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Bishop Museum
1525 Bernice Street, Honolulu, HI 96817
Education through Cultural and Historical Organizations (ECHO), $15,000,000. Educational, Cultural, Apprenticeship, and Exchange Programs for Alaska Natives, Native Hawaiians, and Their Historical Whaling and Trading Partners in Massachusetts is an Elementary and Secondary Education Act (ESEA)-authorized program. The Education through Cultural and Historical Organizations (ECHO) partners create culture-based educational experiences for communities, teachers, and students through public programs, teacher resources, student programs, publications, and internships. ECHO partner organizations seek to enhance appreciation of regional heritage and to facilitate dialogue and understanding between communities and individuals through educational programs, internship opportunities, and cultural exchanges. The educational programs consist of culture-based education programs developed by six organizations from Alaska, Hawaii, Massachusetts, and Mississippi. The partners develop regionally and nationally relevant educational programs that foster life-enhancing educational opportunities in and out of the classroom and serves as a model for collaborations nationwide. Collaborative projects feature cross-cultural leaning and sharing in the form of the arts, panel discussions, teacher institutes, symposia, and website resources.
Individual projects are tailored to address the needs of each region. In Hawaii, Bishop Museum focuses on supporting teachers through outreach programs into the classroom and field experiences, developing school programs tied to Museum cultural resources, and support for Native Hawaiian charter schools. The Museum’s ECHO funds are also shared with smaller cultural organizations that also develop educational resources for the students and life-long learners in Hawaii.
Catholic Charities Hawaii
200 North Vineyard Blvd, Suite 200, Honolulu, HI 96817
Again At Home Elder Wellness Network Development; $1,260,000.
Catholic Charities Hawaii and their partners will design a pilot project to address the growing need for a trained workforce to provide competent and affordable in-home, non-medical services to help elders maintain independent living. This will reduce future dependency on government assistance. The program will: provide training and practical experience for existing and potential service providers for elders; focus on gap group elders who are ineligible for Medicaid but unable to afford expensive assisted living options; build on the assets of peer support from senior to senior , utilization of existing senior centers as focal points, and naturally occurring communities of apartment dwellers and single family homes; provide a package of non-medical services including a network of vendors that meet project standards of training and clearances; be self sustaining beyond the grant period through a tiered fee system that is affordable for middle income individuals and generates revenue to subsidize services for lower middle income elders. The grantees will contribute $420,000 in in-kind and other funds. Anticipated benefits include: cost-effective, sustainable model to serve gap group seniors and is modifiable to meet the needs of urban, suburban and rural communities; increased pool of trained workers to provide in-home services; creation of a network of businesses that meet project standards of training and clearances.
Center for Civic Education
5145 Douglas Fir Road, Calabasas, CA 91302
Education for Democracy Act Programs; $35,000,000.
The Education for Democracy Act programs are among the most cost effective programs supported by the federal government. They effectively promote among students a profound understanding of and commitment to the fundamental values and principles of American constitutional democracy as expressed in such seminal documents as the Declaration of Independence, the Constitution and Bill of Rights, and the Gettysburg Address. They also promote students' capacities to participate competently and responsibility in the political life of their communities and the nation.
Through the We the People programs every congressional district receives free sets of specialized textbooks for their schools at the upper elementary, middle and high school levels. Teachers benefit from professional development seminars and institutes to improve their content knowledge and teaching methods. A network of dedicated volunteers administers each program locally, adapting the program to their local needs and leveraging the federal funding with additional amounts at the state and local level in support of the program.
The School Violence Prevention Demonstration Program (SVPDP) provides valuable staff training to improve civic responsibility and promote positive attitudes. The Native American Initiative, administered as a part of the SVPDP, provides civic education programs and assistance to Native American schools. The High Needs Initiative is reaching out to students in schools that serve high percentages of socio-economically disadvantaged students and those experiencing attendance or truancy problems.
The Civitas International program provides for a series of exchanges among leaders in civic education in the United States and emerging and established democracies worldwide. A number of research studies have testified to the positive impact of all of these programs on student civic knowledge, skills, and dispositions. Additional information on all of the programs and the research evidence is available at www.civiced.org.
Coalition for a Drug-Free Hawaii
1130 N. Nimitz Hwy, Suite A-259, Honolulu, HI 96817
Lifelines Hawaii; $210,000. The Lifelines Hawaii project will work to prevent alcohol abuse and suicide among youth in Hawaii. This project will be implemented in partnership with two high schools on Oahu (Farrington and Kapolei High Schools) for 9th grade students, teachers, and administrators. The evidence-based suicide prevention program, Lifelines, will be expanded to include alcohol abuse prevention and adapted to be culturally relevant for Asian and Pacific Islander populations in Hawaii. Currently there are many best practice programs that address suicide among youth focusing on signs and symptoms, peer helpers, and adult support systems. However, recent studies have shown the need for a broader approach to suicide prevention that incorporates life skills including coping skills, interpersonal relationships, problem-solving, and decision-making with awareness and education about substance abuse. This request is being made to support the development, implementation, and evaluation of Lifelines Hawaii to meet the identified need for a more comprehensive strategy.
The urgency of this call to action rose from the recently released 2007 Youth Risk Behavior Survey (YRBS) results showing Hawaii youth as having the highest risk for suicide across the nation. This latest report indicates that the percentage of youth who seriously considered attempting suicide during the12 months before the survey continues to be higher than the U.S. average (18.5% vs. 14.5%). The percentage of youth who made a plan about how they would attempt suicide is consistently higher than the U.S. average (17.0% vs. 11.3%) and the percentage of youth who attempted suicide one or more times also remains higher (12% vs. 6.9%.) Analysis of past YRBS data indicates that there is also a significant correlation between suicide attempts and greater alcohol abuse among 9th graders in Hawaii. Lifelines Hawaii will target and address both critical needs by bridging the gap between youth alcohol abuse and suicide prevention.
Gregory House Programs
770 Kapiolani Blvd., Suite 503, Honolulu, HI 96813
Case Management Services for Persons with HIV/AIDS; $96,000.
The objective of Gregory House Programs (GHP) is to ensure access to care and improve the quality of life for people living with HIV/AIDS, and provide medical case management, support, linked to comprehensive homelessness prevention programs for people living with HIV/AIDS. Case managers identify needs and give clients information about healthcare providers, access to medication and insurance, referrals to community resources, and assistance with applications. Progress is continually monitored. Case managers work to support individuals toward self-sufficiency through education and empowerment. Back to Work is a primary goal of this program, setting this program apart from others in Hawaii. Some people with HIV/AIDS have been out of the workforce for some time, and have concerns about fitting back into a changed work culture or having up-to-date skills. The Program has identified a variety of strategies for supportive housing to assist people with HIV/AIDS to transition to the workplace. This aspect of the program may ultimately move people from government assistance to being more productive by being back to work.
Hawai`i Council on Economic Education
1136 Union Mall, Suite 310, Honolulu, HI 96813
Economic and Financial Literacy Initiative for Hawaii’s Students; $283,000. The Initiative will expand and enhance the impact and availability of economic and financial literacy for Hawaii’s youth through a two-pronged approach:
- In the first program of its kind across the country, continue to provide specialized training to a cadre of 45 teachers from across Hawaii to develop champions in high schools who can teach and advocate for economics and financial literacy in those schools, helping to develop additional highly qualified teachers. Forming a cadre of specialized teachers will empower approximately 1,500 high school students to make smart financial and economic choices by Spring 2012 through completion of a course in economics prior to graduating from high school; such training will also produce additional highly qualified teachers as required under the No Child Left Behind Act and provide a model for replication across the country.
- Expanding the Economics Challenge which highlights outstanding economics students, teachers, and coaches in Hawaii through a state-level high school competition that integrates with a national-level competition. Expansion of Economics Challenge will help recruit additional students to take economics courses and raise student interest in economics and personal finance, as well as ensure statewide reach by making the Challenge portable to the neighbor islands.
The components together comprise a long-term approach to the nation’s economic crisis as it affects Hawaii.
Hawaii Science and Technology Institute
733 Bishop Street, Suite 2950, Makai Tower, Honolulu, HI 96813
HISciTech Summer Boot Camp – An Industry Driven Student Internship and Teacher Externship Summer Program; $ 1,155,000.
In an effort to prepare a world-class scientific and technology workforce for Hawaii, this proposal supports the development of a program to expose students and teachers to the innovation and technology sector. A model has been identified as ideal to adapt to Hawaii’s tech sector; The San Diego “Life Sciences Summer Institute”. This program seeks to foster interest in the life sciences among upper-level high school, community college and university students, as well as high school teachers. The model will be expanded and adapted from a Life Sciences pilot program to cover the rest of Hawaii’s growing innovation and technology sector. This model has four specific objectives: provide industry with well-prepared interns; provide students hands-on experience within the science and technology industries; better equip teachers to prepare our future workforce; create a pipeline of qualified workers.
Growth in Hawaii’s tech sector has added new jobs and will have a significant impact on the state’s future. The 31,106 workers in Hawaii’s private technology sector earned approximately $63,623 — 38% more than the average worker ($1,500 more per month). The private tech sector is projected to outpace growth in the overall economy by 61%. Science, Technology, Engineering and Mathematics (STEM) occupations are critical to the state’s technology industries. However, Hawaii’s tech companies face a growing crisis of access to a qualified workforce. 16,500 new STEM workers will be needed in Hawaii over the next decade; about 77 percent of those jobs will require postsecondary education. Adapting San Diego’s best practice for Hawaii will accelerate the process of addressing the projected STEM workforce shortage.
Honolulu Symphony Society
650 Iwilei Road, Suite 202, Honolulu, HI 96817
Honolulu Symphony Education and Community Outreach; $500,000.
Founded in 1900, the Honolulu Symphony has established a legacy as one of Hawaii’s most important and beloved cultural, educational and entertainment resources. Its mission is to “enhance the quality of life of the people of Hawaii by sustaining a symphony orchestra of the highest artistic quality.”
A key to fulfilling this mission is ensuring that the music arts are available to our children. The Honolulu Symphony’s Education and Community Outreach programs have provided the opportunity for young people experience live orchestral performance through programs such as our In-School Ensemble Program and our Community and Youth Concert presentations. For over 30 years, these programs have strengthened island families and communities through music.
According to the Hawaii Music Educators Association, less than 50% of public elementary schools in the state have an active music program. Most classroom teachers have little training, few resources, and no time to offer a music curriculum to their students. Budget constraints often prevent Hawaii’s schools from providing students with any meaningful exposure to music education.
The Honolulu Symphony fills this need through its Education and Community Outreach programs that introduce over 17,000 students, teachers, and community members each year to symphonic music, and promote a life-long love of music and music making through programs such as our In-School Ensemble performances, Youth Concert presentations, and free community concerts held at various venues around the State.
Kalihi-Palama Health Center
915 North King Street, Honolulu, HI 96817
Kalihi-Palama Health Center (KPHC) Energy Efficiency Renovations; $505,000. KPHC proposes to install the following at the headquarters building located at 915 North King Street: 1) A new energy conserving roof; 2) A Photo-Voltaic Solar Panel System with robust Electric Battery Back-up System and; 3) A new energy-efficient Air Conditioning unit with a robust UVC Emitting System. KPHC also proposes to install plumbing in the South wing of the KPHC building at 952 North King Street.
These projects will enable KPHC to provide health care services during times of power outages and reduce our high cost of electricity. The solar panel system will generate enough energy to power KPHC’s air-conditioning system, critical medical and dental equipment for eight hours, refrigeration for perishable medications for 72 hours, and the Information Technology systems for 72 hours. The air-conditioning unit is very costly to maintain and cannot satisfy the demand. Patient traffic has tripled and staff numbers have doubled. With the current system, examination and waiting rooms can get extremely uncomfortable. KPHC has had several cases of active tuberculosis recently. To protect staff and the patients, improvements in the air-conditioning and installment of effective defensive measures against pathogens are necessary. Improving the plumbing and drainage at the 952 North King Street facility will enable KPHC to accommodate the increase in patient traffic that has gone from 480 visits per month, last year, to about 1,000 per month this year.
National History Day, Inc.
University of Maryland, 0119 Cecil Hall, College Park, MD 20742
National History Day; $5,000,000.
The purpose of the federal appropriations will be to support the National History Day (NHD) program as authorized in P.L.108-474 for the purpose of continuing and expanding its activities to promote the study of history and improve instruction. Founded in 1974, National History Day, Inc. is a nonprofit education organization authorized by P.L.108-474 that delivers yearlong programs dedicated to improving the teaching and learning of history. The program is unique because it has a proven record in thousands of middle and high schools throughout the United States. Over 1.5 million people – students, teachers and parents– from all 50 states, American Samoa, the District of Columbia, and Department of Defense Schools participate in its instructional and research projects annually.
NHD’s core program is a national contest for students in grades 6-12. Students choose historical topics related to a theme and conduct extensive primary and secondary research through libraries, archives, museums, oral history interviews and historic sites. After analyzing and interpreting their sources and drawing conclusions about their topics’ significance in history, students chose to present their work in one of four categories: exhibits, documentaries, performances or papers. Students develop critical thinking and problem-solving skills while creating their entries. These products are entered into competitions in the spring at the local and state levels where they are evaluated by professional historians and educators. These contests are coordinated by NHD state entities. The program culminates in a national competition held each June held at the University of Maryland at College Park. The majority of federal funds would be distributed to NHD state programs to 1) improve low performing schools; 2) to provide teacher professional development; and 3) to offer hands-on elementary and secondary student mentorship from college and university students.
NHD also offers a variety of professional development programs for teachers and administrators that can be customized to participants’ state standards and assessment models to improve student achievement. These training opportunities are designed to support new or experienced teachers in all aspects of historical content, organization, and methodology. Most well known is NHD’s annual Summer Teacher Institute which exposes participants to the latest in historical scholarship, familiarizing them with the primary sources available for studying and teaching and modeling different ways to encourage active learning. Participating teachers have the opportunity to work with prominent historians and learn from peers in "best practices" sessions. A portion of the federal appropriation would be used to implement this Summer Institute.
Lastly, NHD has had several in-depth studies conducted in specific states and cities that have show the positive results of the program. However, we would like to use federal funding to expand the scope of our assessment to a national study of the organization and on what works to improve history education. NHD programs will be evaluated in the context of best practices for the field of history education. The results of this assessment will not only help NHD but will provide critical information to Congress on activities that are proven to improve historical literacy.
National Kidney Foundation of Hawaii
1314 S. King Street, Suite 305, Honolulu, HI 96814
Center of Excellence for Asian/Pacific Islander Chronic Kidney Disease (CEAPCKD); $8,750,500. The National Kidney Foundation Hawaii, in cooperation with the University of Hawaii Department of Family Medicine and Community Health (JABSOM), University of Pittsburgh Medical Center (UPMC) and teaming with the Hawaii Medical Service Association (HMSA), is developing a major health care initiative in chronic kidney disease (CKD) through a five year project developing the Center of Excellence for Asian/Pacific Islander Chronic Kidney Disease Management (COE) to: compress morbidity and improve patients’ quality of life through kidney screenings, patient education, professional CKD education, training and surveillance; and create an effective and sustainable research program that expands into other chronic diseases. The Center of Excellence will have eight long-term goals: 1) Developing a Health Information Technology Infrastructure through the Electronic Medical Record; 2) Increasing Kidney Screenings; 3) Providing Professional CKD Education & Training; 4) Providing Professional Dialysis Education & Training; 5) Providing Patient Education; 6) Developing Research; 7) Developing Health care Surveillance Systems; and 8) a Telehealth Initiative.
The National Institutes of Health (NIH) reports a 30% increase in chronic kidney disease (CKD) over the past decade. This disease affects approximately 27 million Americans and accounts for 24% of Medicare costs. The national average for CKD is 1 in 9. Hawaii’s ratio is 1 in 7. CKD is the ninth leading cause of death in Hawaii and affects approximately 20% of the State’s population. 156,000 residents have CKD and another 100,000 are predisposed to it. Hawaiians and Filipinos have the highest rates of incidence for CKD.
Research on CKD does not focus on Asian/Pacific Islanders. This Asian/Pacific Islander COE will use data for comparative research to develop best clinical practices impacting all five stages of CKD to slow its progression and improve patients’ quality of life. This will create or retain 527 jobs and the IT infrastructure can be used for a variety of chronic diseases.
Reach Out and Read National Center
56 Roland Street, Boston, MA 02129
Reach Out and Read; $10,000,000.
Reach Out and Read (ROR) is a national program that promotes literacy and language development in infants and young children, targeting disadvantage and poor children and families. Through fifteen years of peer-reviewed and published research, an extensive body of documentation now clearly demonstrates the importance of promoting early language and literacy skills so that children have the essential reading skills to begin school successfully. Yet today, a large number of children do not receive the necessary support and assistance to develop these skills and begin kindergarten read to learn.
To close this gap, the federal government provides funding for a variety of literacy programs and strategies that reach children and parents, and the professionals who interact with them. ROR has proven to among the most effective strategies to promote early language and literacy development and school readiness: pediatricians and other healthcare providers guide and encourage parents to read aloud to their children from their earliest years of their life, and send them home from each doctor visit with books and a prescription to read together.
Currently, nearly 50,000 doctors and nurses have been trained in ROR’s proven strategies, and more than 3,500 clinics and hospitals nationwide are implementing the program, reaching more than 25% of America’s at-risk-children. Funding provided by Congress through the U.S. Department of Education has been matched by tens of millions of dollars from the private sector and state governments.
Reading is Fundamental
1825 Connecticut Ave., NW, Washington, D.C. 20009
Reading is Fundamental; $28,000,000.
Funding will be used for purposes authorized in Section 5451 of the Elementary and Secondary Education Act. Reading Is Fundamental enhances child literacy by providing millions of underserved children with free books for personal ownership and reading encouragement from the more than 18,000 locations throughout all fifty states, Washington, D.C., Guam, Puerto Rico, and the U.S. Virgin Islands.
Teach for America
315 West 36th Street, New York, NY 10018
Teach for America; $25,000,000.
Teach for America is an authorized federal program under P.L. 110-315. The purpose of the funding is to go towards the recruitment, selection, placement and professional development of an estimated 8200 first- and second-year teachers in 39 low-income regions across the nation. These teachers will reach an estimated 525,000 underserved students. The $25 million in federal funds will leverage roughly $160 million in corporate, foundation and individual dollars and will make up an estimated 13 % of Teach for America's anticipated 2010 operating revenue of $190 million.
This is a valuable investment of federal funds as this national corps of outstanding college graduates and young professionals of all academic majors, career interests and backgrounds commit at least two years to teach in urban and rural public schools in our nation's lowest-income communities and become lifelong leaders for expanding educational opportunity. Teach for America is a non-profit with a mission of enlisting our nation’s most promising future leaders in the movement to eliminate educational inequality. This is accomplished by building a diverse, highly selective national teacher corps, ensuring that corps members are highly effective classroom teachers in the highest-need classrooms across the country, and supporting the corps members beyond their two-year commitment to ensure their lifelong engagement.
University of Hawaii at Hilo, College of Pharmacy
200 W. Kawili St., Hilo, HI 96720
Advanced Pharmacy Education Tracks; $1,993,410.
There are currently no formal programs in the University of Hawaii system designed to significantly advance pharmacist competencies beyond those of the entry-level clinician. In addition, there is no post graduate pharmacy residency programs located in Hawaii that address the unique issues involved in rural healthcare. Nationwide, there continue to be significant health disparities among minority populations and between urban and rural populations and significant pharmacist shortages, particularly in rural settings. In order to ensure that Hawaii can continue to recruit and retain the highest quality pharmacists and improve healthcare among its diverse populations and in order to improve the model of pharmacy practice in rural settings throughout the nation, advanced pharmacy education programs are required. The primary objectives of this project are:
- To improve the practice of pharmacy in current healthcare settings through the promotion of the competencies endorsed by the Institute of Medicine for all healthcare professionals.
- To offer pharmacy students and graduates additional clinical training to pursue a career path as patient–focused practitioners.
- To offer pharmacy students and graduates a scientist-practitioner track that provides a career path in research and development.
- To offer pharmacy graduates a residency program in rural health that prepares them for an advanced clinical position and/or an academic career.
The anticipated outcomes of this project are:
- A continuing education program model focused on improving medication practices, an approach highly valued by the Accreditation Council for Pharmacy Education, will be developed and a pilot program based on this advanced model will be implemented.
- The curriculum for a dual Pharm.D./nurse practitioner degree will be developed and launched.
- The curricula for graduate degrees in pharmacy practice and pharmaceutical sciences will be developed and launched.
- A general rural health pharmacy practice residency program through the UHH COP will be established and accreditation from the American Society of Health-System Pharmacists (ASHP) will be sought.
University of Hawaii at Manoa, Office of Public Health Studies
Biomedical Sciences Bldg, Room D-209
1960 East-West Road, Honolulu, HI 96822
Rural Health/Distance Education Master of Public Health (MPH) Program; $1,067,772. The mission of the Office of Public Health Studies (OPHS) at the University of Hawaii-Manoa is to advance the health of the people of Hawaii, the nation, and the Asia-Pacific region through the education and training of public health professionals, innovative research in public health sciences, and public health service to the community. OPHS emphasizes the preparation of future public health leaders who are proficient at employing public health knowledge and practical skills, in a culturally-diverse environment.
This proposed new Rural Health/Distance Education MPH program will focus on master degree-level training with an emphasis on rural public health. Priority will be given to professionally under-represented (Asian and Pacific Islander) students, as well as students in rural communities statewide and regionally. The 2-year masters in public health training will focus on basic competencies in public health practice, as well as the special needs and challenges faced by rural communities.
Health and socioeconomic indicators, as well as existing barriers to accessing available health care, social and educational services, are well-documented in Hawaii. An estimated 29% of our 1.3 million population live on neighbor islands, and a growing number of people live in non-urban areas of Oahu. There is currently no program available to offer graduate-level public health training to students in rural Hawaii. At the moment, comprehensive public health workforce training is only available within the urban Honolulu UH-Manoa campus and many prospective rural students in Hawaii indicate problems with the inability to travel to the main campus.
The delivery of distance education to remote and rural areas of our state will increase public health workforce capacity and provide continuing education opportunities to employed health professionals as well. The Rural Health/Distance Education MPH program will ensure that a well-trained future public health workforce helps to meet rural community needs statewide.
U.S. Department of Education
400 Maryland Avenue, SW, Washington, DC 20202
Elementary and Secondary Education Act (ESEA) Native Hawaiian Education Program; $34,000,000. The purpose of this program is to develop innovative education programs to assist native Hawaiians and to supplement and expand programs and authorities in the area of education. Authorized activities include, among others: early education and care programs; family-based education centers; beginning reading and literacy programs; activities to address the needs of gifted and talented native Hawaiian students; special education programs; professional development for educators; and activities to enable native Hawaiian students to enter and complete postsecondary education programs.
U.S. Department of Education
400 Maryland Ave, SW, Washington, DC 20202
Higher Education Act (HEA) Strengthening Alaska Native and Native Hawaiian-Serving Institutions Programs; $12.6 million.
This program helps eligible institutions of higher education increase their self-sufficiency and expand their capacity to serve low-income students by providing funds to improve and strengthen the academic quality, institutional management, and fiscal stability of eligible institutions. A Native Hawaiian-serving institution may receive a grant authorized under section 317 of the HEA if, at the time of application, it has an enrollment of undergraduate students that is at least 10% Native Hawaiian students. Funds may be used for faculty development; funds and administrative management; development and improvement of academic programs; joint use of facilities; and student services.
U.S. Department of Health and Human Services
200 Independence Ave, SW, Washington, DC 20201
Native Hawaiian Health Care Programs; $14,200,000.
The Native Hawaiian Health Care Program improves the health status of Native Hawaiians by making health education, health promotion, and disease prevention services available through the support of the Native Hawaiian Health Care Systems. Native Hawaiians face cultural, financial, social, and geographic barriers that prevent them from utilizing existing health services. In addition, health services are often unavailable in the community. The Native Hawaiian Health Care Systems use a combination of outreach, referral, and linkage mechanisms to provide or arrange services. Services provided include nutrition programs, screening and control of hypertension and diabetes, immunizations, and basic primary care services. In 2006, Native Hawaiian Systems provided medical and enabling encounters to more than 6,163 people.
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