Külia

I Ka Nu‘u Hawaiian Language and Culture

Competencies 08-09

Kapälama

KKüülialia

I Ka I Ka NuNu‘‘uu Hawaiian Language and Culture Hawaiian Language and Culture

CompetenciesCompetencies 0808--0909

KapKapäälamalama

What are competencies?What are competencies?What are competencies?

Competencies are comprised of 111 Hawaiian language and culture indicators.

Language and culture are inseparable.Even though competencies represent 10 different content areas, Hawaiian language indicators are present throughout.

These 10 content areas are:

Competencies are comprised of 111 Competencies are comprised of 111 Hawaiian language and culture indicators.Hawaiian language and culture indicators.

Language and culture are inseparable.Language and culture are inseparable.Even though competencies represent 10 Even though competencies represent 10 different content areas, Hawaiian different content areas, Hawaiian language indicators are present language indicators are present throughout. throughout.

These 10 content areas are:These 10 content areas are:

3 basic categories of competencies3 basic categories of competencies3 basic categories of competencies

‘Ölelo Proficiency

Cultural Knowledge

Kuleana

‘‘ÖÖlelolelo ProficiencyProficiency

Cultural KnowledgeCultural Knowledge

KuleanaKuleana

‘Ölelo

Proficiency‘‘ÖÖlelolelo

ProficiencyProficiency

FoundationalFoundational DevelopingDeveloping AdvancedAdvanced

••Minimal Interaction with Minimal Interaction with pronunciation and pronunciation and enunciationenunciationunderstandable to understandable to ‘‘öölelolelospeakersspeakers: :

••GreetingsGreetings••InstructionsInstructions••practical personal practical personal

informationinformation

••Interact with Interact with ‘‘öölelolelospeakers on the subject speakers on the subject ofof::

••OObjects & bjects & PPeopleeople••FFamily membersamily members••LLikes, ikes, DDislikes, islikes,

NNeeds & eeds & FFeelingseelings••RequestingRequesting••inviting inviting ••NegotiatingNegotiating••PPlanninglanning

••Interact with Interact with ‘‘öölelolelospeakers on levels speakers on levels equal or higher equal or higher than than Hawaiian 3Hawaiian 3

Read and listen at basic Read and listen at basic level level , i.e. , i.e. Hawaiian level 1 or 2Hawaiian level 1 or 2

••Read, listen to and Read, listen to and viewview

authentic authentic Hawaiian materials Hawaiian materials withcomprehensionwithcomprehension

••Deliver Deliver prepared and prepared and impromptu speechesimpromptu speeches

Write on basic level, i.e. Write on basic level, i.e. Hawaiian level 1 or 2Hawaiian level 1 or 2

••Express in writtenExpress in writtenform complex ideas form complex ideas and thoughtsand thoughts

Cultural KnowledgeCultural KnowledgeCultural Knowledge

FoundationalFoundational DevelopingDeveloping AdvancedAdvanced

‘‘ÖÖlelolelo nono‘‘eaueau (5)(5) ‘‘ÖÖlelolelo nono‘‘eaueau (10)(10) ‘‘ÖÖlelolelo nono‘‘eaueau (20)(20)

SSelect essential songselect essential songs SSelect elect songssongs SSing select songs with ing select songs with understandingunderstandingCCreate original songsreate original songs

OOlili [entering, greeting, giving [entering, greeting, giving lei]lei]

OOlili [thanking, name, [thanking, name, occasional]occasional]

•• RRecite repertoire of ecite repertoire of olioli

appropriate to appropriate to the occasionthe occasion

•• CCompose chantsompose chants

••PulePule

a ka a ka HakuHaku

& grace & grace before mealsbefore meals

•• Trinity Prayer Trinity Prayer •• Bible verse in Bible verse in ‘‘öölelolelo

•• OOffer impromptu prayer wffer impromptu prayer with ith appropriate constructionappropriate construction

•• Bible verses in Bible verses in ‘‘öölelolelo

Hawaiian literature & Hawaiian literature & personal meaningpersonal meaning

•• AAnalyze translated nalyze translated Hawaiian literatureHawaiian literature

•• TTranslate primary source in Hawaiianranslate primary source in Hawaiian•• TTell stories in ell stories in ‘‘öölelolelo

w/ storyw/ story--telling telling techniquestechniques

MMoo‘‘oleloolelo of oneof one’’s own s own wahiwahipanapanaIslands, facts, kings & Islands, facts, kings & queensqueens

•• SSignificant historical placesignificant historical places•• native Hawaiian issuesnative Hawaiian issues

•• SSacred & historic places in acred & historic places in ‘‘öölelolelo•• SSignificant historic events and ignificant historic events and

their impactstheir impacts

Native plants and animals and Native plants and animals and their cultural significancetheir cultural significance

•• MMoon phases and their oon phases and their cultural significancecultural significance

Hawaiian measurements and amountsHawaiian measurements and amounts

IIdentifydentify thethe landland divisionsdivisions and and explain their cultural explain their cultural significancesignificance

[i.e. mountain[i.e. mountain

totothethe

sea].sea].

•• RRelationship of elationship of ahupuaahupua‘‘aaelementselements

•• DDiscuss iscuss ahupuaahupua‘‘aa

elements in elements in ‘‘öölelolelo

Hawaiian language & itsHawaiian language & itssignificant historical factssignificant historical facts

•• SSignificance of traditional ignificance of traditional foodfood

•• SSignificance of Hawaiian lifestyle ignificance of Hawaiian lifestyle practices and theirpractices and their

evolutionevolution

KuleanaKuleanaKuleana

FoundationalFoundational DevelopingDeveloping AdvancedAdvanced

••Participate in civic events or Participate in civic events or publicpublic

performanceperformance••ParticipateParticipate

/ explain the personal / explain the personal meaning of a lawmeaning of a law

case or public case or public discussiondiscussion

on the topic of on the topic of Hawaiian Hawaiian civic issuescivic issues

••Plan and organize civic Plan and organize civic eventsevents

••Participate in and reflect on Participate in and reflect on culturallyculturally

significant activities significant activities involving ecosysteminvolving ecosystem

Participate in and reflect upon Participate in and reflect upon culturally significant activities culturally significant activities involving the ecosysteminvolving the ecosystem

[e.g.[e.g.

tarotaro

irrigation,irrigation,

fishing,fishing,...]. ...]. Investigate and Investigate and analyze the impacts of the role of each analyze the impacts of the role of each element/aspect/ player.element/aspect/ player.

••Sustain or restore balance in Sustain or restore balance in ecosystemecosystem

••UseUse

HawaiianHawaiian--related related resourcesresources

••Expand body of knowledge in Expand body of knowledge in HawaiianHawaiian

resourcesresources••EExpand body of Hawaiian xpand body of Hawaiian

language language resourcesresources

••KKnow now ponopono

behaviorbehavior ••Demonstrate Demonstrate ponopono

behaviorbehavior ••Assume the role and Assume the role and responsibility for responsibility for ponoponobehaviorbehavior

••Participate in community Participate in community serviceservice

••Perform community service and Perform community service and explain the explain the personal meaningpersonal meaning

••Plan and participate in Plan and participate in community servicecommunity service

••Identify and explain KS Identify and explain KS campuscampus

••Identify and explain Identify and explain PauahiPauahi’’ss

land land legacy inlegacy in

terms of historical terms of historical perspectiveperspective

and the and the uses of land uses of land resourcesresources

and their impact on and their impact on Kamehameha SchoolsKamehameha Schools

••Explain how Explain how PauahiPauahi’’ssland legacy benefits the land legacy benefits the community at largecommunity at large

How Does It Work?How Does It Work?How Does It Work?

Our haumäna enter KS at various grade levels. To support all haumäna regardless of entry point, not just one but three levels of accomplishments are defined.

Three levels: Foundational, Developing, Advanced

School courses and activities, extra-curricular activities, immersion and home backgrounds -all contribute toward acquiring competencies.

Our Our haumhaumäänana enter KS at various grade levels. enter KS at various grade levels.

To support all To support all haumhaumäänana regardless of entry regardless of entry

point, not just one but three levels of point, not just one but three levels of

accomplishments are defined.accomplishments are defined.

Three levels: Foundational, Developing, Three levels: Foundational, Developing,

AdvancedAdvanced

School courses and activities, extraSchool courses and activities, extra--curricular curricular

activities, immersion and home backgrounds activities, immersion and home backgrounds --

all contribute toward acquiring competencies. all contribute toward acquiring competencies.

What are our expectations?What are our expectations?What are our expectations?

The goal is for all students to be at Foundational level or above at the time of graduation.

It is student-driven to move from foundational to developing and advanced level.

The goal is for all students to be at The goal is for all students to be at

Foundational level or above at the time of Foundational level or above at the time of

graduation.graduation.

It is studentIt is student--driven to move from driven to move from

foundational to developing and advanced foundational to developing and advanced

level.level.

What are we doing right now for our haumäna

to acquire

Hawaiian language and culture

competencies?

What are we doing right now for What are we doing right now for

our our haumhaumäänana

to acquire to acquire

Hawaiian language and culture Hawaiian language and culture

competencies?competencies?

KESKESKES

School Goal: Foundational level by end of 6th grade .

Kuleana: Every teacher has the responsibility to teach foundational competencies. Grade level kumu and specialists are responsible for certain competencies.

School-wide Staff Development: Since 2005, monthly Home Ho`ona`auao language/culture presentations help to develop KES `Ohana’sunderstanding of `ike/nohona.

School Goal:School Goal: Foundational level by end of 6th Foundational level by end of 6th grade .grade .

KuleanaKuleana:: Every teacher has the responsibility to Every teacher has the responsibility to teach foundational competencies. Grade level teach foundational competencies. Grade level kumukumu and specialists are responsible for certain and specialists are responsible for certain competencies.competencies.

SSchoolchool--wide Swide Staff Development:taff Development: Since 2005, Since 2005, monthly Home monthly Home Ho`ona`auaoHo`ona`auao language/culture language/culture presentations help to develop KES `presentations help to develop KES `OhanaOhana’’ssunderstanding of `understanding of `ike/nohonaike/nohona..

Impacts of Home Ho`ona`auao

Sessions Example: Oli, Pule, Mele

Impacts of Home Impacts of Home Ho`ona`auaoHo`ona`auao

SessionsSessions Example: Example: OliOli, , PulePule, , MeleMele

Kumu learn and experience Hawaiian protocol: OliKahea, Pule, Mele Ho`okipa, Oli Mahalo.

Kumu gain confidence to use Hawaiian protocol with haumäna: as part of classroom routine, when hosting guests, while on cultural huaka`i.

The ability of the KES `Ohana to engage properly in protocol is strengthened, i.e. more of us can lead, less time needed to prepare and explain.

KumuKumu learn and experience Hawaiian protocol: learn and experience Hawaiian protocol: OliOliKaheaKahea, , PulePule, , MeleMele Ho`okipaHo`okipa, , OliOli MahaloMahalo..

KumuKumu gain confidence to use Hawaiian protocol gain confidence to use Hawaiian protocol with with haumhaumäännaa: as part of classroom routine, : as part of classroom routine, when hosting guests, while on cultural when hosting guests, while on cultural huaka`ihuaka`i..

The ability of the KES `The ability of the KES `OhanaOhana to engage properly to engage properly in protocol is strengthened, i.e. more of us can in protocol is strengthened, i.e. more of us can lead, less time needed to prepare and explain.lead, less time needed to prepare and explain.

KES Kumu

Engagement in ‘ÖleloKES KES KumuKumu

Engagement in Engagement in ‘‘ÖÖlelolelo

Kumu acknowledge the importance of `olelo to the cultural identity of the haumäna and Kamehameha Schools.

Kumu enter into various `olelo offerings: UH Haw 101-102, Kumu Kwan’s Hawaiian class, Workplace `Olelo, Ke Ala Leo Workshop.

Presently, 20 faculty and staff (23%) are enrolled in the first year of Ke Ala Leo (Jan-Dec 2009), indicating a strong commitment to once a week 3 hr. evening sessions.

KumuKumu acknowledge the importance of `acknowledge the importance of `oleloolelo to to the cultural identity of the the cultural identity of the haumhaumäänana and and Kamehameha Schools.Kamehameha Schools.

KumuKumu enter into various `enter into various `oleloolelo offerings: UH offerings: UH Haw 101Haw 101--102, 102, KumuKumu KwanKwan’’s Hawaiian class, s Hawaiian class, Workplace `Workplace `OleloOlelo, , KeKe Ala Leo Ala Leo Workshop.Workshop.

PPresently, 20 faculty and staff (23%) are resently, 20 faculty and staff (23%) are enrolled in the first year of enrolled in the first year of KeKe Ala Leo (JanAla Leo (Jan--Dec Dec 2009), indicating a strong commitment to once 2009), indicating a strong commitment to once a week 3 hr. evening sessions.a week 3 hr. evening sessions.

Strength of Ke

Ala Leo Method of Learning ‘ÖleloStrength of Strength of KeKe

Ala Leo Method of Learning Ala Leo Method of Learning ‘‘ÖÖlelolelo

Engaged in `olelo for most of the class [strengthens powers of observation, listening, speaking and thinking]

Gestures to facilitate teaching and learning

Logical scope and sequence with built-in spiraling to incorporate new language use

Kumu Vaughan models and expects culturally appropriate behaviors

Kumu Kokua allow for small group opportunities to `olelo individually

Reading and written work summarize the key `olelo taught

Engaged in `Engaged in `oleloolelo for most of the class for most of the class [strengthens powers of observation, listening, [strengthens powers of observation, listening, speaking and thinking]speaking and thinking]

Gestures to facilitate teaching and learningGestures to facilitate teaching and learning

Logical scope and sequence with builtLogical scope and sequence with built--in spiraling in spiraling to incorporate new language useto incorporate new language use

KumuKumu Vaughan models and expects culturally Vaughan models and expects culturally appropriate behaviorsappropriate behaviors

KumuKumu KokuaKokua allow for small group opportunities allow for small group opportunities to `to `oleloolelo individuallyindividually

Reading and written work summarize the key Reading and written work summarize the key `̀oleloolelo taughttaught

Evidence of Kumu

Engagement Grade 5 Example

Evidence of Evidence of KumuKumu

EngagementEngagement Grade 5 ExampleGrade 5 Example

When the fifth grade play started in 1991, the focus of the social studies curriculum was U.S. History.

In the 1996 play, Peace by Piece, a scene about Pearl Harbor was included.

By 2008, the entire play focused on Ke Awa Lau o Pu`uloa -The Many Harbored Waters of Pu`uloa.

The play opened with several traditional mo`olelo about Pu`uloa, i.e. the creation of the first loko i`a or fishpond, the shark goddess Ka`ahupahau and her brother Kahi`uka, and how the pipi shellfish were brought to Pu`uloa by a mo`o.

The play closed with facts about Pearl Harbor, including it as aSuperfund area due to the environmental pollution found there, and a call to mälama i ka `äina.

When the fifth grade play started in 1991, the focus of the When the fifth grade play started in 1991, the focus of the

social studies curriculum was U.S. History. social studies curriculum was U.S. History.

In the 1996 play, Peace by Piece, a scene about Pearl Harbor In the 1996 play, Peace by Piece, a scene about Pearl Harbor

was included. was included.

By 2008, the entire play focused on By 2008, the entire play focused on KeKe Awa Lau o Awa Lau o Pu`uloaPu`uloa --

The Many HarboreThe Many Harbored Waters of d Waters of Pu`uloaPu`uloa. .

The play opened with several traditional The play opened with several traditional mo`olelomo`olelo about about

Pu`uloaPu`uloa, i.e. the creation of the first , i.e. the creation of the first lokoloko i`ai`a or fishpond, the or fishpond, the

shark goddess shark goddess Ka`ahupahauKa`ahupahau and her brother and her brother Kahi`ukaKahi`uka, and , and

how the how the pipipipi shellfish were brought to shellfish were brought to Pu`uloaPu`uloa by a by a mo`omo`o. .

The play closed with facts about Pearl Harbor, including it as aThe play closed with facts about Pearl Harbor, including it as a

Superfund area due to the environmental pollution found Superfund area due to the environmental pollution found

there, and a call to there, and a call to mmäälamalama i ka `i ka `ääinaina..

How did Grade 5 shift to Kula Hawai`i?

1.

Native Hawaiian, Kanaka Maoli, perspective is given voice

2.

Multiple Perspectives are honored

3.

Research extends to living küpuna

and authentic

materials

So why this transformation of play focus from 1996 to 2008?

1.

In part, it is because of KS Leadership through the following:

2.

2000 -

`Ike Hawai`i

Strategic Plan Goal

3.

2004 -

Beginning of what we now know as Kulia

i ka Nu`u

4.

2005 -

Nohona

Hawai`i

coming forth

5.

2008 -

Kula Hawai`i

How didHow did Grade 5 shift to Kula Grade 5 shift to Kula Hawai`iHawai`i??

1.1.

Native Hawaiian, Kanaka Native Hawaiian, Kanaka MaoliMaoli, perspective is given voice, perspective is given voice

2.2.

Multiple Perspectives are honoredMultiple Perspectives are honored

3.3.

Research extends to living Research extends to living kküüpunapuna

and authentic and authentic

materialsmaterials

So why this transformation of play focus from So why this transformation of play focus from

1996 to 2008?1996 to 2008?

1.1.

In part, it is because of KS Leadership through the In part, it is because of KS Leadership through the

following:following:

2.2.

2000 2000 --

`Ike `Ike Hawai`iHawai`i

Strategic Plan GoalStrategic Plan Goal

3.3.

2004 2004 --

Beginning of what we now know as Beginning of what we now know as KuliaKulia

i ka i ka Nu`uNu`u

4.4.

2005 2005 --

NohonaNohona

Hawai`iHawai`i

coming forthcoming forth

5.5.

2008 2008 --

Kula Kula Hawai`iHawai`i

How did the 6th graders do in the Külia

I Ka Nu‘u

Survey last April?

How did the 6th graders do in the How did the 6th graders do in the

KKüülialia

I Ka I Ka NuNu‘‘uu

Survey last April?Survey last April?

Yearly online survey filled out by students

Students click the statement that applies to them: e.g. “I can identify Kamehameha Schools and explain such things as why Ke Ali‘i Pauahifounded the school and how her husband, Charles Reed Bishop, helped.

Yearly online survey filled out by studentsYearly online survey filled out by students

Students click the statement that applies to Students click the statement that applies to

them: e.g. them: e.g. ““I can identify Kamehameha Schools and explain such things as why Ke Ali‘i Pauahifounded the school and how her husband, Charles Reed Bishop, helped.

2008 Gr. 6 Survey Result2008 Gr. 6 Survey Result2008 Gr. 6 Survey Result

Sub-Foundational (3%)

Foundational (97%)

SubSub--Foundational (3%)Foundational (3%)

Foundational (97%)Foundational (97%)

KMSKMSKMS

2008 Goal: 80% of haumäna at foundational level.

% of Competencies addressed in the overall curriculum.

2008 Goal:2008 Goal: 80% of 80% of haumhaumäänana at at

foundational level.foundational level.

% of Competencies addressed% of Competencies addressed in the overall in the overall

curriculum.curriculum.

foundationalfoundational developingdeveloping advancedadvanced

94%94% 49%49% 22%22%

Evidence of Haumäna

EngagementEvidence of Evidence of HaumHaumäänana

EngagementEngagement

New: Papa Hula Me Oli (Hula and Oli course)Introduce basic skills relevant to hula - including hana no‘eau(crafts), cultural protocol, Hawaiian language associated with various oli and hula. Students participate in school performances

(Winter and Spring Concerts are mandatory performances).

Increase in Hawaiian Language enrollment for SY ‘08-’09 required the addition of 3 sections, I.e. additional two part-time tap positions. In years past, the school would have normally capped Hawaiian language enrollment, but the commitment to our HLC is evident in KMS’s solution to add new teachers.

New: New: Papa Hula Me Papa Hula Me OliOli (Hula and (Hula and OliOli course)course)Introduce basic skills relevant to hulaIntroduce basic skills relevant to hula -- including including hanahana nono‘‘eaueau(crafts), (crafts), cultural protocol, Hawaiian language associated with cultural protocol, Hawaiian language associated with various various olioli and hula. Stuand hula. Students participate in school performances dents participate in school performances

(Winter and Spring Concerts are mandatory performances).(Winter and Spring Concerts are mandatory performances).

IncreaseIncrease in Hawaiian Language enrollment in Hawaiian Language enrollment for SY for SY ‘‘0088--’’009 required the addition of 9 required the addition of 33 sections, I.e. additional two partsections, I.e. additional two part--time tap positions. In years past, the school would have normatime tap positions. In years past, the school would have normally lly capped Hawaiian language enrollment, but the cocapped Hawaiian language enrollment, but the commitment to our mmitment to our HLC is evident in KMSHLC is evident in KMS’’ss solution to add new teachers. solution to add new teachers.

Evidence of Kumu

EngagementEvidence of Evidence of KumuKumu

EngagementEngagement

‘Ike Hawai‘i Committee members who actively develop monthly kumu workshops and haumänalessons are comprised of math, social studies and Hawaiian teachers, encouraging inter-disciplinary approach to addressing competencies.

Kumu are studying ‘ölelo Hawai‘i on an individual basis. 4 kumu are taking Ke Ala Leo.

‘‘Ike HawaiIke Hawai‘‘i Committee members who actively i Committee members who actively

develop monthly develop monthly kumukumu workshops and workshops and haumhaumäänana

lessons lessons are comprised of math, social studies are comprised of math, social studies

and Hawaiian teachers, encouraging interand Hawaiian teachers, encouraging inter--

disciplinary approach to addressing disciplinary approach to addressing

competencies. competencies.

KumuKumu are studying are studying ‘‘öölelolelo HawaiHawai‘‘i on an individual i on an individual

basis. basis. 4 4 kumukumu are taking are taking KeKe Ala Leo.Ala Leo.

How did the 8th graders doHow did the 8th graders doHow did the 8th graders do

in the Külia

I Ka Nu‘u

Survey last April?in the in the KKüülialia

I Ka I Ka NuNu‘‘uu

Survey last April?Survey last April?

2008 Gr. 8 Survey Result2008 Gr. 8 Survey Result2008 Gr. 8 Survey Result

Sub-Foundational (17%) Advanced (1%)

Foundational (41%) Developing (41%)

SubSub--Foundational (17%) Advanced (1%)Foundational (17%) Advanced (1%)

Foundational (41%) Developing (41%)Foundational (41%) Developing (41%)

KHSKHSKHS

2010 Goal: 100% of haumäna at foundational level or better.

% of Competencies addressed in the overall

curriculum:

2010 Goal:2010 Goal: 100% of 100% of haumhaumäänana at at

foundational level or better.foundational level or better.

% of Competencies addressed% of Competencies addressed in the overall in the overall

curriculum:curriculum:

foundationalfoundational developingdeveloping advancedadvanced

100%100% 100%100% 94%94%

Evidence of Action: haumäna

interestsEvidence of Action: Evidence of Action: haumhaumäänana

interestsinterests

40% elect ‘ölelo Hawai‘i for language credits

More than 100 haumäna 9-12 elect to be in Papa Liuliu (homeroom conducted in ‘ölelo)

Since 2006-07, enrollment in Hawaiian Level 6 has increased - 2 sections will be offered next year

Nä Alaka‘i ‘Ölelo ‘Oiwi - a hui of high level ‘ölelostudents a) tutors volunteer kumu and staff, b) provides päkaukau ‘ölelo Hawai‘i at AkahiDiningroom on Fridays and c) makes Külia I Ka Nu‘upresentations to 9th and 10th graders.

A student requests a weekend outdoor class to learn about Kapälama Ahupua‘a and kumu huiobliges with a multi-faceted experience

40% 40% elect elect ‘‘öölelolelo HawaiHawai‘‘ii for language creditsfor language credits

More than 100 More than 100 haumhaumäänana 99--12 elect to be in 12 elect to be in Papa Papa LiuliuLiuliu ((homeroom conducted in homeroom conducted in ‘‘öölelolelo))

Since 2006Since 2006--07, enrollment in 07, enrollment in Hawaiian Level 6Hawaiian Level 6 has has increased increased -- 2 sections will be offered next year2 sections will be offered next year

NNää AlakaAlaka‘‘ii ‘‘ÖÖlelolelo ‘‘OiwiOiwi -- a a huihui of high level of high level ‘‘öölelolelostudents a) tutors volunteer students a) tutors volunteer kumukumu and staff, b) and staff, b) provides provides ppääkaukaukaukau ‘‘öölelolelo HawaiHawai‘‘i at i at AkahiAkahiDiningroomDiningroom on Fridays and c) makes on Fridays and c) makes KKüülialia I Ka I Ka NuNu‘‘uupresentations to 9th and 10th graders.presentations to 9th and 10th graders.

A student requests a A student requests a weekend outdoor classweekend outdoor class to to learn about learn about KapKapäälamalama AhupuaAhupua‘‘aa and and kumukumu huihuiobliges with a multiobliges with a multi--faceted experiencefaceted experience

Evidence of Action: Course Offerings [Kumu

are ready to offer more,

but not the haumäna. These courses did not have enough enrollment.]

Evidence of Action: Evidence of Action: Course OfferingsCourse Offerings [[KumuKumu

are ready to offer more, are ready to offer more,

but not the but not the haumhaumäänana. These courses did not . These courses did not

have enough enrollment.]have enough enrollment.]

Mana Wahine: History through Powerful Hawaiian Women [Kalehua Lima]

Na Maka o ka ‘Aina: The Land Speaks [‘ÄinaAkamu].

Pilina Hawai‘i Ma O Ka ‘Ölelo (Hawaiian Culture through the Hawaiian Language) [Kalehua Lima]

ManaMana WahineWahine: History through Powerful : History through Powerful Hawaiian Women [Hawaiian Women [KalehuaKalehua Lima]Lima]

Na Na MakaMaka o ka o ka ‘‘AinaAina: The Land Speaks [: The Land Speaks [‘‘ÄÄinainaAkamuAkamu]. ].

PilinaPilina HawaiHawai‘‘i Ma O Ka i Ma O Ka ‘‘ÖÖlelolelo (Hawaiian Culture (Hawaiian Culture through the Hawaiian Language) through the Hawaiian Language) [[KalehuaKalehua Lima]Lima]

Course Offerings [Kumu

and haumäna

are ready for more]

Course OfferingsCourse Offerings [[KumuKumu

and and haumhaumäänana

are ready for moreare ready for more]]

‘Ölelo support: Introduction to Conversational Hawaiian (goal: train students taking Spanish and Japanese to acquire developing level conversational skills in one semester)

Support for in-coming freshmen with immersion background: Accelerated Hawaiian 3 (content of 3 yrs. in 1 yr. to address gaps in grammar and content)

Support for high level ‘ölelo students: Mö‘aukala Hawai‘i Ma O Ka ‘Ölelo (Hawaiian History through the Hawaiian Language)[Kalehua Lima]

‘‘ÖÖlelolelo supportsupport: : Introduction to Conversational Introduction to Conversational Hawaiian Hawaiian (goal: train students taking Spanish (goal: train students taking Spanish and Japanese to acquire developing level and Japanese to acquire developing level conversational skillsconversational skills in one semester)in one semester)

Support for inSupport for in--coming freshmen with immersion coming freshmen with immersion background: background: Accelerated Hawaiian 3 (content Accelerated Hawaiian 3 (content of 3 yrs. in 1 yr. to address gaps in grammar of 3 yrs. in 1 yr. to address gaps in grammar and content)and content)

Support for high level Support for high level ‘‘öölelolelo students: students: MMöö‘‘aukalaaukala HawaiHawai‘‘i Ma O Ka i Ma O Ka ‘‘ÖÖlelolelo (Hawaiian (Hawaiian History through the Hawaiian Language)History through the Hawaiian Language)[[KalehuaKalehua Lima]Lima]

Repurposed: Conversational Hawaiian in ‘Ölelo[Kalani Soller] A conventional conversation class repurposed to develop ‘ölelo programs for Puka Mai Kalä, e.g. programs teaching Hawaiian Word of the Day and ‘Ölelo No‘eau.

New: He Wa‘a, He Moku (Polynesian Voyaging) [Kehau Mahelona] This class is essentially built around the idea that we are all on a canoe. That canoe is our island. How can we sustain our people by applying canoe concepts and perspective in today’s contemporary times?

New: Haku Mele (Hawaiian Song Composition) [Hailama Farden] Learn about Hawaiian literature from

the musician and composer perspectives.

Repurposed: Repurposed: Conversational Hawaiian in Conversational Hawaiian in ‘‘ÖÖlelolelo[[KalaniKalani SollerSoller] A c] A conventional conversation class onventional conversation class repurposed to develop repurposed to develop ‘‘öölelolelo programs for programs for PukaPuka Mai Mai KalKalää, , e.g. programs teaching Hawaiian Word of the Day and e.g. programs teaching Hawaiian Word of the Day and ‘‘ÖÖlelolelo NoNo‘‘eau. eau.

New: New: He He WaWa‘‘aa, He , He MokuMoku ((Polynesian Voyaging) Polynesian Voyaging) [[KehauKehau MahelonaMahelona] ] This class is essentially built around This class is essentially built around the idea that we are all on a canoe. That canoe is our island. the idea that we are all on a canoe. That canoe is our island. How can we sustain our people by applying canoe concepts How can we sustain our people by applying canoe concepts and perspective in todayand perspective in today’’s contemporary times? s contemporary times?

New: New: HakuHaku MeleMele (Hawaiian Song Composition) (Hawaiian Song Composition) [[HailamaHailama FardenFarden] ] Learn about Hawaiian literature from Learn about Hawaiian literature from

the musician and composer perspectivesthe musician and composer perspectives..

Evidence of Kumu

Engagement: ‘Ölelo

StudyEvidence of Evidence of KumuKumu

Engagement: Engagement: ‘‘ÖÖlelolelo

StudyStudy

Kumu and staff attend huaka‘i and ‘ölelo/culture classes sponsored by HR & Ho‘okahua whenever possible .

Kumu and staff take after-school ‘ölelo classes offered by kumu Makanani, kumu Kwan and kumuKobashigawa. This is kumu Makanani’s 4th year.

34 kumu and staff participate in Nä Alaka‘i‘Ölelo ‘Oiwi program, tutored by haumäna with high level ‘ölelo.

KumuKumu and staff attend and staff attend huakahuaka‘‘ii and and ‘‘öölelolelo/culture /culture

classes sponsored by HR & classes sponsored by HR & HoHo‘‘okahuaokahua whenever whenever

possible . possible .

KumuKumu and staff take afterand staff take after--school school ‘‘öölelolelo classes classes

offered by offered by kumukumu MakananiMakanani, , kumukumu Kwan and Kwan and kumukumu

KobashigawaKobashigawa. This is . This is kumukumu MakananiMakanani’’ss 4th year. 4th year.

34 34 kumukumu and staff participate in and staff participate in NNää AlakaAlaka‘‘ii

‘‘ÖÖlelolelo ‘‘OiwiOiwi program, tutored by program, tutored by haumhaumäänana with with

high level high level ‘‘öölelolelo..

Unanticipated Effects of Competencies Science Dept. [Larry Mordan]

Unanticipated Effects of Competencies Unanticipated Effects of Competencies

Science Dept. [Larry Science Dept. [Larry MordanMordan]]

“During the current school year (SY 2008-09) I have noticed some unanticipated effects of the Hawaiian Language Competency Initiative in our classrooms.

“The majority of science teachers have incorporated the use of Hawaiian names for places, animals, plants, counting, and behaviors into their everyday classroom usage.

“In addition, those teachers with proficiency in other languages have also incorporated words and phrases from those languages into classroom usage. These languages include Spanish, Chinese, and German.

“The students seem to be very interested in learning the names ofarticles in everyday life and phrases of common usage in other languages besides English.

“The consequence of these other language usages is that there seems to be a heightened openness to the idea of multi-lingual classrooms on the part of both the teachers and students.”

““During the current school year (SY 2008During the current school year (SY 2008--09) I have noticed some 09) I have noticed some unanticipated effects of the Hawaiian Language Competency unanticipated effects of the Hawaiian Language Competency Initiative in our classrooms.Initiative in our classrooms.

““The majority of science teachers have incorporated the use of The majority of science teachers have incorporated the use of Hawaiian names for places, animals, plants, counting, and behaviHawaiian names for places, animals, plants, counting, and behaviors ors into their everyday classroom usage. into their everyday classroom usage.

““In addition, those teachers with proficiency in other languages In addition, those teachers with proficiency in other languages have have also incorporated words and phrases from those languages into also incorporated words and phrases from those languages into classroom usage. These languages include Spanish, Chinese, and classroom usage. These languages include Spanish, Chinese, and German.German.

““The students seem to be very interested in learning the names ofThe students seem to be very interested in learning the names ofarticles in everyday life and phrases of common usage in other articles in everyday life and phrases of common usage in other languages besides English.languages besides English.

““The consequence of these other language usages is that there The consequence of these other language usages is that there seems to be a heightened openness to the idea of multiseems to be a heightened openness to the idea of multi--lingual lingual classrooms on the part of both the teachers and students.classrooms on the part of both the teachers and students.””

“What all this suggests to me is that, despite the resistance some teachers have voiced about the Hawaiian Language Competencies and the importance of the Hawaiian language to our transformation to a Hawaiian School, there seems to be a (subconscious?) movement toward multi-lingual classrooms by our teachers. I do not know if this is the case in other departments, but I have encouraged my teachers to continue the practice.

“This development marks a significant departure from when the competencies began in 2005.

“One science teacher is already voicing her goal to become proficient in Hawaiian.”

““What all this suggests to me is that, despite the What all this suggests to me is that, despite the resistance some teachers have voiced about the resistance some teachers have voiced about the Hawaiian Language Competencies and the importance of Hawaiian Language Competencies and the importance of the Hawaiian language to our transformation to a the Hawaiian language to our transformation to a Hawaiian School, there seems to be a (subconscious?) Hawaiian School, there seems to be a (subconscious?) movemmovement toward multient toward multi--lingual classrooms by our lingual classrooms by our teachers. I do not know if this is the case in other teachers. I do not know if this is the case in other departments, but I have encouraged my teachers to departments, but I have encouraged my teachers to continue the practice.continue the practice.

““This development marks a significant departure from This development marks a significant departure from when the competencies began in 2005. when the competencies began in 2005.

““One science teacher is already voicing her goalOne science teacher is already voicing her goal to to become proficient in Hawaiian.become proficient in Hawaiian.””

There is always a bright starThere is always a bright starThere is always a bright star

It is notable that one science kumu teaching Marine Science is encouraging students with ‘ölelo abilities to do their multi-media presentations, poetry composition accompanying projects, oli to illustrate scientific points, ... in both English and Hawaiian.

This kumu is not a speaker but learning to be . She is creating opportunities for her students to shine and for other students to be exposed to ‘ölelo.

It is notable that one science It is notable that one science kumukumu teaching teaching Marine Science is encouraging students with Marine Science is encouraging students with ‘‘öölelolelo abilities to do theirabilities to do their multimulti--media media presentations, poetry composition presentations, poetry composition accompanying projectsaccompanying projects, , olioli to illustrate to illustrate scientific points, ... in both English and scientific points, ... in both English and Hawaiian. Hawaiian.

This This kumukumu is not a speaker but learning to be . is not a speaker but learning to be . She is creating opportunities for her students She is creating opportunities for her students to shine and for other students to be exposed to shine and for other students to be exposed to to ‘‘öölelolelo..

How did the seniors do How did the seniors do How did the seniors do

in the Külia

I Ka Nu‘u

Survey last February?in the in the KKüülialia

I Ka I Ka NuNu‘‘uu

Survey last February?Survey last February?

2008 Senior Survey Result2008 Senior Survey Result2008 Senior Survey Result

Sub-Foundational (14%) Advanced (14%)

Foundational (30%) Developing (42%)

SubSub--Foundational (14%) Advanced (14%)Foundational (14%) Advanced (14%)

Foundational (30%) Developing (42%)Foundational (30%) Developing (42%)

Haumäna’s

experience of school is evolvingHaumHaumäänana’’ss

experience of school is evolvingexperience of school is evolving

Greater exposure to ‘ölelo Hawai‘i: it is used daily by the administrators and kumu, and in the hallways by custodians and in the offices by staff.

Greater value placed on ‘ike Hawai‘i: they have become a more conscious part of classroom activities and student research projects.

It is no longer surprising for a student to offer oli or pule in ‘ölelo.

Nohona experience designed by our kumu is a reality in many huaka‘i and extra-curricular activities.

Our environment: contain signage, announcements, written materials, ... incorporating greater % of ‘öleloHawai‘i.

Greater exposure to Greater exposure to ‘‘öölelolelo HawaiHawai‘‘i: it is used daily by i: it is used daily by the administrators and the administrators and kumukumu, and in the hallways by , and in the hallways by custodians and in the offices by staff.custodians and in the offices by staff.

Greater value placed on Greater value placed on ‘‘ikeike HawaiHawai‘‘i: they have i: they have become a more conscious part of classroom become a more conscious part of classroom activities and student research projects.activities and student research projects.

It is no longer surprising for a student to offer It is no longer surprising for a student to offer olioli or or pulepule in in ‘‘öölelolelo..

NohonaNohona experience designed by our experience designed by our kumukumu is a reality is a reality in many in many huakahuaka‘‘ii and extraand extra--curricular activities.curricular activities.

Our environment: contain signage, announcements, Our environment: contain signage, announcements, written materials, ... incorporating greater % of written materials, ... incorporating greater % of ‘‘ööleloleloHawaiHawai‘‘i.i.

Kumu

Are Saying…KumuKumu

Are SayingAre Saying……

We accept KS as Hawaiian school.

Haumäna seem to be more grounded in culture and language, regardless of how well they ‘ölelo.

We don’t see students who are ashamed of being a Hawaiian any more. It has been replaced by a strong sense of pride in their Hawaiian ancestry and heritage.

Those of us who don’t ‘ölelo rely on our haumäna to teach us because so many more students can.

We accept KS as Hawaiian school.We accept KS as Hawaiian school.

HaumHaumäänana seem to be more grounded in culture seem to be more grounded in culture and language, regardless of how well they and language, regardless of how well they ‘‘öölelolelo..

We donWe don’’t see students who are ashamed of t see students who are ashamed of being a Hawaiian any more. It has been being a Hawaiian any more. It has been replaced by a strong sense of pride in their replaced by a strong sense of pride in their Hawaiian ancestry and heritage. Hawaiian ancestry and heritage.

Those of us who donThose of us who don’’t t ‘‘öölelolelo rely on our rely on our haumhaumäänana to teach us because so many more to teach us because so many more students can.students can.

Mahalo

Nui Loa!MahaloMahalo

Nui Loa!Nui Loa!