HomeMy WebLinkAboutCOM 0272.001 2002-2004 JAY T. KIMURA i- 34 RAINBOW DRIVE
of 1Y 0 h 1~~~ HIL O, HAWAII 96]20
PROSECUTING ATTORNEY ~•'~i\ PH 961-0466
~laiy~ ~ FAX 961-8908
C HAR LENE V. IBOSHI ~ ' ~ 934-3403
« 934-3503
FIRST DEPUTY \ t
PR OSEC UTING ATT ORNEV - / WEST H4 WAll UNIT
l aj =:F_.Y.~o.?~~./ PO. BOX ]48
\aj ; w. ,'f/ KEALA KEKUA, HAWAII 96]50
~4Ya Os N!',/
PH 322-2552
FAX'. 322-6584
OFFICE OF THE PROSECUTING ATTORNEY
TRANSMITTAL
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On ~
DATE: 7/22/03 z0 ro ~I
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TO: CURTIS TYLER
Council Vice Chair
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FROM: NANCY T. KELI ' ~ ~ ~ N
Business Manager ~ v~
TRANSMITTED ARE THE FOLLOWING ITEMS:
Gfi
~Yy Title V Subgrantec agreements for Resolutions 83-03 and 84-03.
TRANSMITTED FOR:
[ ]Information & files [ ]Your approval
[ ]Signature & return [ ]Your review and comments
[ ]Appropriate action [X] Other -see below
[ ]Signature & file with court [ ]Per your request
REMARKS: For distribution to the County Council. I can be reached at 934-3315 if further
information is needed, 934-3315. Thank you!
Comm. No. V` '
Ref. Ta
Ref. Dote
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Contract Number: ~ l l
' 03 JUL 22 f'~I 12 29
AGREEMENT CC)Li;v~~` ~~!-_i'~<
COUiVI v ii ~ v.,.; JI
THIS AGREEMENT, dated ,between the COUNTY OF HAWAII, by its
Managing Director, Dixie Kaetsu, hereinafter referred to as "County" a municipal corporation of
the State of Hawaii and the RESEARCH CORPORATION OF THE UNIVERSITY OF
HAWAII, by its Director of the Hilo Satellite Office, DAV 1D LOVELL (hereinafter `RCUH"),
whose principal place of business and mailing address is Research Corporation of the University
of Hawaii, 640 A'Ohoku Street, Room 105, Hilo, Hawaii 96720.
Witnesseth:
WHEREAS, the County, through the County of Hawaii Office of the Prosecuting
Attorney, has received federal funds through the State of Hawaii Department of Human Services,
Office of Youth Services for a Title V Juvenile Delinquency Prevention Program; and
WHEREAS, these federal fiords must be expended to provide a juvenile delinquency
prevention program in acordance with guidelines established by the Title V Incentive Grant for
Local Delinquency Prevention Program of the Juvenile Justice and Delinquency Prevention Act
of 1974, as amended; and
WHEREAS, the RCUH's proposal was selected for Title V funding to implement a
juvenile delinquency prevention program at the Lanakila Learning Center; and
WHEREAS, the Lanakila Learning Center, an alternative ]earning center servicing Hilo
High School's "at risk" population, will be receiving funds to address transportation, cumculum
supplies and equipment needs as well as provide job training incentives and after school
recreation activities for its students; and
WHEREAS, Subgrantee is qualified to receive funds available to Hawaii under the Act;
and
WHEREAS, Subgrantee has demonstrated the capacity to execute the objectives set forth
in the proposal;
NOW, THEREFORE, in consideration of the premises set forth herein, the parties hereto
agree as follows:
A. SCOPE OF SERVICES
Subgrantee shall, in a proper and satisfactory manner, as determined by the County,
and pursuant to the terms and conditions of this Agreement, use the funds received under this
Agreement for the purposes stated herein and in accordance with the proposal and amendment
submitted to the Hawaii County Office of the Prosecuting Attorney attached hereto as
Attachment 1 and made a part hereof.
]t is understood that this Agreement includes as part hereof any rules, relevant
directives or instructions issued by the Office of Youth Services or the County, including but not
limited to the provisions of the Title program guidelines published in the Federal Kegister,
August 1, 1994.
B. PERIOD OF AGREEMENT
This Agreement shall be in effect for the period from August 1, 2003 to and including
August 30, 2004, a period hereinafter sometimes referred to as the "project period", provided that
this contract will terminate on June 30, 2004 unless funds to cover the remaining period are
appropriated and certified to by the Finance Director. If the contract is so terminated, or as
otherwise hereinafter provided, contractor will be paid only for the work done until that time.
C. PERFORMANCE REQUIREMENTS AND CONDITIONS
1. Subgrantee shall comply with the requirements set forth in the Act and all
applicable federal regulatiuns.
2. If so required by County, Subgrantee shall certify that any expendable or
nonexpendable personal property purchased or acquired with funds received under this
Agreement will be used for education purposes.
3. Prior to, or concurrently with the execution of this Agreement, Subgrantee shall
complete, execute and submit to County:
a. a Certification Regarding Debarment, Suspension, Ineligibility and Voluntary
Exclusion, and
b. a Certification Regarding Lobbying.
Subgrantee covenants that the representations made in the aforementioned certifications are true
and that Subgrantee shall fulfill any and all requirements set Forth therein. Subgrantee warrants
that it is aware that false certification or violation of the requirements shall entitle County to
suspend payment and/or terminate this Agreement and/or result in the withdrawal of funds from
Subgrantee and/or the unavailability of future funding for Subgrantee.
4. Subgrantee shall maintain accounting procedures and practices acceptable to
County, and books, records, documents and other evidence which sufficiently and properly
reflect all direct and indirect expenditures and all interest or other income earned as the result of
funds provided pursuant to the Agreement. Subgrantee shall ensure that its own books, records,
and documents are available for inspection, reviews or audits at all reasonable times by County
or the Department of the Attorney General. In addition, Subgrantee shall prepare and submit
reports in such form and at such times as the County, the Office of Youth Services, or the
Office Juvenile Justice and Delinquency Prevention may require. Records and financial
accounts shall be retained and accessible to County and the Office of Youth Services for at least
three years after Subgrantee's grant with the County is closed.
5. Subgrantee shall provide for an independent audit of its activities on a periodic
basis in accordance with Office of Management and Budget Circular A-128.
6. Subgrantee shall submit Quarterly Program Reports which will include Outcomes
forms 3-], 3-2, 3-3, 3-4, 3-5. 3-6, 3-7. 3-8, 3-9, 3-] 0, and 3-11 attached hereto as attachment 2
and made a part hereof.
7. Subgrantee shall submit expenditure and match reports on required State forms
with supporting documentation (i.e. receipts) as determined by the Office of the Prosecuting
Attorney.
8. Subgrantee shall submit final Program, Expenditure and Match reports, including
Outcomes form 3-9, no later than 30 days afrer the end of the Agreement period, or September
30, 2004.
9. Subgrantee shall furnish any additional reports or information that the County
shall require or request within 10 working days of notification.
] 0. Subgrantee agrees that any amendments to the budget may be made only upon
written approval of the Office of the Prosecuting Attorney.
1 1. Any funds provided to Subgrantee under this Agreement which are
unemcumbered on the date this Agreement terminates shall be returned to the County within 45
days of the termination date.
12. Subgrantee shall indemnify, defend, and save harmless the County, its officers,
employees and agents from and against any and all maneuver of actions, claims, suits, damages,
and costs arising out of or in connection with the program described in this Agreement.
13. Anon-gratuity affidavit such as the sample form attached hereto shall be
executed by Subgrantee before payment will be authorized.
74. If the contract amount is for $25,000 or more, in accordance with Sections
103-53 and 237-45, Hawaii Revised Statutes, this contract shall not be executed by the County of
Hawaii until receipt of tax clearances from the State Director of Taxation and the Internal
Revenue Service. In addition, final payment on the contract shall be withheld until the receipt of
tax clearances from the State Director of Taxation and the Internal Revenue Service.
15. Subgrantee agrees that it will not discriminate against any employee, applicant
for employment or client because of race, color, religion, sex, sexual orientation, age, disability,
marital status, arrest and court records, or ancestry. Subgrantee shall assure that applicants for
employment and employees are treated during employment without regard to race, color,
religion, sex, or national origin. Such action shall include, but not be limited to, the following:
employment upgrading, demotion, or transfer; recruitment or recruitment advertising; layoff or
termination; rates of pay or other forms of compensation; and selection for training.
16. Subgrantee agrees that any information, data, report, record, summary, table,
map, or study given to or prepared or assembled by the County under this Agreement that the
County requests to be kept confidential shall not be made available to any individual or
organization other than any subcontractor to which the material may relate without prior written
approval of the County.
17. Any changes to the terms of this agreement which are mutually agreed to
between County and Subgrantee shall be incorporated in written amendments to the Agreement.
D. GRANT
County agrees to pay Subgrantee a sum not to exceed EIGHTY ONE THOUSAND
NINE HUNDRED SEVENTY DOLLARS ($8],970.00) subject to contitluing availability of
funds.
E. CONFLICT OF INTEREST
Subgrantee represents that it presently has no interest and promises that it shall not
acquire any interest, direct or indirect, that would conflict in any manner or degree with the
performance of the services wider this Agreement.
F. TERMINATION OF AGREEMENT
If, for any cause, Subgrantee fails to satisfactorily fulfill in a timely or proper manner
its obligations under this Agreement, or if Subgrantee breaches any of the promises, terms of
conditions of this Agreement and, having been given reasonable notice of and opportunity to
cure any such default, fails to take satisfactory corrective action within the time specified by
County, County shall have the right to terminate this Agreement by giving written notice to
Subgrantee of such termination ten (10) calendar days before the effective date of such
termination. Furthermore, County may terminate this Agreement without statement of cause at
any time by giving written notice to Subgrantee of such termination at least thirty (30) calendar
days before the effective date of such termination. In the event of tcnnination of either type, all
finished or unfinished documents, reports, summaries, lists, charts, graphs, maps, or other written
material prepared by Subgrantee under this Agreement shall, at the option of County become
County's property and, together with all information, data, reports, records, maps and other
materials (if any) provided to Subgrantee by County, shall be delivered and surrendered to
County on or before the effective date of termination. Subgrantee shall be entitled to receive
only such compensation as shall have been satisfactorily earned prior to the effective date of
termination. County shall determine the amount of work satisfactorily completed and the
amount of compensation satisfactorily earned. If the termination is for cause, any other
provision to the contrary notwithstanding Subgrantee shall not be relieved of liability to County
for damages sustained by County because of any breach by Subgrantee of this Agreement.
It is also understood and agreed that any services to be provided in accordance with the terms of
this Agreement may be terminated immediately, in whole or in part, upon a finding by the
County that the services must be provided by public employees pursuant to Civil Service Laws
or that such services will he discontinued. It is further understood that should such a finding be
made, the County will not be liable under this Agreement for any resulting damages, and such a
termination will not be considered a breach of this agreement.
This Agreement and the exhibits and attachments hereto set forth are all the covenants,
provisions, agreements, conditions, and understandings, either oral or written, between the
parties other than herein set forth.
[N WITNESS WHEREOF, the parties hereto have executed this Agreement.
COUNTY OF HAWAII
By
DIXIE KAETSU
Its Managing Director
RESEARCH CORPORATION OF THE
UNIVERSITY OF HAWAII
By
DAVID LOVELL
Its Director of Hilo Satellite Office
RECOMMEND APPROVAL: APPROVED AS TO FORM AND
LEGALITY:
JAY T. KIMURA LINCOLN ASHIDA
Prosecuting Attorney Corporation Counsel
County of Hawaii County of Hawaii
STATE OF HAWAII )
SS.
COUNTY OF HAWAII )
On this day of _ , 200_,
before me, the undersigned Notary Public, personally appeared DIXIE
KAETSU, to me personally known, who, being by me duly sworn, did say that she is the
Managind Director of the COUNTY OF HAWAII; that the seal affixed to the foregoing
instrument is the corporate seal of said COUNTY OF HAWAII; that the foregoing instrument
was signed and sealed on behalf of the COUNTY OF HAWAII by authority given to said
Managind Director of the County of Hawaii by Section 5-1.3(g) of the County Charter, County
of Hawaii (1991), as amended; and said DIXIE KAETSU acknowledged said instrument to be
the free act and deed of said COUNTY OF HAWAII.
Notary Public, State of Hawaii
My commission expires:
STATE OF HAWAII )
SS.
COUNTY OF HAWAII )
On this day of , 200_, before me appeared DAVID LOVELL, to me
personally known, who, being by me duly sworn, did say that he is the Director of Hilo Satellite
Office of the RESEARCH CORPORATION OF THE UNIVERSITY OF HAWAII, by
authority of its Board of Directors; and the said DAVID LOVELL acknowledged said instrument
to be the tree act and deed of said RESEARCH CORPORATION OF THE UNIVERSITY OF
HAWAII.
Notary Public, State of Hawaii
My commission expires:
Title V Community Prevention Grant
Office of the Prosecuting Attorney
Submitted by: Lanakila Learning Center
495 Wailoa Street
Hilo, Hawaii 96720
Contact Person: Wendy Hamane; Project Director
933-0621
ATTAQ INIENT 1
Table of Contents
I. Executive Summary ............................................1
II. Need for Program ...............................................2
III. Organizational Capacity for Provider ......................5
IV. Program Plan .....................................................10
V. Timeline ............................................................20
VI. Outcome Criteria and Evaluation Aleasures ...............21
VII. Budget and Budget Narrative .................................22
VIII. Attachments
A. Summer Program Curriculum 2001
B. Summer Program Curriculum 2002
C. Excerpts from FCVP Semi-annual Report (August -
December 2002)
D. HUD "Best Practices" Award
E. Photos
ATTACHMEN'T' 1
Lanakila Learning Center; Title V Community Prevention Grant
I. Executive Summary
The Lanakila Learning Center is an off-campus alternative learning center that services the
"at-risk" student population of Hilo High School. These students are identified as alienated
or severely alienated according to statewide Comprehensive School Alienation Program
(CSAP) criteria or fall under the jurisdiction of Act 90 that allows schools to remove students
from the main campus dtte to serious disciplinary infractions. The purpose of this off-
campus alternative learning center is to provide a transitional period for 30-40 high school
aged students in a supportive, success-oriented atmosphere during which time they are
encouraged to remain in school, to facilitate positive changes in their attitude towards and
behavior in school, as well as to improve in their academic, social, and life skills.
Ultimately, these students should be successfully integrated into the mainstream school
setting.
The Lanakila Learning Center will service twenty four at risk students in an extended day
high school diploma route program. Up to hvelve additional GED preparation students will
participate in the afremoon. This course will be reserved for students who are ineligible to
earn a high school diploma (e.g., 4`h year freshman). This ratio is in line with the statewide
CSAP recommendation of a 1:12 stafUclient ratio. Twenty four students also represents the
upper limit of what our facility can reasonably accommodate at any given time.
Although the Lanakila Learning Center is a school based program, indicated risk factors of
our target population are diverse and encompass much more than school-related factors.
Therefore, it is imperative that an alternative learning center focus not only on the academic
development of students, but the multi-faceted needs of at risk youths. This contention is
supported by research based "best practices" in both the educational and social service realm.
Therefore, the Lanakila Learning Center develops protective and resiliency factors in our
youths through program delivery in the following areas: l) Academic development to
increase school attachment, performance, and completion 2) Personal development to
increase personal and social competencies, particulazly in the areas of violence prevention
and substance use/abuse 3) Cultural development to increase positive ethnic identity and to
foster sensitivity and respect of other cultures 4) Recreational development to increase
participation in prosocia] recreational activities 5) Career development to increase knowledge
of career pathways and preparation for post-high school options 6) Family enrichment
activities to strengthen family bonding between students, families, and staff 7) Community
Service projects to develop an appreciation of and respect for the community and to instill
the practice of "giving back." Reseazch indicates that these components are vital to an
effective program.
Objectives related to these goals aze evaluated according to performance indicators such as
attendance rate, grade point average, graduation rate, and reduction in Class A, B, C, and D
offenses. Standardized assessments to measure student performance include the School
Bonding Index-Revised (SBI-R), Wide Range Achievement Test (WRAT), Qualitative
Reading Inventory (QRI), Violence Risk Assessment Inventory Revised (VRAI-R),
Rosenberg Self-Esteem Scale (RSE), Multigroup Ethnic Identity Measure (MEIM), Cazeer
Maturity Inventory (CMI), and the Family Environment Scale (FES). Qualitative data via
ATTACF~NENT 1 l
Lanakila Learning Center; Title V Community Prevention Grant
student and parent focus groups, content analysis of student writings, written evaluations of
the program and specific program activities, student interviews, and case studies is also used
to drive program delivery and to measure success of the program.
The Lanakila Leaming Center curriculum is dynamic and changes from year to year based on
students' interests and needs. We are presently in our fifrh year of operation and have
received overwhelmingly positive feedback from our families, school counselors, the
complex social worker, school based mental health therapists, social service agencies, and
the like who indicate that our service is highly valued in the community. Our strengths are
based in the diverse cumculum offerings, the technical expertise of the staff, the flexibility of
and teamwork amongst staff members, the quality of our community partnerships, and our
status as a Department of Education program. The Lanakila Leaming Center relies primarily
on year to year grant finding. Our major sources of funding from the Family and Community
Violence Prevention Program and the Office of Youth Services end this year. We would like
to request 593,296.16 from the Office of the Prosecuting Attorney to continue our work with
Hilo's youths and their families.
II. Need for Program
The need for social services on Hawaii island is well documented on many levels. According
to the County of Hawaii Data Book (October 2001), Hawaii island is presently in a state of
deep economic trouble and sadly reports some of the most abysmal statistics across the entire
state including the lowest per capita income, the highest rate of unemployment, and over
twice the rate of public assistance compared to the island of Oahu. Directly related to its
economic woes, the island of Hawaii continues to occupy the dubious position of dominance
in the state with regard to the following social problems: Highest rate of confirmed cases of
child abuse and neglect, highest rate of court filings against juveniles, highest number of
runaways, highest rate of alcohol abuse, and highest rate of suicide. Data from the State
Department of Health's Alcohol and Drug Abuse Division indicates that County of Hawaii
students are at greater risk than other students statewide on virtually every measure of
substance use and abuse (over 97% of indicators). By senior year, 57.3% of students have
tried marijuana at ]east once (compared to 45.8% statewide) and 85.4% of students have tried
alcohol at least once (compared to 77.2% statewide). Furthermore, the Commty of Hawaii has
a higher percentage of students living in foster care, the highest number of arrests for
violence against family and children (2.5 times higher than the state), and a higher number of
single parent households.
The Hawaii County Comprehensive Strategy for Juvenile Justice Committee analyzed an
array of data, including the aforementioned data, related to Hawaii County youth and
developed four recommendations to improve their status. One of these recommendations is
to address the under served population of runaways and chronic school non-attendees as
there is presently no social service agency that has the capacity to address the broad scope of
status offenders. The Comprehensive School Alienation Program (CSAP) is a statewide
Deparhnent of Education program developed as a school level intervention to address those
students who aze at risk of school failure, including chronic school non-attendees. In order to
be eligible for CSAP services students must meet the following criteria: 1) Ten or more
ATTACf~1ENT 1 2
Lanakila Learning Center; Title V Community Prevention Grant
unexcused absences 2) Academic failure in 2 or more subjects 3) Three or more disciplinary
referrals 4) One or more ~ ade lei els behind 5) Adjudicated 6) Pregnant/Parenting teen.
According to Hilo High School's 2001-2002 data, 317 students were identified as meeting
CSAP criteria. Of these 317 students, only 101 students were placed in one of two CSAP
programs for support services due to program availability. As CSAP students are, by
definition, ineligible for IDEA-special education services, 216 students received no services
at all with many of them eventually dropping out of school or leaving the school system at
age 18 with no high school diploma. Clearly, there is a critical need for increased CSAP
services.
The purpose of the Comprehensive School Alienation Program (CSAP) is to design
alternatives for at-risk students who are failing in school but are not eligible for IDEA-special
education support services. CSAP students are typically of average to above average
intelligence, although many have poor academic skills due to years of school failure. These
students ofen feel estranged or discotutected from the mainstream school setting, appeaz not
to like school, and have difficult}' relating to teachers or what they are expected to learn. At-
risk students usually have difficulty keeping up with the rest of the class, can't do the class
and/or homework assigrunents (or don't care enough [o complete them), and consequently
receive poor grades and negative criticism from teachers.
A logical outcome of such repeated failure, frustration, loss of confidence and/or lack of
interest in school is a downward spiral of poor attendance and other "acting out" behaviors
(i.e., apathy, insubordination, temper outbursts, etc.). This, often compounded by external
factors (i.e., family instability, substance use/abuse, negative peer group, teenage pregnancy,
poverty, lack of positive role models, etc.), leads many youths to become alienated and
eventually to drop out of school.
Our multi-pronged approach to working with our student population requires extensive
partnering with a number of community agencies and individuals. The Lanakila Learning
Center continues to appreciate support from the following collaborators:
Mr. Gerald Kita, Hawaii County Housing and Community Development Director, allows
us to use 2 adjoining units in the Lanakila low income housing community, rent and utilities
free, to run our program. He recently allocated another unit next door to use as storage.
Mr. John Kekua, coach for the Kamehameha Canoe Club and president of the Kekua
Foundation, allows us to use their canoes free of chazge for our fitness class. He also
provided two training programs for our seniors in the areas of forestry and carpentry/woods.
In addition to this, he has coordinated and funded cultural immersion activities for our
students including a Hokule'a field trip, Makali'i sailing trip, and many koa tree
reforestation alien species eradication camping trips.
Edith Kanaka'ole Foundation allows us to use various cultural education sites such as
Kamokuna, Napo'opo'o, Waikahekahe, and Hale o Lono for otu cultural immersion
activities. They also provide a cultural practitioner to assist on Hawaiian Studies field work
ATTACI-IINEN'I' 1 3
Lanakila Learnine Center; Title V Community Prevention Grant
days on alternating Fridays and a truck (plus gas) to take students to Waipio Valley on
Mondays.
Queen Liliuokalani Children's Center allows us to use their Papawai camping grounds
and provides camping equipment free of charge. Each summer they provide lunches for our
students during our summer program and also provide grief counseling and financial support
for families on a case by case basis. They also paid for the food, t-shirts, lunches, portable
bathrooms, vans (plus gas) for the Mokuhulu camping trip prior to the students' yearly hula
performance in the Queen Liliuokalani Celebration. In addition to this, they purchased
aquaculture tanks that our students use as part of their vocational project.
Kelly Sensano-Feliciano, owner of the Giddy-Up-and-Go Ranch, teaches our students all
aspects of ranching and provides free riding lessons monthly.
Scott Provost, Big Island Martial Arts Academy, teaches our students all aspects of martial
arts from a variety of disciplines with an emphasis on character development and a positive
mental attitude.
American Red Cross provided a Lifesaving and First Aid/CPR instructor who then
solicited a firefighter, city and county lifeguard, city and county lifeguard captain, and nurse
to assist with the course. All of this time was donated.
University of Hawaii at Hilo Teacher Education Program, Sociology Department, and
Psychology Department provide college interns each semester to contribute to and learn
from our program.
Big Island Substance Abuse Council provides a substance abuse prevention counselor
(Memorandum of Agreement).
Turning Point for Families provides an alternatives to violence facilitator (Memorandum
of Agreement).
Alu Like allows ow center to be a work site during the summer and pays Alu Like students
placed in our summer program for 180 hows at minimum wage in addition to the academic
credit that they earn.
Holomua E Ka Lanakila provides post-high school exploration, leadership development
camps, and volunteer and paid cazeer internships.
Research Corporation of the University of Hawaii provides fiscal management of our
Family and Community Violence Prevention grant.
7n addition to these collaborators, we interface with agencies that provide support services
for ow students (e.g., Family Guidance Center, Hilo Interim Home, Family Court,
Department of Human Services/Child Protective Services, etc.) by providing information
regazding a student's progress/needs, attending team meetings, and developing treatment
ATTAC!-II~NT 1 4
Lanakila Leamins Center; Title V Corrununiry Prevention Grant
plans. We also refer students for school based mental health therapy when appropriate and
work closely with their therapists thereafrer. As a school based organization we are
automatically included as an integral part of our youths' service plans, with team meetings
often taking place at our facility. Conversely, we are cognizant of the array of social
services in the community and understand how to access services for our youths.
It is important to point out that the list of contributors noted above is not an exhaustive one.
It represents the partners that we work with on a regular basis. In the past semester alone we
have had 15 other individuals or businesses contribute to our program by giving
presentations, hosting field trips, and donating materials. Guest speakers/field trip hosts
ranged from a certified athletic trainer to an ornamental aquaculturist to an
experimental/altemative farmer. These individuals provide updated information in their
areas of expertise and add tremendously to our cumculum.
Together-as a community of youth advocates-we have networked to provide a
comprehensive support system for our youths.
III. Organizational Capacity of Provider
The Lanakila Leaming Center is presently in its fifrh year of operation. We have sought
additional resources throughout our tenure in order to provide more opportunities for our
students. Our program, as it stands today, would look entirely different if funded solely
through Department of Education funds. During our tenure we have received support
through competitive grant applications from the Improving America's Schools Act, Learn
and Serve America, Good Idea Grant, Michael Jordan Fundamentals Grant Program,
Business Education Partnership, School to Work funds, Hilo High Foundation, and the
Office of Youth Services. We have also received financial support from Ku Ha'aheo, Na
Maka Haloa, Edith Kanaka'ole Foundation, and the Queen Liliuokalani Children's Center.
Following our second year of operation we were awarded the Housing and Urban
Development "Best of the Best" award after competing with 2,900 programs across the
nation. We were also one of twenty four institutions awarded a substantial violence
prevention research grant in January 2001 from the Family and Community Violence
Prevention (FCVP) program after a competitive application process. In total, the Lanakila
Leaming Center has successfully procured 5785,800.00 in funding to support personnel and
program operations. All of these funding sources represent year to yeaz funding or expire in
July 2003.
The Lanakila Learning Center has evolved considerably from the typical Department of
Education altemative teaming center. In many cases, at-risk students are merely removed
from the mainstream and provided a "watered down" paper/pencil curricultun in a smaller
setting by one teacher who is expected to teach all subject azeas and then some. Poorly
funded, these programs are often the "ugly stepchild" in a school system, located in the far
reaches of the campus (or in any space available after all of the classrooms have been
allocated for the mainstream students) and provided with the leftover textbooks and fitrnittue
that the other departments have deemed unusable. This is the "altemative."
ATTACHINENT 1 j
Lanakila Learning Center; Title V Communit}' Prevention Grant
The Lanakila ]ow income housing unit was generously allocated to Hilo High School due to
space constraints at the main altemative learning center that was located at the Waiakea tJka
Gym. The Project Director was subsequently hired approximately 2 months thereafter and
was provided with 2 tables, not enough chairs for everyone to sit down at once, a $50.00
purchase order to Stationers (which was already spent before she was hired), and a large,
brand new, TVNCR. It seemed apparent what kind of instruction and "Teaming" was
expected to take place (the kind where a trained monkey could pop in a video every day).
There was no phone. You had to drive to Hilo High School every time you needed to use the
copy machine. The students-all of who were functionally illiterate-were expected to be in
school only 2X/week for a total of 4 hours (that is, until a parent complained and the number
of hours was increased to 6 hours/week). Incidentally, this "attendance policy"-or non-
attendance policy-was also determined prior to the Project Director's arrival and reflected
the policy of the main altemative Teaming center.
From this start our program has grown-and continues to grow-to the point where a "word
of mouth" referral system has resulted in an endless waiting list of students who are
requesting to be in the program and parents who share that the positive gains made in school
are also reflected in behavior changes at home. In fact, a student once shared that she wanted
to run away from home but knew that she couldn't miss school. On another occasion, a
student actually ran away from home and still showed up regularly at school. This student's
mother had already informed us of the situation so we could keep tabs on her daughter and
work with her until she was ready to return home. Our program direction has always been
developed with our target population in mind-we analyze our data, keep up with the
research, gamer feedback from parents and other stakeholders, and most importantly, observe
and listen carefully to our kids. Subsequently, our curriculum changes from year to year to
address their interests, learning styles, and needs. For example, after losing two students who
began prostituting themselves at an infamous drug house in Panaewa to support crystal meth
addictions, we contracted with the Big Island Substance Abuse Council to provide substance
abuse services for all of our students. Similarly, after feedback from students who shared
that they wished we could offer auto mechanics, our vocational instructor applied to compete
in the Electron Car Marathon competition. Two teachers even started an after school Parks
and Recreation basketball team in response to feedback from the substance abuse prevention
facilitator who shared that many of the students claimed that they drank and did drugs after
school because they were bored and had nothing better to do. In addition to the kids who
played on the team, half of the learning center showed up for every game! These examples
typify the responsiveness of ow program to ow clientele's needs.
Hilo High School allocates one CSAP teacher position and an average yearly budget of
$6,000.00 each year to the Lanakila Learning Center. Supplemental grant funding has been
used to hire part-time teachers to teach courses such as art, computers, ukulele/guitaz, woods,
cooking, ]auhala weaving, water safety instruction, ranching, and martial arts 1X/week.
Monies from these sowces have also enabled us to develop projects such as an aquaculture
project, lo'i project, and a number of carpentry projects that would not have been possible
otherwise. Additionally, grant funding is critical to pay for transportation costs to ow field
work sites. These "hands-on" teaming oppomrnities aze essential for students who thrive in
an environment that allows them to experience ]earning. With the Family and Community
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Lana}:ila Learning Center; Title V Community Prevention Grant
Violence Prevention funds, we were able to more than double the number of students we
serviced, offer increased teaming opportunities for students and their families, and bring on
board additional full-time staff members with a proven track record of success with at-risk
youth.
The professional and personal qualities needed to work with an at-risk population do not
always coincide with the requirements of a Department of Education teacher or employee.
The majority of clientele that are referred to the Lanakila Learning Center have had little or
no success in a mainstream setting under the instruction and care of DOE certified teachers.
There are also few DOE certified teachers who have the desire or skill to work with this
challenging population and to give the extra time needed to extend themselves beyond
teaching academics (particularly at the high school level). This is evident by the number of
probationary teachers that end up teaching in alternative teaming centers after all other
teaching positions have been filled, then who leave the program as soon as they earn tenure.
The skill sets needed for our designed cumculum are also not always academic in nature
(i.e., vocational projects, cultural immersion activities, outback hiking/camping, etc.)
At the present time there are two staff members who have Master's Degrees and teaching
certificates, three staff members who have Bachelor's Degrees, and one staff member who
has extensive experience in the trade industry and working with at-risk youth, both as an
instructor, coach, and a therapeutic aide. Grant funding has enabled us to be inclusive of
staff members who may not have teacher certification or a college degree but who have
demonstrated that they possess the personal characteristics and skill sets to effectively work
with our target population. The following people represent our core staff and their primary
job responsibilities at this time:
Ms. Wendy Hamane/Project Director (Hilo High School position allocation): Responsible
for program direction, projecUgrant administration, oversight of the program, establishment
of collaborative relationships, procurement of supplemental resources, training and
supervision of staff, compliance with fiscal requirements, intake meetings with clients,
representation of program at team meetings, completion of project reports, development of
individualized academic. plans, teaching the language arts, Algebra, and GED preparation
course, developing and supervising independent study curriculum, and assisting with study
hall and 1:1 tutoriaUcounseling sessions.
Mr. Charlie Chong/Educational Specialist: Responsible for supervising all academic
credit courses to insure compliance with DOE ACCN cowse requirements, developing and
administering the academic component of the summer program, teaching the science,
Geometry, and GED preparation cowse, coordinating the science field work/lab work
component, developing and maintaining an aquaculture/agricultwe work study project,
teaching portions of the Wellness cowse, supervising students in the martial arts fitness
course, coaching a Parks and Recreation basketball team, and assisting with study hall and
1:1 tutoriaUcounseling sessions.
Ms. Leialoha Ilae/Cultural Practitioner/Instructor: Responsible for teaching the
Hawaiian Studies cowse and related cowses (e.g., ukulele, hula, Hawaiian language, etc.),
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Lanakila Learning Center; Title V Community Prevention Grant
coordinating Hawaiian Studies field work component, developing and maintaining "malama
`aina" (nurture the land) community service projects, networking within the community with
other native Hawaiian youth serving organizations, organizing related projects (e.g., camping
trips, Kaho'olawe trip, hula performances, etc.), teaching the basic math course and portions
of the Wellness course, supervising students in the canoe paddling fitness class, assisting
with study hall and 1:1 tutorial/counseling sessions.
Mr. Weyland Galinato/Vocational Instructor: Responsible for teaching all vocational
projects involving skills such as drafting, carpentry, woodworking, painting, welding, and
masonry, developing the woods entrepreneurial course, coordinating the Electron Marathon
Car Competition, coaching the Parks and Recreation basketball team and organizing all
sports-related events, supervising students at the ranch work study project and in the canoe
paddling fitness class, teaching the pre-algebra class and portions of the Wellness course,
assisting with family enrichment activities, and assisting with study hall and ] :1
tutorial/counseling sessions.
Mr. Kaleo Quintana/Youth Development Specialist: Responsible for coordinating and/or
teaching al] personal development (including social skills training, alternatives to violence,
and substance abuse prevention) courses, career development workshops, family enrichment
activities, and elective classes (e.g., art, computers, music theory, cooking, etc.), supervising
the weight lifting/aerobics fitness class, conducting individuaUfamily counseling sessions,
providing case management services, and coordinating implementing the summer program.
Ms. Keahi Galinato/Transition Coordinator: Responsible for assisting juniors and seniors
with developing a viable post-high school plan and a portfolio that reflects the skills and
knowledge that they accomplished prior to and during the program, developing partnerships
within the community for students to participate in career shadowing/internship experiences,
monitoring and providing on-going assistance for students in community placements,
assisting with family enrichment activities, collecting school-related data and statistics,
keeping accurate records of al] program activities, assisting with the completion of program
reports, and managing administrative/fiscal duties of the program at the program level.
Al] present staff members are flexible, multi-tasked, willing/able to teach a range of skills
outside of their specialty area, and willing/able to work extended hours. Additionally, they
meet the following minimum qualifications:
Project Director Minimum Qualifications: Master's Degree from an accredited college or
university in a Htunan Services-related field. Ten yeazs experience in developing and
managing programs for at-risk youth. Ability to procure additional program resources.
Organizational leadership, networking, and grant writing skills. Able to supervise progam
staff. Ability to manage program budget and comply with fiscal procedures. Ability to
develop a comprehensive curriculum for at-risk youth that includes academic, cazeer,
vocational, cultural, personal, and recreational components. Department of Education (DOE)
teacher certification. Knowledge of DOE protocol and requirements and ability to align
program cturicultun with DOE Hawaii Content and Performance Standazds II (IICPS 1]).
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Lanakila Learning Center; Title V Community Prevention Grant
Knowledge of key issues related to at-risk behaviors such as substance abuse, domestic
violence, teenage pregnancy, and illiteracy.
Educational Specialist Minimum Qualifications: Master's Decree from an accredited
college or university in an area of study requiring expertise in acore-related field (e.g.,
language arts, math, science, social studies). DOE teacher certification. Knowledge of DOE
protocol and ability to align program curriculum with DOE HCPS II standards. Ability to
teach reading, writing, and math across the curriculum and in core content area. Five years
of instructional experience or tutorial services. Ability to develop a cumculum that
integrates an academic classroom component with ahands-on field work component and
project based learning opportunities that integrate core academic skills.
Cultural Practitioner,~lnstructor Minimum Qualifications: Bachelor's Degree from an
accredited college or institution in Hawaiian Studies or a human services-related field. High
School Diploma plus ~ years experience working with at-risk youth may substitute for
Bachelor's Degree. Five years experience teaching Hawaiian Studies and providing cultural
immersion activities for youths. Ability [o speak/write Hawaiian and extensive knowledge of
Hawaiian history/culture. Ability to teach cultural arts, music, traditional practices and
protocol and to develop experiential opportunities that incorporate Hawaiian values and
teachings. Ability to network with community agencies serving native Hawaiian youth.
Vocational Instructor Minimum Qualifications: Associate Degree from an accredited
institution in a vocationally related field (e.g., carpentry, auto mechanics, welding, etc.) or a
human services-related field. High School Diploma plus ~ years of working with at-risk
youth may substitute for Associates Degree. Five years working experience in trade related
fields (e.g., carpentry, electrical, painting, masonry, ranching, woodworking, etc.). Five
years experience teaching vocationally related courses or projects.
Youth Development Specialist Minimum Qualifications: Bachelor's Degree from an
accredited college or institution in a field of study requiring expertise needed to teach an
elective course (e.g., art, music, dance,...) or a human services-related field. S years
experience in coordinating prot~ams or providing direct services to at risk youth. Experience
in developing and teaching cazeer development activities. Skills to facilitate counseling-
oriented groups for teenagers and their parents (certification required). Ability to foster
positive relationships with youth, parents and other critical caregivers. Knowledge of key
issues related to at risk youth such as substance abuse, domestic violence, teenage pregnancy,
and illiteracy.
Transition Coordinator Minimum Qualifications: Bachelor's Degree from an accredited
college or institution in a field that represents one of the major career pathways (i.e.,
business, management, and technology, human services, health services, natural resources,
arts and communication, and industrial and engineering technology). Five years of
instructional or tutorial experience. Knowledge of post-high school options and resources.
Three years of experience in administrative assistance work (e.g., clerical, fiscal
management, general correspondence, etc.). Excellent oraUwritten communication skills.
ATTAQ]MII~T 1 9
Lanat:ila Learning Center; Title V Community Prevention Grant
IV. Program Plan
Students are typically referred when there is a concern about academic progress and all other
interventions have failed. These concerns can be raised by a number of people including
parents, school personnel, social service agencies, or the students themselves. Students
spend the majority of their waking hours in school. Consequently, school progress is usually
an accurate indicator of a student's overall well being. It is rare to find a student who is
being molested or beaten, doing drugs, committing crimes, witnessing domestic violence, or
being neglected who is excelling in school. School failure is often one of the first indicators
of emotional distress. Upon referral, the grade level counselor is responsible for insuring that
potential clients meet CSAP criteria and have exhausted al] on-campus alternatives.
Potential clients attend an intake meeting with their parent/guardian and the Project Director
or Youth Development Specialist. The Project Director or Youth Development Specialist
reviews the program rules and policies, obtains signatures for consent forms, gathers relevant
data regarding the student's past ]ristory and present situation, and administers a battery of
qualitative and quantitative instruments for pre-testing and diagnostic purposes. This
information assists with class placement and in developing a general profile of the student.
Students identified as having serious reading/math deficiencies are provided with I:l tutorial
instruction to address specific skill developments at a more appropriate level/pace. The
student's credit history is also evaluated and an individualized academic plan is developed to
insure adequate progress towards graduation.
Student schedules are also generated at this time based on the required classes and elective
projects and classes that the student enrolls in. Al] students are required to be in school from
8:00 - 2:30, but many are required to stay later to participate in independent study courses to
earn additional credits towards graduation. Students who elect to do an Independent Srudy
must successfully pass all other program requirements before being considered for additional
credit opportunities. Others choose to participate in elective projects and activities such as
the Electron Car Marathon Competition or a Parks and Recreation Basketball Team (coached
by our staff). The center remains open until 5:00 for all students to use the computers,
weight room, recreation room (videos, play station, magazines,...), etc. For many students,
our center is their "home away from home" as evident by the number of students who "hang
out" afrer school and who come in on waiver days and during school vacations o.f their own
volition.
At the mid-semester students (and their parents) participate in separate focus groups and
complete anonymous written evaluations. This feedback is used to address any concerns and
to guide the planning process for the summer program and the following school yeaz. At the
end of the year, students and their parents/guardians attend a closure meeting to review azeas
of growth and needed improvement, post-test scores, grades, and number of credits earned.
The decision of whether to return to the main campus the following school yeaz or to remain
at the Lanakila Learning Center is also discussed. The Youth Development Specialist tracks
students who return to Hilo High School via report card grades, disciplinary reports, and
persona] consultations with students and their parents. The Youth Development Specialist is
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Lanakila Learning Center; Title V Community Prevention Grant
responsible for intervening with appropriate measures if students experience difficulties
making the transition back to the main campus.
Curriculum delivery is based on the risk factors associated with this target population.
Research indicates that in addition to low attachment to school and poor school performance
or high school drop-out, the following risk factors must also be addressed: ]ow attachment to
family and community, poor social attachments, low social competence and self-control,
family instability, the absence of prosocial role models, and involvement in antisocial or
delinquent behavior. These factors typically interact with each other resulting in a number of
negative outcomes including violence, substance abuse, teen pregnancy, suicide, and
adjudication. In light of this, it is imperative that an alternative learnine center focus not only
on the academic development of students, but the multi-faceted needs of at risk youths.
The Lanakila Learning Center is modeled after programs such as the Quantum Opportunities
Program (Top 10 blueprint models according to the Center for the Study and Prevention of
Violence) that provides education, community service, cultural enrichment, and personal
development (including life/family skills and post high school preparation) activities for
disadvantaged youths. Our program also reflects the youth development and habilitation
goals proposed by the Office of Juvenile Justice and Delinquency Prevention's
"Prevention/Graduated Sanctions Model" to reduce the number of serious, violent, chronic
juvenile offenders who commit felony offenses and fail to respond to intervention and non-
secure community-based treatment and rehabilitation services. These goals include school
attachment, persona] development and life skills, healthy lifestyle choices, healthy family
participation, community reintegration, educational success and skills development, and
prosocial values development.
We also address five of the following six prevention strategies advocated by the nationally
recognized Center for Substance Abuse Prevention: 1) Information Dissemination (increase
knowledge and alter attitudes about issues related to target behavior); 2) Prevention
Education (teach critical life and social skills, while preventing problems that may occur
without these skills); 3) Alternative drums free activities (enhance skills and knowledge,
occupy unstructured time, learn prosocial behaviors, modify values, meet important
developmental needs, and participate in community service); A) Problem Identification and
Referral (identify and refer clientele involved in target behavior to appropriate treatment
options); and 5) Community-Based Processes (enhance community resource involvement
and build interagency coalitions). The sixth prevention strategy involves changes at a
systemic level. In addition to this, we work in conjunction with two University of Hawaii at
Hilo professors, Dr. Dawna Coutant (psychology professor specializing in conflict
resolution) and Dr. Cheryl Ramos (psychology professor specializing in qualitative reseazch
methods), who collectively provide guidance to insure that program activities aze in line with
research based "best practices."
Academic Development
Academic courses offered at the Lanakila Learning Center include language arts, math, and
science. Although these subject titles reflect the same subjects offered at the mainstream
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Lanakila Learning Center; Title V Community Prevention Grant
campus, eve offer an integrated academic curriculum that is student-centered and capitalizes
on our students' interests, needs, and learning styles. Our experience has informed us that
the majority of at risk students team best in environments that focus on contextual/project
based learning and applied academics. They also thrive in smaller, more intimate, learning
environments where personal relationships between staff and students are more easily
fostered. As such, up to 4 staff members maybe teaching simultaneously in rotating groups
to reduce the number of students in any one class at a time. Students inevitably share in their
year end evaluations that one of the thines they treasure most about the program is the feeling
of "ohana." Parents also share in focus groups that they don't think the program would be
the same if it were larger. Therefore, in spite of requests from school personnel and other
social service agencies to increase the number of students we serve, the Lanakila Learning
Center chooses to focus on quality vs. quantity.
Language Arts
The Language Arts course focuses on the development of reading, writing, and basic
computer literacy skills. The cumculum is developed in one of two ways: 1) A thematic
curriculum centered around themes relevant to at risk teens (e.g., "Choices and
Consequences," "Overcoming Adversity," "Honesty and Integrity,"...)guides the selection
of instructional materials and writing activities to increase the likelihood that students will be
able to access and make meaning of the text. 2) A novel serves as the focal point of the
course with other readings that relate to different issues, or [hat elaborate on various topics
raised, in the novel assigned in conjunction with each chapter. These separate readings are in
a variety ofgenres (e.g., short stories, poems, personal narratives, plays, informational
articles,...) to expose students to different literary styles, techniques, and purposes. Cazeful
selection of reading materials provides opportunities for students to engage in self-reflection
and to make connections behveen the reading material and their own life experiences with
the ultimate goal of supporting students' personal growth and development. Directed reading
instruction is the primary mode of instruction to increase students' vocabulary base,
repertoire of reading strategies, and comprehension.
A writing workshop approach is used for writing instruction, with selected pieces revised to
final draft form. Attention to grammar, punctuation, and other writing conventions aze
addressed at this time or in mini-lessons as needed. The focus of the writing assignments are
to strengthen the reading/writing connection so that students can experience how the act of
reading literature can "inform" the process of composing and how the processes involved in
writing can strengthen their understanding and appreciation of literature, Many of the
discussions, activities, and projects in this course will beguidance-oriented to develop pro-
socia] values,tbinking processes, and behaviors.
Math
The focus ofmath instruction will be to develop students' basic math skills particularly as
they apply to basic competency exams (e.g. COMPASS test and ASVAB), to teach the basic
skills necessary to be successful in the workplace and larger community (e.g., calculating
interest and doing your taxes), and to support projects which require applied academic skills.
12
ATTAQ~]T 1
Lanakila Learning Center; Title V Community Prevention Grant
For classroom instruction students will be placed in a General Math, Pre-Algebra, Algebra,
or Geometry class based on diagnostic test data and follow a sequential course of study.
Math will also be taught within a functional context so that students can experience the
relationship between classroom math instruction and real life tasks. For example, students
may calculate unit cost, do a cost analysis, and calculate profit margin as part of an
entrepreneurial project; apply their knowledge of ratio and proportion to draft a woods
project; figure out optimum gear ratios or create a working budget when participating in the
Electron Car Marathon; use the coordinate system and their knowledge of quadrants and
degrees as part of the Makali'i sailing training; or manipulate angles and the English
measurement system to complete various carpentry and construction projects.
Math concepts and skills are also regularly inte~ated into the science curriculum. For
instance, students will team how to use measurement data to calculate stream flow and total
stream discharge, convert Celsius and Fahrenheit scales, calculate the volume ofwater
passing through a plankton net, estimate the density of organisms in a eiven area using
various population estimation techniques, and represent scientific data through the mediums
of charts and graphs (Excel spreadsheets).
Science
The science course rotates between River Science, Earth Science, Marine Science, and
Science and Technology to expose students to different fields of applied science. Contrary to
the typical science classroom where students learn primarily through reading, lectures, and
simulated lab experiments, students in these science courses will regularly team in a real life
em~ironment, apply research techniques out in the field, and collect data to be analyzed in the
classroom. This "learning by doing" approach is designed to support students who need to
experience learning beyond the cognitive level to benefit from formal instruction. By
actively participating in the process of scientific inquiry, students will not only increase their
content knowledge, but will understand how to use investigative tools to test their hypotheses
and to revise scientific explanations and conclusions based on additional informationldata
gathered.
The River Science curriculum introduces students to basic scientific principles, with an
emphasis in the field of biological science, using the physical Hawaiian river environment as
a medium. Classroom instruction will focus on basic biology concepts (e.g., scientific
method, taxonomy, life strategies, ecosystems, and physical properties ofwater), natural
history of Hawaii (e.g., timeline and evolution of the islands and indigenouslendemic/native
species), stream ecology (e.g., stream organism life cycles, species interactions), and research
techniques (e.g., quantification and statistics, experimental design, data analysis and
interpretation, and population estimates).
Classroom instruction in these areas is coordinated to support the field work at various
stream sites along the Hamakua Coast (i.e., Kolekole, Haka]au, Waiau, Wailoa, Honolii,
Umauma, and Nanue streams). Field work will be based on reseazch projects related to
current ecological questions in Hawaiian streams such as how environmental factors, such as
water quality and oceaniclterrestria] conditions, affect individual populations and the river
ATTACI-N~r~71' 1 13
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Lanakila Learning Center; Tide V Cornmuniry Prevention Grant
environment. An emphasis will be placed on encouraging problem solving and higher level
thinking abilities by introducing challenging queries and providing students with the tools to
seek answers to real life questions.
For example, rather than memorizing various river organisms and their habitats from a book,
students will collect various species of o'opu, `opae, prawns, algae, and other invertebrates
(e.g., hihiwai, hapawai, Tarebia,..,.) in the lower, middle, and upper reaches of a stream.
This information will then be correlated with variables such as elevation, water temperature,
salinity, oxygen)ph level, physical measurements of the stream, invertebrate density
estimates, fish counts, and Surber sampling ofpools, riffles, and runs so that students can
draw conclusions about the environmental conditions under which various species thrive and
the resource partitioning that takes place within a particular habitat. By relating conditions
such as native plant growth along the barilc to water quality, students will team the
relationship between biotic and abiotic factors. Similarly, while students in a traditional
classroom may listen to a lecture to learn about the reproductive cycle of an organism, these
students wit] conduct fish recruitment and drifr net larval samplings, study their finding under
a microscope, and use this evidence to formulate a logical scientific explanation about the
life cycle of a given orsanism.
The overall goal of the Earth Science curriculum is to give the students an understanding of
the processes that created the present environment and how humans affect those processes
from a scientific perspective. This course will illustrate the scientific method as it relates to
various fields of science including geology (e.g., plate tectonics, island formation, geologic
forces, and locaUgloba] rift zones), terrestrial biology (e.g., forest ecology, biotic interaction
with abiotic factors, threats to native biota, and climatic zones), geography (e.g., relative
locations and use of GPS in mapping), meteorology (e.g., atmospheric weather conditions
and local global weather), astronomy (e.g., solarlplanet formation and composition of
planets) and archaeology (e.g., time scale of the earth and dating methods).
Class instruction will be followed by field trips to various sites including the Hakalau Forest
Reserve, Volcanoes National Park, Mauna Kea Observatory, Saddle Road, Kalapana, and
Kaumana Caves, taking full advantage of the island's resources as a natural laboratory. Field
trips to community facilities such as the Deparhnent of Water Supply, Weather Service,
University of Hawaii Geology Lab, and the Wastewater Treatment plant will also be
arranged. These field trips allow for real life applications of classroom instruction and/or the
opportunity to ]eam from experts in the field. For instance, a field trip to Saddle Road
focuses on aging lava flows using empirical measwements ofplant height and density at fow
sites of different aged flows. The students will team to identify four native plant species and
to use different scientific techniques to estimate ages in class prior to the trip. At each site
students will mark a 10 X ] 0 meter area and measwe the height of selected species in the
designated area, then calculate the mean height and density for each species. Using these
collected measurements students will then estimate the ages of the flows then compaze these
estimated figures with the known ages of the flows.
The Marine Science curriculum will familiarize students with the physical marine
environment, the range of marine organisms commonly found in Hawaii, and an
ATTACHMENT 1 14
Lanakila Learning Center; Title V Community Prevention Grant
understanding of marine ecology. General biologic principals, such as cellular function and
taxonomic. classification, will be covered in addition to ecological relationships between
organisms. Students will be expected to observe and identify the vast array of invertebrates
(e.g., cnidarians, worms, mollusks, crustaceans, echinoderms,...), vertebrates (e.g., fishes,
marine mammals, marine reptiles,...) and marine plants and plankton. In addition to
identifying Hawaii's common marine organisms, students will also learn about their habitats,
reproductive cycles and how they make a living.
Classroom instruction will complement a field work component during which time students
will use various investigative tools such as recruitment experiments, plankton tows, core
sediment samplings, and visual surveys at various sites such as Hilo Bay, Onekahakaha,
Richardsons, Onomea, Kapoho, Kealakekua, Puako, Punalu'u, and Lapakahi. The purpose
of these field trips is to provide "hands-on" experiences to reinforce classroom learning
andlor to collect specirr~ens and samples to later analyze during lab work. For instance,
students will Team manne algao taxonomy in the classroom then later collect a variety of
marine algae, sand and water samples at 4 different beaches in the Hilo area. Later students
will rotate in lab stations to complete tasks such as identifying a marine algae species using a
dichotomous key, analy2ing sand panicle composition using a microscope, and determining
the salinity of a water sample. The resulting data can then be compared across sites to
determine if a correlation between these biotic and abiotic factors exists.
The Science and Technology curriculum will focus on basic physical science concepts such
as electricity, magnetism, combustion, and phase change and explore how these principles
apply to the working mechanisms of everyday items such as microwave ovens, fax machines,
refrigerators, internal combustion engines, computers, radios, and televisions. Classroom
activities will be primarily "hands-on" exercises relating basic scientific concepts to
functional technology. For example, afrer a lesson introducing the principle of phase change,
an experiment where water will be converted into a solid, liquid, and gas will be conducted.
This experiment demonstrating the various phases ofmatter will then be followed by an
application of this principle to air conditioners and refrigerators. Used appliances will be
brought in, analyzed, and carefully dismantled by the students who will be required to
identify all parts of the appliance and demonstrate their understanding of how it works using
diagrams and written explanations.
Field trips will supplement classroom learning and exhibit the link between technical
knowledge and careers in various fields of technology. For instance, the phase change
experiment will be followed by a field trip to a refrigerator repair shop so that students can
learn from an experienced repairman how refrigerators vary and the training required to be
employed in this field. Subsequent field trips will similarly be linked to other practical
applications of science that vwe use every day.
Mandatory Study Hall
A designated time is reserved on Tuesdays and Thwsdays (classroom instruction days) for
mandatory study hall. The purpose of mandatory study hall is to encowage students to
develop the self-discipline and study skills necessary to be a successful student. The
ATTACf A'iF.[VP 1 1$
Lanakila Learning Center; Title V Cotnmunity Prevention Gran[
Language Arts, Math, Hawaiian Studies, and Science teachers are present at this time to
provide assistance in specific subject areas. Students who show a pattern of not completing
homework will be required to stay after school beyond the one hour study hall period.
Individual Tutoring/Counseling
Tutorial opportunities will be offered on a daily basis; however, students who continue to fail
in any course or who neglect to do their homework will be required to attend individual
tutoring sessions (by appointment) on Wednesdays. Wednesdays will also be designated for
individual/family counseling by appointment or request. Individual tutoring or individual
counseling sessions are considered class. Students who do not show for a scheduled
appointment will be considered absent. This absence will count towards the 3
absences/quarter attendance policy.
GED Preparation Course
A GED preparation course will be offered to a separate cohort of students on Mondays and
Wednesdays between 2:30-4:00. These students must qualify under Act 162 and be
ineligible to earn a high school diploma (e.g., 4`r year freshman).
Cultural Development
The intent of the Hawaiian Studies course is to provide instruction which complements the
cultural immersion projects that take place at various sites such as Waikahekahe (malama
`aina projects), Waipi'o Valley (tending to the ]o'i), Opihikao (traditional fishing practices},
and Hale o Lono (fishpond restoration and working in the mala). Areas of study include
cultural protocol (e.g., chanting, genealogy, understanding of cultural values and beliefs,
ceremonial practices,...), cultural practices (e.g., ho'olupalupa -waste management,
interpretation of the moon phases and its relationship to the planting seasons, functional uses
of native plants,...), Hawaiian language through immersion (e.g., through hula, music
instruction, opportunities to use the language in culturally appropriate settings,...), and other
cultural arts and practices (e.g., traditional food preparation such as kulolo, inamona, and
laulau making, lauhala weaving, ohekapala, kihei dyeing, coconut oil making, lei
making,...). This course is very experiential in nature and requires that students be
"functional" to ]earn about pre-contact Hawaiian culture and lifestyle.
The content of this course is taught primarily in a culturally appropriate way, Traditionally,
knowledge and skills in Hawaiian culture were passed down in an oral tradition. Xou ]earned
by observing, listening, and mimicking. As such, students study the moon phases or various
star constellations by learning a chant that involves hand motions that accompany the various
moon phases or star constellations. They learn Hawaiian words and phrases by chanting,
singing songs, and dancing the hula or when planting or fishing. Learning the ukulele
involves keen observation and the expectation that students will "lele" (jtrmp in) when they
are ready.
ATTACHMENT 1 ] 6
Lanakila Learning Center; Title V Community Prevention Grant
The course emphasis varies from year to year and may focus on themes such as `Ghana
Values, Language through Immersion (as it relates to the land planting and the ocean), and
Wahi Pana (culturally sacred areas). The classroom component of the course is designed to
prepare students for experiential ]eeming at various cultural sites. For example, students may
]earn to identify the parts of a particular plant and the cultural and functional uses of the plant
in the classroom. During malama `aina, they learn how to properly propagate and cultivate
the plant. Later, they experience the functional uses of the plant. For instance, students may
study plants such as the hala, `awa, and `o]ena plants, cultivate these plants, then learn how to
harvest the plants and use various parts for lauhala weaving, a traditional `awa ceremony, or
for kihei dying.
Similarly, student may study various Wahi pana (culturally significant areas) in the six
districts on the island of Hawaii (e.g., Hilo, Hamakua, Kohala, Kona, Ka'u, and Puna) and
team about the history, mo'olelo (stories), chants, songs, and dances originating from these
areas in the classroom. They may also research their family history and connection to a wahi
pana to connect to their roots and to understand the uniqueness of their "home." Field work
consists of visiting these Wahi pana and participating in malama `aina projects in these areas
to better understand the unique resources and significance of the area. Students will also
practice functional skills as it relates to each site. These skills include kukulu hale
(carpentry), building of resources, native plant propagation, eradication of noxious species,
fishing, hula, chanting, ukulele, and lauhala weaving.
Personal Development
The Personal Development Guidance course focuses primarily in the areas of Wellness
Education, Substance Abuse Prevention/Intervention, Alternatives to Violence, and
Social Skills Training. An Aftercare Program is also offered to graduates of the program.
The intent of the Welluess course is to teach and perpetuate healthy lifestyle choices by
providing an infusion of wellness education and practice on a continuous basis. The wellness
curriculum includes health, fitness, and nutrition components addressed through a
combination of classroom education and experiential application. Classroom education
includes lessons such as nutrition and healthy eating habits, eating disorders, causes and
prevention of prevalent health concerns, stress management, fitness principles, smoking
cessation clinics, family planning and sexuality education, and alternative healing methods.
"Hands-on" applications include healthy cooking classes, container gazdening, massage
therapy, first aid/CPR training, water safety instruction, yoga meditation, acupressure, and a
variety ofsports-related activities such as martial arts training, canoe paddling, weight lifting,
aerobics, hiking, and team sports. Fitness activities will take place 2X/week for the entire
school year with student progress being assessed in the aeeas of body mass index,
speed/endurance, strength, and agility on a quarterly basis.
Wellness classes will be taught as often as possible by a series of community organizations
and individuals who possess the expertise or life experience to successfully convey this
information in a relevant and meaningful way. Projected outcomes of this project are
enhanced physical fitness, health, and well-being, increased confidence and self-discipline,
ATTACtA7ENT' 1 17
Lanal:ila Learning Center; Title V Community Prevention Grant
improvement in goal attaining attitudes and behaviors, and an introduction to pro-social
recreational activities.
The goal of the Substance Abuse Prevention/Intervention course is to reduce substance
use through Psychosocia] and Educational intervention techniques. The course is designed
and implemented by a contracted professional and will focus on the eleven following areas:
1) Social Norms (e.g., comparing statistics on drug use in Hawaii with perceptions of its
prevalence in our community, disease concept of chemical dependency, and signs and
symptoms of chemical dependency); 2) Drugs and the Brain; 3) Culture and Substance Use;
A) Psychological Inoculation (e.g., social pressure to take drugs and role playing to overcome
these pressures); 5) Resistance Skills Training (e.g., recognizing, avoiding, and coping with
situations that may lead to drug use through modeling, role pla}~ng, and peer facilitation); 6)
Persona] and Social Skills Training I (e.g., problem solving, decision making, identifying
persuasive advertising appeals, making counter arguments); 7) Feelings and Emotions; 8)
Personal and Social Skills Training II (e.g., increasing self-esteem through goal setting and
self instruction, reinforcement, and change); 9) Personal and Social Skills Training III (e.g.,
assertiveness training in making requests, saying no, and expressing emotions and feelings);
10) Coping with Stress: 11) Denial.
The focus of the Alternatives to Violence course is to reduce interpersonal and family
violence. The course is facilitated by a contracted professional from Turning Point for
Families and covers 3 major component areas: communication, anger management, and
problem solving. The communication component covers topics such as identifying and
recognizing your feelings, assessing the feelings of others through facial expression, body
language, and situational cues, different styles of communication, "I" messages, and active
listening skills. The anger management component addresses topics such as recognizing
internal appraisals (body cues) and external events (triggers) that can signal or provoke a
potentially violent situation, assessing anger levels through psychological cues and physical
sensations, implementing reducers and self-instructional reminders to defuse anger, using self
evaluation/selfrnn-ection/se]freword, and being accountable for the short and long term
consequences of one's behavior. The problem solving component includes topics such as
identifying a problem, using problem-solving steps, and resisting peer pressure. Interwoven
within these many concepts aze topics such as the cycle of violence, power and control
issues, manipulation tactics, domestic and dating violence, understanding equality, and the
Aloha Wheel. Students in this course are segregated by sex to address the specific needs of
each gender (i.e., witness, perpetrator, or victim of violence) and to encourage open and
honest sharing of feelings.
The Social Skills Training course focuses primarily on the cogriltive restructttring of
negative attitudes and behaviors prevalent amongst ow tazget population. This may include
developing resiliency by boosting skills to accept criticism, cope with failure and setback,
and deal with conflict. Skill building will also take place to increase students' abilities to
accept responsibility for their behavior, handle relationships in a positive manner, improve
their communication skills, increase their problem solving and decision making skills,
develop perspective taking skills, build tolerance, delay gratification (to attain long term
goals), and value self. Strategies to address these topics include using role playingfrevetse
ATTACHMENT 1 18
•
Lana}:ila Leamine Center; Tide V Community Prevention Grant
role playing situations, choice maps, "Think in Threes" exercises, and discussions following
situational videos or short readings. Al] of the strategies can be used in the context of
addressing target behaviors such as sexual activity, bullying, stealing, drinking and driving,
etc. The most valuable strategy in our experience is to problem solve situations actually
occumng in our students' lives--whether at home, in school, with their peer group, or on the
job (for students who work). Like the Alternatives to Violence course, this course will also
segregate males and females to increase the likelihood of honest sharing and to have gender
specific discussions, particularly in the areas of relationships and communication skills.
A block of time for the Aftercare Program will be scheduled every Wednesday to provide
continued support for graduates of the Lanakila Learning Center. The intent of this afrercare
program is to assist graduates with the transition to post-high school life. Structured
activities will be offered, although gaduates may also use this time to receive any form of
assistance as needed.
Recreational Development
Elective courses are offered in the following areas: Art, Woods, YVeight Training, CPR/First
Aid certification, Cooking, Mm~tial Arts, Water Safety Instruction/Life Saving Certification,
Silkscreening, Ukulele/Guitar, Lauhala Weaving, Crafts, Computer Instruction, Hula, Music
Theory, Foreign Language Instruction (Hawaiian and Spanish).
These courses vary from year to year based on student interest and instructor availability and
are offered either as separate courses or incorporated into various classes. Elective courses
play a critical role in our program as they provide opportunities for individual students to
"shine"-particularly those students who fee] inadequate in a "paper/pencil" academic
setting.
Career Development
The Career Development course provides students with the skills and concepts necessary to
explore post high school options, to make good career choices, and to understand the job
seeking process and what is required to maintain a job. Students participate in a ntunber of
self awareness exercises such as completing aptitude, values, and interest inventories or
participating in discussions based on questions such as "What would be yotu fantasy work
day?" This allows students to explore how their unique interests and skills may be better
suited to particulaz career pathways. Students are also taught about the application process
from doing a job search, to agencies that provide employment assistance, to the proper
etiquette in filling out a job application and completing a cover letter and restune. Finally,
students team about the interview process from the initial phone call, to clarifying the
location and time, to acing the interview, to the importance of a follow-up letter. Towards
the end of the class cycle, students complete an application for Holomua E Ka Lanakila, an
agency that assists students with exploring al] post high school options, including the military
and higher institutions of ]earning, as well as placement in volunteer and paid cazeer
internships. Paid cazeer internships through this program aze limited due to financial
ATTACf-A~N'I' 1 19
Lanakila Learning Center; Title V Community Prevention Grant
constraints. Therefore, the Lanakila Leaming Center would also like to contribute to this
effort, particularly for our seniors.
In addition to this, Community Service and CSAP Workstudy projects are offered to
provide opportunities for students to "give back" to the community and to develop positive
work ethic and skills. Community service projects take place at a variety of sites such as in
Waipio Valley (kalo cultivation). Waikahekahe (native plant propagation), Umikoa Ranch
(koa tree reforestation), Giddy-up-and-Go Ranch (ranching), and Hale o Lono (fishpond
restoration). Various entrepreneurial projects are also offered in the areas of aquacu]ture,
silkscreening, woodworking, and crafts. Projects vary from year to year based on instructor
and site availability. All students must participate in a community service and/or CSAP
workstudy project on a weekly basis. Students who need to eam additional credits towards
graduation may earn 1 additional credit for every 130 hours of participation (maximum of 2
additional credits/school year).
Family Enrichment
Family Enrichment activities will take place in the evenings or on Saturdays. The intent of
these activities is to encourage families to interact with each other and the LLC/KPFLC staff
and to learn together. Students and an immediate family member are required to attend a
minimum of 1 Family Enrichment activity/quarter (4 total). Family enrichment activities
include the following: 1) Weekend or evening classes (e.g., woodworking, cooking,
silkscreening, crafr classes, wood block printing, lei making, ]auhala weaving,...) 2)
Attending a field trip, overnighter, or school day with your teen, 3) Attending a school
function such as a school performance, site visitation get together, or the end of the year
luncheon, 4) Using the fitness center or computer lab with your teen (3 visits=l family
enrichment activity).
Summer School
The Lanakila Leaming Center offers a 30 hour/week summer program for our youths (free of
charge). This program encompasses all of our component areas and allows students to eam
1.5 credits towards graduation. Without a summer program, many youths would never be
able to catch up in credits and graduate. Students who register with Alu Like, a native
Hawaiian youth serving organization, also eam summer income for their participation in our
program (minimum wage for a total of 180 hours) as our program is considered an Alu Like
work site. The Queen Liliuokalani Children's Center provides lunch (free of charge) for
program participants. The summer school curriculum changes each summer to expose
students to the different cazeer pathways.
V. Timeline
If funded by the Office of the Prosecuting Attorney, we hope to use the time prior to August
21, 2003 (when the 2003-2004 school year commences) to execute our contract and begin the
process of purchasing our vans and doing the administrative paperwork necessary to obtain
state licensing. We will also use this time to price and ptuchase our photography center
20
ATTACi-r-A'IEEN'I' 1
Lanakila Learning Center; Title V Community Prevention Gran[
equipment, media center equipment, and recreation center equipment. Intake meetings with
students and parents will take place in August following the summer program. Pre-testing
will take place during the first week of school. The first semester of school (August 21, 2003-
January 16, 2004) will be used to teach students workplace readiness skills in our Career
Development course prior to placement in the community during the second semester. This
time will also be used to network in the community for student job placements and to
develop the protocol for placing and monitoring students. Post-testing will take place in the
latter part of May with closure meetings taking place the last week in June. Evaluation
results will be reported to the funding agency at the end of the funding period.
VL Outcome Criteria and Evaluation Measures
Project based goals and objectives are developed according to major program components.
These goals and objectives will be measured between the start of the academic year (August)
and the end of the academic year (May) unless otherwise indicated.
Academic development goals: to increase school attachment, commitment to education,
performance in school, and completion of high school; to increase tracking of student
progress and communication of student performance to parents/guardians; to improve
academic achievement through study skills and tutorial support; to increase the number of
graduates by providing opporttmities to earn additional credits toward graduation.
Academic development objectives: 1) 75% ofthe students will show a 10% increase in
their level of school attachment as indicated by the School Bonding Index-Revised. 2) 75%
of the students will show an increase in their math abilities by 10% as indicated by the Wide
Range Achievement Test. 3) 75% of the students will eam a grade point average that is .5
higher than their baseline grade point average by the end of the academic year. 4) 75% of the
students will maintain a 70% or better attendance rate and decrease their number of
unexcused absences by 50% as compared to their baseline attendance record by the end of
the academic year.
Personal development goals: to increase persona] and social competencies to either avoid
conflict or resolve conflict through non-violent methods by offering social skills training
workshops that focus on the training, modeling, and role-playing ofprosocial behaviors; to
decrease substance use through psychosociaUeducationa] intervention techniques, a wellness
curriculum including health and fitness components, and the incorporation of regulazly
scheduled fitness activities.
Personal development objectives: 1) 75% of the students will show a 10% decrease in
violence risk factors and substance abuse risk factors as indicated by the Violence Risk
Assessment Inventory - Revised. 2) 75% of the students will show a 25% reduction in the
number of class A, B, C, and D offenses (according to school disciplinary records) in
comparison to their baseline rate by the end of the academic year. 3) 75% of the students
will show a 10% increase in their self-esteem as indicated on the Rosenberg Self-Esteem
scale.
21
ATTACFA9ENT 1
Lanakila Learning Center; Title V Community Prevention Grant
Cultural development goals: to increase positive ethnic identity through cultural
immersion and culturally based activities; to promote sensitivity and respect of other cultures
through exploratory activities.
Cultural development objective: 1) 75% of the students will show a 10% increase in
positive ethnic identity as measured by the Multigroup Ethnic Identity Measure. 2) 100% of
the students will participate in 3 cultural immersion/culturallybased activities.
Recreational development goals: to increase participation in prosocial recreational
activities; to increase opportunities for interaction and identification with appropriate adult
role models.
Recreational development objective: 7~% of the students will rate the recreational
activities offered (on a scale of ] -10) a 7 or higher in response to the following prompt
during program evaluations at the end of the academic year: "On a scale of 1-10, I would
rate the recreational activities (e.g., canoe paddling, martial arts, weight lifting, camping,
swimming,...) offered by the Lanakila Learning Center as a because..."
Career development goals: to increase knowledge of career pathways by providing
exploratory learning, field trips, guest speakers, career shadowing, experiential Teaming, and
skill development opportunities; to instill positive work ethic through community service and
work study opportunities; to develop the ability to set realistic goals and engage in future
planning.
Career development objectives: 1) 75% of the students will show a 10% increase in their
level of career development as measured by the Career Maturity Inventory. 2) 100% of the
students will participate in a minimum of 3 career development activities.
Family enrichment goals: to provide activities to improve the quality of intrafamilial
interaction and to stren~ hen family bonding between students and their families.
Family enrichment objectives: 1) 75% of the students will show a 5% increase on the
Family Environment Scale-Form R. 2) 100% of the families will participate in a minimum
of 3 family bonding activities.
In addition to this, Dr. Cheryl Ramos, an independent evaluator from the University of
Hawaii at Hilo, collects qualitative data via student and parent focus groups, content analysis
of student writings, written evaluations of the program and specific program activities,
student interviews, and case studies. This data is used to drive program delivery.
VII. Budget and Budget Narrative
Al] of our funding sources expire in July 2003. Our present funds have been budgeted to
sustain us through our summer progam. We are presently submitting other grant proposals
to finance upcoming personnel costs and would like to request a total of $93,296.56 from the
t ATTACf-A1ENT 1 22
Lanakila Learnine Center; Title V Cotrtrnunity Prevention Grant
Office of the Prosecuting Attorney to fund our transportation, student worker,
project/cumculum supplies, and equipment costs as follows:
Transportation costs ($52,083.53)
In the past we have rented buses or vans (from Harper's or Thrifty's) or used personal
vehicles to provide transportation for our students. Field work and community
service/work study projects are an integral part of our program and take place a
minimum of 2X/week. Average bus rental costs have ranged from $80.00
(Waikahekahe), to 5208.00 (Waimea), to $272.00 (Volcano National Park), to
5304.00 (Kaimu/Kalapana), to $496.00 (Kona). Van rentals from Harpers cost
5244.00/2 vans/day or $364.00/2 4WD vans/day not including gas. One weekend
camping trip costs us over $700.00 in transportation costs alone. To save money, we
also use our persona] vehicles to transport students to numerous locations such as to
pick upjob applications, attend the college and career fair, play in the Parks and
Recreation basketball eames, visit the Tsunami or Lyman House Museum, or travel to
various field work sites in the Hilo area. Transportation in Hilo (3 stops) costs
$160.00!
In the upcoming school year we anticipate 2 major changes that will increase otu
transportation needs. First, the old Hakalau Elementary School (previously used by
Hilo Intermediate's alternative Teaming center - "Hukilike") is no longer in use and
has been offered to Hilo High School. We are seriously interested in obtaining this
site. The size of the facility and adjoining areas would allow us to develop on-site
projects that we presently are unable to do. Our present site will also not be available
afrer Phase N renovations take place in the Lanakila low income housing azea. The
biggest obstacle at this time is figuring out how to pay for bus transportation to the
site. According to the Hukilike program director, bus transportation alone constuned
90+% of their yearly CSAP budget. Secondly, we are very interested in placing our
students (particulazly seniors) at work sites during the second semester. We would
like to be able to drop off and pick up our students from their work sites.
In terms of long term planning and sustainability, we feel that it would be cost
effective to purchase vans. Vans would also provide us with increased flexibility
given the nature of our program activities. For example, when we need to take our
students to the Keaukaha area we must shuttle them back and forth several times to
transport al] of the students in our personal vehicles in order to save the $65.00 bus
fee. Furthermore, program vans will reduce our dependence on yeaz to year grant
funding to support our transportation needs. During "lean yeazs" we have had to
drastically reduce our field work component due to a lack of funds.
Harper's Car and Van Rental sells their 15 passenger vans when they reach 25,000
miles. Two to four vans become available every 3-6 months for between $18,500.00
- $25,000.00 (as opposed to new vans that aze $32,000.00). The Lanakila Learning
Center, as a part of Hilo High School, is self-insured tinder the Department of
Education State Risk Management Plan. We intend to pay for the administrative fee
ATTAQ-P~MI' 1 23
Lanakila Learning Center; Title V Community Prevention Grant
(for state ]icensing/]ogo), maintenance ageement, and gas fees with CSAP funds.
$25,000.00 X 2 vans X 4.167% (tax) _ $52,083.50
Student workers ($]1,500.00)
To encourage community businesses and organizations to provide job training for our
students, the Lanakila Leaming Center would like to pay for the time that students
spend on the job providing that employers verify that they met or exceeded
performance expectations. This privilege must be earned and will serve as an
incentive to meet performance criteria in school prior to job placement. These
students (primarily seniors) will be classified as student hires for 10 hours/week at
55.7/hour for a total of 20 weeks. 10 students X 200 hours X 55.75/hour =
511,500.00.
Project/Curriarlum supplies ($10,000.00)
These monies will be used to support our various projects and activities such as our
aquaculture project, agriculture projects, ranching project, "malama `aina" projects,
woods/carpentry projects, silkscreening projects, crafts projects, family bonding
activities, Electron Car Marathon Competition project, and other classroom projects
(e. g., ingedients for traditional food preparation projects, outfits for hula
performances, material for kihei dyeing, tabis for marine/river science, water testing
kits, radio kits,..).
Equipment ($10,000.00)
We would like to expand our progam next year to include a photogaphy class, a
media center, and a more extensive recreation center. These monies will be used to
buy photography equipment, video equipment, computers, and recreation equipment
(e.g., foosball, ping pong table, air hockey,...). The potential Hakalau Elementary
School site would allow for a darkroom, media center, and recreation room that can
accommodate more than a T.V., VCR, and playstation. We want to encourage our
students to "hang out" outside of school hours.
Indirect costs ($9,7]3.03)
Department of Health and Human Services indirect costs aze calculated at 13.2%
applied to total cost minus equipment cost. ($73,583.53 X 13.2% _ $9,713.03)
Matching funds
Our matching funds far exceed our budget request. The personnel cost for a
Department of Education certified teacher with a Master's Degee and 15 years
experience coordinating progams for at-risk youths is $49,000.00 (not including a
32.22% fringe benefit cost of $15,787.80). Our CSAP budget averages $6,000.00
yeazly. The use of two 3 bedroom Lanakila ]ow income housing units, rent and
ATTACf IMENI' 1 24
Lanakila Learning Center; Tide V Community Prevention Grant
utilities free, plus one unit for storage, equals $1,600.00/month ($19,200.00/year). Na
Maka Haloa funds a certified substance abuse prevention counselor from BISAC
($600.00/session X 30 sessions = 518,000.00) and an alternatives to violence
facilitator from Turning Point for Families ($250.00/group X 24 sessions =
56,000.00). These costs alone total 5113,987.80 and do not include in-kind
contributions from our community partners listed in the Orsanizational Capacity of
Provider section.
ATTACf•N7E1VI' 1 25
A
To: Office of the Prosecuting Attorney
From: Wendy Hamane/Lanakila Learning Center
12E: Title V Community Prevention Grant -Budget Revision
The Office of the Prosecuting Attorney awazded $93,296.56 to the Lanakila
Learning Center as part of a competitive grant application process. Subsequent to
receiving the awazd, we were notified that purchasing a van was not an acceptable
expenditure according to Office of Youth Services policies.
The following represents our revised budget proposal. This proposal saves
$11,326.56 that can be reallocated to another agency.
1. Transportation -Leasing 2 15-passenger vans would cost approximately
$2,679.72/month (7.36% interest rate) according to a proposal from City Bank
(Mel Okada) dated 5/8/03. Once the vans aze ordered, it will take 90-120 days
before they arrive. Therefore, if the vans are ordered in July, we hope that they
will arrive by the end of December. This leaves a 9 month leasing period between
January 1, 2004 and September 30, 2004 (end of grant period). The total cost of
leasing the van will be approximately $24,117.48.
Bus and van transporiation will be needed to support our transportation needs
from August 2003 through December 2003 (5 months):
Bus transportation to and from Hakalau site 2X/week - $120/trip X 2 = $240.00
Bus transportation for Friday field work component $300.00/trip
15 passenger van rental for Wednesday community service project $130.00
7 passenger van coupons (2) for Afterschool Recreation Program $69.00
Weekly transportation cost from mid-August through December $739.00;
$739.00 X 17 weeks = $12,563.00
TOTAL TRANSPORTATION COSTS: S36,680.48 (rounded to $37,000.00)
2. Student Workers -Original proposal calculated at a minimum wage of
$5.75/hour. New figure uses updated $6.25/hour.
TOTAL STUDENT WORKER COSTS: $12,500.00
3. Project/Curriculum Supplies $10,000.00 (same as original proposal)
4. Equipment $10,000.00 (same as original proposal)
5. Afterschool Recreation Program -Monies to pay for admission or rental fees
for activities such as skateboazd/bike pazk, bowling, movies, UHH events,
concerts, plays, biking, and other recreational activities.
ATTACI~IEIVT 1
r
TOTAL AFTERSCHOOL RECREATION PROGRAM COSTS $5,000.00
6. Indirect Costs -Reduction in indirect costs from 13.2% (Department of
Education rate) to 6% (Research Corporation of the University of Hawaii at Hilo)
plus administrative costs. 6% of $74,500.00 = $4,470.00 plus $3,000.00
administrative costs = $7,470.00. Total savings of $2,243.03
TOTAL INDIRECT COSTS: $7,470.00
TOTAL COSTS: $81,970.00
ATTACHMENT 1
Form 3.1
Office of Youth Services
Outcorrt.ea P18~1
Contract Number: Contract Inclusive Dates: Name of Agency: Total Funding
Federal
--For OYS Use Onl State
Street Address City, State Zip Code
Telephone) Telephone2 Fax a-mail
Program Director/Manager Telephone Fax a-mail
Executive Director Telephone Fax a-mail
PROGRAM NAME:
Brief Description:
CONSUMER INFORMATION: GROUP 1
Age Range Targeted ~ No Specific Ethnic Group Is Targeted.
(Between 5 - 19
Years). ~ The Following Ethnic Groups Are Targeted (Please Check One Or More):
to
? Hawaiian (Full, Part) ? Puerto Rican, ? Japanese O White
Gender: ? Filipino Hispanic ? Korean ? Black
? Samoan ? Portuguese ? Laotian ? American Indian
M F Both ? Mixed (Not Hawaiian)
? Tongan ? Cambodian O Vietnamese
? Other Pacific Islander ? Chinese ? Other Asian ? Unknown
Service Areas (Check One or More):
Statewide _ Oahu _ Maui _ Kauai _ Hawaii _ Molokai-Lanai
Risk Levels for Primar Consumer Group 1 (Check Box):
? I At-risk for violence, substance abuse, and/or criminal activity due to geographic, ethnic, or socioeconomic factors.
Status offender: Chronically truant, runaway.
? II Involved in gangs, violence, or substance abuse.
Experiencing serious family problems.
Abused and/or neglected.
? III Any characteristic of Level II, but also has basic need for food, shelter, clothing, and/or medical treatment.
Involved in criminal activity; adjudicated.
At risk for out of home placement.
At risk for secure confinement.
? IV Any of the three levels above.
Require secure confinement; risk to public safety.
Form 3-1
N:\OYS Outcomes Forms\Form 3-1
ATTACI-A'!E[VI' 2
Form 3-1
CONSUMER INFORMATION: GROUP 2
Age Range Targeted ? No Specific Ethnic Group Is Targeted.
(Between 5- 19
Years): ? The Following Ethnic Groups Are Targeted (Please Check One Or More):
to -
? Hawaiian (Full, Part) ? Puerto Rican, ? Japanese ? While
Gender: ? Black ~
? Filipino Hispanic ? Korean
_M _F _ Both ? Samoan ? Portuguese ? Laotian ? American Indian
? Tongan ? Cambodian ? Vietnamese ? Mixed (Not Hawaiian)
D Other Pacific Islander ? Chinese ? Other Asian ? Unknown
Service Areas (Check One or More):
Statewide _ Oahu _ Maui _ Kauai _ Hawaii _ Molokai-Lanai
Risk Levels for Prima Consumer Grou 2 Check Box
? I At-risk for violence, substance abuse, and/or criminal activity due to geographic, ethnic, or socioeconomic factors.
Status offender Chronically truant, runaway.
? II Involved in gangs, violence, or substance abuse.
Experiencing serious family problems.
Abused and/or neglected.
? III Any characteristic of Level II, but also has basic need for food, shelter, clothing, and/or medical treatment.
Involved in criminal activity, adjudicated.
At risk for out of home placement.
At risk for secure confinement.
? IV Any of the three levels above.
Require secure confinement; risk to public safety.
Form 3-1 ATTACFIMEIVT 2
N:\OYS Outcomes Forms\Form 3-1
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Form 1-6
Office of Youth Services
Qu81'te1'1!1 proera~n Rep01'~
Contract Number: Name of Agency: For the Quarter (Check):
01St 02nd 03`d GFinal
For Fiscal Year
Program Name:
1. During this past _ quarter _ year, this program did not achieve the following milestones at
the levels projected:
Describe the Performance Target that these milestones were developed for:
milestone Descri lion of Milestone Projected Actual
p Numbers Numbers
Number
2. For the milestones that have actual numbers that are significantly less than the projected
numbers, please answer the following questions:
a) What did you assume?
b) What did you learn?
Form 3.6 ATTACFAIENT 2
N:\OYS Outcomes Forms\OUtcomes Forms\Form 3-6
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Form 3-6
3. What corrective actions have you already taken in this past quarter, if any, to get closer to your
milestones and performance targets?
4. What corrective actions, steps, and/or approaches are planned for the next quarter?
5. Do you request a revision of your stated milestones or performance targets? If yes, please
submit Form 3-7.
6. As a result of the quarterly results and learning session with the OYS staff, what actions or
revisions do you agree to?
Submitted by: Date: /
For OYS Use Only
Reviewed by: Date: /
Form 3-6 ATTACFIIhENT 2
N:\OYS Outcomes Forms\Outcomes Forms\FOrm 3-6
Contract Number: _ ,
'03 JUL 22 P(~ 12 29
AGREEMENT
COUi t; _
COUN1~ ••-il ri~;~P.;~'JI
THIS AGREEMENT, dated ,between the COUNTY OF HAWAII,
by its Managing Director, Dixie Kaetsu, hereinafrer referred to as "County" a municipal
corporation of the State of Hawaii and LAUPAHOEHOE HIGH AND ELEMENTARY
SCHOOL, by its Principal, James Scanlon, whose principal place of business and mailing
address is P.O. Box 189, Laupahoehoe, Hawaii 96764.
Witnesseth:
WHEREAS, the County, through the County of Hawaii Office of the Prosecuting
Attorney, has received feclera] funds through the State of Hawaii Department of Human Services,
Office of Youth Services for a Title V Juvenile Delinquency Prevention Program; and
WHEREAS, these federal funds must be expended to provide a juvenile delinquency
prevention program in acordance with guidelines established by the 'T'itle V Incentive Grant for
Local Delinquency Prevention Program of the Juvenile Justice and Delinquency Prevention Act
of 1974, as amended; and
WHEREAS, the Laupahoehoe High and Elementary School proposal was selected for
Title V funding to expand their Native Hawaiian Community-Based Education Learning Center
program; and
WHEREAS, their program will be providing students, from kindergarten to grade 12,
with services that include tutoring; diagnostic testing; time management counseling and career
related activities to develop skills necessary for success in the workplace and home; and;
WHEREAS, Subgrantee is qualified to receive funds available to Hawaii under the Act;
and
WHEREAS, Subgrantee has demonstrated the capacity to execute the objectives set forth
in the proposal;
NOW, THEREFORE, in consideration of the premises set forth herein, the parties hereto
agree as follows:
A. SCOPE OF SERVICES
Subgrantee shall, in a proper and satisfactory manner, as determined by the County,
and pursuant to the terms and conditions of this Agreement, use the funds received under this
Agreement for the purposes stated herein and in accordance with the proposal and amendment
submitted to the Hawaii County Office of the Prosecuting Attorney attached hereto as
Attachment 1 and made a part hereof.
It is understood that this Agreement includes as part hereof any rules, relevant
directives or instructions issued b}' the Office of Youth Services or the County, including but not
limited to the provisions of the Title V program guidelines published in the Federal Register,
August 1, 1994.
B. PERIOD OF AGREEMENT
This Agreement shall be in effect for the period from August 1, 2003 to and including
August 30, 2004, a period hereinafter sometimes referred to as the "project period", provided that
this contract will terminate on June 30, 2004 unless funds to cover the remaining period are
appropriated and certified to by the Finance Director. If the contract is so terminated, or as
otherwise hereinafter provided, contractor will be paid only for the work done until that time.
C. PERFORMANCE REQUIREMENTS AND CONDITIONS
] . Subgrantee shall comply with the requirements set forth in the Act and all
applicable federal regulations.
2. If so required by County, Subgrantee shall certify that any expendable or
nonexpendable personal property purchased or acquired with funds received under this
Agreement will be used for education purposes.
3. Prior to, or concurrently with the execution of this Agreement, Subgrantee shall
complete, execute and submit to County:
a. Certification Regarding Debarment, Suspension, Ineligibility and Voluntary
Exclusion, and
b. Certification Regarding Lobbying.
Subgrantee covenants that the representations made in the aforementioned certifications are true
and that Subgrantee shall fulfill any and all requirements set Forth therein. Subgrantee warrants
that it is aware that false certification or violation of the requirements shall entitle County to
suspend payment and/or terminate this Agreement and/or result in the withdrawal of funds from
Subgrantee and/or the unavailability of future funding for Subgrantee.
4. Subgrantee shall maintain accounting procedures and practices acceptable to
County, and books, records, documents and other evidence which sufficiently and properly
reflect all direct and indirect expenditures and all interest or other income earned as the result of
funds provided pursuant to the Agreement. Subgrantee shall ensure that its own books, records,
and documents are available for inspection, reviews or audits at all reasonable times by County
or the Department of the Attorney General. In addition, Subgrantee shall prepare and submit
reports in such form and at such times as the County, the Office of Youth Services, or the
Office Juvenile Justice and Delinquency Prevention may require. Records and financial
accounts shall be retained and accessible to County and the Office of Youth Services for at least
three years after Subgrantee's grant with the County is closed.
5. Subgrantee shall provide for an independent audit of its activities on a periodic
basis in accordance with Office of Management and Budget Circular A-128.
6. Subgrantee shall submit Quarterly Program Reports which will include Outcomes
forms 3-], 3-2, 3-3, 3-4, 3-5, 3-6, 3-7, 3-8, 3-9, 3-] 0, and 3-1 ] attached hereto as attachment 2
and made a part hereof.
7. Subgrantee shall submit expenditure and match reports on required State forms
with supporting documentation (i.e. receipts) as determined by the Office of the Prosecuting
Attorney.
8. Subgrantee shall submit final Program, Expenditure and Match reports, including
Outcomes form 3-9, no later than 30 days after the end of the Agreement period, or September
30, 2004.
9. Subgrantee shall furnish any additional reports or information that the County
shall require or request within 10 working days of notification.
] 0. Subgrantee agrees that any amendments to the budget may be made only upon
written approval of the Office of the Prosecuting Attorney.
11. Any funds provided to Subgrantee under this Agreement which aze
unencumbered on the date this Agreement terminates shall be returned to the County within 45
days of the termination date.
12. Subgrantee shall indemnify, defend, and save harmless the County, its officers,
employees and agents from and against any and a]] maneuver of actions, claims, suits, damages,
and costs arising out of or in connection with the program described in this Agreement.
13. Anon-gratuity affidavit such as the sample form attached hereto shall be
executed by Subgrantee before payment will be authorized.
14. If the contract amount is for $25,000 or more, in accordance with Sections
103-53 and 237-45, Hawaii Revised Statutes, this contract shall not be executed by the County of
Hawaii until receipt of tax clearances from the State Director of Taxation and the Internal
Revenue Service. In addition, final payment on the contract shall be withheld until the receipt of
tax clearances from the State Director of Taxation and the Internal Revenue Service.
15. Subgrantee agrees that it will not discriminate against any employee, applicant
for employment or client because of race, color, religion, sex, sexual orientation, age, disability,
marital status, arrest and court records, or ancestry. Subgrantee shall assure that applicants for
employment and employees are treated during employment without regard to race, color,
religion, sex, or national origin. Such action shall include, but not be limited to, the following:
employment upgrading, demotion, or transfer; recruitment or recruitment advertising; layoff or
termination; rates of pay ur other forms of compensation; and selection for training.
16. Subgrantee agrees that any information, data, report, record, summary, table,
map, or study given to or prepared or assembled by the County under this Agreement that the
County requests to be kept confidential shall not be made available to any individual or
organization other than any subcontractor to which the material may relate without prior written
approval of the County.
17. Any changes to the terms of this agreement which are mutually agreed to
between County and Subgrantee shall be incorporated in written amendments to the Agreement.
D. GRANT
County agrees to pay Subgrantee a sum not to exceed FIFTEEN THOUSAND
DOLLARS ($15,000.00) subject to continuing availability of funds.
E. CONFLICT OF INTEREST
Subgrantee represents that it presently has no interest and promises that it shall not
acquire any interest, direct or indirect, that would conflict in any manner or degree with the
performance of the services under this Agreement.
F. TERMINATION OF AGREEMENT
If, for any cause, Subgrantee fails to satisfactorily fulfill in a timely or proper manner
its obligations under this Agreement, or if Subgrantee breaches any of the promises, terms of
conditions of this Agreement and, having been given reasonable notice of and opportunity to
cure any such default, fails to take satisfactory corrective action within the time specified by
County, County shall have the right to terminate this Agreement by giving written notice to
Subgrantee of such termination ten 0) calendar days before the effective date of such
termination. Furthermore, County may terminate this Agreement without statement of cause at
any time by giving written notice to Subgrantee of such termination at least thirty (30) calendar
days before the effective date of such termination. In the event of termination of either type, al]
finished or unfinished documents, reports, summaries, lists, charts, graphs, maps, or other written
material prepared by Subgrantee under this Agreement shall, at the option of County become
County's property and, together with all information, data, reports, records, maps and other
materials (if any) provided to Subgrantee by County, shall be delivered and surrendered to
County on or before the effective date of termination. Subgrantee shall be entitled to receive
only such compensation <is shall have been satisfactorily earned prior to the effective date of
termination. County shall determine the amount of work satisfactorily completed and the
amount of compensation satisfactorily earned. If the termination is for cause, any other
provision to the contrary notwithstanding, Subgrantee shall not be relieved of liability to County
for damages sustained by County because of any breach by Subgrantee of this Agreement.
It is also understood and agreed that any services to be provided in accordance with the terms of
this Agreement may be terminated immediately, in whole or in part, upon a finding by the
County that the services must be provided by public employees pursuant to Civil Service Laws
or that such services will be discontinued. It is further understood that should such a finding be
made, the County will not he liable under this Agreement for any resulting damages, and such a
termination will not be considered a breach of this agreement.
This Agreement and the exhibits and attachments hereto set forth are all the covenants,
provisions, agreements, conditions, and understandings, either oral or written, between the
parties other than herein set forth.
IN WITNESS WHEREOF, the parties hereto have executed this Agreement.
COUNTY OF HAWAII
By
DIXIE KAETSU
Its Managing Director
LAUPAHOEHOE HIGH AND
ELEMENTARY SCHOOL
By
JAMES SCANLON
Its Principal
RECOMMEND APPROVAL: APPROVED AS TO FORM AND
LEGALITY;
JAY T. KIMURA LINCOLN ASHIDA
Prosecuting Attorney Corporation Counsel
County of Hawaii County of Hawaii
STATE OF HAWAII )
SS.
COUNTY OF HAWAII )
On this day of , 200_, before me, ,the undersigned
Notary Public, personally appeared DIXIE KAETSU, to me personally known, who, being by
me duly sworn, did say that she is the Managind Director of the COUNTY OF HAWAII; that the
seal affixed to the foregoing instrument is the corporate seal of said COUNTY OF HAWAII; that
the foregoing instrument was signed and sealed on behalf of the COUNTY OF HAWAII by
authority given to said Managind Director of the County of Hawaii by Section 5-1.3(g) of the
County Charter, County of Hawaii (1991), as amended; and said DIXIE KAETSU acknowledged
said instrument to be the free act and deed of said COUNTY OF HAWAII.
Notary Public, State of Hawaii
My commission expires:
STATE OF HAWAII )
SS.
COUNTY OF HAWAII )
On this day of , 200_, before me appeared _ , to me
personally known, who, being by me duly sworn, did say that he is the Principal
LAUPAHOEHOE HIGH AND ELEMENTARY SCHOOL, by authority of the State
Department of Education; and the said acknowledged said
instrument to be the free act and deed of said LAUPAHOEHOE HIGH AND ELEMENTARY
SCHOOL.
Notary Public, State of Hawaii
My commission expires:
w 'L
r
i
. - ~ r
LAUPAHOEHOE H1GH & ELEMENTARY SCHOOL
1f~3 FFB t 8 hf !0~ 3b
REQUEST FOR PROPOSAL
i
TITLE V CvL~iti i Y Gr Ft,`;';:Alf
COMMUNITY PREVENT]ON GRANTS PROGRAM
SUBMITTED BY:
CECILY CHANG, READING COORDINATOR
PHONE: 962-2200
FAX: 962-2202
ATTACFA7ENT 1
~ ` '
LHES Title V. rev. 2/]4/0;
A. Executive Summary
The Native Hawaiian Commtutity-Based Education Learning Centers. Ku
Ha'aheo. "Stands Proudly' as it continues to deliver an array of services to meet the
needs of the students and families in East Hawaii. This program has provided students in
grades 9-12 with academic support and guidance fot their future after high school. We
would like to expand this program to provide educational. developmental and recreational
services to approximately 225 students in grades K-12.
Educational services include a Safety Net program before. during. afterschool and
summer. This program provides supplemental tutorial services to students in various
subject azeas. An intensive counseling program is used to monitor students' progress and
needs. Counseling allows students to develop self-knowledge. explore different
educational. cazeer. and life options available, and design and implement educational.
career and life plans.
Aevelopmental services include diagnostic testing, time management, and a
variety ofcazeer-related activities. These activities will help students develop skills and
attributes that aze critical to an individual's ability to successfully navigate the world in
and out of the school setting_ at work and at home. These skills include thinking and
reasoning, persona] qualities. skills for managing resowces. interpersonal skills. skills for
managing information. and skills and knowledge related to systems.
Recreational services include excwsions. hands on classes. and activities to help
students gain a degree of understanding of simple complex organizations. develop
effective leadership skills and incorporate the perspectives of management. workers.
volunteers. and the community in the study of organizational behavior.
In order for these services to be effectively implemented at our school. we are
requesting at total of $21.834. Services will be offered to all students at Laupahoehoe
High and Elementary School. The demographics in ow communty indicate that ow
students aze at risk and such a program will help to meet their needs and to make a
difference in their lives.
A Title V program in the Laupahoehoe community will help to provide students
and their families with knowledge, skills, and opportunities necessary to produce
responsible and productive citizens of ow futwe.
B. Need for Program
Laupahoehoe High and Elementary School. founded in 1883. is situated in a
picturesque rural community approximately 23 miles north of Hilo and 20 miles south of
Honoka'a. It serves the North Hilo and Hamakua azeas from Umauma to Ookala. The
school cortununity is currently working through the Parent Community Networking
Ceneter (PCNC) and the SchoollCommunity-Based Management (SCBM) Council to
assist students and their families to make the transition to a diversified economy.
ATTAQ~NT 1
1
~ ! ~
LtiES Title V. rev. 2/14/03
Demoeraphic Data
Provided below are demographic data about the community of Laupahoehoe.
This information was obtained from the 2000 U.S. Census.
Communi Profile. based on the 2000 U.S. Census.
School Communi State of Hawaii
Avera e famil size 2.94 3.6
Percent of households with school age children 303% 31.8%
(4-19
Median household income $29.250 $49.820
Per ca `ta income $11.896 $21.525
Percent of households with public assistance 9.2% 7.2%
income
Percent of families below overly level 28.4% 7.6%
Percent of families with female householder, no 60.6% 20.6%
husband resent below overly level
Percent of individuals below verty level 25.2% ] 0.7%
Conclusions drawn from this demographic data include:
The median household income and per capita income is lower than the state average.
This reflects the impact of the demise of the sugaz industry in this community and
how it has affected the economy of the community.
The Laupahoehoe community has a higher percent of households with public
assistance income. families below poverty level. families with female householder_ no
husband present below poverty level and individuals below poverty level than the
state average
Community Educational Attainment Level_ based on the 2000 U.S. Census.
_ School Community State of Hawaii
Colle e Graduate 20.x% 34.3%
Some Colle e 22.4% 21.8%
Hi School 36.0% 28.5%
Less than Hi h School Graduate 21.1% 15.4%
This community has less college graduates than the state average.
Student Enrollment. Student Ethnicity Data
Laupahoehoe High & Elementary School is a K-1 Z multi-level school. one of
only four K-12 regulaz public schools in the state of Hawaii. The school is configured in
3 sections: an elementary section for Kindergarten through grade 5. a middle school
section for grades 6-8. and a high school section for grades 9-12. During the 1999-2000
school yeaz. an Even Start Family Literacy Program was added to the campus. The Even
Start program includes an eazly childhood education component that provides a pre-
school on campus for young children in the community.
The following chars reflect student enrollment. student ethnicity and student
attendance data:
ATTAC7-II~N'T 1
LHES Title V. rev. 2/14/03
Student Enrollment
SY1998-99 SY1999-00 SY2000-O1 SY2001-02 SY2002-03
Tota] enrollment 294 250 287 241 248
# free and reduced 180 166 202 151 142
free and reduced 61.2% 66.4% 70.3% 62.7% 573%
# s cial education 30 30 30 37 38
s ecial education 10.2% 12.0% 10.4% 15.3% 15.3%
# limited En .Prof. 28 18 15 14 6
limited En .Prof. 9.~% 7.2% 5.2% 5.8% 2.4%
Student-Enrollment SY2002-03
Erollment SY2002-03 Total=248
Pre-K 10
K-5 106 ,
6_g 57
9-12 75
Student Ethnici Distribution. SY2002-2003
Number
African-American 0 0%
Asian and Pacific Islander 164 66%
His anic 12 5%
Native American 4 2%
White 68 27%
Student Attendance
SY1997-98 SY1998-99 SY1999-2000 SY2001-02
Average Daily 92.5% 92.6% 92.4% 91.8%
Attendance
Total # of 305 294 250 248
students
# of students 59 47 73 17
sus ended
of students 19.3% 16.0% 9.2% 6.9%
sus ended
Conclusions drawn from eruollment_ ethnicity and attendance data:
• Student enrollment has declined from 294 students in 1998-1999 to 248 students in
2002-2003.
• The percentage of students who qualify for free and reduced lunch has fluctuated
between 57%-70%. but Laupahoehoe still qualifies as a Title I school
• Over half of the student population is tomprised of Asian and Pacific Islanders.
• Percent of students suspended has declined since SY1997-98.
ATTACfA7EENT 1
LHES Title V. rev. 2/14/03
Certified Staff: school veaz 2002-03
Administrators. FTE 3,0
Librarians, FTE 1.0
Counselors. FTE 1.0
Hi Risk Counselor. FTE 0.5
Student Activities Coordinator, FTE 0.5
Re lar Instruction Teachers. FTE 20.0
S ecial Education Teachers. FTE 2.5
Student Services Coordinator. FTE 0.5
Total number of rsons assi ed to teachin ,headcount 22.5
Teachers with 5 or more yeazs ex rience at this school 18
Teachers' averse ears of ex rience 11.3
Teachers with advanced de rees ]0
Conclusions drawn from School Staff data:
• The current certificated staffing allocation results in a student per teaching staff
member ratio of 11:1.
• 80% of the teaching staff has 5 or more yeazs experience in this school.
• For the 2002-2003 school yeaz 2 certificated staff members aze new to this school.
This represents an 8% turnover rate.
• Ten teachers have advanced degrees (represents 44% of the teaching staff).
HCPS II scores for Readin and Math
Proficient and % Proficient and
Exceeds Proficient Exceeds Proficient
Grade Subject Laupahoehoe 2001- State 2001-02
02
3 Readin 29.4 40
3 Math 23.5 18 '
5 Readin 33.3 40
5 Math ] 8.8 19
8 Readin 23.5 39
8 Math 16.7 20
] 0 Readin 44.4 38
] 0 Math 5.6 19
Conclusions drawn from student performance data from SAT:
• Grade 3 Math and Grade ] 0 Reading exceeded the state proficiency levels for 2001-
02.
ATTACHMENT 1
L}iES Title V. rev. 2/14/0;
C. Organizational Capacity of Provider
Currently. Laupahoehoe High and Elementary School offers supplemental tutorial
services for grades K-12. These services fall under our Safety Net Program. At risk.
elementary students are tutored in reading before and during school hours. Middle and
high school students aze given the opportunity to receive after school tutorial services in
their areas of weaknesses.
There is one coordinator for these tutorial services. The coordinator has sit up
this program and oversees the tutors and students who participate in this service. A
facult}' member was also assigned as the coordinator of funding. Funding is used from a
variety of sources. such as Ku Ha`aheo, Reading Excellence Act_ Title I and the State in
order to make these services available.
Our guidance teacher coordinates career-related activities. Elementary cazeer-
related program is run by our third grade teacher. Excwsions are coordinated through
our student activities coordinator. Funding for these activities to take place aze through
Title I and Rural Entrepreneur Active Learning grant.
D. Program Plan
The following aze general agreements to help facilitate the overall implementation
of the Ku Ha'aheo program at Laupahoehoe High and Elementary school for the 2003-
2004 school yeaz. These agreements will allow students. parents. teachers, and the
community to participate in various activities to support students throughout their career
in school and their future.
• Assign a faculty member to serve as the overall Ku Ha'aheo contact person at
Laupahoehoe High and Elementary School
• Spend all allocated funds for the purposes detailed below,
• Communicate on a regulaz basis with Office of the Prosecuting Attorney
• Maintain system of evaluation developed by the Office of Youth Services
Educational Services:
• Assign a faculty member to serve as the liaison/counselor for the Safety Net Program
• Employ tutors as specialized service employees
• Recruit. select. train and evaluate tutors
• Create and maintain system for identifying students in need of tutorial assistance
• MonitorJcounsel at risk students quarterly
Developmental services:
• Conduct quarterly diagnostic testing of students K-]2 in reading and math
• Use ofplanners to help students with time management and communicate effectively
with parents
• Organize career-related activities (guest speakers. career shadowing. career fair
excursions. entrepreneur activity ]earning. etc.)
Recreational services:
• Participate in community service learning project at Laupahoehoe Point
Hands on classes
House Committee of Finance on Education
• Youth Leadership Camp
ATTACi~N7' 1
LHES Title V, rev. 2/14/03
E. Timeline
Summer 2003
• Summer Safety Net tutorial services for at risk students.
September 2003
• Assign a faculty member to serve as the liason/counselor for the Safety Net Program
• Employ tutors as specialized service employees ,
• Recruit. select. train and evaluate tutors
• Create and maintain system for identifying students in need of tutorial assistance
• Use of planners to help students with time management and communicate effectively
with parents
• Start entrepreneur activity Teaming program
October 2003
• Monitor/counsel at risk students quarterly
• Conduct quarterly diagnostic testing of students K-]2 in reading and math ,
November 2003
• Career Fair
• Big Island Association for Student Council Leadership Camp
Youth Leadership Uay Camp
January 2004
• Monitor/counsel at risk students quarterly
• Conduct quarterly diagnostic testing of students K-l2 in reading and math
February 2004
:-House
Committee of Finance on Education
Mazch 2004
• Monitor/counsel at risk students quarterly
• Conduct quarterly diagnostic testing of students K-12 in reading and math
April 2004
• Participate in community service learning project at Laupahoehoe Point ,
May 2004
• Evaluation of services
Summer 2004 ,
• Summer Safety Net tutorial services for at risk students.
F. Outcome Criteria and Evaluation Measures
Desired Outcomes:
1. Participants will demonstrate educational and social benefits and exhibit positive
behavioral changes. Report card data will be used to demonstrate an improvement in
overall academic grades. Quarterly surveys will also be used to determine quality and
effectiveness of services provided to students.
2. Students will the greatest needs for expanded learning opportunities will be serviced.
Tutors and a counselor will be hired to provide service at the school site. Progress
will be monitored by report cazds and diagnostic testing.
3. Participants will be given the opportunity to participate in cazeer related. service
]earning project and hands on dosses. Effectiveness will be measured by activity
survevs.
ATTAC}iMENT 1
L}iES Title V. rev. 2/14/03
G. Budget & Budget Narrative
1. Budget-Breakdown of expendittues
a. Personnel Cost - $11.324
• Liaison/Counselor (I liaison x 5 hours/week x 38 weeks x $20 = $3.800)
• Tutors (2 elem.. 2 middle. 2 high school)
(6 tutors x 3 hours/week x 38 weeks x $11 = $7.524)
b. Supplies - $6,310 ,
• School Supplies ($150)
• Planners (300 planners X $10/each = $3000)
• Diagnostic Test ($1.580 for Reading. $1.580 for Math)
c. Transportation - $2.580
• 3 activities x 1 bus x $185 = $555
• 1 activity x 3 buses x $85=$255
• Airfare (8 students + 1 chaperone x $150 airfaze = $1.350)
• Rental van (12 coupons/3days x $35 = $420)
d. Match (see below)
e. Other - $1.620
• Entrepreneur Active Learning Program Supplies ($1.000)
• House Committee of Finance on Education
($80 room x 4 rooms = $320)
• Big Island Association for Student Council Leadership Camp
(6 students x $50 = $300)
2. Budget Narrative
a. Personnel Cost - $1 1.324
A liaison counselor isneeded to set-up and maintain the Safety Net Program.
He/she serves as the coordinator of tutorial and counseling services. He/she
will recruit. select, train and evaluate tutors. The coordinator will also create
and maintain a system for identifying students in need of tutorial assistance
and monitor at risk students quarterly. Six tutors aze needed to provide
supplemental services to students. Two rotors will be assigned to the
elementary. middle, and high school for a total of six tutors.
b. Supplies
School Supplies aze essential for the liaison/counselor to maintain accurate
records and files of the students who participate in this program.
Planners will be used to help students and faculty with time management and
for teachers to communicate effectively with parents.
The S.T.A.R. Diagnostic Test will be used to conduct quarterly diagnostic
testing of students in grades K-12 in the areas of reading and math.
c Transportation
Transportation is essential for students to participate in activities. These funds
provide students with real-life experiences. facilitate learning of leadership
skills and planning for their future.
d. Match
Laupahoehoe High and Elementary School will provide matching funds
throueh Title 1. Readine Excellence Act. and Vocational Education funds.
ATTAC! Ag;NT 1
LHES Title V. rev.?/14/03
e. Other
Funds to provide supplies for Rural Entrepreneur Active Learning Program
provides elementary students with the skills for managing resources and .
information.
Funds to provide lodging for students to attend the House Committee of
Finance on Education and Big Island Association for Student Council
Leadership Camp is necessary for high school students to attend confetence
and open up communication between schools and build svonger ties between
the youth on our island. Students also ]eam leadership skills.
ATTACt~NT 1
Laupahoehoe High & Elementary School
Title VProposal -Revised Budget
June 2003
ITEM COST TOTAL
1. Personal Cost: ? Liaison: 1 x 3 hr/wk x 38 wk x $6,042
a. ]Liaison $20 = $2,280
b. 3 Tutors ? Tutors: 3 x 3 hr/wk x 38 wks x
$l1= $3,762
2. Supplies ? Planners: 300 x $10 = $3,000 $b,160
? STAR Diagnostic Math Test:
$1,580
? STAR Diagnostic Reading:
$1,580
3. Transportation Student Activity A: Bus: $185 $1,025
Student Activity B: Bus :3 x
$185=$255
Airfare: 2 Students + 1 Teacher x
$160 = $480
Rental Van: 3 days x $35=$105
4. Otber i ? Entrepreneur Active Learning $900
Program: 6 teachers x $ I50 -
$900
? House Committee of Finance on
Education: $80/room x 2 rooms =
$160
? Big Island Association for
Student Council Leadership
Camp: A shadents x $50 = $200
BUDGET NARRATIVE:
1. Personnel Cost: $6,042
? A liaison/counselor isneeded to set-up and maintain the Safety Net Program.
He/she serves as the coordinator of tutorial and counseling services. He/she will
recruit., select, train and evaluate tutors. The coordinator will also create and
maintain a system for identifying students in need of tutorial assistance and
monitor at risk students quarterly.
? 3 tutors are needed to provide supplemental services to students. One tutor each
will be assigned to the elementary, middle, and high school for a total of 3 tutors.
ATTAQII~NT 1
Page Two
Budget Narrative
Laupahoehoe High & Elementary School
2. Supplies
? Planners will be used to help students and faculty with time management and for
teachers to communicate effectively with pazents.
? The S.T.A.R. Diagnostic Test for Reading and Math will be used to conduct
quarterly diagnostic testing of students in grades K- 12 in the azeas of reading and
math.
3. Transportation is essential for students to participate in activities. These funds provide
students with real-life experiences, facilitate learning of leadership skills and planning
for their future.
4. Other:
? Entrepreneur Active Learning Program: In Grades K-5, this program provides
incentives for students to apply entrepreneurial skills to projects within the
classroom
? House Committee of Finance on Education: High school students receive first
hand experience in lobbying at the Legislature for bills pertaining to education.
? Big Island Association for Student Council Leadership Camp: Middle and High
school students attend this camp to Team and practice leadership skills essential to
student body govenunent at the school level.
5. Matching: Laupahoehoe High & Elementary School will provide matching and
supplemental funds through Title I, Reading Excellence Act and vocational education
funds.
ATTACI~NP 1
Form 3.1
Office of Youth Services
Outcolrrea Plan
Contract Number: Contract Inclusive Dates: Name of Agency: Total Funding:
Federal
-For OYS Use Onl - State
Street Address City, State Zip Code
Telephonel Telephone2 Fax a-mail
Program Director/Manager Telephone Fax a-mail
Executive Director Telephone Fax a-mail
PROGRAM NAME:
Brief Description:
CONSUMER INFORMATION: GROUP 1
Age Range Targeted ? No Specific Ethnic Group Is Targeted.
(Between 5- 19
Years): ? The Following Ethnic Groups Are Targeted (Please Check One Or More):
tc
? lawaiian (Full, Part) ? Puerto Rican, ? Japanese ? White
? Fili ino His anic ? Korean ? Black
Gender: P p
? Samoan ? Portuguese ? Laotian O American Indian
M F Both ? Mixed (Not Hawaiian)
? Tongan ? Cambodian ? Vietnamese
O Other Pacific Islander ? Chinese ? Other Asian ? Unknown
Service Areas (Check One or More):
Statewide _ Oahu _ Maui _ Kauai _ Hawaii _ Molokai-Lanai
Risk Levels for Prima Consumer Grou 1 Check Box
? I At-risk for violence, substance abuse, and/or criminal activity due to geographic, ethnic, or socioeconomic factors.
Status offender: Chronically truant, runaway.
? II Involved in gangs, violence, or substance abuse.
Experiencing serious family problems.
Abused and/or neglected.
? III Any characteristic of Level II, but also has basic need for toad, shelter, clothing, and/or medical treatment.
Involved in criminal activity; adjudicated.
Al risk for out of home placement.
At risk for secure confinement.
? IV Any of the three levels above.
Require secure confinement; risk to public safely.
Form &1
N:\OYS Outcomes Forms\Form 3-1
ATTAChIMENT 2
Form 3-1
CONSUMER INFORMATION: GROUP 2
Age Range Targeted ? No Specific Ethnic Group Is Targeted.
(Between 5 - 19
Years): ~ The Following Ethnic Groups Are Targeted (Please Check One Or More):
to
? Hawaiian (Full, Part) ? Puerto Rican, ? Japanese ? While
Gender: ? Black
? Filipino Hispanic ? Korean
_M _F _ Both ? Samoan ? Portuguese ? Laotian ? American Indian
? Tongan ? Cambodian ? Vietnamese ? Mixed (Not Hawaiian)
? Other Pacific Islander ? Chinese ? Other Asian ? Unknown
Service Areas (Check One or More):
Statewide _ Oahu _ Maui _ Kauai _ Hawaii _ Molokai-Lanai
Risk Levels for Prima Consumer Grou 2 Check Box
? I At-risk for violence, substance abuse, and/or criminal activity due to geographic, ethnic, or socioeconomic factors.
Status offender: Chronically truant, runaway.
? II Involved in gangs, violence, or substance abuse.
Experiencing serious family problems.
Abused and/or neglected.
? III Any characteristic of Level II, but also has basic need for food, shelter, clothing, and/or medical treatment.
Involved in criminal activity; adjudicated.
At risk for out of home placement.
At risk for secure confinement.
? IV Any of the three levels above
Require secure confinement; risk to public safety.
Form &t ATTACFINIEN'I' 2
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Form 3-6
Office of Youth Services
QU81'terhr program RepO~
Contract Number: Name of Agency: For the quarter (Check):
Olsr O2nd O3rd OFinal
For Fiscal Year
Program Name:
1. During this past _ quarter _ year, this program did not achieve the following milestones at
the levels projected:
Describe the Performance Target that these milestones were developed for:
Milestone Description of Milestone Projected Actual
Number _ Numbers Numbers
2. For the milestones that have actual numbers that are significantly less than the projected
numbers, please answer the following questions:
a) What did you assume?
b) What did you learn?
Form 3-6 ATTACI-AtENT 2
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Form 9-6
3. What corrective actions have you already taken in this past quarter, if any, to get closer to your
milestones and performance targets?
4. What corrective actions, steps, and/or approaches are planned for the next quarter?
5. Do you request a revision of your stated milestones or performance targets? If yes, please
submit Form 3-7.
6. As a result of the quarterly results and learning session with the OYS staff, what actions or
revisions do you agree to?
Submitted by: Date: /
For OYS Use Only
Reviewed by: Date: / /
Form 3-6 ATTACFA'IENT 2
N:\OYS Outcomes Forms\Outcomes Forms\FOrm 3-6