SB 529: RELATING TO EDUCATION.

A BILL FOR AN ACT

RELATING TO EDUCATION.

BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF HAWAII:

     SECTION 1.  The legislature finds that the department of education's program -- Hoakea:  mauka to makai navigating our future -- is designed to educate students by integrating core educational concepts in math, science, social studies, civics, leadership, language, and literacy with cultural practices and traditions in aina (land) and community settings.  In partnership with the Polynesian Voyaging Society, the Hoakea program is designed to connect school communities with the values and mission of malama honua (care for the earth).  Lesson plans also integrate environmental stewardship, climate change, Native Hawaiian practices, responsibility to care for community, total well-being, and a sense of place. 

     The legislature also finds that Hokulea's Moananuiakea voyage to "ignite a movement of ten million 'planetary navigators' who will pursue critical and inspiring 'voyages' to ensure a better future for the earth" aligns with the department of education's priorities as articulated in the 2023-2029 strategic plan:  "that every student in Hawaiʻi's public school system — regardless of their geographic location, background, economic standing or whether they are in English or Hawaiian language pathways — must have the opportunity to discover and pursue their passions and see first-hand how their interests can translate into successful and meaningful careers that positively impact Hawaiʻi's future and our global society.  We envision a [kindergarten through grade twelve] public education system that prepares all graduates to be [g]lobally [c]ompetitive, [l]ocally [c]ommitted.  That means our students not only have the academic knowledge and skills to thrive and be successful, but also possess that special sense of responsibility to give back to our communities and island home".

     When educational content is relevant to the student's home and culture, students become more engaged and curious about the lessons taught.  In addition, indigenous knowledge and practices are a key source to understanding climate change because it provides a deep understanding of local ecosystems.  Indigenous knowledge can include early warning signs of environmental shifts and offer insight on sustainable land management practices developed through generations of living in harmony with nature.  Incorporation of modern and indigenous knowledge allows for more effective adaptation and mitigation strategies against climate change impacts.

     Presently, Native Hawaiian and Pacific Islander students have a disproportionately high rate of absenteeism and lower educational achievement.  Na Hopena Ao, a department-wide framework to develop skills, behaviors, and dispositions that honor the qualities and values of the indigenous language and culture of Hawaii, provides schools with values to enrich student learning, promote emotional and physical well-being, and a strengthened sense of place and belonging.  Recognizing that the board of education formally adopted Na Hopena Ao as a policy in 2015, the department has prioritized Na Hopena Ao in its current strategic plan.  By making educational material more relevant and engaging, including the creation of conditions that make students feel safe and honors their heritage and culture, students are naturally more engaged and excited about learning.  Through the establishment of a Na Hopena Ao environment for learning, the legislature believes that not only will students graduate prepared for college and careers, but also for community and civic engagement.  The legislature believes these lessons will endure as students become leaders, stewards, and critical thinkers when they become graduates and begin navigating the world.

     The legislature further finds that the Polynesian Voyaging Society and the ohana (family) of waa (canoe) were established as organizations with educational missions to engage students in learning through indigenous voyaging practices.  Recognizing that Pacific Islander and Native Hawaiian students represent a significant proportion of students who attend public schools, incorporation of authentic learning experiences like waa and aina provides students with culturally relevant education.  Further, educators and principals have responded to the growing demand for educational programs aligned with Na Hopena Ao by partnering with organizations to start a program within the department of education called Hoakea.

     Over the past two years the department of education has partnered with the ohana of waa and aina organizations in communities where its schools are located to design and deliver engaging and rigorous, authentic learning experiences for its students in a variety of delivery methods.  The first includes Hoakea, which connects students and teachers with their community's waa and local aina organizations to teach Hawaiian navigation and voyaging, moolelo (stories), and history.  The second includes student-focused authentic learning experiences that occur in spaces outside the formal classroom setting and out of school time such as after school, or during the summer, spring, and winter breaks.  These experiences further reinforce traditional classroom work with authentic real-world situations in local communities.  The third includes teacher-focused professional development opportunities to connect cultural lesson plans in aina-based settings. 

     Since its inception, the Hoakea program has reached over three thousand two hundred students, nearly one thousand three hundred teachers, and engaged more than fifty organizations across the State.  There is increasing demand from schools for aina-based learning experiences.  However, the department of education cannot meet this growing demand with existing resources.  Therefore, the legislature believes that with sufficient funding, the Hoakea program can triple its engagement with students and aina-based educational opportunities.

     Accordingly, the purpose of this Act is to appropriate funds to the department of education for the department to expand its Hoakea program.

     SECTION 2.  There is appropriated out of the general revenues of the State of Hawaii the sum of $           or so much thereof as may be necessary for fiscal year 2025-2026 and the same sum or so much thereof as may be necessary for fiscal year 2026-2027 for the expansion and continuation of the Hoakea program.

     The sums appropriated shall be expended by the department of education for the purposes of this Act.

     SECTION 3.  This Act shall take effect on July 1, 2050.

Report Title:

DOE; Hoakea; Appropriations

Description:

Appropriates funds to the Department of Education for its Hoakea Program.  Effective 7/1/2050.  (SD1)

The summary description of legislation appearing on this page is for informational purposes only and is not legislation or evidence of legislative intent.

A BILL FOR AN ACT

relating to education.

BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF HAWAII:

     SECTION 1.  The legislature finds that the department of education's program -- Hoakea:  mauka to makai navigating our future -- is designed to educate students by integrating core educational concepts in math, science, social studies, civics, leadership, language, and literacy with cultural practices and traditions in aina (land) and community settings.  In partnership with the Polynesian Voyaging Society, the Hoakea program is designed to connect school communities with the values and mission of malama honua (care for the earth).  Lesson plans also integrate environmental stewardship, climate change, Native Hawaiian practices, responsibility to care for community, total well-being, and a sense of place. 

     The legislature also finds that Hokulea's Moananuiakea voyage to "ignite a movement of ten million 'planetary navigators' who will pursue critical and inspiring 'voyages' to ensure a better future for the earth" aligns with the department of education's priorities as articulated in the 2023-2029 strategic plan:  "that every student in Hawaiʻi's public school system — regardless of their geographic location, background, economic standing or whether they are in English or Hawaiian language pathways — must have the opportunity to discover and pursue their passions and see first-hand how their interests can translate into successful and meaningful careers that positively impact Hawaiʻi's future and our global society.  We envision a [kindergarten through grade twelve] public education system that prepares all graduates to be [g]lobally [c]ompetitive, [l]ocally [c]ommitted.  That means our students not only have the academic knowledge and skills to thrive and be successful, but also possess that special sense of responsibility to give back to our communities and island home".

     When educational content is relevant to the student's home and culture, students become more engaged and curious about the lessons taught.  In addition, indigenous knowledge and practices are a key source to understanding climate change because it provides a deep understanding of local ecosystems.  Indigenous knowledge can include early warning signs of environmental shifts and offer insight on sustainable land management practices developed through generations of living in harmony with nature.  Incorporation of modern and indigenous knowledge allows for more effective adaptation and mitigation strategies against climate change impacts.

     Presently, Native Hawaiian and Pacific Islander students have a disproportionately high rate of absenteeism and lower educational achievement.  Na Hopena Ao, a department-wide framework to develop skills, behaviors, and dispositions that honor the qualities and values of the indigenous language and culture of Hawaii, provides schools with values to enrich student learning, promote emotional and physical well-being, and a strengthened sense of place and belonging.  Recognizing that the board of education formally adopted Na Hopena Ao as a policy in 2015, the department has prioritized Na Hopena Ao in its current strategic plan.  By making educational material more relevant and engaging, including the creation of conditions that make students feel safe and honors their heritage and culture, students are naturally more engaged and excited about learning.  Through the establishment of a Na Hopena Ao environment for learning, the legislature believes that not only will students graduate prepared for college and careers, but also for community and civic engagement.  The legislature believes these lessons will endure as students become leaders, stewards, and critical thinkers when they become graduates and begin navigating the world.

     The legislature further finds that the Polynesian Voyaging Society and the ohana of waa (canoe) were established as organizations with educational missions to engage students in learning through indigenous voyaging practices.  Recognizing that Pacific Islander and Native Hawaiian students represent a significant proportion of students who attend public schools, incorporation of authentic learning experiences like waa and aina provides students with culturally relevant education.  Further, educators and principals have responded to the growing demand for educational programs aligned with Na Hopena Ao by partnering with organizations to start a program within the department of education called Hoakea.

     Over the past two years the department of education has partnered with the ohana (family) of waa and aina organizations in communities where its schools are located to design and deliver engaging and rigorous, authentic learning experiences for its students in a variety of delivery methods.  The first includes Hoakea, which connects students and teachers with their community's waa and local aina organizations to teach Hawaiian navigation and voyaging, moolelo (stories), and history.  The second includes student-focused authentic learning experiences that occur in spaces outside the formal classroom setting and out of school time such as after school, or during the summer, spring, and winter breaks.  These experiences further reinforce traditional classroom work with authentic real-world situations in local communities.  The third includes teacher-focused professional development opportunities to connect cultural lesson plans in ainao -based settings. 

     Since its inception, the Hoakea program has reached over three thousand two hundred students, nearly one thousand three hundred teachers, and engaged more than fifty organizations across the State.  There is increasing demand from schools for aina-based learning experiences.  However, the department of education cannot meet this growing demand with existing resources.  Therefore, the legislature believes that with sufficient funding, the Hoakea program can triple its engagement with students and aina-based educational opportunities.

     Accordingly, the purpose of this Act is to appropriate funds to the department of education for it to expand its Hoakea program.

     SECTION 2.  There is appropriated out of the general revenues of the State of Hawaii the sum of $4,000,000 or so much thereof as may be necessary for fiscal year 2025-2026 and the same sum or so much thereof as may be necessary for fiscal year 2026-2027 for the expansion and continuation of the Hoakea program.

     The sums appropriated shall be expended by the department of education for the purposes of this Act.

     SECTION 3.  This Act shall take effect on July 1, 2025.

Report Title:

DOE; Hoakea; Appropriations

Description:

Appropriates funds to the Department of Education for its Hoakea Program.

The summary description of legislation appearing on this page is for informational purposes only and is not legislation or evidence of legislative intent.

STAND. COM. REP. NO. 684

Honolulu, Hawaii

RE:    S.B. No. 529

       S.D. 1

Honorable Ronald D. Kouchi

President of the Senate

Thirty-Third State Legislature

Regular Session of 2025

State of Hawaii

Sir:

     Your Committee on Ways and Means, to which was referred S.B. No. 529, S.D. 1, entitled:

"A BILL FOR AN ACT RELATING TO EDUCATION,"

begs leave to report as follows:

     The purpose of this measure is to appropriate moneys to the Department of Education for its Hoakea Program.

     Your Committee received written comments in support of this measure from the Department of Education, Office of Hawaiian Affairs, Clever Keiki Hawaii, Education Incubator, Hui O Wa'a Kaulua, Kua'aina Ulu 'Auamo (KUA), Malama Learning Center, and three individuals.

     Your Committee finds that providing additional resources will help the Hoakea Program increase its engagement with students and address the rising demand for transformative approaches to learning outside of a formal classroom setting.

     As affirmed by the record of votes of the members of your Committee on Ways and Means that is attached to this report, your Committee is in accord with the intent and purpose of S.B. No. 529, S.D. 1, and recommends that it pass Third Reading.

Respectfully submitted on behalf of the members of the Committee on Ways and Means,

STAND. COM. REP. NO. 94

Honolulu, Hawaii

RE:    S.B. No. 529

       S.D. 1

Honorable Ronald D. Kouchi

President of the Senate

Thirty-Third State Legislature

Regular Session of 2025

State of Hawaii

Sir:

     Your Committee on Education, to which was referred S.B. No. 529 entitled:

"A BILL FOR AN ACT RELATING TO EDUCATION,"

begs leave to report as follows:

     The purpose and intent of this measure is to appropriate funds to the Department of Education for its Hoakea Program.

     Your Committee received testimony in support of this measure from the Department of Education, Mālama Learning Center, E Ala Voyaging Academy, Polynesian Voyaging Society, Hui O Waʻa Kaulua, Kānehunāmoku Voyaging Academy, and six individuals.

     Your Committee finds that "Hoakea: Mauka to Makai Navigating our Future" is a statewide initiative by the Department of Education to connect students with their local communities.  Through the integration of science, culture, and aina-based (place-based) learning, Hoakea offers a transformative approach to learning that takes students outside of formal classroom settings.  Therefore, this measure inspires students to engage with their local communities while offering local organizations committed to aina, Native Hawaiian culture, and history the opportunity to exhibit community resilience. 

     Your Committee notes the testimony of the Department of Education regarding the current implementation plan for the Hoakea Program.  Presently, one thousand three hundred teachers have been trained under the program.  While the Department of Education is pursuing an internal training pipeline to train educators, additional funding is needed to offer students aina-based experiences that cannot be replicated in the classroom.  As the Department of Education has a mandate to provide high quality education to all students in the public education system, ensuring integration of the Hoakea Program's curriculum into existing Department of Education lesson plans will ensure all students have the opportunity to engage in an innovative learning experience.  Therefore, your Committee encourages the Department of Education to seek integration of Hoakea programming with existing curriculum to promote the mission of aina-based learning while ensuring fiscal efficiency.

     Your Committee has amended this measure by:

     (1)  Changing the appropriation to an unspecified amount;

     (2)  Inserting an effective date of July 1, 2050, to encourage further discussion; and

     (3)  Making technical, nonsubstantive amendments for the purposes of clarity and consistency.

     Your Committee notes that this measure, as amended, contains an unspecified appropriation amount.  Should your Committee on Ways and Means choose to deliberate on this measure, your Committee respectfully requests that it consider inserting an appropriation amount of $4,000,000 for the operation and continuation of the Hoakea Program.

     As affirmed by the record of votes of the members of your Committee on Education that is attached to this report, your Committee is in accord with the intent and purpose of S.B. No. 529, as amended herein, and recommends that it pass Second Reading in the form attached hereto as S.B. No. 529, S.D. 1, and be referred to your Committee on Ways and Means.

Respectfully submitted on behalf of the members of the Committee on Education,