STATE OF HAWAII
BOARD OF EDUCATION
STUDENT ACHIEVEMENT COMMITTEE

MINUTES

Heʻeia Elementary School Cafeteria
46-202 Haiku Road
Kaneohe, Hawaii 96744
Thursday, November 1, 2018

PRESENT:
Margaret Cox, Committee Chairperson
Patricia Bergin, Committee Vice Chairperson
Kili Namau‘u
Catherine Payne
David Texeria (student representative)

EXCUSED:
Brian De Lima, Esq.

ALSO PRESENT:
Christina Kishimoto, Superintendent
Phyllis Unebasami, Deputy Superintendent
Donna Lum Kagawa, Assistant Superintendent, Office of Curriculum and Instructional Design
Nadine Marchessault, Healthy Hawaii Initiative Specialist, Standards Support Section, Office of Curriculum and Instructional Design
George Centeio, Health and Physical Education Specialist, Standards Support Section, Office of Curriculum and Instructional Design
Matthew Ho, Castle-Kahuku Complex Area Superintendent
Krysta Bellevue, Inclusive Practices Resource Teacher, Castle-Kahuku Complex Area
Bryant Lau, English Resource Teacher, Castle-Kahuku Complex Area
Jennifer Ryan, School Health Coordinator, Department of Health
Alison Kunishige, Executive Director
Kenyon Tam, Board Analyst
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 3:30 p.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
Corey Rosenlee Hawaii State Teachers AssociationIV.B. Presentation on Youth Risk Behavior Survey (“YRBS”) and Hawaii Youth Tobacco Survey results for 2017Comment

Corey Rosenlee, Hawaii State Teachers Association, testified on the Youth Risk Behavior Survey (“YRBS”) and Hawaii Youth Tobacco Survey results for 2017. He highlighted the percentage of students who do not eat breakfast and summarized breakfast versus lunch rates. Rosenlee highlighted the importance of asking questions and reviewing data regarding breakfast, sleep, and water and the effects these rates have on a student’s education.

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
Martha Guinan, Ivalee SinclairSpecial Education Advisory CouncilIV.B. Presentation on Youth Risk Behavior Survey (“YRBS”) and Hawaii Youth Tobacco Survey results for 2017Comment
The Hawaii Appleseed Center for Law & Economic JusticeThe Hawaii Appleseed Center for Law & Economic JusticeIV.B. Presentation on Youth Risk Behavior Survey (“YRBS”) and Hawaii Youth Tobacco Survey results for 2017Comment
Corey Rosenlee Hawaii State Teachers AssociationIV.B. Presentation on Youth Risk Behavior Survey (“YRBS”) and Hawaii Youth Tobacco Survey results for 2017Comment


III. Approval of Meeting Minutes of October 4, 2018

ACTION: Motion to approve the Student Achievement Committee Meeting minutes of October 4, 2018 (Payne/Bergin). The motion carried unanimously with all members present voting aye.


IV. Discussion Items

Phyllis Unebasami, Deputy Superintendent, introduced Matthew Ho, Castle-Kahuku Complex Area Superintendent (“CAS”). She stated that today’s presentation is a continuation of the Committee’s request to understand complex area efforts and the direction CASs are setting for special education and English learners (“EL”).

Ho introduced Krysta Bellevue (Inclusive Practices Resource Teacher, Castle-Kahuku Complex Area) and Bryant Lau (English Resource Teacher, Castle-Kahuku Complex Area). Ho stated that the Castle-Kahuku Complex Area is comprised of 16 schools, including 13 elementary schools, one intermediate school, one high and intermediate school, and one high school. This school year, the complex area enrolled 7,972 students. He detailed that 84% of students are in general education classrooms, 14% of students receive special education services, and 2% of students receive EL support services. Ho noted that the complex area’s enrollment of students, including students who receive special education services and EL services, has been stable for the last five years. Ho highlighted that for School Year (“SY”) 2017-2018, 95% of general education teachers were licensed, and 6% of general education teachers were in their first year of teaching. He detailed that the complex area has 111 special education teachers, 90% of whom are licensed and 13.5% of whom are in their first year of teaching. Ho highlighted that the complex area is committed to securing qualified teachers or growing its own and retaining its teachers.

Ho reviewed equity and excellence in school design and detailed the complex area’s established partnerships and its support of its school partners. He detailed early college opportunities and noted that the complex area’s high school offers every student an opportunity to earn high school credits while simultaneously earning college credits. He highlighted that many students graduate from high school with an associate’s degree and detailed the number of college classes that the complex area offers on its campuses. Ho reviewed the complex area’s academy structure, Advancement Via Individual Determination (“AVID”) program, career and technical education (“CTE”) pathways, and advanced placement (“AP”) courses. He highlighted that the complex area’s AVID schools perpetuate a college environment and further highlighted that the complex area encourages students to take AP courses through rigorous content and instruction. Ho highlighted Castle Performing Arts Center and noted that it is one of 29 learning centers in the state. He stated that all students, including students receiving special education and EL services, have access to early college opportunities, CTE pathways, performing arts, and different academies and highlighted that students who receive special education and EL services are enrolled in CTE and AVID. Ho highlighted that Castle Complex adopted the 5Rs, which focuses on respect, responsibility, resourcefulness, relationships, and resiliency, and Kahuku Complex adopted R2S3, which focuses on respect and responsibility for self, school, and society. Ho stated that these adoptions provide a positive framework for the community.

Ho reviewed the complex area’s Smarter Balanced Assessment (“SBA”) results. Overall, the complex area increased its scores by 5%, and students receiving special education and EL services made gains in English language arts (“ELA”). He stated that the complex area is committed to closing the achievement gap and reviewed challenges the complex area faces in closing its achievement gap. He stated that the complex area has seen results through different efforts, such as training teachers, individualized education program (“IEP”) development, and creating goals and objectives based on student data. Ho stated that the complex area’s SBA math rates slightly declined. He detailed that the complex area is addressing its challenges in math through professional development, instruction, and assessment. One of the complex area’s schools is having all teachers complete a mathematical mindset course. He highlighted that professional development focuses on encouraging all students to see themselves as math learners while building a sense of numbers. He detailed that the complex area is also focusing on providing comprehensive student support and response to intervention (“RTI”) and helping students access curriculum in classrooms.

Bellevue reviewed special education demographics, including the five most prevalent eligibility categories. She detailed that the five most prevalent eligibility categories for SY 2017-2018 are specific learning disabilities, developmental delay, other health impairments, autism, and speech or language disaibility. She stated that these five categories represent 88% of all of the complex area’s students who receive special education services. Bellevue reviewed how many students spend 80% or more of their school day in the least restrictive environment (“LRE”). She noted that the complex area’s goal is to continue to increase the number of students who spend 80% or more of the school day in the LRE. Bellevue detailed that 46.95% of preschoolers were in a general education classroom for at least part of the school day during SY 2017-2018. She noted that some schools have more preschool inclusion classrooms due to community partnerships.

Bellevue stated that after the complex area reviewed data for SBA proficiency and LRE among students receiving special education services, it further reviewed practices in order to best address certain areas. The complex area reviewed an inventory of current practices and used new information to develop an inclusion plan in consultation with the complex area’s principals. The inclusion plan focuses on three priority areas, including increasing understanding of general education and special education practices, improving relationships between general education and special education, and improving practices within the general education classroom to make the classroom a more inclusive environment. Bellevue detailed that the complex area developed a list of professional development and training sessions within each priority area to be offered at all of its schools. The list for the first priority includes an overview of special education models, benefits of inclusion, and IEP creation process training. The list for the second priority includes relationship building activities and facilitation of roles and responsibilities. The list for the third priority includes an inclusive practices overview. Bellevue highlighted that some of these trainings have already taken place. Bellevue highlighted that the complex area partnered with Stetson & Associates, Inc., and six of its schools are participating in a Hui Pu cadre to help efforts to create inclusive schools. The complex area will extend the learning and the professional development that is taking place at these six schools to its other ten schools that are not in the cadre.

Bellevue described an email Christina Kishimoto, Superintendent, sent to all employees regarding a culture and environment of kindness, acceptance, and aloha and detailed how this culture and environment extends to the complex area’s inclusion efforts and programs. Bellevue described a program called the “Friends Program” that teaches student peers social skills and how to interact and understand one another. She highlighted Kahuku Elementary School’s success in decreasing its achievement gap in ELA and math and increasing its percentage of students spending 80% or more of the school day in the LRE. Bellevue detailed that for SY 2017-2018, 56% of Kahuku Elementary School students spent 80% or more of the school day in the LRE, which is above the state goal of 51%. EL students closed the achievement gap in math by nine percentage points, and in math by one percentage point. Both are below state goals but are improving. Bellevue highlighted professional development sessions that Kahuku Elementary School offered to its teachers. She stated that assessment literacy professional development session seemed to have the highest impact on learning. The training included a review of formative assessment practices, clear learning targets, success criteria, and descriptive feedback. The training also provided teachers with concrete examples to engage students.

Ho and Bellevue highlighted student success and shared stories of students and their achievements.

Lau reviewed the home languages of students receiving EL services. He stated that 11% of students speak Tongan, 10% speak Tagalog, 7% speak Samoan, 7% speak Ilokano, and 65% speak 25 other languages. Lau reviewed exit data for students for SY 2016-2017. He detailed that out of the total number of students who exited the special education program, 25% rescinded or were no longer eligible for special education, 30% graduated with a high school diploma, and 42% exited for other reasons. Lau detailed that the number of students exiting the EL program increased from SY 2016-2017 to SY 2017-2018 with 3.3% of EL students exiting during SY 2016-2017 and 5.9% during SY 2017-2018. Lau detailed that the complex area is working on increasing the number of students who exit the EL program annually. The complex area is meeting with principals, sending out interest surveys to students regarding how the complex area can help them succeed on tests, and sending translated parent letters informing parents about test preparation ideas.

Lau reviewed the complex area’s EL parent and community engagement efforts. He highlighted that the complex area is working on increasing parent involvement through parent meetings and by fostering positive relationships with the EL coordinator and parents. Lau highlighted that Castle High School held its first annual EL festival. The festival included student-led presentations in their native language, cumulative projects to showcase standards, performances, and dances. The school provided students with an opportunity to share what they learned during the school year. Lau stated that the complex area hopes to expand this festival to other schools within the complex area.

Lau reviewed Laie Elementary School’s Strive HI report. He detailed that 41% of students learning English are on-track to meeting proficiency. Lau stated that the elementary school analyzes data such as EL assessments and Strive HI in an effort to determine student needs. All 3rd and 4th graders receiving EL services receive additional RTI support to work on language development and vocabulary. Lau highlighted that the complex area is offering different EL development courses so that teachers can intentionally plan lessons for EL students. He noted that the EL coordinator develops capacity. Lau stated that the school also offers EL summer school so that students can continue to acquire the English language over the summer. The school is reaching out to parents so that they can recognize the importance of students continuing their education over summer break. Lau reviewed a student success story from the elementary school and shared the practices of one of the school’s fifth grade teachers.

Ho reviewed the complex area’s brand and highlighted that the educational leaders from the complex area developed this brand. The complex area’s brand slogans are “We Do What’s Right for Studens” and “Always Learning, Growing, Achieving.” Ho highlighted that the brand exemplifies that the complex area’s decisions and actions are always based on what is best for students. The expectation is that the complex area holds itself accountable and seeks opportunities to learn and build its capacity to improve for students.

Committee Chairperson Cox asked if every school in the complex area is AVID. Ho stated that both high schools are AVID, and elementary schools use AVID strategies. He noted that the intermediate school is looking to expand to AVID. Committee Chairperson Cox asked how schools use AVID strategies if they are not AVID schools. Ho explained that some staff members are familiar with AVID and detailed that the complex area provides opportunities for principals to participate in dialogue. Some schools are not necessarily AVID-defined schools, but they are deploying AVID strategies. He further detailed that school renewal specialists and educational officers partner with principals and help schools to plan.

Committee Chairperson Cox asked about co-teaching. She asked if the complex area is directing how schools should use special education money or if it leaves the decision-making to the school. Ho stated that the complex areas allows flexibility with staffing and funding for staffing. It allocates funding for professional development at the district level to support special education and EL. Ho stated that the complex area wants to provide opportunities for all teachers to receive professional development and training.

Committee Chairperson Cox asked if schools provide general education and special education teachers with planning time and if schools provide this time using special education funding. Committee Chairperson Cox commented that teachers need time to plan together in order for co-teaching to work. Ho stated that schools are building inclusive practices and noted that six schools are participating in the Hui Pu cadre for Fall 2018, and the complex area plans to meet with the schools to review how strategies are happening. He noted that some schools are already implementing a co-teaching model. Ho stated that the complex area and schools are shifting from technical support to systemic level change. Schools are still building and working toward the inclusion model.

Committee Chairperson Cox commented on EL services and asked if the complex area leaves decisions to teachers or whether it offers specialized training. She emphasized the importance of consistent vocabulary and strategies from kindergarten through twelfth grade and noted that students do not automatically make connections without continuity. She asked what is happening complex-wide to help these students move through the complex. Lau stated that the complex area offers professional development, project labs, and courses. It also provides support by going into classrooms, making observations, and modeling strategies. Committee Chairperson Cox asked who goes into classrooms. Lau stated that he does. He highlighted that he models strategies for teachers to implement and share with other teachers.

Committee Chairperson Cox stated that she wants the complex area to focus on bringing students from kindergarten through twelfth grade. Ho stated that while Lau models and provides support, he is only one person. Ho detailed the complex area’s professional development sessions and noted that the complex area wants to highlight its successes and bright spots. It wants to see what is working and what is not working at its schools and review challenges. He noted that the complex area wants to get to the place that Committee Chairperson Cox is referencing and highlighted that schools have different approaches to get there. Currently, the complex area is building programs and success slowly with its team, principals, and support staff.

Committee Chairperson Cox stated that she would like more preschools. Ho stated that the complex area wants to build its preschool program and expand opportunities for early learners.

Committee Chairperson Cox commented on the state’s achievement gap and noted that she wants students to be able to learn to their potential. She stated that she wants the emphasis to be on the same vocabulary and strategies and giving co-teachers time to plan. She noted that just because two teachers are teaching does not mean that students are learning if the teachers do not have time to work together and plan. Committee Chairperson Cox asked if there is enough special education funding for the complex area and schools to do what they need to do. Ho stated that there are never sufficient funds, but there is also never enough time during the day for teachers and principals to get everything done. He stated that principals are doing their best to manage priorities but noted that resources are important as well.

Committee Chairperson Cox stated that special education teachers have a lot of paperwork and asked if adding co-teaching makes them not want to do it. Bellevue stated that both general education and special education teachers co-teach. She stated that it is difficult for special education teachers because of IEP meetings and reevaluations. However, one of the benefits is that co-teachers have conversations before they begin the school year regarding what they will be responsible for. If co-teachers discuss these topics ahead of time, the process is streamlined and helps with planning. Bellevue stated that planning time is limited, so teachers have to make the best of what they have. She highlighted that some principals offer support for planning and are working on scheduling services to give teachers additional planning time. She noted that planning time helps to streamline processes.

Committee Chairperson Cox asked if paraprofessional tutors receive training. Bellevue stated that the complex area and schools train both paraprofessional tutors and educational assistants. She noted that the complex area understands that it has to make the best of educational assistants, so it offers training.

Ho highlighted that today was professional development day for the complex area. He stated that he visited two schools, and professional development at both schools included educational assistants and support staff. He noted that cafeteria staff are sometimes included in professional development. Ho stated that principals recognize talent and provide opportunities. Committee Chairperson Cox stated that the complex area shoud not force anything but should be clear about its expectations. Lau stated that some paraprofessional tutors are EL coordinators at the schools so principals engage them in professional development and include them in learning opportunities.

Committee Member Catherine Payne expressed concern over math across the state and asked Ho to expand on the complex area’s math programs. Ho stated that the program he touched on earlier was Mathematical Mindsets. It brings familiarity to students in recognizing numbers. Ho stated that math is not just a concern for the complex area but across the state and has flatlined or declined. Ho detailed that the complex area reviews opportunities and resources to help build math programs and further detailed teacher training. Bellevue described courses and opportunities that the complex area offers to teachers.

Committee Member Payne stated that math is a concern for all students, not just students receiving special education services. Bellevue confirmed that all students are struggling with math.

Committee Vice Chairperson Patricia Bergin asked what the Committee could do to help make the complex area’s job easier and what the complex area needs. Ho stated that the complex area needs time and noted that funding and technology is also a part of what the complex area needs. Ho emphasized the importance of understanding that these things are imperative for schools as well. Ho stated that the complex area’s data is not at the highest achieving level, and principals take this to heart when they review data and engage in high-level discussions. Ho stated that data is not the end-all and highlighted that the complex area has pockets of success as there are different methods in recognizing success. He stated that the complex area appreciates the opportunity to review its own measures and highlighted the flexibility in reviewing local school measures. Ho noted that students may not be showing gains in math or science, but they show gains in other areas. Ho emphasized the importance of schools having the opportunity to have local measures. Ho stated that schools are moving forward and that the complex area does not measure everything by proficiency. He stated that Committee Members can visit schools to get an an understanding of where schools are, where schools were, and how schools are addressing issues and benefiting and improving. Ho highlighted that the complex area has a strong culture, traditions, and bonds. He invited Committee Members to visit schools and recognize the work of leaders, teachers, and students.

Committee Vice Chairperson Bergin stated that she believes that there are multiple ways aside from tests to assess student growth and emphasized the importance of authentic assessment measures.

Donna Lum Kagawa, Assistant Superintendent, Office of Curriculum and Instructional Design, detailed the Department’s partnership and engagement with the Department of Health and introduced Jennifer Ryan, School Health Coordinator, Department of Health; Nadine Marchessault, Healthy Hawaii Initiative Specialist, Standards Support Section, Office of Curriculum and Instructional Design; and George Centeio, Health and Physical Education Specialist, Standards Support Section, Office of Curriculum and Instructional Design.

Kagawa stated that the Department’s and Department of Health’s work speaks to Board of Education (“Board”) priorities, including safe learning environments that support students’ well-being. One of the Board’s priorities is to ensure that the appropriate policies, structures, and resources are in place so learning environments that support students’ emotional and physical well-being can be cultivated. Kagawa emphasized the importance of collective ownership and responsibility and further emphasized the importance of a learning environment that elevates culture and a climate in which student voices are heard, valued, and respected and in which adults serve as advocates. Kagawa highlighted components of student voice, including safe learning environments that support students’ well-being, equity and access, and student-centered school design.

Kagawa highlighted important wellness and health outcomes that the Department wants to address. She stated that outcomes are connected to instruction and noted that the Department has an obligation to deliver high-quality learning instruction to all students. She stated that the report connects to different types of supports and interventions and detailed how principals are working on social-emotional learning. Kagawa stated that students need to be actively engaged and present to learn and detailed the importance of levels of satistfaction that are positive. Kagawa stated that today’s results are only one source that speak to the Board’s priorities and are centered around findings from middle school and high school students. The Department will specifically use these results to take action and develop support systems to support students. She detailed the Department’s collaborative partners on all levels of the system, including state, complex, and school levels.

Marchessault stated that healthy students are better learners and noted that it is critical for the Department to support the whole child and to address individual, social, emotional, mental, physical, and academic development needs. The YRBS and Youth Tobacco Survey provide a window into students’ lives from the students’ perspective. She detailed that the results will inform the work around the Superintendent’s priorities, safe learning environments, equity and access, and school-centered design. Marchessault stated that 16,000 respondents participated in these surveys in 2017, and the data from the surveys represents students’ voices.

Ryan stated that YRBS and the Youth Tobacco Survey represent a collaborative effort between the Department, the Department of Health, and the University of Hawaii. Each agency has representatives who serve on a committee and provide oversight. They co-administer the survey every other year in the spring in Department schools. Ryan stated that the survey takes approximately 30 minutes for students to complete and noted that students have the option to opt out. Ryan noted that the Youth Tobacco Survey is only available at the state-level, but results can be analyzed by different categories. Data from YRBS is available at the state and county level. Ryan stated that the YRBS covers protective factors, unintentional injuries and violence, inadequate physical activity, tobacco use, sexual behaviors, alcohol and other drug use, and unhealthy dietary behaviors. The Youth Tobacco Survey covers knowledge and attitudes, tobacco education in school, exposure to advertising, access to tobacco products, use of traditional and novel tobacco products, cessation attempts and successes, and second-hand smoke exposure. She highlighted that the results include significant findings. Ryan stated that while traditional cigarette use has declined, more students are experimenting with e-cigarettes. She emphasized that e-cigarettes are popular among Hawaii’s high school youth and noted that half of Hawaii Island’s youth have tried e-cigarettes. She detailed that 24% have tried cigarettes and 40% have tried e-cigarettes. Ryan stated that 16% of youth obtained e-cigarettes from a family members and 60% of youth obtained e-cigarettes from friends. She detailed county level variations and noted that additional data, including gender variations, are available online. Ryan stated that there is a lack of perceived danger around e-cigarette use.

Centeio reviewed the protective factors category. He stated that youth face tough decisions as they develop into adults and have to make choices regarding relationships, alcohol, drugs, and other choices. He emphasized that it is important that students receive good guidance from adults and parents, and it is important that they have a trusted adult at school they could talk to if they had a problem and that they feel safe at school. Centeio detailed that 68% of middle school students reported that they had at least one trusted adult at school to whom they could talk. This is a four percentage point improvement from 64% in 2015. Centeio stated that 64% of high school students reported that they had at least one trusted adult at school to whom they could talk in 2015, but only 62% reported the same in 2017. Centeio detailed that although there was a slight decrease, there was an improvement in the percentage of high school students who reported that they could talk to a member of their family about serious topics. He stated that there was a five percentage point improvement in the percentage of high school students who reported that they could talk to a parent or adult about the dangers of tobacco, alcohol, and drug use, and a four percentage point improvement in the percentage of high school students who could talk to a parent or adult about what is expected of them when it comes to sex. Centeio stated that students having somebody to talk to is a protective factor for numerous health risk behaviors.

Centeio reviewed physical activity among Hawaii’s high school students compared nationally. He stated that he is only sharing high school data on this topic because national comparison data for the middle school population is not available. Centeio stated that the U.S. Centers for Disease Control and Prevention (“CDC”) recommends 60 minutes or more of physical activity every day, the majority of which should come from aerobic activity. He noted that aerobic activity should include moderate and rigorous activity. The CDC recommends that rigorous activity should occur at least three times per week. Centeio stated that 19.6% of Hawaii’s high school students reported that they participated in 60 minutes of physical activity per day, and 26.1% of high school students across the nation reported that they participated in 60 minutes of physical activity per day. Centeio stated that the data shows that the lack of physical activity among high school students is an issue across the country. Only one-fourth of students nationally reported that they engaged in 60 minutes of physical activity every day as recommended by the CDC. He noted that Hawaii has opportunities for growth. He stated that regular participation in physical activity and high levels of physical fitness is linked to academic performance, brain function, including memory and attention, and increases health and wellness as well as improves classroom performance.

Centeio stated that 39.7% of Hawaii’s high school students reported that they attended physical education classes versus 51.7% of students elsewhere in the nation. He stated that there is a 12 percentage point difference in this category between youth in Hawaii and youth in other parts of the nation. Centeio emphasized that high-quality physical education programs can help to increase physical activity and provide students with opportunities to be physically active and improve their overall health and wellness. He highlighted that the Department’s wellness guidelines include six goals that support physical education and physical activity. One of the goals of physical education is that 50% or more of physical education classtime should be dedicated to moderate or rigorous physical activity. Centeio stated that more training and resources to support physical education teachers in achieving this goal would be one way to increase student participation.

Centeio reviewed unintentional injuries and violence among middle school students. He stated that the survey covered bullying from peers of a child who was bullied as well as a child who bullied others. He stated that in 2015, 45.1% of students reported that they were bullied on school property, and in 2017, 40% of students reported that they were bullied on school property. He noted that this is a five percentage point improvement. Centeio stated that in 2015, 15.7% of students reported that they electronically bullied someone, and in 2017, 10.9% of students reported that they electronically bullied someone. Centeio noted that electronically bullying is synonymous with cyberbullying, such as through text and social media. He highlighted that the results showed a five percentage point improvement in this area as well.

Centeio stated that unintentional injuries and violence among high school students flatlined between 2015 and 2017. He noted that data for high school students is not a direct comparison to data for middle school students. In the middle school survey, students answer whether they were ever bullied or whether they ever bullied someone else. However, in the high school survey, students answer whether they were bullied in the last 12 months and whether they bullied someone else in the last 12 months. Centeio stated that there are no sigifnicant changes in the high school population in the area of bullying. He stated that 18.6% of students reported that they were bullied on school property in the past 12 months in 2015, and 18.4% reported the same in 2017. He stated that 14.7% of students reported that they were electronically bullied in the past 12 months in 2015, and 14.6% of students reported the same in 2017. Centeio stated that schools are places of learning and students must feel safe at school in order to focus their energy on learning. He emphasized that bullying has no place in schools. Centeio stated that while it is encouraging to see improvements in the area of bullying in middle schools, there is still a lot of work to be done. He highlighted that everyone, including students, parents, teachers, and community stakeholders, has a role in promoting a culture of respect and responsibility in order to continue to improve in this area.

Ryan described the whole school, whole community, and whole child model and detailed how this model demonstrates a collaborative approach to support student learning. In the center of the model is the child surrounded by ten components, including health education; physical education and physical activity; nutrition environment and services; health services; counseling, psychological, and social services; social and emotional climate; physical environment; employee wellness; family engagement; and community involvement. The model also demonstrates the relationship between communities and schools.

Marchessault stated that Hawaii’s youth face challenges as they grow up and emphasized the importance of the Department’s commitment to providing equitable access and education. She highlighted the importance of collective efforts to empower students so that they can face challenges that they have in their current lives and future lives. Marchessault reviewed next steps. She stated that the Department will distribute, share, and review survey results through multiple channels so that the results can be used to inform activities and the Superintendent’s priorities. She noted that the Department already distributed 2017 results to schools, complex areas, and state offices. The Department will identify areas of focus for state and district programs and is encouraging schools to share results with parents and community leaders in order to advocate and educate stakeholders on health education policies and programs. The Department is also encouraging complex areas to use results to identify areas and priorities in regards to school design and professional development. Marchessault stated that the Department’s next steps also includes administering surveys in the spring of 2019. Marchessault highlighted that the Department has been working with leaders across the state on National Health Education Standards and hopes to present to the Board and request adoption of these standards during SY 2019-2020.

Committee Member Payne asked if the survey used a random sampling of students. Ryan explained that sampling is complex and uses two stages to get representational data. She noted that it is not completely random.

Committee Member Payne noted that students are able to opt out of the survey. She detailed that in the past students had to opt in to take the survey, which was concern. She stated that current results are most likely better due to this shift. Ryan stated that data was not available one year because the survey did not reach the participation threshold. Since participation changed, this has not been a problem.

Committee Member Payne stated that the survey for middle school students asked about concussions, but the same question is not included in the survey for high school students. She mentioned concussions and head injuries related to football and asked why this question is not asked of high school students. Ryan stated that there may be another data source for this information and added that she could follow up. She explained that the high school survey has less flexibility, and sometimes negotiation is necessary when there is a gap in information.

Committee Member Payne stated that concussions are a big issue nationally in regards to sports and asked what the Department is doing to reduce this risk factor. She emphasized the importance of the Department providing this data if it is available elsewhere. Kagawa stated that there may be other means to address data sources.

Committee Member Kili Namau‘u commented on testimony regarding the importance of including questions regarding breakfast and water and asked if the survey asks those questions. Ryan explained that dietary recall questions are complicated and are not necessarily reliable sources of information. She emphasized the importance of the promotion of water consumption but noted that there are challenges with data when asking students or adults how many times they drink water. She stated that the Department of Health is trying to figure out how to ask these questions but noted that it is difficult to track this behavior.

Committee Member Namau‘u suggested that the survey could ask questions in terms of glasses of water. Ryan explained that there is no dietary recommendation for water and recommendations are standardized based on the individual. She noted that the results related to these questions may not be reliable, but she could review whether national surveys include these questions.

Committee Member Namau‘u asked if the survey includes questions regarding sleep. Ryan confirmed that the survey includes questions regarding sleep. She noted that research is increasingly documenting the importance of sleep.

Committee Member Namau‘u asked if there is a way for the Department to ask follow-up questions to find out reasons behind the data results. She stated that the Department could review data but may not promote and encourage physical activity in the way it needs to if it does not understand why students are not participating in physical activity. Ryan stated that the Department and Department of Health are aware of reasons why students are not participating in physical education but could ask additional questions to learn why. She stated that the survey does not ask about attitudes and beliefs but noted that the Department of Health and Department could explore this. Ryan stated that communities have used focus groups to explore rationale and have conversations.

Committee Member Namau‘u stated that she would like to follow up with focus groups and have the Department take this further. She stated that the Department can collect data, but if it wants to make an impact, it needs to change attitudes and encourage students to live healthier and better lives. Kagawa stated that the survey serves as one source of data and is a vehicle for student voice. She stated that the Department encourages complex areas to provide forums and opportunities for dialogue and problem solving to learn what issues are important for youth. She stated that it is best for students to lead these discussions. Kagawa detailed that it is a multi-prong approach, and there are different ways to tackle issues. She stated that a single cause will not be part of why something happens and includes complex dynamics.

Committee Member Namau‘u expressed concern over the percentage of students who vape. She emphasized the importance of campaigns increasing awareness among the public over the dangers of vaping. Kagawa stated that the Department is in an ongoing partnership with the Department of Health to address this issue. Ryan detailed a conference and noted that the Department of Health is participating in initiatives to spread awareness regarding the dangers of electronic smoking devices. She highlighted partnerships with health institutes and further highlighted that students are developing public service announcements to encourage their peers to think differently about vaping.

Committee Vice Chairperson Bergin stated that students have been taking these surveys for a number of years. She asked if participation has declined. Ryan stated that participation increased once students did not have to opt in but could opt out. She stated that this shift made it easier for students to participate.

Committee Chairperson Cox highlighted that the Special Education Advisory Council submitted written testimony regarding special populations and using data for the Board and Department Joint Strategic Plan and encouraged the Department to review its recommendations.

Committee Chairperson Cox asked if the survey asks how much time students spend on their phones and computers. Ryan confirmed that it does and stated that the questions were modified to include all screen devices.

Committee Chairperson Cox stated that physical education classes encourage students to participate in team sports in some instances rather than other aerobic activities. She noted that some students do not want to participate in team sports. Centeio stated that he visited middle school physical education classes, and many classes encourage healthy active lifestyles and are different from past versions of physical education classes. Committee Chairperson Cox asked how many schools offer students various activities in physical education classrooms and how many schools offer students opportunities to solely participate in team sports in physical education classes. She stated that physical education classes need to offer students opportunities to participate in a variety of activities in order to encourage participation and engagement in physical activity. Centeio stated that the Department is in partnership and meets regularly with the Department of Health to discuss the right message to send to teachers in order to promote physical education. He stated that the Department would review how many schools offer physical education activities.

Committee Member Payne asked if the data could be disaggregated by grade level. Ryan confirmed that it could be.


V. Adjournment

Committee Chairperson Cox adjourned the meeting at 5:00 p.m.