-ians, where appropriate, in variousparts of the Native CLASS Actwhere we have been overlooked.

Another important piece oflegislation is the Esther MartinezNative American LanguagesPreservation Act of 2006, theonly federal program dedicated tothe revitalization and restorationof Native American languages,including Hawaiian. This Actexpired last year, and even thougha simple reauthorization billwas introduced, which merelychanged the date of the billsauthorization, it did not pass.

FISCAL ISSUES

In general, legislators and/ or their aides assured their com-mitment to Title VII and theNHEA. Our Hawaii congres-sional delegates would ght anyattempt to cut Title VII or zeroout the Act without any funding;however, because of sequestration,congressional staff believed thatall programs would possibly suffersome reduction. At the programlevel in the U.S. Department ofEducation, staff was willing topropose measures that would mini-mize the impact of sequestration

on programs that receive NHEAgrants. The ultimate decision,however, is dependent upon the

nal budget and appropriationsthat Congress and the presidentapprove, which, at the time of thiswriting, is still to be determined.

What is certain is that Congressdid not meet the deadline to bal-ance tax increases and/or program

reductions to avoid sequestration,which started March 1 and callsfor cuts across the board. In arelated matter, all federal opera-tions are currently funded via aContinuing Resolution that wasto expire March 27. Congresswould have to come up with somekind of measure by then to keepthe federal government fundedand operating for the rest of the

scal year, which ends Sept. 30.That funding measure combinedwith mandatory sequestration willdetermine how much each depart-ment will have to cut throughSept. 30. What happens next

scal year is anybodys guess.

POLITICAL CLIMATE

After the Legislative Summit,we visited with congressionalof ces. Mostly we met with seniorlegislative assistants and policyadvisors. On rare but pleasantoccasions we met with the electedof cials. We met with peoplefrom both sides of the aisle in theSenate and House, and found theywere supportive of the NHEAand were willing to take to theirsenator or representative a letterwe had drafted to U.S. EducationSecretary Arne Duncan askingthat Native Hawaiian educationprograms be preserved. We werecautioned that it was very dif cultto get almost anything passedwith such a divided Congress andinformal arrangements, such asthe Haskell rule, which preventsany bill from passing unless themajority of the majority partyapproves. It is our hope that anatmosphere of bipartisanshipprevails so that Congress is moreproductive in adopting bills thatsupport Native education.

Native Hawaiian Education Council delegates and other education advocates met with U.S. Rep. Tulsi Gabbard, third from right, in February.From left are: NHECs Lisa Watkins-Victorino and Michelle Balutski, Walter Kahumoku III of the National Indian Education A ssociation, NHECsKamuela Chun and Wendy Roylo Hee, and Malia Davidson, statewide project director of the Liko Ae Native Hawaiian Leadership Program.-Courtesy: Ofce of U.S. Rep. Tulsi Gabbard

Native educatioN iNthe federal climate

UNDER THE NATIVE HAWAEDUCATION ACT, AN AVER$34MILLION IS AVAILABLE ANNUGRANTS TO INNOVATIVE EPROGRAMS IN HAWAII. IT HAUSED TO FUND PROGRAMSCHILDHOOD EDUCATION, KEIKSTEPS AND TT AND ME TRAVEPRESCHOOL, TO COLLEGE SCHINCLUDINGLIKO AE.

NHEC TALKING POINTS Continued Funding for Native

Hawaiian Education Act Continued Funding for Native

Hawaiian Serving Institutionsof Higher Education

Recommended CultureBased Models of Educationfor Native Students

Recommended Inclusion ofNative Hawaiians in all Titlesof ESEA Reauthorization

Recommended Preservingand Protecting the HawaiianLanguage



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REPORT TO NATIONAL CONGRESS OF AMERICANINDIANS ( NCAI )

NHEC submitted a report to NCAI on the needsbeing addressed under the Native HawaiianEducation Program, that led to its inclusion in the FY2014 Indian Country Budget that is submitted to thePresident and Congress.

The full NCAI 2014 Indian Country Budget Requestcan be found atwww.ncai.org/resources/ncai_publications .

$35M

30,000

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

No Child Left Behind Act

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

FY 2011 THIS PROGRAM FUNDS THE

DEVELOPMENT OF CURRICULAAND EDUCATION PROGRAMS THATADDRESS THEEDUCATION NEEDS

OF NATIVE HAWAIIAN STUDENTS TO HELP BRING EQUITY TO THISNATIVE POPULATION.

THE NATIVE HAWAIIANEDUCATION PROGRAM

EMPOWERS INNOVATIVECULTURALLY APPROPRIATE

PROGRAMS TO ENHANCE THEQUALITY OF EDUCATION FOR

NATIVE HAWAIIANS.

THESE PROGRAMSSTRENGTHE

THE NATIVE HAWAIIAN AND IMPROVE EDUCATIATTAINMENT, BOTH OF ARE CORRELATED WITHECONOMIC OUTCOMES.



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COMMENTS ON NATIVE CLASS ACT

NHEC submitted to NIEA, at the NIEA LegislativeSummit, comments on the Native CLASS Act whichwas reported out of the Senate Committee on IndianAffairs. The comments included strong support forinclusion of Native Hawaiians and Alaska Natives inthe reauthorization of federal education legislation.

RECOMMENDING NHEC MEMBER TO THEGOVERNORS EARLY EDUCATION ADVISORY BOARD

NHEC submitted a letter of recommendation to theHawaii Senate Committee on Education to con rm theappointment of Nmaka Rawlins , member of NHEC,to represent Hawaiian Medium Early Learning interestson the Governors Early Education Advisory Board.Hawaii is the only state with two of cial languages.NHEC supports the protection and promotion of ournative language in early education.

CONGRESSIONAL BRIEFING

NHEC organized a session for NHEP grantees tobrief Congressional delegates and their staff inAugust 2013. The grantees were asked to provideinformation on their projects, challenges in meetingtheir proposed outcomes, challenges in improvingNative Hawaiian education, ways in which NHEC canhelp their projects succeed, and their sustainabilityplans.

Photo: Stephen Patrick



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ADVOCACY

NHEC submitted testimony and comments on theNative Hawaiian Education Act to Senator Harkin andhis Health, Education, Labor and Pensions ( HELP )Committee on S. 1094; to Congressman Kline andhis Committee on Education and the Workforceon HR 5; to Senator Cantwell and her Committeeon Indian Affairs for their Education Roundtable;and to Congresswoman Gabbard of Hawaii on anamendment to HR 5 to restore Title VII and the NativeHawaiian Education Act. In addition, NHEC signedwith NIEA, NCAI, the United South and EasternTribes, Inc., TEDNA and the Alaska Federation ofNatives two joint letters: one to Congressman Klineand his Committee on Education and the Workforceon HR 5, and another to Congressman Sessionsand Congressman Slaughter, the Chair and RankingMember, respectively, of the House Committee onRules asking to support the bipartisan amendment toHR 5.

SUPPORT REAUTHORIZATI THE ELEMENTARY AND SECEDUCATION ACT (ESEA) THAT INCL TITLE VII.

% OF NATIVE HAWAIIANS IN HAWAII PUBLIC SCH1

HIGH SCHOOL GRADUATION RATES2

NUMBER OF PERSONS OVER THE AGE OF 5 SPEAKING H3

28%

71%

16,864

9%

79%

26%

70%

8,872

10%

77%

Students,2002

Native Hawaiians,

2002

1990

Teachers,2002

State Total,

2002

Students,2009

Native Hawaiians,

2006

2008

Teachers,2009

State Total,

2006

Note: These statistics were used in testimony to Congress

1,3Source: OHA Data Book, 2011.

2Source: Kamehameha Schools Native Hawaiian Education Assessment Update, 2006.



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DEMONSTRATING ORGANIZATIONAL EXCELLENCE


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STRATEGIC PLAN

NHEC held a two day Strategic Planning session inNovember 2012. It subsequently formed workinggroups to more thoroughly develop goal andobjective statements. NHEC adopted its StrategicPlan in March 2013 and has used it as the basisfor its grant application to US DOE, and to plan itsactivities till 2015. As with all plans, annual reviewswill be scheduled to evaluate the implementation ofthe plan and the continued relevance and desirabilityof the goals, objectives and activities.

REVIEW AND AMENDMENT OF BYLAWS

NHEC reviewed its bylaws to update them and toallow for replacement of Council members.

MEMBERSHIP PLAN

NHEC developed a plan to ll vacancies on theCouncil. The plan was submitted to US DOE andthe Council has been following its plan to rst

ll vacancies, then to rotate some of the currentmembers who have been serving for over 20 years.

KA MLAMA OIHANA - OPERATIONS


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FIRST-YEAR GRANTEES SECOND-YEAR GRANTEES THIRD

Tt and Me: Khelahela

E Ike Hou i Lnai: EmbracingLnais History Through Language &

Literacy

Tech Together: Ka Ulu Ana Project N Pono No N Ohana Ka Pilina

Ohana

Pili A Paa

Project Teach

Ka Pilina: Achieving & ImprovingMathematics Outcomes (AIM

Together) Ulana O Kukui

Ka Paalana Homeless FamilyEducation Program

Program for Afterschool LiteracySupport (PALS)

Ke Ola Mau Aspiration,Achievement and Pathway into Health

Careers

Hookahi Waa No N Ohana IWaimnalo

Hawaii KOA (Knowledge,Opportunity, Achievement)

Kukui MLAMA

Pathway Out of Poverty

Liko Ae Native Hawaiian ScholarshipProgram

Journey to Success Project

Tt and Me: Hoolako Ohana

Ka Paalana

Project SPIRIT: Supporting Parentsin Responsive Interactions and

Teaching

Hawaii Preschool PositiveEngagement Project (HPPEP)

Kkau Mea Nui (Writing Matters)

Support, Advocate for Value, andEducate (SAVE) Our Children Project

Mohala Na Pua Project Hui Malama O Ke Kai Keiki and Opio

After-school Programs

Ka Hana Noeau Project

PLACES (Place-based Learning andCommunity Engagement in School)

Growing Pono Schools (GPS)

Piha Pono: A Robust RTI ApproachIntegrating Reading, Mathematics

and Behavior Supports

N Pono No N Ohana

Keiki Steps 3.0: The Next Iteration

N Pualei

Makawalu O N Kumu

Nnkuli-Waianae New Tech Schools

Endless Horizons

All Together Now: A ModelPartnership for Improving Native

Hawaiian Middle School Education

Kaiaulu STEM: Advancing NativeHawaiian achievement, leadership,

and career pathways in Science,Technology, Engineering, and

Mathematics

Project Imi Ike

Ipu Waiwai Kula - AE (Aquaponics inEducation)

Hoohuli Transitions: Youth to Adult

Puuhonua Care Facilities of Maui

Hawaii FFA Foundation

Paci c Tsunami Museum Inc.

Hookakoo Coporation

ISISHawaii

Sovereign councils of the HawaiianHomelands Assembly

Laiopua 2020

Youth 2 Youth, Inc.

KA PAPA HELU HAAWINA KL - GRANTEE LISTING


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MAHALO

AHA HOONAAUAO IWI HAWAIINATIVE HAWAIIAN EDUCATION COUNCIL

735 Bishop StreetSuite 200Honolulu, HI 96813

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

www.nhec.org


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AHA HOONAAUAO IWI HAWAIINATIVE HAWAIIAN EDUCATION COUNCIL

Documents

NHEC 2012-2013 Annual Report