STATE OF HAWAII
BOARD OF EDUCATION
STUDENT ACHIEVEMENT COMMITTEE
MINUTES
Queen Liliuokalani Building
1390 Miller Street, Room 404
Honolulu, Hawaii 96813
Thursday, May 3, 2018
PRESENT:
Margaret Cox, Committee Chairperson
Brian De Lima, Esq.
Hubert Minn
Kili Namau‘u
Kenneth Uemura, Ex Officio
EXCUSED:
Patricia Bergin, Committee Vice Chairperson
Maya Gee (student representative)
ALSO PRESENT:
Christina Kishimoto, Superintendent
Lindsay Ball, Complex Area Superintendent, Hana-Lahainaluna-Lanai-Molokai Complex Area
Victoria Leworthy, District Education Specialist, Lahaina-Hana-Lanai Complexes
William Carlson, District Education Specialist, Molokai Complex
Steve Franz, Principal, King Kamehameha III Elementary School
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 11:00 a.m.
II. *Public testimony on Student Achievement Committee (“Committee”) agenda items
Committee Chairperson Cox called for public testimony. The following people provided oral testimony.
Name | Organization | Agenda Item | Position |
| David Miyashiro | HawaiiKidsCAN | V.A. Committee Action on computer science standards | Support |
| Henrietta Cakobau | Campbell High School | V.A. Committee Action on computer science standards | Support |
| Linda Elento | Public | V.A. Committee Action on computer science standards | Comment |
| Redwan Chowdhury | Campbell High School | V.A. Committee Action on computer science standards | Support |
| Jordan Dean | Campbell High School | V.A. Committee Action on computer science standards | Support |
David Miyashiro, HawaiiKidsCAN, testified in support of kindergarten through twelfth grade computer science standards. Miyashiro emphasized the importance of computer science and detailed the future of computer science. He highlighted that computer science standards promote equity, access, and quality and establish clarity for teachers and students. Miyashiro noted the importance of the Department of Education (“Department”) advocating for funding and further noted the importance of the Department embracing challenges and providing children with courses that keep up with the developing world.
Henrietta Cakobau, Campbell High School student, testified in support of the Department implementing computer science standards and detailed her experience with taking computer science courses. She highlighted that she was able to gain real world experience and earn college credit and emphasized the importance of the Department exposing students to computer science courses.
Linda Elento, member of the public, detailed her child’s personal experience and described challenges he and her family have faced in relation to the individualized education program (“IEP”) process and further described how he has been unable to access courses related to computer science and technology. Elento expressed concern over what her child’s school day consists of and expressed further concern over communication with Department staff and their inability to answer her questions.
Redwan Chowdhury, Campbell High School student, testified in support of the Committee adopting computer science standards. He detailed his personal experience becoming interested in and taking computer science courses and shared his career prospects related to computer science. Chowdhury highlighted that he received college credit for the computer science courses he took in high school and further described opportunities and real world experience he gained through computer science courses. He emphasized the importance of schools exposing students to the field of computer science and highlighted how computer science could benefit Hawaii economically.
Committee Member Hubert Minn commented that Hawaii needs jobs for individuals interested in computer science and needs additional employment centered on technology.
Jordan Deen, Campbell High School student, testified in support of the Committee adopting computer science standards.
Written testimony was also received and provided to Board Members. The following is a listing of the people that submitted written testimony before the testimony deadline.
Name | Organization | Agenda Item | Position |
| David Miyashiro | HawaiiKidsCAN | V.A. Committee Action on computer science standards | Support |
| Jordan Deen | Campbell High School | V.A. Committee Action on computer science standards | Support |
| Henrietta Cakobau | Campbell High School | V.A. Committee Action on computer science standards | Comment |
| Redwan Chowdhury | Campbell High School | V.A. Committee Action on computer science standards | Support |
III. Approval of Meeting Minutes of April 5, 2018
ACTION: Motion to approve the Student Achievement Committee Meeting minutes of April 5, 2018 (De Lima/Namau‘u). The motion carried unanimously with all members present voting aye.
IV. Discussion Items
A. Complex Area Superintendent Report: special education in the Hana-Lahainaluna-Lanai-Molokai Complex Area
Christina Kishimoto, Superintendent, introduced Lindsay Ball, Complex Area Superintendent, Hana-Lahainaluna-Lanai-Molokai Complex Area.
Ball introduced Steve Franz, Principal, King Kamehameha III Elementary School; Victoria Leworthy, District Education Specialist, Lahaina-Hana-Lanai Complexes; and William Carlson, District Education Specialist, Molokai Complex.
Ball highlighted that the Hana-Lahainaluna-Lanai-Molokai Complex Area is a fairly new and unique complex area within the Maui district. Ball stated that the complex area is comprised of three islands and four remote locations. He detailed that Molokai has one high school, one middle school, and three elementary schools. Lanai has one school that services students from preschool to twelfth grade. Hana also has one school that services students from preschool through twelfth grade, and Lahainaluna has two elementary schools, one middle school, and one high school.
Leworthy detailed that the complex area’s official enrollment count, as of School Year 2017-2018, is 5,566 students. Of the total enrollment, 519 students are identified as students with disabilities, and 5,047 students are identified as general education students. Leworthy stated that as of April 17, 2018, 590 students are identified as having a disability and are distributed in various special education eligibility categories. The complex area’s largest category is comprised of students with specific learning disabilities. Leworthy noted that 85% of these students receive specialized instruction in both language arts and math. The complex area’s second largest category is students with other health disabilities, followed by students who are on the autism spectrum. Leworthy highlighted that the complex area provides support and instruction based on a student’s unique needs regardless of his or her eligibility category.
Carlson highlighted that some schools in the complex area have early childhood programs. He detailed that preschools for three to five year-olds have 60 students with disabilities enrolled, and the Executive Office on Early Learning (“EOEL”) has 45 children enrolled for general education preschool. Carlson further highlighted that additional schools will offer EOEL’s preschool program the following school year. He noted that early childhood programs are the first step in developing high quality early childhood education. Ball showed Committee Members pictures of a preschool in Hana and added that the preschool was built by students. He highlighted that the preschool is off-grid and generates power for its next-door classroom.
Carlson detailed that the complex area places 65% of its students in the least restrictive environment for 80% or more of the school day. He noted that the least restrictive environment is a vital component of a student’s IEP. It plays a critical role in influencing where a student spends his or her time, how the school provides services, and the relationships a child will develop. In addition, the least restrictive environment improves outcomes for a child. Carlson detailed that 65% of the complex area’s students are in an inclusive setting as of April 17, 2018, meaning they spend 80% or more of their school day in a general education setting. Carlson stated that inclusion benefits all children because it teaches acceptance of one another and teaches children that each person has unique abilities. He noted that students in inclusive settings can learn from one another. Carlson highlighted that inclusion creates diversity and mirrors the larger community. He stated that inclusive practices are in place in all of the complex area’s schools and students have the opportunity to participate in inclusive programs.
Leworthy stated that although the complex area’s special education inclusion rates are above state targets, its academic outcomes are below desired levels. She noted that the complex area has taken steps to strengthen outcomes for all of its students, including students receiving special education services. The complex area has made a commitment to the Department’s Stetson inclusion project, and ten schools have joined in. She noted that within this partnership, dedicated support staff partner with school teams to bring about system changes in order to improve outcomes for all students. She detailed that the project involves several components, including reviewing practices and establishing baselines, identifying areas of professional development, delivering professional development onsite through customized coaching, gathering data, and schools implementing system changes and looking forward to increasing academic achievement.
Franz noted that his school is not part of this program because it participated in an earlier pilot project offered by the Office of Curriculum, Instruction and Support designed to improve inclusive practices. Once the pilot ended in 2015, the school continued to implement the practices it learned and changed its culture to reflect these practices. Franz highlighted that he restructured his school so that teachers have a single special education teacher who works with each grade level. He further highlighted that his school is seeing success with the current practices it is implementing.
Ball stated that the complex area has 50 teachers licensed in special education, six unlicensed teachers, and four vacancies. He detailed that it has challenges in filling vacancies in all teacher positions, not just special education. Ball stated that the complex area has taken steps to improve recruiting and has been successful in the last few years, but it is still a challenge to find teachers for remote locations, especially in special education. He detailed that incentive pay has little impact because teachers have to stay for the entire school year, receive a satisfactory rating, and only then receive part of their incentive pay. Schools are trying to improve instruction and inclusive practices. He detailed that three schools have used their Weighted Student Formula (“WSF”) funds to purchase special education teachers.
Franz stated that staff turnover is one of the issues that makes it challenging for schools to meet the needs of students. At King Kamehameha III Elementary School, special education has had a turnover rate in the past six years that is three times higher than general education turnover rates. He detailed that a retention problem is magnified in the special education department, and it imposes challenges on schools creating cohesive programs where teachers understand each other and understand content. He noted that it is difficult to provide inclusive practices over multiple grade levels. Franz described how one special education teacher serviced ten to 12 different classrooms at his school and how teachers were spread across two curriculums. He detailed that his school used WSF funds to fund special education positions in order to alleviate problems and reduce special education turnover. Franz highlighted that having one special education teacher in each grade level allowed teachers the opportunity to build relationships and better understand content and curriculum. He further highlighted that inclusive practices have increased over the years. Franz commented that inclusion provides a better model for schools and noted that students learn and grow more and culture changes.
Carlson reviewed direct service and supports and noted that the complex area operates with a lack of staff. He detailed that the complex area has filled three out of five school psychologist positions, zero out of one clinical psychologist positions, and 13 out of 15 behavior specialist positions. He noted that the complex area has been unable to fill its clinical psychologist position for the past three years. Carlson stated that the complex area has been unable to fill other positions and fills speech language pathologist positions, occupational therapist positions, and physical therapist positions through a contract with Education Based Services (“EBS”). He noted that it has been difficult to recruit and retain direct service staff that offer support services to students, and the complex area has had to utilize EBS continuously to fill these positions.
Ball reviewed family engagement. He highlighted that the complex area participates in the Read Aloud Program, which attracts over 200 students and parents. He highlighted that parents interact with students and read books together. Frantz highlighted that another family engagement event is Themed Ohana Nights. Schools invite families and students and teach games and skills parents can use with their children. He detailed that attendance has included 200 to 300 parents and students, and exit surveys indicate that families enjoy the time together.
Carlson highlighted that on Molokai, the school holds a transition event. Sixth graders gather for games, activities, and to get to know one another. He stated that the event is helpful because students are transitioning from one classroom and a single teacher to multiple classrooms with six teachers. He highlighted that the complex area received feedback that this event helped introduce sixth graders to the Molokai Middle School community and helped to alleviate anxiety that happens when children start matriculating to other schools.
Carlson reviewed how the complex area overcomes challenges. He detailed that the speech language pathologist on Molokai retired the previous school year. The complex area had to work with state special education offices and EBS to figure out a solution. The solution was to participate in tele-therapy. Tele-therapy allows students to receive services remotely. Carlson detailed that tele-practices are well researched and are an evidence-based model of service delivery that are recognized by the American Speech Language Association as a proven delivery model.
Ball stated that although it is difficult, the complex area tries to face and meet challenges. He noted that the complex area is the only complex area to have its services dictated by airline and ferry schedules. He detailed that staff leave early in the morning and return late or are unable to return home due to ferry issues, which affects staff member’s abilities to provide services to students, including speech services, physical therapy, and delivering professional development. He highlighted that the complex area takes advantage of technology and is experimenting with many initiatives, including video conferencing for professional development and meetings. Ball detailed that another challenge the complex area faces is convincing teachers to travel to other islands for professional development. He explained that the complex area pays for travel, airfare, and per diem, but teachers are hesitant because they need to pay for hotel rooms in advance. He detailed that it can take a long time for the complex area to reimburse teachers, which is why they are hesitant to go. If professional development occurs on a monthly basis, teachers will not attend because the Department has not reimbursed them for the previous month’s expenses. He detailed that professional development is oftentimes not offered on Maui, but even if it is offered on Maui, teachers from Lanai have to travel to Maui the night before in order to attend that morning. In addition to airline or ferry tickets, ground transportation is a major expense. He stated that by the end of this school year, the estimate for the complex area team to travel to service schools is $100,000. The complex area also spent $75,000 to meet the needs of students receiving special education services. Ball detailed that a challenge to recruiting is housing. He explained that there is a shortage of rental housing in Hana, little inventory in Lahaina and housing problems in Lanai. He detailed that there is teacher housing on Molokai, but at this time, only two units are occupied. He explained that teachers do not always live in teacher housing due to upkeep and the cost to keep it livable. Ball detailed that Lanai has one teacher-housing unit that is unoccupied because it is not livable. He further detailed that Hana has five cottages and waitlist to get in. He summarized that housing plays a role in the problem of recruitment.
Carlson stated that the complex area has had success with response to intervention (“RTI”) strategies in relation to academic achievement. He noted that schools asked the complex area for support, and in response, the complex area hosted RTI workshops. He detailed that the best way for interventions to work is for schools to carve out time during the school day so that teachers can service children. This school year, schools carved out time. Next, the complex area had to determine complex-wide standards. The complex area worked with schools and different grade levels to create essential standards. These standards represent the minimum that a student must learn to reach a high level of learning. Carlson highlighted that next school year, teams will work to implement high-leverage strategies to help increase student achievement. Carlson further highlighted that the complex area also hosted professional development workshops regarding targeted learning strategies for students in the EOEL program and students receiving special education services.
Leworthy stated that in addition to RTI and essential standards, the complex area trained schools on incorporating project-based learning opportunities to meet the needs of diverse learners. She noted that project-based learning brings a multi-sensory, hands-on approach to address the needs of students with various learning styles. Project-based learning also motivates students by allowing for student voice and choice. She detailed that schools have identified a need in strengthening kindergarten through twelfth grade language arts instruction. This summer, the complex area is providing schools with reading instruction strategies. She detailed that schools and the complex area recognize the need for targeted literacy support in early years. Ball detailed additional projects the complex area would be working on this summer and highlighted that project-based learning is a good next step for all of the complex area’s students.
Committee Member Brian De Lima commended Franz and King Kamehameha III Elementary School. He highlighted that the school’s scores and inclusion rates are high. He noted that best practices the school is implementing from a previous program appear to be working. Franz explained that the school has changed and grown over time. He detailed that when he first began working at the elementary school, inclusion was discussed and full inclusion was attempted. However, there were misconceptions and misunderstanding between special education and general education teachers. The school addressed these misconceptions and misunderstandings and as a result made progress over time. Committee Member De Lima asked how long Franz has been at his elementary school. Franz stated that he has been there for ten years. Committee Member De Lima highlighted that leadership at the school level sets the tone for the school. He detailed that communities benefit when principals understand the importance of inclusion and provide academic leadership.
Committee Member De Lima stated that the complex area team is committed to providing students with the best experience they can have. He noted that students in Hawaii are struggling, and news reporting indicates that a large percentage of Hawaii’s population suffers economically. He stated that he wants graduates to have opportunities to continue to work and live in the state in which they grew up, but this will take effort.
Committee Member De Lima commented that late reimbursements to teachers have an effect on a teachers’ ability to attend professional development workshops on other islands. He explained how the Department previously reimbursed teachers and stated that the Department needs to find a way to address these concerns and issues.
Committee Member De Lima stated that he has spoken with parents who provide testimony and inquired about their needs. He emphasized the importance of empathy and detailed that parents are articulating their frustration. He noted that he felt the same frustration in his own personal experience navigating the school system. Committee Member De Lima highlighted the importance of principals who embrace parents and make them sincerely believe that a caring system exists. He stated that parents need to feel that the school community is there for their child. He stated that service providers also need to practice empathy. Committee Member De Lima commented that parents become disillusioned. He noted that the complex area retaining support services through EBS is a good alternative, but it can create problems for students. He asked if the complex area has had issues with inconsistent service providers due to contracts. Carlson stated that providers fortunately stay with the complex area for many years. He explained that providers try to help children communicate and provide services outlined in the child’s IEP. Committee Member De Lima stated that he liked the idea of tele-service.
Committee Member Kili Namau‘u commented that the complex area has many difficulties and commended the leadership team’s skills.
Committee Member Minn stated that during labor negotiations, he discussed special education services with the Hawaii State Teachers Association, which told him that the biggest factor of success for students receiving special education services is principals. Committee Member Minn emphasized the importance of principals who understand special education programs and needs of students receiving special education services. He commended the leadership team’s inclusive programs. He detailed his personal experience and spoke of the difficulties he encountered when attempting to connect his child with services. Committee Member Minn emphasized the importance of inclusion and detailed how inclusive settings help students learn from one another.
Committee Chairperson Cox stated that she was impressed with the complex area’s trainings and learning initiatives. She noted that inclusion is important, but what happens in the classroom also makes a difference.
V. Recommendation for Action
A. Committee Action on computer science standards
Kishimoto introduced Hilary Apana-McKee, Administrator, Learning and Technology Section, Office of Curriculum, Instruction and Support. She highlighted that Apana-McKee organized a team of teachers, internal leaders, experts, and community organizers, which was the Department’s first step in developing computer science standards.
Committee Member De Lima exited at 11:55 a.m.
Kishimoto stated that the Department is making shifts in how it conducts its work. Computer science standards serve as a guidepost for work and innovation the Department would like to see happen at the complex area and school levels. One of the Department’s important shifts is its transition to a tri-level empowerment structure. Kishimoto detailed the Department rolling out support to the complex area level and further detailed the Department changing its work at the state level in order to empower the complex area level. She noted that each complex area will meet the Department’s standards, but how they meet standards will be dependent on leadership at the complex area level and decision-making at the school level. She detailed that computer science standards will drive practices and noted that standards need to be implemented with rigor and provide equitable access. Kishimoto described that data collection at the state level needs to happen on a continuous basis to ensure equitable access from entry levels to higher-level college courses. Kishimoto also described how the Department would provide statewide support for academic competitions.
Committee Member De Lima returned at 11:58 a.m.
Kishimoto stated that the Department will ask Complex Area Superintendents to focus on technology plans. She stated that computer science standards are moving into the process of complex-based technology plans. She noted that the Department cannot roll out professional development across the board because some professional development needs to be handled at the complex level. At the school level, the Department wants to provide support for teachers to have collaboration time.
Apana-McKee highlighted the different benefits of computer science. She highlighted that as a result of computer science standards implementation, students could use computers to solve problems, Hawaii’s students could be globally competitive representing Hawaii’s geographically isolated island state, Hawaii’s students could graduate with the potential to make double the amount in wages, and students could problem-solve, innovate, collaborate, create, and participate in real-world experiences.
Apana-McKee stated that there is a myth that only coding falls under the computer science umbrella. However, computer science is comprised of five core concepts, including computing systems, networks and internet, algorithms and programming, data and analysis, and the impacts of computing. Apana-McKee presented a video that further detailed the five core concepts within a kindergarten through twelfth grade computer science framework.
Apana-McKee detailed that fifteen states have adopted computer science standards, and eleven states are pending adoption, including Hawaii. She stated that corporations and educational organizations support the kindergarten through twelfth grade Computer Science Teachers Association (“CSTA”) Standards, and various organizations are involved in creating computer science standards. She detailed that Hawaii’s educators, educational organizations, legislators, industry leaders, and community members support CSTA standards. Furthermore, access to CSTA standards are relatively easy.
Apana-McKee showed how a teacher could access and use CSTA’s website. She detailed that with CSTA, teachers and students could collaborate to create models for learning, affecting school design and promoting equity and excellence. Apana-McKee reviewed the Department’s tri-level learning organization and highlighted that computer science standards encourage teacher collaboration, pilot projects, and design thinking. These efforts lead to equity and excellence. Apana-McKee highlighted that with computer science, teachers have a core set of learning objectives, fundamental concepts for all students, a grade-appropriate framework, and instructional materials. Furthermore, teachers teach differently, students acquire thinking concepts and practices leading to college and career readiness, and students feel empowered to teach others what they know.
Apana-McKee presented a video of a teacher implementing various strategies and techniques to teach students math and presented a separate video of students helping one another with schoolwork.
Apana-McKee reiterated that computer science promotes equity and excellence for all kindergarten through twelfth grade students and is aligned with the Department’s tri-level learning organization.
ACTION: Motion to recommend that the Board approve the adoption of the K-12 Computer Science Teachers Association Standards, as described in the Department’s memorandum dated May 3, 2018 (De Lima/Minn). The motion carried unanimously with all members present voting aye.
VI. Adjournment
Committee Chairperson Cox adjourned the meeting at 12:10 p.m.