EXCUSED:
Bill Arakaki, Vice Chairperson
Shanty Asher

ALSO PRESENT:
Keith Hayashi, Superintendent, Department of Education
Terri Ushijima, Interim Assistant Superintendent, Office of Curriculum and Instructional Design, Department of Education
Lauren Padesky, Early Childhood Educational Specialist, Office of Curriculum and Instructional Design, Department of Education
Alison Kunishige, Executive Director
Kenyon Tam, Board Analyst
Regina Pascua, Executive Secretary
Lady Garrett, Secretary

1. Call to Order

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

Cheri Nakamura, HE‘E Coalition, testified on agenda item III, entitled “Approval of Meeting Minutes of April 21, 2022 Student Achievement Committee meeting and April 21, 2022 Student Achievement and Finance and Infrastructure Joint Committee meeting.” She urged the Board of Education (“Board”) to consistently follow up with the Department of Education (“Department”) regarding student data and expressed disappointment that the Department has not reported to the Board since April 2022. Nakamura noted that the delay of Smarter Balanced Assessment Consortium results has occurred consistently and requested that the Department explain the process to obtain results and reasons for the delay, including a way to make sure school principals have the data at the start of the school year.

Committee members received written testimony before the meeting. (A listing of the people who submitted written testimony before the meeting is included at the end of these minutes.)

1. Approval of Meeting Minutes of April 21, 2022 Student Achievement Committee meeting and April 21, 2022 Student Achievement and Finance and Infrastructure Joint Committee meeting

Committee Member Fallin moved to approve the minutes of the Committee’s April 21, 2022, meeting and the minutes of the Student Achievement and Finance and Infrastructure Committees’ April 21, 2022 joint meeting. Committee Member Barcarse seconded.

Committee Chairperson Namauʻu asked if there were any objections to the motion. No Committee member raised objections, and the motion carried through unanimous consent from all members present (Committee Members Barcarse, Fallin, Kuraya, McClellan, and Moriarty).

ACTION: Motion to approve the minutes of Student Achievement Committee’s April 21, 2022, meeting and the minutes of the Student Achievement and Finance and Infrastructure Committees’ April 21, 2022 joint meeting (Fallin/Barcarse). The motion carried through unanimous consent from all members present.

1. Public testimony on Committee action agenda items

Cheri Nakamura, HE‘E Coalition, testified on agenda item V.A, entitled “Committee Action on Kindergarten entry assessment in accordance with Act 210 (2021).” She emphasized that it does not make sense to administer an English language assessment in Hawaiian immersion schools and requested that training for Kaiapuni teachers be deferred. Nakamura noted that Act 46, 2020 Session Laws of Hawaii (“SLH”), requires that the Department administer a parent survey and emphasizes that the Department works with the appropriate stakeholders to maximize information to help kindergarten readiness.

Susan Pcola-Davis, member of the public, testified on agenda item V.A, entitled “Committee Action on Kindergarten entry assessment in accordance with Act 210 (2021).” She expressed appreciation to the Department for selecting an assessment that meets the legislature’s requirements and emphasized that communication to stakeholders should be clear and happen early to ensure a successful implementation. Pcola-Davis expressed support for the written testimonies submitted by Dr. Pila Wilson, ‘Aha Kauleo, and ‘Aha Pūnana Leo because the assessments need to be done carefully and with sensitivity.

Kaui Sang, member of the public, testified on agenda item V.A, entitled “Committee Action on Kindergarten entry assessment in accordance with Act 210 (2021).” She testified that Kaiapuni education has dealt with federal mandates to test students in the program, and the Department has tried to navigate federal policies. Sang advocated that the Board take on some leadership to identify ways to work with the legislature to support the Kaiapuni program and develop an appropriate process that meets mandates and that leads to an effective assessment tool.

Kahele Dukelow, ʻAha Kauleo, testified on agenda item V.A, entitled “Committee Action on kindergarten entry assessment in accordance with Act 210 (2021).” She stood on her written testimony and requested that the Board take a position with the legislature on the implementation of the kindergarten entry assessment and delegate the authority of development of any Kaiapuni assessment to the Office of Hawaiian Education (“OHE”). Dukelow asked that the Board remember that including Hawaiian language in an English assessment is not equity and implored the Department and Board to communicate this to the legislature.

1. Recommendation for Action Items

1. Committee Action on Kindergarten entry assessment in accordance with Act 210 (2021)

Ushijima stated that the Department would not normally request Board action on a specific assessment tool, but statute specifically requires that the Board adopt a kindergarten entry assessment (“KEA”). She explained that the Department is requesting Board approval for a KEA tool to fulfill the requirements set forth in Act 210, 2021 SLH, and section 302A-1165, Hawaii Revised Statutes (“HRS”). Ushijima stated that the Department is also requesting that the Board delegate future approvals of the KEA to the Department.

Ushijma outlined that the adoption of a KEA was originally mandated in Act 46, 2020 SLH, and updated in Act 210, 2021 SLH, which extended the implementation timeline to July 1, 2023. She explained that section 302A-1165, HRS, specifies that the KEA mandates the following: (1) be administered within the first 30 days of each child’s admission into kindergarten; (2) be a uniform, statewide assessment conducted in English or Hawaiian; (3) cover all essential domains of school readiness such as language and literacy development, cognition and general knowledge, approaches to learning, executive functioning, physical wellbeing, motor-development, and social-emotional development; (4) be used in conformance with the recommendations of the National Research Council reports on early childhood education; and (5) be a valid and reliable assessment.

Ushijima emphasized that the KEA adoption carries multiple advantages and is common practice for K-12 schools to measure student development and allows teachers to identify supports needed to minimize future achievement gaps. She stated that a universal KEA allows the Department to analyze student needs at school entry from a systems level to enable professional development and other support to improve students’ earliest experiences of public education.

Ushijima outlined the KEA selection process and explained that the Department convened stakeholders such as early childhood specialists, assessment specialists, and OHE. She explained that the stakeholder group determined that internal development would be expensive and time prohibited, and that the procurement of an existing tool would be more appropriate. Ushijima noted that the Department consulted with Dr. GG Weisenfeld from the National Institute for Early Learning Education to identify viable tools and determined that only two tools met the requirements established by Act 210, 2021 SLH.

Ushijima explained that the John Hopkins University (“JHU”) KEA recently underwent price restructuring to be offered at lower costs and fully meets the criteria of Act 210, 2021 SLH. She stated that the Department expresses confidence in the JHU KEA tool, which multiple states across the continental United States adopted. Ushijima explained that the JHU KEA is informed by common language standards of developmental milestones assessed across five domains of early childhood education, which are not academic or instructional standards but are statements on what is reasonable to expect for students before kindergarten entry.

Ushijima stated that the JHU KEA includes observational and direct performance items. She explained that observational items include information about each child during learning, play, social interaction, and other settings throughout the day, which occurs during other tasks or activities throughout the day so that teachers do not need to halt normal instruction to assess students. Ushijima described direct performance items, which involve active participation that may or may not be conducted one on one based on the child. She also stated that only four skill strands are listed, but the fifth domain is spread across the other domains because children’s executive functioning and approaches to learning are observed in the context of the other domain activities.

Ushijima noted that the JHU KEA is not meant to be administered in a single assessment but within the first 30 days of a child entering kindergarten to give teachers freedom to structure assessments based on individual needs of students. She explained that teachers will be trained with seven modules, which include explicit considerations of implicit bias, how to control bias during observations, instruction to adapt the assessment for students with disabilities, and multiple levels of field support for students with disabilities or English learners. Ushijima stated that the JHU KEA includes a reporting feature for teachers to access and can be immediately generated once data is inputted to target individual needs. She explained that this report will be shared with families to provide a holistic view of each child's development.

Ushijima stated that if adopted by the Board, then the Department will proceed to develop the KEA and the Office of Curriculum, Instruction and Design (“OCID”) will start the process with OHE to engage stakeholders on an appropriate assessment for Kaiapuni education. She also stated that the Department will facilitate teacher training in Spring 2023.

Committee Member Kuraya moved to (1) approve the John Hopkins University Kindergarten Readiness Assessment as the statewide kindergarten entry assessment required by Hawaii Revised Statutes Section 302A-1165 and (2) delegate future approvals of the kindergarten entry assessment to the Department. Committee Member Barcarse seconded.

Committee Member Moriarty stated that the memorandum provides a lot of good background data and asked what other states who have adopted the JHU tool experienced. Ushijima replied that the Department has not been able to review the JHU tools from other states and explained that once the Department contracts with JHU, that process can begin.

Committee Member Moriarty emphasized that the Department should have done this research before recommending Board approval and noted that she would like to learn about what has happened with English learners ahead of time.

Lauren Padesky, Early Childhood Educational Specialist, OCID, stated that during conversations with JHU representatives, they have provided multiple indicators of other states with their KEA particular to English learners and the larger rollout with implications on how to improve the assessment. She explained that the implications for the development of the KEA tool included accommodating English learners in a variety of settings. Padesky noted that as JHU was developing the tool, research was also being done, which included piloting items and considerations of the teachers and children using the tool to improve development of the tool. She explained that JHU is a research institute that will continue to analyze its assessment to make improvements based on the needs of teachers and students because now there is an opportunity to collaborate collectively.

Padesky stated that JHU received a lot of feedback from schools in year ten of implementation regarding support for teachers, training modules, training cycles, and areas of pitfalls or success. She expressed confidence in the ability to work with JHU to collaborate and adapt based on the experience in Hawaii.

Committee Member Moriarty expressed appreciation for the Department’s response and noted that JHU is a reputable institution. She requested that the Department gather feedback from JHU KEA customers.

Committee Member Barcarse expressed appreciation for the Department looking into English learners and asked if the Department looked at alternative language learners because Kaiapuni schools are not English learners. He noted that Kaiapuni students are learning through the language of this land, which paradigms culture, and asked if JHU has had any experience doing the assessment for indigenous languages. Ushijima replied that JHU did provide information relating to their work with other states, but the Department will need to gather more information because Hawaii is unique and does not always translate to other areas.

Padesky stated that JHU has experience in translation but does not have experience of a trans-adaptation to an indigenous language, which would be a new experience, in the event that this is the best approach. She noted that JHU has strong experience in the development of assessment items, researching items and their appropriateness, and ways that the assessment will function to reflect the community for all students.

Hayashi stated that the Department is not assuming that JHU will be the tool for Kaiapuni students and will engage with Kaiapuni instructors who work with these students. He explained that OCID will work with OHE to create a process to gather input from various stakeholders to move forward.

Committee Member Barcarse stated that his questioning on the JHU experience was not inferring that JHU would be the right fit to create an assessment and methodology for Kaiapuni schools. He stated that slide 8, attached to the Department’s memorandum, identifies that, in late Fall 2022 or early 2023, the Department will begin its process to address the Kaiapuni KEA. Committee Member Barcarse asked for clarification on what the process will include relating to the timeframe, individuals involved, and what happens if the process is not agreed upon.

Ushijima stated that the Department first needs to have a KEA tool to address the English portion. She reiterated that the Department is not determining that the JHU KEA is the right tool for Kaiapuni students and more discussions will need to take place with OHE. Ushijima explained that the Department will also work with advocacy groups and the University of Hawaii to determine the best path to develop a useful and meaningful assessment for Kaiapuni schools. She stated that developing an assessment tool will take time, based on conversations with experts in this area.

Committee Member McClellan stated that the written testimony received expressed concern about an assessment tool that is not based on culture, ‘āina (land), and ways that the Hawaiian language is typically learned. She asked for confirmation that approving the JHU KEA does not mean that this will be the tool for Kaiapuni students. Ushijima confirmed that the tool should not just be a translation adapted for Kaiapuni schools, which would not work.

Committee Member McClellan encouraged the Department to consider including the quality community leaders who have submitted written testimony in the process. She emphasized that the Department will need a team of experts, especially those who expressed nervousness or concerns about the process, to be ingrained in the process with the Department. Committee Member McClellan emphasized that there is no path forward without the community stakeholders being included to provide guidance.

Ushijima expressed appreciation for OHE as the guide to navigate the next steps as well as Committee Chairperson Namau‘u who also has expertise in this area.

Hayashi requested that the Board support the Department to engage with legislators to address issues that may arise out of 302A-1165, HRS, which requires the Department to provide an opportunity for students to be assessed in the English or Hawaiian language.

Committee Member Barcarse stated that the statute mandates assessments for all incoming kindergarteners in the first 30 days, which means the implementation will begin in Fall 2023. He asked whether it is possible to request a waiver for Kaiapuni schools if the assessment tool is not ready by the implementation time until the appropriate assessment is created for these students. He noted that statute includes a waiver for charter schools but not for Kaiapuni schools and asked the Department to get answers as soon as possible. Committee Member Barcarse acknowledged that creating the assessment will take time and many community members are willing to help. He reminded the Department that teachers needed to purchase Kaiapuni textbooks and reading books or make materials decades ago because there were no tools or resources available.

Ushijima stated that the Department may need to consult with its legal counsel, but charter schools can opt out on a case-by-case basis. She explained that this was not afforded to the Department, and more discussion needs to happen with legislators.

Hayashi stated that the Department is committed to providing resources to create the assessment for Kaiapuni students and reiterated his request for Board assistance to engage the legislature, which may include a delay in the process.

Committee Member Barcarse stated that he intended to insert a waiver process in the Department’s proposal, but he did not know if this would be allowable by law and asked the Department to follow up.

Committee Member Barcarse noted that Board Policy 105-8, entitled “Ka Papahana Kaiapuni,” states, “The program’s effectiveness requires the development and proper administration of appropriate formative and summative assessment tools. These program evaluation tools should be in alignment with the State’s Kaiapuni curriculum and measure student growth and proficiency with the goal to prepare students for success in college, career and community,” and also states, “The comprehensive program combines the use of Hawaiian teaching methodologies, language, history, culture and values to prepare students for college, career and to be community contributors within a multicultural society.” He emphasized that the Department should not look to adapt to an existing assessment but to work in alignment with the Board policy and create an appropriate assessment for Kaiapuni students. Committee Member Barcarse stated that much is done in Kaiapuni classrooms to address the needs of the whole child, and he encouraged the Department to build on what is already available to formalize and provide rigor similar to western assessments.

Committee Member Moriarty suggested amending the motion to adopt the JHU KEA tool statewide for English medium schools and delegate authority to the Department for implementation. She also suggested that the Committee request that the Department present, by a certain date for Board approval, a proposed timeline to design, request Board approval, and implement an appropriate assessment from experts and stakeholders that is useful and meaningful for all Kaiapuni schools statewide and further request the Department to provide resource estimates. She stated the Board should commit to supporting the Department seeking a deferral of the implementation by one year for Kaiapuni students. Committee Member Moriarty expressed support for one year since this is a priority for the legislature to address this important issue.

Committee Member Barcarse expressed appreciation for the suggestion and reiterated that the delegation of authority to implement JHU would be for the English medium only, and the Board would approve the Kaiapuni assessment.

Committee Member Fallin stated that many people in the community want to focus on early childhood education. She expressed support for the use of data in the classroom. Committee Member Fallin asked what collected data the state office would use and how the Department would report this data to the Board. Ushijima replied that, for reporting purposes, the law would like to use the data to see how the Department can close the school readiness gap and inform instruction. She explained that the data collected needs to be shared with the Department of Human Services, Executive Office of Early Learning, and the State Public Charter School Commission.

Ushijima stated that the Department will work with the Office of Information Technology Services (“OITS”) to develop a process on how the data will be shared from the KEA with various stakeholders. She explained that the Department can proceed once it selects a tool.

Committee Member Fallin asked what the plans are to have discussions with other agencies. Ushijima replied that the Department can determine what kind of information can be provided once the tool is selected.

Committee Member Fallin emphasized that this is an important investment and the information being collected will show if this is a worthwhile investment because the impacts are critical. She noted that $200 million was invested in classrooms for early learning education.

Ushijima replied that the Department has started conversations with the Executive Office of Early Learning, Interim Assistant Christine Shaw of OITS, and will have conversations with other stakeholders when the Department starts implementing .

Committee Member Fallin expressed support for delegating authority to the Department for the English assessment and requested that the Department report back on the progress.

Hayashi expressed agreement with early learning and stated that he will meet with the Early Learning Board to build collaboration and gain input.

Committee Member Barcarse recommended the Committee approve the JHU KEA but stated that he does not support delegating future approvals to the Department.

Committee Member Moriarty asked for clarification from Committee Member Barcarse if he would like to hold on the delegation of approval for English medium schools. Committee Member Barcarse replied that he would like to hold off on the delegation of future approval.

Committee Chairperson Namau‘u stated that mishaps could have been avoided if the legislature interacted with the Department. She stated that there is a lot of inflexibility in statute; for example, students in their first 30 days are still adjusting to being away from family. Committee Chairperson Namau‘u expressed concern for the demands made by the legislature and the addition of the Hawaiian language because Kaiapuni education is more than just translations.

Committee Chairperson Namau‘u noted that adherence to legislative mandates drove the Department, and she recommended that the Department analyze the purpose and value of assessments to ensure they are conducive to learning for young children. She noted that the law is so restrictive that the Department did not have the ability or enough time, and the Board needs to work better with the Department to coordinate with the legislature. Committee Chairperson Namau‘u noted that she would like the Department to have a plan in place to work with the students who need additional support once the assessment is ready for implementation. She emphasized that having a KEA is critical and important to identify children who really need assistance.

Committee Member Kuraya withdrew his motion. Committee Chairperson Namau‘u asked if there was any objection to withdrawing the motion. There were no objections, and the motion was withdrawn. Committee Member Barcarse withdrew his second.

Committee Member Moriarty moved to adopt the John Hopkins University Kindergarten Readiness Assessment as the statewide kindergarten entry assessment to be used in English medium schools as required by Hawaii Revised Statutes Section 302A-1165. Committee Member Barcarse seconded.

Committee Chairperson Namauʻu called for a roll call vote on the motion. The motion carried unanimously with all members present voting aye (Committee Members Barcarse, Fallin, Kuraya, McClellan, and Moriarty).

ACTION: Motion to adopt the John Hopkins University Kindergarten Readiness Assessment as the statewide kindergarten entry assessment to be used in English medium schools as required by Hawaii Revised Statutes Section 302A-1165 (Moriarty/Barcarse). The motion carried unanimously with all members present voting aye.

Committee Member Moriarty moved to instruct the Department to present to the Board for consideration, by the Board’s December 15, 2022 meeting, (1) a proposed timeline to design, get Board approval for, and implement a kindergarten entry assessment with input from experts and stakeholders that is appropriate, useful, and meaningful to be used in all Kaiapuni schools statewide; and (2) provide estimates of the resources and actions needed to accomplish this. Committee Member Barcarse seconded.

Committee Member Moriarty stated that the timeline will need to include seeking legislature support to defer for one year.

Committee Chairperson Namauʻu called for a roll call vote on the motion. The motion carried unanimously with all members present voting aye (Committee Members Barcarse, Fallin, Kuraya, McClellan, and Moriarty).

ACTION: Motion to instruct the Department to present to the Board for consideration, by the Board’s December 15, 2022 meeting, (1) a proposed timeline to design, get Board approval for, and implement a kindergarten entry assessment with input from experts and stakeholders that is appropriate, useful, and meaningful to be used in all Kaiapuni schools statewide; and (2) provide estimates of the resources and actions needed to accomplish this (Moriarty/Barcarse). The motion carried unanimously with all members present voting aye.

Committee Member Fallin shared that the Department is expected to provide an annual update to keep the Board informed on the progress of the assessment and implementation of the legislation with appropriate data to be determined, including key stakeholders input as to the impact of the KEA and related actions.

Committee Chairperson Namau‘u explained that the request is recorded and the Department is expected to fulfill the Committee’s request for information.

Committee Member Fallin stated that it is helpful to request an annual report from the Department on this issue given the many reports from the Department. Ushijima expressed understanding of the importance of the request to keep the Board updated on the progress made. Committee Chairperson Namau‘u confirmed that the Committee will request that the Department provide an update on the progress made.

1. Adjournment

List of the people who submitted written testimony before the meeting