GPRA Feedback Questionnaire

Student Outcomes Development Project Survey

Aloha, and mahalo nui for taking a few minutes to share your thoughts on how Native Hawaiian student learning, growth and achievement could be measured by Hawaiian culture-based, education programs. We would like to know what behaviors, values, attributes, knowledge and/or skills you think Native Hawaiian students should be able to demonstrate to prove they are learning, growing and achieving educationally.

Your responses will inform the recommendations that the Native Hawaiian Education Council (the Council) gives to the United States Department of Education (USDOEd) and Office of Management and Budget in 2018 to add to the current Government Performance and Results Act (GPRA) measures for education programs funded by the federal Native Hawaiian Education Program (NHEP), which serves Native Hawaiian communities. The current 4 GPRA measures are as follows:

(1) Native Hawaiian students in schools served by the NHEP who meet or exceed proficiency standards for reading, mathematics, and science on the State assessments.
(2) Native Hawaiian children participating in early education programs funded by the NHEP who consistently demonstrate school readiness in literacy as measured by the Hawai‘i School Readiness Assessment.
(3) Students in schools served by the NHEP who graduate from high school with a high school diploma in four years.
(4) Students participating in a Hawaiian language program conducted under the NHEP who meet or exceed proficiency standards in reading on a test of the Hawaiian language.

Historically, the 4 GPRA measures currently mandated by the USDOEd have been problematic for some of the local education programs in Hawai‘i that are funded by the NHEP. These 4 measures have been described as restrictive, limiting the kinds of success stories that education programs can tell about their Hawaiian students. As such, the Council would like to recommend 1-2 additional measures that focus on the connection between cultural "identity" and educational "achievement". The opportunity to propose changes to the GPRA measures is rare and may not come again. The Council needs feedback from communities across the state on how the learning/growth/achievement of our Hawaiian students can be assessed in more culturally responsive ways.

The survey will take 5-10 minutes to complete and contains 5 questions. Your participation in this survey is anonymous; we do not ask for your name and the answers you give will be grouped and analyzed with the answers of others also taking this survey.

Your time and honesty is greatly appreciated as we work together to advance more meaningful and culturally relevant educational outcomes for our Native Hawaiian students.

Question Title

* 1. Please check the categories that best describe who you are and what you do. Please select as many as you wish.

Public school teacher

Public school administrator

Public school support staff

Public school teacher (Hawaiian medium)

Public school teacher (charter)

Private school teacher

Private school administrator

Teacher education and preparation program administrator

Teacher education and preparation program participant

Working in higher education context

Student

Director, manager, coordinator or other staff serving Native Hawaiian participants in a program outside of school time (ex. community program, afterschool program, early childhood care program, adult learning program)

NHEP grantee

Parent or family member of a student

Community organizer/leader (ex. leader of a community group, neighborhood association, church pastor)

Government official (state, county, district, neighborhood level)

Interested community member

Other (please specify)

Question Title

* 2. Please indicate how much you agree with the following statement.

	Strongly Agree	Agree	Somewhat Agree	Disagree	Strongly Disagree
I believe culturally relevant measures should be used by education programs to assess the learning/growth/achievement of students.	I believe culturally relevant measures should be used by education programs to assess the learning/growth/achievement of students. Strongly Agree	I believe culturally relevant measures should be used by education programs to assess the learning/growth/achievement of students. Agree	I believe culturally relevant measures should be used by education programs to assess the learning/growth/achievement of students. Somewhat Agree	I believe culturally relevant measures should be used by education programs to assess the learning/growth/achievement of students. Disagree	I believe culturally relevant measures should be used by education programs to assess the learning/growth/achievement of students. Strongly Disagree

If you agreed with this statement at any level, please suggest up to 3 measures valued within the Hawaiian culture that should be used by local education programs to assess Native Hawaiian student learning/growth/achievement (ex. students demonstrate understanding of place).

Question Title

* 3. Please indicate how much you agree with the following statement.

	Strongly Agree	Agree	Somewhat Agree	Disagree	Strongly Disagree
The more grounded students are in Hawaiian cultural behaviors, values, knowledge and practices/skills, the more likely they are to learn, grow and achieve academically.	The more grounded students are in Hawaiian cultural behaviors, values, knowledge and practices/skills, the more likely they are to learn, grow and achieve academically. Strongly Agree	The more grounded students are in Hawaiian cultural behaviors, values, knowledge and practices/skills, the more likely they are to learn, grow and achieve academically. Agree	The more grounded students are in Hawaiian cultural behaviors, values, knowledge and practices/skills, the more likely they are to learn, grow and achieve academically. Somewhat Agree	The more grounded students are in Hawaiian cultural behaviors, values, knowledge and practices/skills, the more likely they are to learn, grow and achieve academically. Disagree	The more grounded students are in Hawaiian cultural behaviors, values, knowledge and practices/skills, the more likely they are to learn, grow and achieve academically. Strongly Disagree

If you agreed with this statement at any level, please share up to 3 Hawaiian behaviors, cultural values, knowledge and practices/skills that are likely to help Native Hawaiian students learn, grow and achieve academically.

Question Title

* 4. Please rate how important you think the following attributes are for students to demonstrate learning, growth and achievement academically.

	Extremely Important	Very Important	Moderately Important	Slightly Important	Not At All Important
Emotional well being	Emotional well being Extremely Important	Emotional well being Very Important	Emotional well being Moderately Important	Emotional well being Slightly Important	Emotional well being Not At All Important
Social connection to others (family, friends, community)	Social connection to others (family, friends, community) Extremely Important	Social connection to others (family, friends, community) Very Important	Social connection to others (family, friends, community) Moderately Important	Social connection to others (family, friends, community) Slightly Important	Social connection to others (family, friends, community) Not At All Important
Identity (sense of self, place, culture, global citizen)	Identity (sense of self, place, culture, global citizen) Extremely Important	Identity (sense of self, place, culture, global citizen) Very Important	Identity (sense of self, place, culture, global citizen) Moderately Important	Identity (sense of self, place, culture, global citizen) Slightly Important	Identity (sense of self, place, culture, global citizen) Not At All Important
Reflective awareness	Reflective awareness Extremely Important	Reflective awareness Very Important	Reflective awareness Moderately Important	Reflective awareness Slightly Important	Reflective awareness Not At All Important
Problem solving	Problem solving Extremely Important	Problem solving Very Important	Problem solving Moderately Important	Problem solving Slightly Important	Problem solving Not At All Important
Values-oriented/spiritual	Values-oriented/spiritual Extremely Important	Values-oriented/spiritual Very Important	Values-oriented/spiritual Moderately Important	Values-oriented/spiritual Slightly Important	Values-oriented/spiritual Not At All Important
Creative expression	Creative expression Extremely Important	Creative expression Very Important	Creative expression Moderately Important	Creative expression Slightly Important	Creative expression Not At All Important
Aesthetic appreciation	Aesthetic appreciation Extremely Important	Aesthetic appreciation Very Important	Aesthetic appreciation Moderately Important	Aesthetic appreciation Slightly Important	Aesthetic appreciation Not At All Important
Hawaiian language fluency (reading, speaking and/or writing)	Hawaiian language fluency (reading, speaking and/or writing) Extremely Important	Hawaiian language fluency (reading, speaking and/or writing) Very Important	Hawaiian language fluency (reading, speaking and/or writing) Moderately Important	Hawaiian language fluency (reading, speaking and/or writing) Slightly Important	Hawaiian language fluency (reading, speaking and/or writing) Not At All Important
Knowledge of Hawaiian history, politics, geography and/or science	Knowledge of Hawaiian history, politics, geography and/or science Extremely Important	Knowledge of Hawaiian history, politics, geography and/or science Very Important	Knowledge of Hawaiian history, politics, geography and/or science Moderately Important	Knowledge of Hawaiian history, politics, geography and/or science Slightly Important	Knowledge of Hawaiian history, politics, geography and/or science Not At All Important
Hawaiian values and practices (ex. protocol, hula, lua, malama ‘āina, malama kai, healing)	Hawaiian values and practices (ex. protocol, hula, lua, malama ‘āina, malama kai, healing) Extremely Important	Hawaiian values and practices (ex. protocol, hula, lua, malama ‘āina, malama kai, healing) Very Important	Hawaiian values and practices (ex. protocol, hula, lua, malama ‘āina, malama kai, healing) Moderately Important	Hawaiian values and practices (ex. protocol, hula, lua, malama ‘āina, malama kai, healing) Slightly Important	Hawaiian values and practices (ex. protocol, hula, lua, malama ‘āina, malama kai, healing) Not At All Important
Environmental stewardship	Environmental stewardship Extremely Important	Environmental stewardship Very Important	Environmental stewardship Moderately Important	Environmental stewardship Slightly Important	Environmental stewardship Not At All Important
Community leadership	Community leadership Extremely Important	Community leadership Very Important	Community leadership Moderately Important	Community leadership Slightly Important	Community leadership Not At All Important
Community service	Community service Extremely Important	Community service Very Important	Community service Moderately Important	Community service Slightly Important	Community service Not At All Important

Other (please specify)

Question Title

* 5. What is your ethnicity? (Please select all that apply.)

Hawaiian/Part Hawaiian

Other Pacific Islander

Asian

Hispanic (non-Spanish)

Caucasian

African American

Other (please specify)