Hawaii School Research Articles

The Development and Implementation of a School-Based Dental Sealant Program for Hawaii Public Schools.

School-based dental sealant programs are noted to increase sealant uptake among children, especially those from low-income families and those living in rural and underserved areas. However, nationally school-based dental sealant programs are substantially underutilized. This paper describes a partnership approach to a school-based dental sealant program for Title 1 public schools in Hawaii. The Hawaii Keiki: Healthy and Ready to Learn program partnered with the Hawaii Dental Service to develop and implement an interprofessional, school-based sealant program (SBSP). This article describes the development of key factors, such as partnerships, an interprofessional team, team roles, policies, and marketing tools to optimize program success. The SBSP has completed over 3 academic years of implementation in Hawaii public schools. In its initial year (school year [SY] 2019-2020), which presented challenges due to the COVID-19 pandemic, it served 6 schools (106 students screened) on 1 island. It expanded to 14 schools on 1 island (193 students screened) in its second year (SY 2020-2021), 28 schools on 3 islands (653 students screened) in its third year (SY 2021-2022), and during the Fall of the fourth year, the program reached 50 schools on 3 islands (1821 students screened) and is projected to reach over 70 schools by the end of SY 2022-2023. Taking advantage of strategic partnerships and key interprofessional team members, a school-based dental sealant program can help to improve the oral health of children in public schools by helping to decrease barriers to care.

Learning from COVID-19: Research education in troubling times.

The United Nations has identified the COVID-19 pandemic as the largest global disruption of education in history. Collaborative and hands-on learning activities in science, technology, engineering, and mathematics were particularly challenging to maintain during this period. Future large-scale disruptions of schools are considered likely, leading to questions about how educators can be better prepared. Since 2019, the REACH program has worked with schools in Montana, Idaho, Alaska, and Hawaii to educate students about air quality and health. The program also provides a framework and support for teachers to incorporate rudimentary student-led scientific field research in middle and high school science courses. Through student and teacher surveys, we inquired about how the pandemic affected program experiences during the 2020/2021 and 2021/2022 school years. Responses from 416 students and 31 teachers showed both difficulties and adaptive capacity in implementing the REACH program during COVID-19-related restrictions. It is encouraging to appreciate the resilience of students and teachers as they adapted to emergency remote teaching and learning strategies. However, the extent and the specific kinds of difficulties they encountered may inform efforts to help schools and teachers become better prepared for potential future events that may disrupt in-classroom learning.

Reading Trajectories in Elementary Grades: A Longitudinal Analysis

<p style="text-align:justify">Research shows that children's reading proficiency levels in the early grades positively correlate with students' future academic achievement. This study provides the first-ever analysis of reading achievement trajectories for a cohort of students in grades 3 to 5 in 2014–17 in Hawaii schools. Hawaii serves a diverse student population whose characteristics differ in ways often overlooked by standard US racial and ethnic classifications. Our analysis shows that Native Hawaiian and Pacific Islander students not only start at a lower reading proficiency than their peers in Grade 3, but the achievement gap widens as they move from Grade 3 to Grade 5. Moreover, we find a strong association between students' third-grade performance and reading achievement growth rate above and beyond all other factors in our longitudinal model. The difference in performance patterns between student subgroups across the elementary grades can serve as an accurate baseline for yearly monitoring. In light of our findings, we discuss implications for policy and practice.</p>

Easing Transitions of Military Dependents into Hawaii Public Schools

Over 15,000 military dependent students attend Hawaii public schools, about 8% of the total studentpopulation. The transition to Hawaii schools has been identified by many military familiesas a challenge and one more difficult than other transitions their families have made. A generallyacknowledged negative perception of Hawaii public schools among the military communityworldwide does nothing to ease this transition, especially when schooling ranks near the top ofmilitary families’ quality-of-life issues. Other factors that have made the transition difficult includecultural differences and some local school policies. This study draws on the following: federallyfunded research and programs to ease school transitions for military dependent students,five years of customer satisfaction surveys done with military families in Hawaii, and descriptionsof the numerous programs and activities underway in the state. These programs and activitiesare sponsored jointly by the military and the Department of Education to welcome militarydependent students into the public schools and provide them with a quality education. From abroad overview of the situation for military dependent students worldwide, this study hones in onefforts in Hawaii and the connections to the research literature including Invitational Education(IE). The study includes a description of the prevalence of IE at the University of Hawaii and itscongruence with Hawaiian values as well as with the research on school connectedness that underliesmuch of the national-level effort at easing military student transitions.

Building Understanding of the Information Search Process Through Student Journal Writing

How is information transformed into knowledge? As library media specialists, our challenge is to help young people move from mechanics to meaning making in the information search process. This qualitative research study examined how journal writing reflected both the cognitive understandings and the affective expressions of students as they progressed through assigned research projects. The investigation, which was conducted at two elementary schools in Hawaii, also addressed how journal writing influenced modifications made in library instruction and how the journals affected librarians' one-on-one interaction with students. Research methodology employed, related studies examined, and findings discovered are described in this paper.

Equity in Music Education: Cultural Diversity in the Music Classroom—EMBRACE the Challenge

Teaching middle school choral music in a culturally diverse middle school in Hawaii resulted in new knowledge about welcoming the challenges posed by diversity to the benefit of both students and educator. Concise strategies described in this article are applicable to any music program.

Evaluation of tsunami evacuation planning of the primary school student in Padang

This paper presents an evaluation of the tsunami evacuation of elementary school children in Padang. The objective of the study is to evaluate the evacuation planning using an observation data from an evacuation Experiment initiated by the Padang Regional Disaster Management Agency (BPBD Padang). In this study, the chosen evacuation destination was evaluated based on the available evacuation time, the evacuation methods, walking speed of the students in a group and the provided tools in the classroom for evacuation as in the guidelines of tsunami evacuation for schools in Hawaii.

Perspectives of College Students About Sex Education in Middle and High School

Teens in Hawaii have higher than the national average rates of pregnancy and sexually transmitted infections while also having the lowest rates of condom use in the nation. School-based sex education (sex ed) has been recognized as a key tool in improving these indicators. Since June 2015, Hawaii’s Department of Education has required public middle and high schools to provide opt-out instead of opt-in sexual health education. Currently there is no statewide assessment of sex ed curriculum quality in Hawaii. We aimed to describe the perspectives of college students regarding the content and quality of the sex ed they received in middle and high school in Hawaii to better understand deficiencies and areas for improvement.

Perceptions of High School Biology Teachers in Christian Schools on Relationships Between Religious Beliefs and Teaching Evolution

ABSTRACTThis mixed method study explored Christian teachers’ beliefs in religious schools on evolution, their attitudes toward evolution, and their perceptions on the effect of those beliefs on the teaching of evolutionary content. Teachers (N = 52) from Association for Christian Schools International (ACSI) accredited schools in California and Hawaii participated in the quantitative component of the study. Path analysis revealed that teacher beliefs had a significant effect on attitude, and attitude a significant effect on evolution teaching. Biology teachers were further interviewed from the sample. Results showed that teachers’ beliefs regarding evolution and their Christian faith were mixed and complex.

The Effect of the Tasks Middle Managers Perform on Organizational Performance

This paper asks: what influence do various middle management tasks have on organizational performance? We identify five tasks: setting clear goals, communication, participative management, human resources management, and resource distribution, and model their separate and combined influence on objective performance measures. Using a dataset of survey and performance data from 2007–2010 on over 250 public schools in Hawaii, findings show that setting clear goals has a positive, significant impact on performance. After combining these tasks into three general management measures (leadership, management, and resource management), results show that the management dimension is significant. This study adds to the public management literature by focusing on the effect of middle management, and specific management tasks, on performance, in a unionized agency.

Tashica Williams Amirgholizadeh

Tashica Williams Amirgholizadeh credits her parents and their military careers for nurturing and cementing her interest in science at a young age. Today, she serves as a patent litigation attorney at Gilead Sciences. Her parents were not scientists—her father was an Army pastor and her mother a cook. Nevertheless, they gave her telescopes and microscopes and fostered her desire to understand the way the world works, Amirgholizadeh says. Likewise, the teachers at military base schools in Germany and elsewhere overseas saw her as just a student who happened to be talented at science and math, and they encouraged her interests, she says. The bases were culturally rich and diverse, and it wasn’t until high school, when she returned to the U.S., that she felt labeled as a “black” student—stereotyped as someone who should not go into science. She spent high school in California, Hawaii, and Texas. At Seaside High School ...

Relationship between Overweight and Obesity Prevalence and School Proficiency, Performance and Satisfaction Scores among Hawaii Children Entering Public Schools

Background: Previous research suggests that overweight/obese children entering schools in Hawaii are more likely to live in communities with higher proportions of families with low educational attainment, higher poverty, unemployment and government assistance. Purpose: Although studies have highlighted the association between neighborhood structural factors and childhood overweight/obesity, any role between childhood overweight/obesity and educational performance factors remains unclear. Methods: Hawaii public school data were obtained, specifically (1) the proportion of students in 2007-2008 who were overweight/obese (among 12,823 students between ages 4-5 who entered 204 public elementary schools at that time) and (2) average school performance scores on educational performance indicators (math and reading proficiency, school performance, and parent, student and teacher satisfaction (positive responses on school quality indicators). Information for each school was entered into a database and correlational analyses were conducted. Results: Overall school performance scores were moderately correlated with proportion of overweight and obese students (Pearson’s r=.507, p

David Streeten Memorial Lecture presented at the 24th International Symposium on the Autonomic nervous System.

I am deeply honored to have been invited to give this annual David Streeten lecture, and to follow such distinguished past speakers such as Wouter Wieling, who, you may recall, took you on a tour of the autonomic nervous system in only 30 s. That must have been quite a trip and a lot of fun! Well done, Wouter. Or Frank Abboud discussing sensory signals in the development of neurogenic hypertension. That was almost certainly extraordinarily erudite and scholarly, or David Goldstein speaking on Catecholamines 101. Knowing David it was clearly not an ordinary 101 type lecture. Well, this talk will not deal with the facts, hypotheses, discoveries and challenges of a particular aspect of autonomic science, but instead, will, I hope, tell a tale of what medical scientists have done right in the past and, unfortunately, what, in my opinion, they may have done wrong. But first, I must tell those of you who do not happen to know very much about David Streeten, a little bit about him. He was a good friend, and a superb colleague to many of us. An extraordinary scientist, he was brilliant, gifted, stubborn, self confident and selfless, all at the same time. He told me an interesting, and instructive story about his career at The University of Michigan that demonstrates the sort of selfless person he was. He was in Ann Arbor working as a young faculty member in the laboratory of a famous endocrinologist, who, as you will see, needs to remain nameless in this presentation. One day, David, upon reviewing his records realized that he had accumulated a group of patients, each of whom had severe hypertension resistant to treatment, were hypokalemic and each with markedly elevated levels of aldosterone. He further discovered that the majority of this cohort had clearly detectable apparent adrenal masses on imaging. Excited, he told his boss about these findings, but, unfortunately, heard nothing from him subsequently. He later discovered that his mentor had published a summary of these patients, without either including Streeten’s name as a coauthor or even acknowledging his important participation. Thus, was primary hyperaldosteronism first described. Such may be the fate of some younger investigators, even today, but David took this in stride with a maturity and wisdom most of us would find to be surprising for his age. I paraphrase David ‘‘Oh, well, he was an egomaniac and in the end I made a valuable contribution to the field of endocrine hypertension’’. Such was David Streeten, and I am proud to give this lecture in his honor. I believe that every one of us is born with an innate sense of goodness, which subsequently evolves into knowing what is right and what is wrong; as you have matured into your professional lives it is expressed as a bioethical imperative: to do no harm to your patients. We all try to live up to that––but we recognize that working long hours and suffering the bone numbing fatigue that we all must endure, makes adhering to this concept difficult. This vital credo of not doing any harm to our patients likely becomes battered and bruised and driven out of our sensibilities during the harrowing years of our medical education. Unfortunately, what most often happens is that as we mature into young trainees patients are no longer called patients, they evolve into cases, which then become diagnoses: Mrs. Jones is no longer the very pleasant elderly gray haired lady in room 420, but is now the CA of the lung with wide spread metastases, or even worse, and please I. Schatz (&) University of Hawaii School of Medicine Honolulu, Honolulu, Hawaii e-mail: Schatzi@hawaii.edu

Do learning environments differ across subjects and nations: Case studies in Hawaii and Singapore using the WIHIC questionnaire

The purpose of this study was to survey a sample of high school students in Hawaii and Singapore about what they perceive to be helpful aspects of classroom environments in their learning of science and humanities subjects. The What Is Happening In this Class? (WIHIC) questionnaire was administered in the fall of 2003 to 73 high school students in Hawaii and 70 high school students in Singapore. These students were asked to respond to statements that focused on their actual and preferred environments in science and humanities classes for the three dimensions of learning environments of student cohesiveness, student involvement, and task orientation in the actual and preferred classroom. Principal component analyses were conducted separately for the data collected in the science and the humanities classes to make sure that the questions represented the anticipated factors in each of these two subject areas. A three-way multivariate analysis of variance was also conducted for all three dimensions of learning environments for differences in scores on items in the WIHIC questionnaire for the actual classroom subtracted from scores for the preferred learning environment. Results of this test revealed that the primary difference between students in high schools in Hawaii and Singapore was that students in the high schools in Hawaii wanted more student cohesiveness and involvement than the students in high schools in Singapore regardless of the subject. Another interesting finding was in the dimension of task orientation, for which the interaction between student nationality and subject was statistically significant.

Preventing Negative Behaviors among Elementary-School Students through Enhancing Students' Social-Emotional and Character Development

Examine the effects of a comprehensive, school-wide social-emotional and character development program using a positive youth development perspective. Specifically, we examined a mediation mechanism whereby positive academic-related behaviors mediated the intervention effects on substance use, violence, and sexual activity. Matched-pair, cluster-randomized, controlled design. Twenty (10 intervention and 10 control) racially/ethnically diverse schools in Hawaii. Elementary-aged students (N = 1784) from grade 5. The Positive Action program. Students self-reported their academic behaviors, together with their substance use, violence, and voluntary sexual activity; teachers rated students' academic behaviors, substance use, and violence. Structural equation modeling. Students attending intervention schools reported significantly better academic behavior (B = .273, SE = .039, p < .001) and significantly less substance use (B = -.970, SE = .292, p < .01, incidence-rate ratio [IRR] = .379), violence (B = -1.410, SE = .296, p < .001, IRR = .244), and sexual activity (B = -2.415, SE = .608, p < .001, odds ratio = .089); boys reported more negative behaviors than girls. Intervention effects on student-reported substance use, violence, and sexual activity were mediated by positive academic behavior. Teacher reports corroborated these results, with rated academic behavior partially mediating the effects of the intervention on rated negative behaviors. This study (1) provides evidence that adds insight into one mechanism through which a social-emotional and character development program affects negative outcomes and (2) supports social-emotional and character development and positive youth development perspectives that posit that focusing on youths' assets may reduce negative behaviors.

Parent and friend influences on the multiple health behavior of Pacific Islander adolescents

Youth obesity has increased dramatically in the United States, disproportionally affecting Hawaiian populations. The primary research objective was to describe the influence of parent and friends on the dietary, physical activity, and sedentary behaviors of Pacific Islander high school students. Data were collected from classrooms within a private high school on the Hawaiian island Oahu. Participants were Pacific Islander adolescents attending a high school in Hawaii. Participating adolescents completed a questionnaire, followed by a corresponding focus group; specifically reporting the social-level influences on their dietary and activity behaviors. Adolescents then interviewed their parent/guardian, asking questions relative to their perceived health-related influence. Participating adolescents (N = 60) were 53% female with a mean age of 16.93 (SD = 0.63), and their parents/guardians (N = 47) were 75% female with a mean age of 46.72 (SD = 5.11). Outcomes revealed parents/ guardians as the dominant influence on adolescents’ dietary behaviors, and time spent with parents was almost exclusively sedentary. In comparison, adolescents were more active with friends, but shared less healthy dietary habits. Results provide groundwork for similar examinations and culturally tailored interventions among similar adolescent populations.

Optimizing Pest Management Curricula for Adoption in K-12 Classrooms

The Formosan subterranean termite (Coptotermes formosanus Shiraki) is the most economically important insect pest in Hawaii, costing over $100 million annually in control and repair (Tamashiro et al. 1990). The University of Hawaii Termite Project: Educate to Eradicate is a statewide program intended to suppress termites through research and education (Grace et al. 2007). This program has been developed and conducted in partnership with USDA-ARS, and is intended as a modification of more traditional agricultural “area-wide” pest management programs, using public schools to reach and influence the behavior of Hawaii residents over a large area, rather than focusing efforts exclusively on a single community or more limited geographic area. The Educate to Eradicate K-12 curricula project has been implemented in over 350 Hawaii public school classrooms on the islands of Oahu, Maui, and Hawaii, with over 12,530 students from 2001 to present. It is designed to teach children and adolescents principles of science and biology using curricula emphasizing termite biology, prevention, and control. Hawaii state science process and life science instructional standards are addressed, facilitating standards-based instruction while teaching novel termite content (HCPS III 2007). Educate to Eradicate curricula utilize live termites for observations and investigations. Students establish termite habitats that are observed over several weeks (Fig. 1). These habitats serve as the springboard for lessons on the scientific method, including data collection, predictions, and inquiry. Habitats spark class discussion of adaption, communication, and interdependence. Subsequent lessons and investigations use a range of grade-appropriate pedagogies to further explore these concepts, in addition to termite lifecycles, prevention, and control (Grace et al. 2008). Curricula incorporate both inspection of the students’ own residences for termite hazards with parent/guardian participation, and a culminating service-learning project that requires application of unit knowledge to community outreach activities. These aspects of the curricula result in knowledge transfer from participating students to homeowners within the community (Lemus et al. 2010, Schmidt et al. 2007). The goal of this project is a self-sustaining curriculum that requires limited institutional inputs, increases science literacy in Hawaii schools, and will help protect current and future homeowners from incurring structural termite damage (Mason et al. 2013a). Educate to Eradicate curricular materials, including lesson plans, PowerPoint presentations, guided notes, reinforcement worksheets, insect fact sheets, and laboratory handouts, are available for teachers on compact disk and online (http://manoa. hawaii.edu/ctahr/termite/). Partner teachers in Hawaii receive professional development, materials, laboratory supplies, and equipment needed to complete the lessons. Supplies and items supplied on a loan basis include books, puppets, craft kits, preserved insects, live termites, habitats, laptops, digital microscopes, and projectors. Curricula are differentiated for grades Kindergarten, 1, 2, 3, 4/5, middle, and high school levels. This study was initiated to flesh out factors that influence adoption and continued use of our pest management curricula in public school classrooms. Initial paperand-pencil surveys completed by partner teachers revealed trends in continuation (Mason et al. 2013b). Teacher focus groups were organized to more robustly assess Educate to Eradicate curriculum design and professional development implementation. Perceptions of key project components and supports were recorded during teacher focus groups. Our findings will inform modifications to curricula, professional development, and project supports. The goal of this assessment was to optimize our limited resources to maximize teacher continuation and student learning.

School as a Context for “Othering” Youth and Promoting Cultural Assets

Background/ContextSchools are cultural contexts that have the power and potential to promote students’ cultural assets or “other” youth in a way that keeps them from creating meaningful academic identities. In this study, we build on existing research and theory by defining “othering” as a personal, social, cultural, and historical experience involving (a) cultural and racial ambiguity, (b) categorization and labeling, (c) hierarchical power dynamics, and (d) limited access to resources. In addition, we further define and understand youths’ cultural assets from a collectivistic perspective. We are interested in identifying and understanding community and indigenous strengths of “othered” youth as embedded in social and ecological systems.Purpose/Objective/Research Question/Focus of StudyWe used an ecological approach to dissect the experiences of “othered” youth through an investigation of their marginalization and assets. The questions guiding this research explore how “othered” students make sense of stereotypes and racism in the school context: How are these incidents handled? What are the norms in school for dealing with racialized and cultural encounters? What are the buffers or factors that may help students maintain a sense of cultural pride in the face of marginalization? What cultural assets emerge in schools and how are they related to students’ experiences with “othering?”Research DesignThis sequential 18-month qualitative study included observations and interviews. Multi-informant data with ten Native Hawaiian adolescents and five teachers and counselors of Native Hawaiian youth were used in an attempt to give voice to their experiences in urban public schools in Hawaii. These two perspectives provide points of convergence and divergence in conceptualizing how schools “other” youth. Grounded theory and Consensual Qualitative Research (CQR) were used to generate themes that arose from student interviews that were then compared with interview data from school personnel. These separate, but related data sources offered perspectives across generations, power relationships, and cultural identities.Conclusions/RecommendationsOur findings revealed five emergent themes: multiple identities, stereotypes, racism, coping strategies for racism, and cultural pride that highlight cultural assets and experiences with being the “other” at school. We discuss these findings in terms of how they relate to our definition of “othering” and from an ecological and relation-ally informed approach to community and cultural assets that are reciprocal and interactive. We call on practitioners and researchers alike to provide opportunities that promote and reinforce indigenous strengths in schools.

Review of: Duncan Ryuken Williams and Tomoe Moriya, eds., Issei Buddhism in the Americas

Duncan Ryuken Williams and Tomoe Moriya, eds., Issei Buddhism in the Americas Champaign, IL: University of Illinois Press, 2010. 216 pages. Cloth, $70.00; paper, $25.00. isbn 978-0-252-03533-3 (cloth); 978- 0-252-07719-7 (paper). This volume joins a growing body of literature in English on Buddhism outside Asia, particularly in the United States, but is distinct in two ways. It covers topics beyond American Buddhism to include two essays, one on the Canadian and the other on the Brazilian experience. Secondly, it focuses on the pioneer or the first generation (issei) Japanese Buddhists. Consequently, virtually all of the eight articles, by established authors on both sides of the Pacific, take up topics from the late 1800s to World War ii. And they seek to do so, as noted by the editors, to avoid the simplistic framework of both a Japan-centered diaspora model and an Americacentered assimilationist model in an effort to retell a part of American religious history from the perspective of those whose homeland is not Europe but Asia. volume is divided into four parts, the first of which is Nation and Identity. In the first essay, Can I Put This Jizo Together with the Virgin Mary in the Altar? Creolizing Zen Buddhism in Brazil, Cristina Rocha discusses Japanese Brazilians who participate in two religious customs of Buddhism and Catholicism. For example, a third-generation woman, Nicia Takeda, observes both a seventh-day mass for her deceased mother at a Catholic Church and a forty-ninth day service at a Zen temple. Nicias' mother was a Catholic but had carried on the practice of taking care of the Buddhist altar at home. She is not an exception as many Catholic Japanese Brazilians continue to observe Buddhist practices as a way staying connected to familial and cultural roots. Rocha opts to use creolization rather than syncretism or hybridity for these practices of religious blending. essay further discusses the phenomenon where a growing number of Japanese Brazilians (80 percent being Catholic) are turning to Buddhism for not only cultural connection but also for its enhanced prestige within Brazilian society. Masako Iino's essay, and the Japanese Canadian Community in British Columbia, provides a glimpse into the Japanese Buddhist experience in Canada. It focuses on the first thirty years of the twentieth century, with particular attention paid to two publications, Otakebi (A War Cry) and Buddha, published by the Young Buddhist Association. Like the Buddhists in the U.S., Canadian Buddhists struggled with discrimination and tensions with Japanese Christians, which forced them to rely on Bukkyokai (Buddhist organizations) for their spiritual, cultural, and social needs. As Japan became more militarized through the 1930s, the Japanese Canadians felt greater pressure from not only the larger Canadian society but more importantly within themselves to realize their identity. They expressed their concerns in the above publications as they sought ways to be good Canadians equal to other races by cultivating their self-esteem through Buddhism at the Bukkyokai. first essay in Part Two (Education and Law) is by Noriko Asato and is entitled The Japanese Language School Controversy in utilizes newly-discovered Japanese sources to tell a more detailed story about the struggles of the Japanese language schools in Hawaii run by Buddhist temples during the first two decades of the twentieth century. These schools played a vital role in the missionary work of Buddhist priests. As they sought to expand their schools, the Buddhists were confronted by two foes, the dominant political groups and the Japanese Christians. When these groups blocked Buddhist efforts on the grounds that the schools were anti-American, Bishop Yenmyo Imamura of the Honganji Mission countered that the language schools were actually a means of Americanizing the Buddhist children. Even though in 1927 the Supreme Court ruled in favour of the Buddhist-run language schools, the controversy ensued until the schools were completely shut down due to the war. …

A Comprehensive Multi-Level Approach for Passing Safe Routes to School and Complete Streets Policies in Hawaii

Policy changes were needed to reshape the built environment for active transportation. Using the social ecological model as a framework, the Healthy Hawaii Initiative worked with a contractor to develop a series of meetings, planning sessions, and workshops. Activities spanned 22 months between 2007 and 2009, and involved multiple stakeholders, including educational outreach for legislators and collaborative planning sessions with advocates. Ultimately, with the help of the contractor to initiate the process, Complete Streets and Safe Routes to School (SRTS) legislation were introduced January 2009. Advocacy groups monitored bill progress, testified at hearings, and assisted in rewording the bills. The SRTS statute required the Department of Transportation (DOT) to administer the federal SRTS funds and the complete streets law tasked the state and county DOTs to adopt complete streets policies and review existing highway design standards and guidelines. Both bills were signed into law June 2009. Focusing efforts at multiple levels of the social ecological model involving champions and key stakeholders led to the successful passage of legislation supporting active transportation. Tracking policy implementation and evaluation over time will help determine actual impact on active transportation behaviors across Hawaii.