STATE OF HAWAII
BOARD OF EDUCATION
STUDENT ACHIEVEMENT COMMITTEE

MINUTES

Queen Liliuokalani Building
1390 Miller Street, Room 404
Honolulu, Hawaii 96813
Thursday, February 7, 2019

PRESENT:
Margaret Cox, Committee Chairperson
Patricia Bergin, Committee Vice Chairperson
Brian De Lima, Esq.
Kili Namau‘u
Catherine Payne
David Texeira (student representative)

EXCUSED:
None

ALSO PRESENT:
Christina Kishimoto, Superintendent
Phyllis Unebasami, Deputy Superintendent
Lanelle Hibbs, Kailua-Kalaheo Complex Area Superintendent
Helen Kaniho, Special Education District Educational Specialist, Kailua-Kalaheo Complex Area
Esmeralda Carini, Literacy District Educational Specialist, Kailua-Kalaheo Complex Area
Elizabeth Simmons, English Learner Resource Teacher, Kailua-Kalaheo Complex Area
Dann Carlson, Assistant Superintendent, Office of School Facilities and Support Services
Albert Scales, Administrator, School Food Services Branch, Office of School Facilities and Support Services
Shirley Robinson, Supervisor, School Food Services Branch, Office of School Facilities and Support Services
Jennifer Ryan, Educational Specialist, School Health Section, Office of Student Support Services
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 11:01 a.m.


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

Committee Chairperson Cox called for public testimony. There was no public testimony at this time.


III. Approval of Meeting Minutes of December 6, 2018 ACTION: Motion to approve the Student Achievement Committee Meeting minutes of December 6, 2018 (Bergin/De Lima). The motion carried unanimously with all members present voting aye.


IV. Discussion Items

Phyllis Unebasami, Deputy Superintendent, introduced Lanelle Hibbs, Kailua-Kalaheo Complex Area Superintendent (“CAS”). She highlighted that Hibbs was a distinguished principal prior to becoming a CAS. Unebasami stated that the presentation is a continuation of the Committee’s request to understand English learner (“EL”) and special education services that the complex area is providing to its students.

Hibbs introduced staff from the Kailua-Kalaheo Complex Area: Helen Kaniho, Special Education District Educational Specialist; Esmeralda Carini, Literacy District Educational Specialist; and Elizabeth Simmons, English Learner Resource Teacher.

Hibbs stated that the Kailua-Kalaheo Complex Area is comprised of 14 schools, including nine elementary schools, one intermediate school, one combination elementary and intermediate school, one combination intermediate and high school, and two high schools. For School Year (“SY”) 2018-2019, the complex area had an enrollment of 6,340 students overall. She noted that 12% of students received special education services, 0% of students (27 students) received special education and EL services, 2% of students received EL services, and 86% of students were in a general education classroom.

Hibbs reviewed special education demographics, including the complex area’s five most prevalent eligibility categories. She noted that 35.12% of students have a specific learning disability, 18.67% of students have other health impairments, 12.72% of students have a developmental delay, 10.39% of students have autism, and 9.57% of students have a speech or language disability.

Hibbs reviewed the least restrictive environment (“LRE”) data for students ages six through 21 and for students ages three through five. She stated that in SY 2017-2018, 49.66% of students ages 6 through 21 spent 80% or more of the school day in the LRE, and 33.83% of students spent 40-79% of the school day in the LRE. Hibbs noted that for SY 2015-2016, 62.69% of students spent 80% or more of the school day in the LRE nationally, and 18.66% of students nationally spent 40-79% of the school day in the LRE. Hibbs stated that 41.07% of preschool students who receive special education services are in a general education classroom for at least part of the school day. Hibbs reviewed the most common languages of students receiving EL services. She noted that 11% speak Spanish, 11% speak Chuukese, 10% speak Ilokano, 9% speak Tagalog, and 59% speak 19 other languages. She highlighted that the complex area is linguistically diverse.

Hibbs reviewed data points that measure student achievement, including English language arts (“ELA”) standards and math standards. She noted that 25.6% of students who receive EL services met ELA standards in SY 2017-2018, and highlighted that the complex area is anticipating an upward trend in the upcoming academic year based on formative assessments. Hibbs noted that the percentage of students who met math standards only slightly improved from SY 2016-2017 to SY 2017-2018. Hibbs noted that the complex area has not seen the same results for its students receiving special education services that it has seen for its students in general education classrooms.

Hibbs reviewed exit data for SY 2016-2017. She detailed that 22.11% of students receiving special education services transferred to general education, 16.67% of students graduated with a regular high school diploma, 3.74% of students received a certificate, and less than 10 students reached the maximum age. Hibbs detailed that 5% of EL students exited the program in SY 2016-2017, and 6% exited in SY 2017-2018.

Hibbs reviewed teacher demographics for SY 2018-2019. She stated that the complex area employed 432 general education teachers and 99 special education teachers. Of its general education teachers, 97.5% held licenses and 6.7% were first year teachers. Of its special education teachers, 88.9% held licenses and 12.1% were first year teachers. Hibbs noted that the complex area has several vacancies that it is filling with substitutes.

Hibbs shared the complex area’s vision and mission. Hibbs reviewed school design and emphasized the importance of the complex area being strategic in terms of which initiatives it implements and how it implements these initiatives. Hibbs highlighted three of the complex area’s initiatives, including an instructional leadership team, a universal design for learning, and multi-tiered systems of support. She highlighted that the complex area is implementing project-based and place-based learning, teaching learning communities, career and technical education pathways, Advanced Placement courses, and early college credits in an effort to improve various areas, including its math assessment scores. Hibbs highlighted that students are at the heart of everything that the complex area does and emphasized the importance of the complex area placing students in the center of all of its initiatives.

Carini stated that the complex area is working to provide teachers with a variety of professional development courses. She noted that collaboration and professional learning builds content understanding and is important for equity. Carini highlighted two initiatives that schools are implementing and using, including Project GLAD (“Guided Language Acquisition Design”) and WIDA (“World-Class Instructional Design and Assessment”). She detailed that Project GLAD includes incorporating visual supports into lessons, using chants and songs to support oral language, and enhancing graphic supports to increase accessibility for learners. WIDA provides English language development standards, differentiation practices for language learners, and lesson planning for language learners. Carini highlighted what teachers who participated in GLAD training have to say, including how helpful the strategies are, and further highlighted that teachers find these opportunities valuable and supportive of their learning. Carini stated that the complex area hopes that teachers transfer these strategies to use as a part of their daily classroom practices.

Carini reviewed co-teaching and collaboration for EL classrooms. She detailed that the complex area provided targeted professional development for staff and principals to support co-teaching. She further detailed that the complex area is rethinking how to better organize its EL program delivery so that it makes sense for the EL learner. Co-teaching for EL students builds understanding around collaborative planning, co-teaching models, and collaborative assessment. Carini highlighted Kailua Intermediate School’s science and EL co-teaching team and further highlighted that the complex area is excited for the school’s initiatives to provide linguistic support and support students’ English language development.

Hibbs highlighted that the complex area, schools, and classrooms provide differentiated support for EL students. She noted that there is no one-size-fits-all strategy and detailed that support includes building instructional capacity and compliance knowledge, enhancing understanding of language development, supporting parent and community engagement, and serving students with limited and interrupted formal schooling. Hibbs noted that the complex area monitors the overall impact of support that schools offer and detailed that schools are engaging families through family engagement nights and special projects.

Simmons reviewed how schools are strengthening its relationships with families and highlighted family engagement nights for EL students and their families. She stated that schools are encouraging parents to attend family nights and students to share presentations regarding their culture. These initiatives are having a positive impact on students’ attendance, social skills and behaviors, and language development.

Hibbs reviewed support for students receiving special education services, including customized support and ongoing support. She detailed that customized support includes LRE settings, classroom management, data collection, and progress monitoring, and ongoing support includes model lessons, curriculum, supporting new teachers in individualized education programs (“IEP”) and reevaluations, and collaboration on staffing and scheduling. Hibbs highlighted that schools network and plan programs and events to engage families and students and provide them with community resources. She further highlighted that the complex area established an equity committee to focus on family engagement and organize community days for families.

Kaniho shared the experiences of students receiving special education services who have made gains and thrived in their learning environments. She noted that special education teams focus on high quality IEPs, special instruction, and inclusive practices. Special education teams need to understand their students to design successful programs and create successful learning environments. By understanding students, teams can design goals and objectives, identify gaps, and meet the unique needs of students. Teams also need to consider student needs to design engaging learning environments. Kaniho stated that the complex area needs to build its teacher capacity to develop high-quality IEPs and noted that teachers learn best from other teachers. Kaniho shared the experience of an inclusive practices complex area resource teacher and emphasized the importance of shared values, commitment to implementation, inclusive educational supports, data-based decision making, and appropriate models of support. Teachers and staff need to agree to commit to implementation.

Kaniho stated that inclusive education support refers to a multi-tiered system of support. The complex area needs to maintain high standards for all of its students, including students who receive EL and special education services. Furthermore, the complex area needs to continue to engage families in order to provide inclusive educational support. Kaniho stated that data-based decision making is crucial to ensuring that the complex area is on target to meet its goals and objectives. It also identifies when initiatives are not working so that the complex area can update and change its action plan. She highlighted that the complex area needs to utilize appropriate models of support in order to ensure a flexible learning environment.

Kaniho highlighted inclusive practices at Kainalu Elementary School. She stated that Kainalu Elementary is a good example of inclusive elements in action and highlighted that Kainalu Elementary has drastically increased its inclusion rate through its various practices, including surveys, professional development, co-teaching teams, and ongoing collaboration. She detailed that Kainalu general education teachers answered a questionnaire regarding best practices. In April 2018, 42.9% of teachers answered that they have ownership for and assume primary responsibility for ensuring that every student in their classrooms, including students with disabilities and students learning English, actively participates in instructional activities in a meaningful way. In December 2018, 100% of teachers agreed with this statement.

Hibbs stated that the complex area values student voice, families, and the expertise of its staff. It will continue to work and strive for student success and excellence for all.

Committee Member Brian De Lima asked about the impetus of the complex area’s commitment to be better at inclusion. He stated that parent engagement involves more than schools holding an event once per quarter or every few months. He asked how the complex area defines parent engagement and how it handles parents who are not satisfied with how their children are progressing.

Hibbs stated that the commitment to inclusion comes from all levels, including the state level, principals, and teachers. She noted that the complex area reviewed its data and identified gaps between students who receive special education services, students who receive EL services, and general education. The complex area needs to determine how to address these gaps through inclusive practices and research. She noted that inclusive practices do not guarantee successful outcomes and detailed that the complex area is also focusing on teacher training to improve outcomes.

Kaniho detailed the importance of the complex area combining inclusive practices with a multi-tiered system of support. She highlighted that the Superintendent sent memos regarding inclusion, and the complex area and its schools recognize improvements that they need to make for students and families.

Hibbs agreed that family engagement includes more than schools holding events several times per year. She stated that the complex area is working on ensuring that parents are involved in their children’s learning. Schools include parents by ensuring that teachers involve parents in conferences and meet with parents. If parents have issues, schools schedule meetings with parents as soon as possible. In addition, schools provide parents with interpreters if an interpreter is necessary. She noted that it is important for schools to include parents in school activities, volunteer opportunities, professional development meetings, and discussions in order to build relationships.

Unebasami highlighted that the complex area monitors schools to identify challenges. She further highlighted that the complex area reaches out to schools and assigns staff members to engage parents and families. She added that the Department monitors complex areas to ensure that there is communication between schools and families and increases communication with parents when there are issues in order to reach a resolution.

Committee Member De Lima stated that many families, including those who have children who receive special education services, are struggling. He stated that some families may need additional assistance and guidance, and schools need to prove to parents that schools are there to help. If teachers communicate with parents on the progress of their child, students may perform better in school. Committee Member De Lima stated that he agrees with the complex area’s initiatives to engage families, but he noted that the complex area should have a level of sensitivity and recognize that families are busy. He stated that schools are improving, but achievement gaps show that complex areas and schools need to try something different.

Committee Chairperson Cox stated that inclusion works if principals support inclusion. If principals do not support inclusion, then schools and teachers will not participate in inclusive practices. Committee Chairperson Cox asked about the complex area’s work to support and guide principals. She asked what the complex area does to ensure that inclusion is taking place and noted that teachers need to get along to co-teach successfully.

Hibbs detailed that the complex area has an inclusive practices resource teacher to provide support to principals and vice principals and relay messaging related to inclusion. Hibbs added that academic coaches meet monthly to train and highlighted that the complex area shares the use of universal design for learning practices with school teams. The complex area has to model and share its vision as part of its academic plan in order for schools to design school academic plans. Hibbs stated that the complex area engages in discussions with principals so that principals are aware of the complex area’s vision, including inclusion and equity. It tries its best to send complex area staff to faculty meetings and to model practices for teachers in the classroom.

Committee Chairperson Cox asked if the complex area is reviewing budgets and financial plans. She stated that inclusion would not occur without schools factoring in planning time for teachers and training for IEPs and special education.

Hibbs stated the complex area receives Title II funds and employs an inclusive practices resource teacher. She stated that the state offices provide direction and guidance to the complex area. Hibbs stated that schools try to be creative with Weighted Student Formula funds to schedule and build in collaboration and planning time for teachers. Schools also visit other schools to review models for possible implementation. She stated that the complex area tries its best to allocate funding, and schools try to creatively implement inclusion and co-teaching. She noted that schools needed to use paraprofessionals and educational assistants in some instances.

Dann Carlson, Assistant Superintendent, Office of School Facilities and Support Services, stated that the Department of Health and the Department administer the Safety and Wellness Survey (“SAWS”) annually. The SAWS fulfills the monitoring requirement of Board of Education (“Board”) Policy 103-1, entitled “Health and Wellness,” and other statutory requirements. Carlson introduced Albert Scales, Administrator, School Food Services Branch, Office of School Facilities and Support Services. Carlson highlighted that the Department has seen development in wellness areas through Scales’ leadership. Scales introduced Shirley Robinson, Supervisor, School Food Services Branch, Office of School Facilities and Support Services, and Jennifer Ryan, Educational Specialist, School Health Section, Office of Student Support Services.

Ryan detailed that there is a long history of legislation related to wellness, including federal legislation, state legislation, and Board policies. She highlighted that the Department developed and released its most recent wellness guidelines in 2017. She further highlighted that SAWS data for SY 2017-2018 represents the first year of data collection with a new wellness policy in place. Ryan stated that SAWS is an annual online survey that the Department and Department of Health distribute to principals and all public schools. She noted that charter schools do not participate in the survey. Ryan stated that the purpose of SAWS is for the Department and Department of Health to monitor the implementation of wellness guidelines and evaluate school wellness programs. Ryan reviewed the seven components of the SAWS, including wellness committee, nutritional guidelines, health education and nutrition promotion, physical education, professional development, and other health and safety.

Ryan reviewed response rates and noted there was a 99% response rate and 253 schools participated out of 256 eligible schools. She detailed that the average wellness score was 81% and the range of school scores was between 50% and 100%. Ryan highlighted that 58 schools achieved over 90% in school wellness scores.

Robinson reviewed successes and highlights. She stated that the Department’s School Food Services Branch helped 100% of schools to provide reimbursable meals and snacks that meet the U.S. Department of Agriculture’s (“USDA”) nutrient standards and provide meals and snacks that feature fresh and locally grown fruits and vegetables. Other successes include that 99% of schools participated in the SY 2017-2018 SAWS, 99% of physical education classes align with the Department’s standards, 97% of physical education classes have a student-to-teacher ratio that is similar to other classes, 95% of schools provide students with at least 20 minutes a day of recess, 96% of health education classes align with the Department’s standards, and 91% of schools encourage school staff to be role models for wellness.

Robinson reviewed challenges. She detailed that 64% of schools sell or provide foods outside of the meals program that do not meet smart snacks standards. Furthermore, 54% of schools do not notify school community members about the wellness policy and provide contact information for the wellness coordinator. She explained that one of the new provisions of the USDA’s revised policy is that schools need to share wellness policies with school community members and have a wellness coordinator. Robinson detailed that 45% of schools use food as a reward, which encourages children to eat even if they are not hungry and provides positive reinforcement for unhealthy food. She further detailed that 42% of schools sell or provide beverages that do not meet nutritional guidelines, such as caffeinated drinks or soda.

Scales reviewed opportunities to address these challenges, including education. He stated that the Superintendent would send out a memorandum to educate schools on Board Policy 103-1 and local wellness policy. In addition, the Department is transitioning and providing guidance and technical assistance to schools to help them prepare for SY 2019-2020 when all schools will be in compliance. He detailed that eight individuals from the Department would be reviewing policies with principals in each district. Scales emphasized the importance of education and the Department providing schools with one-on-one sessions to learn about wellness policies.

Scales stated that there are numerous benefits of wellness for schools, including better attendance, grant opportunities, federal funding for school meals programs, better learning, and family engagement. He noted that studies show that students who eat a healthy breakfast are more ready for the school day. Scales detailed that the Department is able to receive $5 million for school meals, but schools need to follow wellness guidelines to receive reimbursements. He highlighted that studies show that students who are healthier are better learners and have more opportunities. Scales highlighted that the Department wants to ensure that students are fed, healthy, and ready for the academic day.

Scales reviewed next steps. He highlighted that the Department would award “Excellence in Wellness” banners designed by the Department of Health and Department to the 58 schools that achieved over 90% in school wellness scores. He stated that the Department wants schools to be proud of following wellness guidelines and policies. Scales stated that the University of Hawaii would be collaboratively conducting a SAWS validity study, which will validate data collection. Scales stated that the State Wellness Committee is planning a meeting for late spring. He noted that each school should have a committee and should encourage community members to become involved. Scales highlighted that the Department is expanding its ‘Āina Pono school food services approach because wellness should not end when school is not in session over the summer. He detailed how food trucks would provide students with meals as part of the Department’s summer program and highlighted that the Department hopes to expand this program to more schools. Scales stated that the Department of Health received funding to provide eight district health and physical education resource teachers and highlighted that the Department is working to strengthen its partnerships to support wellness in schools. Scales stated that another next step for the Department is a Superintendent memorandum that it will send to schools in February 2019 regarding upholding the wellness policy. He stated that the Department hopes that the memorandum will help to reinforce the importance of wellness guidelines.

Committee Chairperson Cox asked if data exists across different grades and levels, including elementary, middle, and high school levels, regarding the schools that are selling snacks that do not comply with wellness standards. She stated that perhaps schools with older students and various sports teams have higher percentages but stated that she would like to review differences between different grades and levels.
Scales stated that the Department has this data and could provide it to the Committee.

Committee Chairperson Cox stated that principals receive packets at the beginning of the school year and noted that the Department should include this information in this packet. Kishimoto confirmed that schools receive these packets at the beginning of the school year. Committee Chairperson Cox stated that the Department should emphasize information regarding wellness in these packets.

Committee Member De Lima stated that policies regarding sales of food are limited to the school day. He noted that wellness policies do not cover fundraising. Scales explained that Board policy limits food sales to the end of the school day, and the USDA limits food sales to 30 minutes after the end of the school day. Committee Member De Lima stated that policies do not focus on fundraising. He asked if the Department disseminates SAWS data to schools. Scales confirmed that it does.

Committee Member Catherine Payne commented on data regarding physical education fitness reports for fifth graders. She stated that there is a stark contrast among fitness levels for fifth grade students in different communities. Committee Member Payne asked if the Department plans to provide differentiated and targeted support for specific communities. She stated that it is important because fitness and wellness correlate with student achievement. Committee Member Payne asked the Department and Department of Health to review whether they could provide specialized support to communities with lower fitness and health levels.

Ryan stated that the Department of Health received funding to provide the Department with physical education resource teachers and district health teachers. She detailed that these individuals would provide support to these communities. Ryan stated that the Department and Department of Health collect student fitness assessment data and could forward this data to schools so that schools could prioritize and review fifth grade core.

Committee Member Kili Namau‘u asked if the Department has a process to send food trucks to neighbor islands for its meal program. Scales explained that the Department recently secured private funding to pilot the use of food trucks. He explained that once it begins this initiative, the Department would be working with the Department of Health and Native Hawaiian communities to review the pilot. It is currently focusing on the Waianae Coast. He stated that the summer meals program is open to any student who is 18 years old or younger. The Department plans to start the program with two food trucks and then expand to Hawaii Island to target its large population of students experiencing homelessness.


V. Recommendation for Action
Committee Chairperson Cox stated that at its August 2, 2016 General Business Meeting, the Board adopted a general timeline as guidance for the promulgation of the administrative rules for multiple charter school authorizers and the development of the multiple authorizer system. The Board’s administrative rules for a multiple authorizer system became effective on February 18, 2017, on track with the Board’s timeline. She noted that the rules require the Board to develop an application form and process for eligible entities to apply to become authorizers, an authorizing contract, and a performance evaluation system to assess the effectiveness of all authorizers.

Committee Chairperson Cox detailed that the authorizer performance evaluation system sets performance expectations for authorizers and a foundation for the application for chartering authority. The application for chartering authority provides the information necessary for eligible entities to apply to become new authorizers and sets the application process and timeline. The authorizing contract provides the basis for any new authorizers’ chartering authority and establishes the responsibilities, duties, powers of the authorizer and Board as parties to the contract.

Committee Chairperson Cox recommended that the Committee approve opening a public comment period from February 8, 2019 until March 8, 2019 on the draft application for chartering authority, authorizer contract, and authorizer performance evaluation system. Committee Chairperson Cox also recommended soliciting feedback from selected stakeholders, including charter school leaders, charter school support organizations, the State Public Charter School Commission, the Department, organizations whom responded to the Committee’s request for information, and the National Association of Charter School Authorizers.

Committee Chairperson Cox stated that she would work with Board staff on the consideration of the public comments and subsequent revisions to the multiple authorizer system document and would seek legal review of the revised drafts of these documents from the Board’s deputy attorney general. Committee Chairperson Cox stated that final drafts of the document should be ready for Committee consideration and approval at its May 2, 2019 meeting.
Committee Chairperson Cox stated that one group of stakeholders provided feedback, but Committee Chairperson Cox did not make changes to the document because she wanted all stakeholders and community members to have an opportunity to provide feedback during the public comment period. The Committee will review suggestions once it receives all feedback during the public comment period.

ACTION: Motion to approve the drafts of the application for chartering authority, authorizing contract, and authorizer performance evaluation system, as attached to Committee Chairperson Cox’s memorandum dated February 7, 2019, for public comment and to direct Board staff to solicit feedback from selected stakeholders (De Lima/Payne). The motion carried unanimously with all members present voting aye.


VI. Adjournment

Committee Chairperson Cox adjourned the meeting at 12:00 p.m.