The task force aims to review various competency-based tools to track students' progress in mastering competencies and provide recommendations to ʻAha ʻĀ. Additionally, it will research digital intervention tools for reading and math, identifying those already in use on campus and recommending the most effective options for each division. Lastly, the task force will explore digital opportunities that offer focused experiences for students, helping them cultivate their passions and purpose to share with ʻAha ʻĀ.

The task force aims to review various competency-based tools to track students' progress in mastering competencies and provide recommendations to ʻAha ʻĀ. Additionally, it will research digital intervention tools for reading and math, identifying those already in use on campus and recommending the most effective options for each division. Lastly, the task force will explore digital opportunities that offer focused experiences for students, helping them cultivate their passions and purpose to share with ʻAha ʻĀ.

This task force includes kumu representatives and instructional leaders from all three divisions along with the Hālau ʻIeʻie team. The group is exploring assessment practices and protocols in competency-based systems so that they may develop recommendations for K-12 competency-based assessment agreements regarding instructional shifts; haumāna goal-setting, evidence, and reflection; feedback cycles; and evaluation and reporting.

This task force is focused on advancing the work of Alaukawai 24 in alignment with our ʻŌiwi Edge Ecosystem Multi-Year Plan (Alaukawai 17). The task force is using the R3 tool to design and support the implementation of capstone assessments aligned to our Portrait of a Graduate in grades 5, 8, and 12. These capstones will be a key component of our comprehensive assessment portfolio, and they will serve as tangible examples of how ʻŌiwi Edge is our path to E Ola!

Currently exploring the intersection of artificial intelligence and its place in ethically serving and advancing Kuapapa Nui. Through thoughtful investigation of AI capabilities, the team will identify key opportunities to empower 'Ōiwi Edge teaching and learning while preparing our next generation of leaders to navigate an AI-enabled world. This work ensures technology serves our cultural educational mission while building critical future-ready skills for our lāhui.

This task force examined the tenets of issues-based learning and teaching, and determined the competency throughlines that are woven throughout our program; connecting our haumāna competencies and essential standards with our Portrait of a Graduate. This work resulted in the creation of the R3 Empowered Lāhui Learning for ʻŌiwi Edge Tool. The tool was designed to stimulate reflection and conversations about how kumu can enhance haumāna engagement and agency through reclamation, restorative, and regenerative learning experiences.

Comprised of kumu representatives and instructional leaders from all divisions and content areas, this task force developed our K-12 haumāna competencies in alignment with our Portrait of a Graduate, and supported the identification and alignment of essential standards for all content areas (including the math competencies that were created by Alaukawai 18).

This task force was established to support the full implementation of a K-12 data driven counseling program in alignment with the Multi-Tiered Multi-Domain System of Supports (MTMDSS) model. After a four-year partnership with Hatching Results, KSH is firmly positioned to implement the MTMDSS framework to support each haumāna with their personalized pathway to post-secondary success. One counselor from each division participates on the task force as a lead counselor for their division. They have access to coaching support from Hatching Results, and they co-design and co-facilitate the full implementation of the K-12 counseling program.

Conducted an initial landscape scan of AI advancements for K-12 education through internal enterprise exploration and external discovery at the ASU+GSV Summit 2024. Key outcomes included a clearer understanding of the enterprise’s position on AI integration and valuable insights into global trends shaping AI-driven educational innovation.

Developed and tested multi-track professional learning that empowered educators to integrate mo'olelo into 'Ōiwi Edge teaching practices. Through differentiated learning pathways, asynchronous content delivery, experiential learning, and structured support systems, the innovative model enabled teachers to engage with cultural knowledge through moʻolelo at their own pace and depth. The framework demonstrated how flexible, culturally-grounded professional development built teacher capacity and confidence in moʻolelo-based instruction.

Building on valuable insights from previous Alaukawai task forces, developed Foundations in ʻŌiwi Edge—an induction pathway for K-12 educators. This suite of five micro-courses introduces key principles of ʻŌiwi Edge learning and teaching, providing a robust starting point for kumu to embark on their personalized professional growth journey within the Nāwaiao Educator Growth and Impact System. Designed for flexibility and relevance, this innovative platform integrates self-paced, job-embedded learning with asynchronous and blended opportunities, empowering educators to deepen their practice in meaningful ways. In the first nine months, 75% of kumu successfully completed the induction pathway.

K-12 math teachers came together to determine the important ʻŌiwi Edge for E Ola! mathematics concepts that should be prevalent in all learning experiences for our students. They articulated the competencies, essential standards, and supporting standards that every student will master on their pathway to becoming an ʻŌiwi Edge graduate.

A task force that included kumu and instructional leaders traveled to Kettle Moraine, a school district with a mature competency-based learning system, to inspire the design of an ʻŌiwi Edge ecosystem and develop a multi-year plan.

In collaboration with Knowledge Works, the task force reviewed and analyzed twelve conditions to scale competency-based learning using the ʻŌiwi Edge Learning and Teaching Expectations as a primary lens to create a plan that represents the necessary components to build an ʻŌiwi Edge ecosystem.

Recruited an expert design team of educators and coaches who tested and refined asynchronous professional development modules to ensure strong alignment with 'Ōiwi Edge for E Ola! principles. Their feedback shaped the development of accessible, impactful learning experiences for teachers across our campus ecosystem.

Convened a select team of high school counselors, college transition specialists, and leaders to accelerate student success targets through data-driven intervention strategies. Through analysis of student progress metrics and support systems, this task force identified opportunities to enhance personalized student support and developed targeted bridge programs for summer and college transitions.

Building on the momentum of Alaukawai 0009 and 0012's Independent Innovation Pathways, this third cohort advanced teacher-led scholarship through intensive collaboration and systematic inquiry. Their work strengthened 'Ōiwi Edge for E Ola! learning environments by developing and testing innovative pedagogical approaches. E Ulu Vol. 3 captured these breakthrough practices and transformative insights, further expanding our community of teacher-scholars.

Created an extended research option for educators in Alaukawai 0012, enabling deeper investigation of promising innovations. This flexible timeline allowed select teacher-scholars to pursue further inquiry and experimentation in 'Ōiwi Edge for E Ola! learning environments. E Ulu Vol. 3 documented these sustained investigations and their impact on classroom practice.

Building on the successful Independent Innovation Pathways model of Alaukawai 0009, this second cohort deepened teacher-led research and innovation practices through structured mentorship, collaborative inquiry, and evidence-based experimentation. Their work expanded our understanding of 'Ōiwi Edge for E Ola! learning environments, culminating in E Ulu Vol. 2, which documented emerging best practices and insights from our teacher-scholars.

Developed key recommendations to elevate the new student orientation experience, enhance family engagement, and provide a strong foundation for academic and cultural success in ʻŌiwi Edge for E Ola!.

Established the foundation for an ʻŌiwi Edge ecosystem through a comprehensive school redesign effort. By partnering with global education experts, we developed a research-based model that bridges Hawaiian cultural foundations with future-focused learning approaches.

Created a prototype of personalized professional development by empowering kumu researchers through the Independent Innovation Pathways. Initially designed to advance ʻŌiwi Edge for E Ola!, this task force culminated in the publication of E Ulu Vol. 1, a showcase of teacher scholarship and innovation.

Collaborated with enterprise and campus partners to produce a comprehensive kumu selection, development, retention, and reward strategy that addresses the unique needs and identity of our campus.

Partnered with higher education institutions alongside our students to develop DNA barcoding protocols for monitoring and protecting Hawaiian fishpond ecosystems.

Translated and analyzed Moses Manuʻs 1899 historical Hawaiian epic of Wakakeakakawai, and developed an annotated English resource that connects traditional storytelling with place-based science education and cultural knowledge of Waiākea.

Developed the Kuanaʻike Mindsets to cultivate a lens of critical consciousness, social justice, ancestral knowledge transfer, and ethical leadership, aligning with ʻŌiwi Edge principles to empower haumāna as leaders within the lāhui and beyond.

Developed the Kuanaʻike Mindsets to cultivate a lens of critical consciousness, social justice, ancestral knowledge transfer, and ethical leadership, aligning with ʻŌiwi Edge principles to empower haumāna as leaders within the lāhui and beyond.

Researched math curricula, best practices, and pedagogy to facilitate seamless progression across grade levels designed to meet diverse student learning needs.

Developed our signature pedagogy, ʻŌiwi Edge Learning and Teaching Expectations - a guide that aligns decolonized teaching practices with student-centered outcomes to advance Native Hawaiian empowerment and educational equity.

Developed the ʻŌiwi Edge Innovation Process (ʻŌEIP), a structured, kanaka-centric methodology for researching, designing and validating educational innovations that strengthen Kamehameha Schools Hawaiʻi's cultural identity and advance academic excellence.