STATE OF HAWAII
BOARD OF EDUCATION
STUDENT ACHIEVEMENT COMMITTEE

MINUTES

Queen Liliuokalani Building
1390 Miller Street, Room 404
Honolulu, Hawaii 96813
Thursday, June 7, 2018

PRESENT:
Margaret Cox, Committee Chairperson
Patricia Bergin, Committee Vice Chairperson
Brian De Lima, Esq.
Kili Namau‘u
Maya Gee (student representative)

EXCUSED:
Hubert Minn

ALSO PRESENT:
Christina Kishimoto, Superintendent
Phyllis Unebasami, Deputy Superintendent
Donna Lum Kagawa, Assistant Superintendent, Office of Curriculum, Instruction, and Student Support
Jeenna Canche, Education Specialist, World Languages, Office of Curriculum, Instruction, and Student Support
Chad Farias, Complex Area Superintendent, Kau-Keaau-Pahoa Complex Area
Ravae Todd, District Education Specialist, Special Education
Christina Ellis, District Office Teacher, Special Education
Michelle Payne-Arakaki, Principal, Pahoa Elementary School
Alison Kunishige, Executive Director
Regina Pascua, Board Private Secretary
Irina Dana, Secretary


I. Call to Order

The Student Achievement Committee (“Committee”) was called to order by Committee Chairperson Margaret Cox at 11:00 a.m.


II. *Public testimony on Student Achievement Committee (“Committee”) agenda items

Committee Chairperson Cox called for public testimony. The following people provided oral testimony.

Name
Organization
Agenda Item
Position
Brook Chapman de Sousa Institute for Teacher Education IV.B. Update on implementation of Board Policy 105-14 Multilingualism for Equitable Education Support/Comment
Cheri Nakamura Education advocates, Hui for Excellence in Education IV.B. Update on implementation of Board Policy 105-14 Multilingualism for Equitable EducationSupport/Comment

Brook Chapman de Sousa, Institute for Teacher Education, testified in support of Board of Education (“Board”) Policy 105-14, entitled “Multilingualism for Equitable Education,” (“Multilingualism Policy”). She highlighted that the Multilingualism Policy led to communication and collaboration between educator preparation programs, the Department of Education (“Department”), families, and communities. The Multilingualism Policy also helped to reframe discussion and perception of multilingual children. She further highlighted that the Multilingualism Policy addresses both the achievement and graduation gaps.

Cheri Nakamura, representing education advocates and the Hui for Excellence in Education, testified in support of the Multilingualism Policy and highlighted that she looks forward to the Department’s continued progress of implementation, including how it measures its effects. Nakamura detailed the testimony of William H. Wilson (Professor, Ka Haka ʻUla O Keʻelikôlani College of Hawaiian Language) and encouraged the Department to address the areas that Wilson highlighted, such as the needs of Hawaiian language medium schools.

Written testimony was also received and provided to Committee Members. The following is a listing of the people that submitted written testimony before the testimony deadline.

Name
Organization
Agenda Item
Position
E. Brook Chapman de Sousa Institute for Teacher Education IV.B. Update on implementation of Board Policy 105-14 Multilingualism for Equitable Education Support/Comment
Amy Agbayani, Elisapeta Alaimaleata, Brook Chapman De Sousa, Graham Crookes, Patricia Halagao, Kenton Harsch, Alohilani Okamura, Dina Yoshimi, William H. Wilson Group of multilingual, English learner, Hawaiian Learner, immigrant, language, and education advocates IV.B. Update on implementation of Board Policy 105-14 Multilingualism for Equitable EducationSupport/Comment
‘Ekekela Aiona ‘Aha Pûnana Leo, Inc.IV.B. Update on implementation of Board Policy 105-14 Multilingualism for Equitable EducationSupport/Comment
William H. WilsonDepartment of Education Multilingualism Advisory Committee, Ka Haka ʻUla O Keʻelikôlani College of Hawaiian LanguageIV.B. Update on implementation of Board Policy 105-14 Multilingualism for Equitable EducationSupport/Comment


III. Approval of Meeting Minutes of May 3, 2018

ACTION: Motion to approve the Student Achievement Committee Meeting minutes of May 3, 2018 (De Lima/Namau‘u). The motion carried unanimously with all members present voting aye. IV. Discussion Items

Phyllis Unebasami, Deputy Superintendent, introduced Chad Farias, Complex Area Superintendent (“CAS”), Kau-Keaau-Pahoa Complex Area. Unebasami highlighted that Farias is in his fourth year as CAS and noted that volcanic activity and response has inundated the complex area.

Farias introduced Ravae Todd, District Education Specialist, Special Education; Christina Ellis, District Office Teacher, Special Education; and Michelle Payne-Arakaki, Principal, Pahoa Elementary School. He noted that his team is not cancelling their engagements and are attempting to maintain as much normalcy as possible. He highlighted that this shows the complex area’s resiliency. Farias detailed that the complex area made gains in some areas but plateaued in other areas. He noted that Payne-Arakaki is addressing social and emotional components and working with students and faculty who lost homes and continue to lose homes. Farias highlighted that although he has been a CAS for four years, he was previously a principal for eight years, so he understands what schools go through. He further highlighted that the complex area’s special education vision is that students with disabilities are provided program and placement opportunities that ensure alignment with Common Core State Standards (“State Standards”) in the least restrictive environment to prepare students for postsecondary success. He noted that the complex area has challenges, especially pertaining to staffing issues, but accomplishes its work despite these challenges.

Todd reviewed the complex area’s special education enrollment, and he noted that the complex area’s percentage of students receiving special education services showed little fluctuation throughout the years and is close to the national average. She highlighted that the complex area’s special education program contributes to systems of success, including early intervention, identification, and provision of specially designed instruction in least restrictive environments. Todd detailed that 67% of the complex area’s students who qualify for special education services fall under the categories of specific learning disability, other health disability, and development delay. She noted that these students require specially designed instruction in the least restrictive environment. Todd stated that the complex area meets students’ needs through individual education program (“IEP”) development, goals, and objectives aligned to State Standards. The complex area has also focused on providing education assistance, training, and support for teachers to meet the needs of all of its students.

Ellis detailed that the complex area’s geographic area consists of nine Department schools and six public charter schools. She noted that Hawaii Island is larger than the rest of Hawaii altogether, and distance and remote locations create challenges for the complex area in recruiting and retaining qualified special education teachers. She stated that in many instances, the complex area fills positions with non-qualified teachers, such as long-term substitutes. Ellis detailed that this affects schools and faculty because they have to overload their case management duties, such as writing IEPs, conducting meetings, and providing specially designed instruction for students. This leads to burnout and could affect student performance. Ellis noted that 58% of teachers in the complex area have taught in the complex area for five years or more. She highlighted that the complex area continues to work collaboratively with Leeward Community College, the University of Hawaii at Manoa, the Office of Human Resources, and the Office of Curriculum, Instruction and Student Support (“OCISS”) to fill vacant positions.

Todd stated that the complex area faces challenges in filling district positions, such as student support staff and service providers. She noted that for School Year (“SY”) 2018-2019, the district office will have several unfilled vacancies, including district office teachers and educational assistants. She detailed that these positions provide training and support to teachers that contribute to student success and are critical to a student’s progress. Todd expressed concern that the complex area has been unable to fill all four of its school psychologist positions. She detailed that these positions have expertise in intervention and identification. Historically, the complex area has been unable to fill more than two out of four of its school psychologist positions at one time. Todd highlighted that the complex area has implemented several solutions, including recruiting teams, sending teams to children conferences, working with OCISS to find contract providers, and building capacity through tele-practices. Todd further highlighted that tele-practice is a well-researched and evidence-based model that has proven to be successful with students and a successful delivery model to support students in remote areas.

Payne-Arakaki reviewed the complex area’s SY 2017-2018 early childhood programs. She detailed that the complex area has seven fully contained preschool classes in four elementary schools. It also has two inclusive preschools that schools created to service students receiving special education services and general education services who do not qualify for other programs. One of the two preschools is co-taught, and the other is sole taught. Payne-Arakaki noted that the complex area works with the Executive Office on Early Learning on special education programs to provide children with opportunities. Payne-Arakaki detailed that 56% of the complex area’s students, ages six to 22, currently participate in the least restrictive learning environment 80% or more of the school day. The complex area works to support schools and teachers to keep students in general education classrooms. It provides funding and training for additional support. The complex area also works with school leadership on how to use staff to service the needs of students most efficiently. Payne-Arakaki highlighted that the complex area works with individual teachers and grade-level coaches on individual issues. It tries to support all teachers that work with students receiving special education services.

Ellis stated that the complex area’s goal is to close gaps between its ratings and the state target for SY 2020. She noted that implementation teams determined that it is necessary and in the complex area’s best interest to focus on all of its students due to performance levels. As documented in the complex area’s plan, it plans to close the achievement gap by implementing evidence-based practices and evaluating the effectiveness of chosen evidence-based practices. The complex area is also building capacity for its implementation teams in order to provide resources, training, and coaching and engage students, parents, and community members to address specific issues that affect the complex area.

Todd stated that the complex area is building capacity in the following areas and practices: support, development, skills, coaching, knowledge, teaching, and learning. Currently, the complex area is training and scaling its use of enhanced core reading instruction. Todd detailed that the complex area is working with schools to build foundational reading strategies and skills, use guided language acquisition design, and increase the number of Department-registered behavior technicians and board-certified analysts. Todd highlighted that the complex area’s implementation of evidence-based practices and its use of fidelity provides a rigorous continuum of curriculum for its special education program to meet unique needs. She detailed that the complex area is building capacity through consultation, coaching, and training to close the achievement gap in various areas. Todd further detailed how the complex area is incorporating universal design, training and coaching on assisted technology, dedicating positions to provide learning opportunities for homebound students, working with schools on best practices for inclusion to meet the needs of individual school teams, and developing work groups to address transition planning. The complex area is also attempting to build capacity by building relationships with parents and community members. Todd highlighted that the complex area encourages parents to attend training sessions and national trainer presentations who present on topics, such as executive functioning, living with Asperger Syndrome, social thinking, sensory processing, managing challenging behaviors, and speech-generated devices. Todd detailed that the complex area is engaging in collaborative training and information sharing with public libraries, family and health departments, and community colleges. Training events build family awareness of community resources. She highlighted that autism consultants provide training. Todd further highlighted that the complex area engages in an American Sign Language program developed for family and communities

Farias detailed the school ratings. He stated that the complex area closed a school down during SY 2014-2015 and saw a shift once it reopened the school in SY 2015-2016, including increased ratings in some areas and a decrease in student population. He noted that 50% of the complex area’s students did not attend school in the last month. He stated that the complex area is attempting to tell the story of what is happening with its students and how it is making decisions based on its numbers. It continues to struggle in certain areas, such as staffing. He highlighted that Assistant Superintendents are supporting the complex area so that it could still provide IEPs and other implementation drivers. He highlighted that the complex area is attempting to be as normal as possible through trying times.

Committee Vice Chairperson Patricia Bergin asked what kind of support the complex area provides to non-certificated special education teachers. Todd stated that non-certificated special education teachers work with resource teachers and are required to attend mandatory trainings on different topics, including development, IEP work, planning, and delivery of specially designed instruction. Furthermore, the complex area works with the University of Hawaii to certify non-certificated teachers.

Ellis commented that the complex area works closely with administrators and special education departments within schools. It tries to team non-certified teachers with experienced special education teachers. However, there are difficulties because teachers with no special education background are often unaware of legal requirements and do not know how to instruct or write IEPs. She highlighted that schools and administrators try to provide non-certificated teachers with one-on-one time with experienced teachers.

Payne-Arakaki stated that non-certificated teachers receive the same professional development as other teachers and attend meetings with other teachers. The complex area and schools provide non-certificated teachers with tools they need for instruction and assessment so that they are able to complete their jobs even though they are not highly qualified.

Farias stated that the complex area is focusing on how to create career paths for individuals who are seeking employment, filling vice principal openings with teachers, providing support, and ensuring that individuals are trained.

Committee Member Brian De Lima acknowledged that the complex area faces many struggles and noted that it needs to keep its focus on students who are struggling. He expressed concern over the complex area’s absenteeism rate. Committee Member De Lima detailed that parents are removing their children from schools due to events occurring on Hawaii Island and further detailed determinations friends of his made regarding relocation due to the natural disaster occurring on Hawaii Island. He stated that he is cognizant of the reality of the emergency, but the complex area’s absenteeism rates have been a concern prior to the natural disaster. Committee Member De Lima detailed various cultural values of Hawaii Island’s population and explained how these values affect absenteeism rates. Committee Member De Lima stated that the Board and Department need to work together to address damage that could occur due to the emergency that families are currently experiencing. He noted that existing interventions are not resulting in enough progress for students who are struggling. Committee Member De Lima acknowledged that the Department, the complex area, and schools are reviewing data and determining how best to solve its problems. He noted that adjustments are going to occur in the upcoming school year. He highlighted that the Superintendent is supportive of families who are determining where to live and what to do. Committee Member De Lima commended the complex area on its work and stated that it is doing what it can to help its students. He encouraged the complex area to think outside of the box and review interventions that could address its absenteeism rate. He stated that current events will have a further effect on absenteeism, and the complex area needs to employ resources to address issues. He emphasized the importance of the Department holding discussions regarding housing, transitions, and food. He stated that the Department also needs to discuss how to fulfill educational needs and highlighted that stability transcends year after year. He highlighted that students in the complex area see schools as comforting and are able to see a future for themselves. He stated that he understands the struggles of the complex area and wants to be supportive. Committee Member De Lima encouraged the Superintendent to do everything that can be done to provide the complex area with additional resources.

Christina Kishimoto, Superintendent, detailed a one-year downward trend in the complex area’s science proficiency rate and stated that the complex area needs to address this decrease. She asked whether staff transitions or curriculum changes caused this decrease. Kishimoto stated that specific answers regarding what caused the significant one-year decrease would allow staff to have a framework when reviewing data. She stated that the effect of current situations is not present in this year’s data but will be reflected in next year’s data. Kishimoto urged the Board to be open to the opportunity for CASs, leadership teams, and principals to determine that they need to redesign current school design using technology, curriculum, time, and staff based on what students say is meaningful to them. She emphasized the importance of school design as a priority. Kishimoto stated that the Department has additional professional development support, of which CASs are aware, which the Department pushes from the state level to the complex area level so that complex areas are able to differentiate where they needs support. She noted that the Department means for these resources to assist complex areas in adding capacity. However, this may need to look different than it has in the past. She stated that the Kau-Keeau-Pahoa Complex Area needs to review how it could add capacity in a different way, such as through contracted services. Kishimoto highlighted that the Department is open to dialogue regarding what complex areas need and what complex areas could do differently.

Committee Chairperson Cox stated that schools are looking forward to planning and determining what they will do for the following school year. She encouraged the complex area to ask for help if it needs help so that the Board and Department are aware of problems and issues. She noted that it is difficult for the complex area to plan for the following school year considering current situations that are occurring in the area.

Donna Lum Kagawa, Assistant Superintendent, OCISS, introduced Jeenna Canche, Education Specialist, World Languages, OCISS.

Canche highlighted that the Multilingualism Policy encompasses more than English learners (“EL”). She further highlighted that the Multilingualism Policy promotes language acquisition and maintenance of all major language groups in Hawaii.

Canche presented a video that shared how students use their language skills, which languages they speak, and how they plan to use their language skills in the future.

Canche emphasized the importance of including students’ identities and histories in equitable education and noted that students are better able to learn educational content in their official language of instruction. Canche detailed that the Multilingualism Policy Work Group (“Work Group”) worked together to create a vision statement in order to guide implementation of the Multilingualism Policy. She highlighted that all Department schools embrace, promote, and perpetuate multilingualism and multiculturalism to support and advance learners, families, and communities. Canche stated that the Department’s learning organization framework supports the vision statement. Canche noted that teaching and learning is the core of the framework and highlighted Lokelani Intermediate’s sixth grade exploratory Spanish language program as an example of equity and excellence. Canche detailed an expansion of Lokelani Intermediate’s program to include seventh and eighth grade language programs for high school credit as an example of school design, student voice, and innovation in support of the learning organization’s core. Canche further detailed pilot projects and design thinking as part of the learning organization’s framework. She highlighted that the Multilingualism Policy supports this portion of the framework because success leads to the language program becoming part of the core as well as trying and vetting new ideas.

Canche stated that the vision, goals, and outcomes of the Work Group align with the Department’s school design model. The policy vision and benefits of multilingualism align with the school design model’s focus to develop core values. The Work Group’s first two goals, to provide a range of language programs and effective educators, support curriculum and learning. The Multilingualism Policy maintains infrastructure through providing outreach supports for families and collaboration with stakeholders. The outcomes of the Multilingualism Policy are reflected in student learning products and student voice, which in turn will strengthen core values and mindset. Canche highlighted that the Multilingualism Policy ensures equity and excellence and supports closing the achievement gap.

Canche reviewed the range of language programs. She noted that the Multilingualism Policy might support language programs ranging from full immersion to study of world languages. She highlighted that the Work Group visited programs that are not currently available in the Department, including culture-based schools. Canche detailed that culture-based schools support students’ cultural identity and provide heritage language courses. The Work Group also visited two schools with kindergarten through twelfth grade dual language programs. Canche detailed a 50/50 dual language model and explained that half of instruction takes place in English while the other half takes place in a targeted language, which helps students to develop proficiency. She further detailed a school’s 90/10 dual language model and noted that the goal of the 90/10 model is to cater to the Spanish-speaking population of the school. Within a 90/10 model, the school adds English over the years gradually so that instruction takes place within a 50/50 model once students are in the fourth or fifth grade. Canche highlighted that the 90/10 model allows students to build a foundation in their native language and learn English over time while keeping pace with instruction.

Canche detailed that the Work Group created a language program planning document to use to work with schools in Hawaii to implement language programs. The Work Group also identified three potential pilot schools, including Stevenson Middle, Washington Middle, and Lokelani Intermediate. The Work Group is working with schools to identify new or expand existing language programs. The Work Group also developed two additional goals of the Multilingualism Policy, including providing outreach support for families and effective educators. Canche detailed the Work Group’s webpage it created and shared. She noted that the webpage houses its vision statement, benefits of multilingualism, and resources. The webpage is a key resource to provide updates, share information, and connect with stakeholders as the Multilingualism Policy progresses. Canche detailed that the Department offered professional development courses throughout the school year to support ELs and world languages, including second language acquisition research and theory, sheltered instructional strategies, and academic language and literacy. Canche noted that the Department offered 90 courses over the course of a year and 1,500 participants registered.

Canche reviewed the Work Group’s next steps, including measuring impact. She emphasized the importance of the Work Group working with the EL taskforce, complex areas, and schools to measure impact. The Work Group’s next steps include determining how to build shared agreements with complex areas to guide accountability efforts and follow-up support to schools as well as how to build capacity at schools through observations, coaching, feedback, and reflections. Canche stated that the Work Group has a summit planned for January 2019. Its goal is to build capacity among administrators and teachers to learn new ways of incorporating multilingualism in schools and classrooms. Canche highlighted that the summit incorporates goals of the Multilingualism Policy and Board and Department Joint Strategic Plan high impact strategies, including school design, student voice, and teacher collaboration. The summit’s theme is structuring opportunities for students to bring community languages and culture into schools. Canche highlighted that the Multilingualism Policy is a forward-thinking policy that has the potential to affect all students. The Work Group continues to expand and extend its work with stakeholders. Canche further highlighted that Hawaii is positioned to lead the way in celebrating and valuing cultures and languages of Hawaii and the global community.

Committee Vice Chairperson Bergin highlighted areas that Wilson raised in his testimony, including the needs of Hawaiian language medium schools and the importance of developing a more comprehensive plan. Committee Vice Chairperson Bergin stated that these areas are worthy of consideration, and the Work Group needs to be sensitive to the needs of Hawaiian language learners and other immigrant learners.

Student Representative Maya Gee stated that the Multilingualism Policy brings in cultures and teaches new languages and asked for more information. Canche explained that the Multilingualism Policy encompasses various areas, including EL and other aspects of culture and language.

Student Representative Maya Gee asked if it is difficult to find teachers who are qualified in a second language. Canche stated that this issue has ongoing discussions within the Department. She noted that the Department hopes that it could encourage students to receive the Seal of Biliteracy and improve retaining homegrown teachers. The Department is also reviewing its other recruiting options. She noted that the Work Group is in the beginning of its discussion stages.

Committee Member Kili Namau‘u expressed appreciation for the Work Group’s improvement in its first year. She agreed with Committee Member Bergin about the need for the Work Group to focus on Hawaiian immersion education primarily because Hawaiian is an official language of the state and because immersion schools are already teaching through the medium of Hawaiian language. Committee Member Namau‘u encouraged the Department to review these particular needs and incorporate them in future planning efforts. Committee Member Namau‘u stated that Hawaiian is considered a Native American language and falls under certain federal statutes. She encouraged the Department to research and review whether it could use Title III funds in classrooms, particularly kindergarten through third grade classrooms. Committee Member Namau‘u detailed that Pûnana Leo children are taught in the Hawaiian language and are considered ELs, which falls under certain categories within federal law. She stated that the Department needs to review federal guidelines to see if it is possible to use federal funding. Committee Member Namau‘u emphasized the importance of exploring opportunities to gain additional federal funds to provide classrooms with additional support. Kagawa confirmed that she would review this.

Kishimoto stated that the Department is committed to advancing Multilingualism Policy work. She highlighted that Hawaii has a global opportunity to stand apart in the competitiveness it provides through a multilingual approach. She noted that research exists that detail how bilingual approaches help students use different parts of their brain to not only learn new languages but also to perform in science and math literacy at higher levels. She stated that the Department needs to review how to put the Multilingualism Policy in action in terms of curriculum design.


V. Adjournment

Committee Chairperson Cox adjourned the meeting at 11:55 a.m.