Ulu A'e Transitions
Ulu Aʻe Transitions
Ulu Aʻe, which literally means to grow upward, is a USDOE Native Hawaiian Education Program grant that aims to improve the academic and HĀ achievement of at-promise students by strengthening resilience to support successful navigation of students transitioning through public schools, from elementary to middle to high and beyond.
A primary objective of Ulu Aʻe is to create resources that incorporate culture-based and digital media skills-building learning activities to support a sense of belonging and personal identity essential for the academic, character, physical, and social-emotional well-being of all our students.
School-based teams work with Ulu Aʻe project staff to implement proposed learning activities and develop new ones as needs are identified. Activities utilize a wide range of proven strategies including culture-based lessons that have demonstrated positive impact on students, field ʻāina-based experiences, integrating technology to improve 21st century skills, and building positive relationships and interconnections among, students, families, and educators.
For the Ulu Aʻe logo, we chose the ʻiwa bird to represent and guide our team/haumana (moʻolelo of Kaiona). The lines below the ʻiwa bird represent upward movement and supports.
The full range of resources provided by Ulu Aʻe are linked here on this website with aloha.
Video Projects
Lesson Description
Resources
Kāneʻohe Elementary GR 3 – Kumu Grace
December 2023 to January 2024
This project was a chance to revisit a teacher previously worked with, but also a brand new group of 3rd graders. Although the project was mostly similar to the previous year, the teacher was able to make some small changes to increase the quality of the work and make the overall process better. These new students had a wonderful time creating this project.
Kāneʻohe Elementary GR 3 – Aloha ‘Āina Innovation Academy
April 2023
Third grade students were challenged to complete a green screen animation project. They spent some time drawing a realistic self portrait avatar. In that process, they followed different art techniques and also followed guidelines in order to, later, animate those drawings. They used an iPad app to help them animate their drawings. They learned and included some basic Hawaiian introductions to create a script that used prompts for a poem about themselves and where they come from. They made several attempts at recording those scripts, getting better and better after every try. Choosing their best recordings, they gathered backgrounds to go with them to ultimately create a project using a green screen app. They also had to edit those projects, cleaning up any mistakes and making their project more entertaining.
L4 Class
L6 Class: https://youtu.be/gbOXv89US9g
L7 Class: https://youtu.be/7p2I57TOVbI
L8 Class: https://youtu.be/Z1e2w_mA-0Q
Kipapa Elementary GR 3
September 2022
In this project, a whole grade level was introduced to animation and green screen. With limited time, they were able to put together simple projects that incorporated art, when they drew their self portrait emoji avatars. In addition, they wrote their own scripts, in which they had to engage with their families in learning how they got their names. To complete their projects, they used two separate iPad apps to animate their drawings, record their scripts, and then used backgrounds of their choosing to finish with green screen.
Kīpapa Elementary GR 3 – Summer Hub
June 2021
During the summer, students had a lot of fun learning new skills, more about themselves, and sharing some things about their background with their classmates. They drew emoji self portraits and then used iPads and an app to animate them. They created scripts that incorporated Hawaiian language, research and writing. They recorded those scripts using headsets and microphones, practicing how to do a quality recording. Finally, they used a green screen app to put together a project with a variety of background images and edited it.
Video Projects
Lesson Description
Resources
Kāneʻohe Elementary GR 4 – “Hoʻala Pūʻahuʻula”
June – July 2025
Fourth grade haumāna at Kāneʻohe Elementary explored the moʻolelo behind Hoʻala Pūʻahuʻula, a school oli written by Wali and Dr. Donna Ann Kamehaʻikū Camvel. Guided by kumu and community partners, students studied the histories of ʻili mentioned in the oli through huakaʻi and discussions, deepening their connection to the place. With support from Ulu Aʻe Transitions, students created an animated video featuring their artwork, photos, and videos to share what they learned. The final product serves as a school-wide resource to teach the meaning behind the oli, words, and motions – fostering belonging, creative expression, and technological skills rooted in ʻāina-based learning.
Waimānalo Elementary GR 4 – “Ahupuaʻa Project”
September 2024
4th grade students at Waimānalo Elementary explored the ahupuaʻa system by learning about its three main divisions: Uka (mountains), Kula (plains), and Kai (ocean). They illustrated and photographed the various resources found in each area, deepening their understanding of how each division contributes to a sustainable system. As part of the project, students created self-portraits, which they animated using green screen technology. They also wrote and recorded scripts to explain what they learned, showcasing their knowledge through a creative, multimedia presentation.
Video Projects
Lesson Description
Resources
Kāneʻohe Elementary GR 5 – “Careers”
January – February 2025
Kumu Anela
This 5th-grade project invited students to explore the question, “What do I want to be when I grow up?” Through research, writing, digital media, and art, students investigated careers and how they could give back to their kaiāulu (community). Guided by Kumu Anela, they engaged in circle discussions and reflection activities grounded in HĀ practices, with an emphasis on belonging and place. The project helped students explore their interests, broaden their perspectives, and gain a deeper understanding of how their future paths can serve others.
Suenaga D5: https://youtu.be/vW8gmJYzwFs
Morris D7: https://youtu.be/mLhlEHo_WNg
Tada D8: https://youtu.be/a7nqh6dj4Bo
Kīpapa Elementary GR 5 – “I am From”
December 2024 – January 2025
Kumu Nakamura, Suenaga, Morris, Tada
This fun project was completed very quickly. Keeping it simple and focusing on completing a poetry technique, students were able to share a little more about themselves with each other. In addition to project components we used in the past, students were able to take pictures around their school and use them as their backgrounds. The students especially enjoyed it when they could watch their classmates’ projects.
Waimānalo Elementary GR 5 – “Aloha Tree”
Fall 2024
In this project, 5th grade students explored the word and meaning of “Aloha.” The aim was to increase pilina in the classroom between kumu and haumana and expand literacy skills through speaking and listening, critical thinking, and writing in partnership with Ulu Aʻe Transitions. Students’ hope was to inspire other students to be model examples of Aloha and pass it on to others
Kailua Elementary GR 5
April 2023
This 5th grade class was going through some challenges. This project was used to allow students a way to share about themselves in an alternative, fun, and creative way. They used art, animation, writing of scripts based on a poem template, and iPad apps that helped to pull together a green screen project. Although this project was built and created in a very similar way to others we have helped to produce, the main goal was to help to develop pilina (meaningful connection) among the students and also with the teacher. It allowed them to open up a little more in a safe way and helped with all the relationships in the classroom.
Kāneʻohe Elementary GR 5 –Aloha ‘Āina Innovation Academy
March 2023
Grade 5 students did a unique project. They dove deeper into the Hawaiian language and used it to introduce themselves and share a little about themselves. They also took a multiple intelligence domain survey in which they discovered a little more about themselves and what they could be successful in, as they mature. Many also included background images that were found on a copyright free resource. In addition, they used a little more advanced editing techniques while creating their final projects. Although the foundation of their projects were similar to others we have supported in the past, this class showed how they could vary it by simply changing the content they focused on.
Heʻeia GR 5 Davis Feb 2022 Red: https://youtu.be/yXxQAHd4j1E
Heʻeia GR 5 Davis Feb 2022 Yellow: https://youtu.be/SyjmRzHrYJ0
Heʻeia Elementary GR 5
November 2021 – February 2022
In this project, grade 5 students spent a lot of time researching careers they were interested in. They looked at various aspects, including wage, schooling needed, other skills needed, characteristics that would make them successful, reasons why they chose this career, etc. In addition to creating and animating quality avatars, they wrote scripts to record that were based on their research. Later they matched personal images and videos that they gathered to enhance their projects, using green screen apps.
Video Projects
Lesson Description
Resources
King Intermediate GR 7-8 Aloha ‘Āina Innovation Academy – “Moʻolelo Project”
April – May 2025
Kumu Sarah & Justine
Historically, Hawaiian stories were passed down orally, with “lessons” embedded in these narratives that continue to hold significance today. The objective of this project was for students to create a moʻolelo (story) that may have been told and passed down within their family. As they reflect on stories passed down to them, they will use these stories as inspiration to create or share a story that they can pass on to their own family.
This project began with a session led by Kumu Elly Tepper, who shared her storytelling expertise and demonstrated the literacy skills essential for crafting compelling narratives. Once students completed writing their stories, they integrated a digital literacy component under the guidance of the Ulu Aʻe team. Working individually and in small groups, students engaged in peer editing—a critical step in the writing process. They enhanced their moʻolelo by incorporating original artwork and images to visually enrich their narratives. Additionally, students honed their oral communication skills by preparing and recording polished versions of their stories, ensuring their moʻolelo were presented with clarity and impact.
King Intermediate GR 7-8 Read-Aloud with Elementary Schools
October 2024- December 2024
The goal of this project was to “give-back” to King Intermediate studentsʻ elementary schools in the Kāneʻohe district. The aim was to strengthen older students’ sense of self by making connections with younger students and former school staff.
Strengthening a sense of community through read-alouds by older students can be very meaningful to younger peers. The focus on interactive reading increases pilina in the classroom and encourages older students to strengthen their reading as well as responsibility to be leaders for the younger students. Along with the read-aloud, students created coloring pages with a word that best summarized their book. This coloring page was shared and distributed to each class that was read to for students to color and enjoy.
Partnering elementary schools included: Kāneʻohe Elementary, Ben Parker Elementary, Ahuimanu Elementary, and Kapunahala Elementary.
King Intermediate GR 7-8 Aloha ‘Āina Innovation Academy
Kalo Zentangle, Mahiʻai lesson, Moʻolelo Murals
Fall (sep-nov) 2024
In this project, students created projects that help to strengthen their identity and HĀ achievements in their school community and beyond. Through this project, pilina increased in the classroom and literacy skills were strengthened through art and mala projects with the intention of inspiring students to grow and reach their potential.
Mahalo from UAT (I am From, King Inter, 72024)
Mahalo from UAT (PD, Waiāhole El, 82024)
Mahalo from UAT (Story of My Name, King Inter IA, 82024)
Mahalo from UAT (Ahupuaʻa, Waimānalo El, 92024)
Mahalo from UAT (Read-Aloud, King Inter, Oct_Dec 2024)
Mahalo from UAT (Aloha Tree Project, Waimānalo El, 112024)
Mahalo from UAT (Careers, Kāneʻohe El, Feb_Mar 2025)
Mahalo from UAT (Moʻokūauhau, King Inter, Mar_Apr 2025)
King Intermediate GR 7-8 Aloha ‘Āina Innovation Academy – “Story of My Name”
August 2024
Kumu Sarah & Justine
In this project, students researched the story of their name to explore their given name on a deeper level, embracing and honoring ʻohana and connecting to the significance. They used what they learned and created an illustrated self-portrait digital media project that told their story.
King Intermediate GR 7 Summer Enrichment – “I am From”
July 2024
Kumu Joshy
During the summer at King Intermediate, incoming 7th grade students created “I Am From” poems, using everyday objects from their homes and communities to reflect their identities. Over the course of two weeks, they engaged in pilina-building activities and brought their poems to life through a digital media project.
King Intermediate GR 7-8 Summer Bridge
July 2023
Students participated in a program that helped to ease their transitions to the middle school year. This project also taught these students professional art techniques in creating self portrait avatars. They also animated their drawings and recorded an “I am From” poem script that they wrote, on an iPad. Finally, they edited and put together a project using a green screen app. This class was an opportunity for new students to get to know themselves as they navigate a very challenging time in their lives. This bridge program also allowed them to get to know other students, make friends, and discover who can support them as they go through the upcoming years.
King Intermediate GR 7-8
Aloha ‘Āina Innovation Academy Makahiki
December 2022
In this project, students participated in and learned about both the history and the playing of Makahiki games. Later, they produced videos that would help to teach others about the games and how to play them. They had to use their imagination and creativity to make fun and interesting, but also informative training videos. These video projects used a variety of skills, including art, script writing, voiceover, and video editing. The final video was used as an introduction to younger students to the games and led to an exciting day of playing the games. The middle school students organized and led the elementary students through the various stations of Makahiki games, encouraging them to have fun and ensuring their safety.
King Intermediate GR 7-8 After School All Stars
September 2022
After school, students had the opportunity to participate in a variety of projects. They were given the chance to create self portraits using professional art techniques. They could learn about themselves, write about it and also create a poem from their own story. They were given time to work on iPads, using apps to create animation and projects using green screen. They used iMovie and also made short vids that promoted a pono (right or righteous) message. In addition, they were taught closely, by a group of educators that were able to provide these students with substantial one-on-one time.
King Intermediate GR 7-8 Safe Space Class
November – December 2021
This was a unique and intimate bunch of students that participated in a project that helped to express and share a little more about who they are. This project allowed students to draw a self portrait, write and share about their backgrounds and interests, but do it in a way that matched the nature of the class. Students felt comfortable and safe in this environment and participating in this project.
Link
Description
CDS NewsE-Letter
06.2025 CDS eNewsletter GPS Article
Also via COE/CDS web article:
https://coe.hawaii.edu/cds/news/sharing-across-our-pae-aina-growing-pono-schools/
Educator Presentations/Trainings
Description
Maui Hawaiian Studies Collaborate
May 2025
We shared our work with teachers, administrators, and counselors across the Maui complex. We practiced and introduced Hawaiian Protocol, the Aloha Tree Lesson, the Pono Pass It On Cards, and GPS resources.
Hawaiian Studies Collaborate Maui PD (May 2025)
Maui District counselors
May 2025
We convened via zoom to the quarterly Professional Learning Community (PLC) meetings for K-12 counselors across the Hāna-Lahainaluna-Lānaʻi-Molokaʻi (HLLM) Complex Area, which includes 12 schools and 24 counselors across three islands. When inter-island travel logistics limited attendance, we adapted to meet through a hybrid format to ensure full participation. The gathering, held at the Puʻunēnē School Library, focused on implementing Hawaiʻi Multi-Tiered System of Supports (HMTSS) and utilizing Panorama Ed to document interventions. We also introduced culturally relevant resources like the Growing Pono Schools curriculum, aligning with tools available in the Panorama Ed Playbook, and did a Pono Card exercise to practice and model Piko (Circle) and pilina (connection) building.
Kailua-Kalāheo Complex Area
April 2025
We shared our work with teachers, administrators, and counselors across the Kailua-Kalāheo complex area. We practiced and introduced Hawaiian Protocol, the Aloha Tree Lesson, Lāʻau Kāpala, the Pono Pass It On Cards, and Growing Pono Schools resources.
PacRim 2025
April 2025
We shared indigenous epistemology on Fostering Resilient Communities Through Place-Based Community-School Partnerships. Aims included the following: Understand how place-based community-school partnerships can be utilized to address trauma and build resilience, Learn a framework for strengthening relationships among school, families, and students, Identify strategies to integrate place-based and culture-based learning into public educationOur guest speakers included Cherilyn Inouye, Mark Paikulu-Stride, Kaleomanuiwa Wong, Bella Finau-Haumuina, and was moderated by Niki Fisiiahi-Thomayer.
Office of Hawaiian Education statewide meeting
March 2025
We shared our work with Hawaiian Studies Program Coordinators and Kūpuna and offered to attend this month’s in-person meeting to engage more deeply with the Pono Pass It On Cards and model a GPS lesson for kumu. To support future integration, we also asked for sample lesson plans to help us align our curriculum with the ʻĀina Aloha competencies. This effort reflects our intention to be thoughtful in lesson selection and to ensure our offerings support and uplift place-based, culturally grounded learning for educators and students alike.
Campbell-Kapolei Complex Area
March 2025
Each month, administrators from the Campbell-Kapolei Complex who oversee DOE ALPSS programs meet to discuss effective practices and share new ideas and resources to better support their target student populations. In collaboration with the School Renewal Specialist, we developed a presentation tailored to the needs of these administrators and their programs.
During the presentation, we introduced resources from the Growing Pono Schools website, including the Pono Life Skills Curriculum and Pono Pass It On Cards. These resources were shared with complex area administrators to bring back and implement in their respective programs. Our goal was to create meaningful connections between HĀ practices, Social and Emotional Learning (SEL), and culture-based educational resources.
Association for Middle Level Education (AMLE), Hawaiʻi Middle Grades Summit
February 2025
Participants learned how to navigate Growing Pono Schools website to access lessons that enhance students’ sense of self, place, community (culture), and belonging. Participants learned how to use “Pono Pass It On” cards to strengthen pilina among students and their peers and with their teachers. Explored ways of integrating HĀ practices into instruction & gained ideas on aligning instruction with DOE Strategic Plan: 1.2.3. All students experience a Nā Hopena Aʻo environment for learning.
Waiāhole Elementary, August 2024
Ulu Aʻe Transitions provided professional development for kumu to access culture-based resources through the Growing Pono Schools website. Lessons introduced aimed to strengthen their instruction with HĀ practices, and encourage application of their learning to plan and implement lessons with haumāna in the new school year.