Kanaeokana Projects Self-Assessment Tool for New Projects

	A	B	C	E	G	I	K	M	N	O
1	Kanaeokana
2	Self-Assessment Tool for New Projects
3	kanaeokana.net
4	Background and Purpose:
5	This tool helps to focus Kanaeokana efforts to grow aloha 'āina leaders (the Kanaeokana nuʻukia, as detailed in the Palapala Hoʻoulu Aloha 'Āina [currently in draft form]) and forward principles in its Palapala ʻŌnaehana Hoʻonaʻauao Hawaiʻi Hawaiian Education System Declaration: 1. ‘Āina: I Hawaiʻi no nā Hawaiʻi i ka ʻāina. Hawaiʻi, its lands and resources make us Hawaiian. 2. ʻŌlelo Hawaiʻi: I ka ʻōlelo nō ke ola, i ka ʻōlelo nō ka make. In the language is life. In the language is death. 3. ʻIke Hawaiʻi: Ua lehulehu a manomano ka ʻikena a ka Hawai’i: Great and numerous is the knowledge of the Hawaiians. The tool is intended to be a living document that can readily revised as Kanaeokana evolves over time. It can be used by those considering projects to gauge how well aligned the project is to Kanaeokana goals. It can also be used more broadly to help guide the strategic growth of kula, organizations, and initiatives.
6	Get Started: 1. Make a copy of this template. In the top left corner of this Google sheet, go to File > Make a copy. Edit the name of your copy, then click OK. 2. On your new copy, answer the questions, and fill out the assessment tool, selecting one option for each row.
7	Assessment:
8	1. Which items from the Palapala ʻŌnaehana Hoʻonaʻauao Hawaiʻi are demonstrated in your proposal? (go to PʻŌHH Checklist sheet, second tab)
9	2. Are there other primary goals addressed in your proposal that are strongly aligned with Kanaeokana's Nuʻukia, Ala Nuʻukia, and/or Pahu Hopu?
10	3. Please check the boxes below to indicate the impact of your proposed work relative to the assessment dimensions. Select one option per row.
11	4. Reflect on your findings.
12		a. Does my proposal make incremental improvements, significant improvements, or does it support positive systems change?
13		b. Are there areas where I can improve my proposal to have greater impact?
14		c. Are there others I can work with to strengthen the impact of my proposal?
15		d. What resources do I need? Or what conditions are needed to forward my proposal?
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17		Assessment Dimension	Negatively impacts conditions	Does not impact conditions or minimally impacts conditions	Incrementally improves conditions	Significantly improves conditions	Supports positive systems change	Your comments on your selection
18			Bad for Hawai‘i and its people	Initiating aloha ‘āina	Moving toward aloha ‘āina	Practicing aloha 'āina	Leading aloha ‘āina
19	1 (Select one per row)	ʻĀina	Produces environmental damage.	Has no impact, or a net neutral impact, on learners' relationships to Hawai'i's environments.	Contributes in a demonstrable manner to learners' relationships to the vibrancy and integrity of Hawaiʻi environments as a secondary or indirect focus of activities.	Focuses on learners' relationships to the ʻāina to improve the fertility or integrity of the environment as a core activity.	Focuses on learners' relationships to the ʻāina to improve the fertility and integrity of the environment as a core activity and supports others to engage in similar efforts.		0	out of 4
20	2 (Select one per row)	ʻŌlelo Hawaiʻi	Diminishes the application and use of ʻōlelo Hawaiʻi, does not strengthen the perpetuation of culture, Hawaiian values, and ʻike kūpuna.	Uses Hawaiian cultural symbols and some ʻōlelo Hawaiʻi but does not incorporate Hawaiian values, ʻike kūpuna, or the importance of relationships to ʻāina.	Supports individuals in the use of ʻōlelo Hawaiʻi in the perpetuation of culture, Hawaiian values, and ʻike kūpuna.	Incorporates the application and use of ʻōlelo Hawaiʻi with ʻohana and community in the perpetuation of culture, Hawaiian values, and ʻike kūpuna.	Engages ʻōlelo Hawaiʻi as foundational components with learners, ʻohana and community in the perpetuation of culture, Hawaiian values, and ʻike kūpuna.		0	out of 4
21	3 (Select one per row)	ʻIke Hawaiʻi	Applies some Hawaiian cultural images, motifs, etc. to give the impression of connection to Hawaiian culture but does not truly align in any substantive way.	Applies some Hawaiian cultural practices and concepts but does make ‘ike Hawai‘i foundational.	Applies ‘ike Hawai‘i in a foundational way to create relevance for learners and grows a learners' identity and self-efficacy.	Applies ‘ike Hawai‘i in a foundational way to create relevance for learners, grows a learners' identity and self-efficacy, and builds strong relationships among people and ʻāina.	Supports the use and embodiment of ʻike Hawaiʻi as foundational to creating relevance for learners, engaging learning rigor, building strong relationships among people and ʻāina, growing a learners' identity and self-efficacy, and connecting learners to generations past, present, and future.		0	out of 4
22	4 (Select one per row)	Mauli Ola	Diminishes the ability of individuals and groups to nurture and sustaining their mauli ola — their spiritual, physical, intellectual, and creative well-being, and their mutually nurturing relationships to ʻāina, ʻohana, community, and culture.	Does not focus on mauli ola but does not diminish the ability of individuals and groups to nurture and sustaining their mauli ola — their spiritual, physical, intellectual, and creative well-being, and their mutually nurturing relationships to ʻāina, ʻohana, community, and culture.	Supports and sustains individuals' spiritual, physical, intellectual, and creative well-being.	Supports and sustains the mauli ola of individuals — their spiritual, physical, intellectual, and creative well-being, and their mutually nurturing relationships to ʻāina, ʻohana, community, and culture.	Supports and sustains the mauli ola of individuals and groups — their spiritual, physical, intellectual, and creative well-being, and their mutually nurturing relationships to ʻāina, ʻohana, community, and culture.		0	out of 4
23	5 (Select one per row)	Kaiāulu	Harms community well-being, creates community dissension, or undermines community self-determination.	Does not impact, positively or negatively, community well-being.	Improves community well-being, contributes to building community cohesion, and grows the capacity of individuals in the community.	Improves community well-being; includes a focus on strengthening community cohesion; and builds the capacity of organizations, ʻohana, or individuals in a specific community.	Demonstrates community self-determination and nurtures long term, enduring positive change across a large-scale community.		0	out of 4
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