STATE OF HAWAII
BOARD OF EDUCATION
STUDENT ACHIEVEMENT COMMITTEE MEETING
MINUTES
Queen Liliuokalani Building
1390 Miller Street, Room 404
Honolulu, Hawaii 96813
Thursday, November 21, 2024
PRESENT:
Bill Arakaki, Chairperson
Kahele Dukelow, Vice Chairperson
Kaimana Barcarse
Elynne Chung
Roy Takumi, Ex Officio
EXCUSED:
Ken Kuraya
ALSO PRESENT:
Keith Hayashi, Superintendent, Department of Education
Heidi Armstrong, Deputy Superintendent of Academics, Department of Education
Teri Ushijima, Assistant Superintendent, Office of Curriculum and Instructional Design, Department of Education
Elizabeth Higashi, Assistant Superintendent, Office of Strategy, Innovation, and Performance, Department of Education
Annie Kalama, Assistant Superintendent, Office of Student Support Services, Department of Education
Kimberly Kaai, Principal, Maunaloa Elementary School, Department of Education
Ethan Yang, Board Student Representative
Capsun Poe, Board Executive Director
Wimmie Wong Lui, Board Analyst
Lady Garrett, Secretary
I. Call to Order
Committee Chairperson Bill Arakaki called the Student Achievement Committee (“Committee”) Meeting to order at 10:00 a.m.
The meeting was recessed at 10:01 a.m. and reconvened at 10:05 a.m.
II. Update on Strategic Plan Desired Outcome 1.1.1. All entering kindergarten students are assessed for social, emotional, and academic readiness and provided necessary and timely support to develop foundational skills for learning
Committee Chairperson Arakaki called on Keith Hayashi, Superintendent to provide the presentation on the update for the strategic plan desired outcome 1.1.1. All entering kindergarten students are assessed for social, emotional, and academic readiness and provided necessary and timely support to develop foundational skills for learning.
Hayashi invited Heidi Armstrong, Deputy Superintendent of Academics and Teri Ushijima, Assistant Superintendent, Office of Curriculum and Instructional Design (OCID) to provide the results of the 2024-2025 school year English medium Kindergarten Entry Assessment (KEA) and an update regarding the development of the Kaiapuni KEA. The Department recognizes that Kindergarten readiness levels account for approximately 25% in later variants of school success and the data collected from the KEA can be used to plan appropriate supports.
Ushijima stated that the purpose of the KEA is to inform kindergarten teachers about the strengths and needs of students and also informs the complex areas about the collective needs for this population of learners. The administration of the KEA satisfies the assessment requirements of Act 210, Session Laws of Hawaii (2021). OCID is partnering with the Office of Hawaiian Education (OHE), University of Hawaii at Manoa, and the Assessment and Accountability branch to develop an appropriate Kaiapuni (Hawaiian Immersion) KKEA for implementation in 2026. As of October 16, 2024, 89 percent of students were assessed in four domains (language and literacy, mathematics, social foundations, and physical development), and categorized by demonstrating readiness, approaching readiness, and emerging readiness. The data shows that 29.3 percent of students were demonstrating readiness. The Department has conducted field tests with participating Kaiapuni (Hawaiian Immersion) schools and 3 charter schools which includes a technical report to guide revisions. In SY 2025-2026, the Department will conduct an operational field test in Kaiapuni schools to collect student data to share with the Board. Ushijima also expressed appreciation and acknowledged Dr. Pohai Kukea Shultz, College of Education, University of Hawaii at Manoa for supporting the development of the KKEA.
Ushijima outlined the outcomes of the K-ready assessment and noted that data collected of the State-by-State outcomes show Hawaii results are lower than other states. The Department is carefully exploring the linguistic demands and will collect more data for examination. The Department offers many early learning initiatives and is proud to partner with the Executive Office of Early Learning (EOEL) to share pre-Kindergarten programming while opening classrooms.
The Department received $60 million from the Comprehensive Literacy State Development (CLSD) grant to promote the structure of literacy and noted that the Department will continue to analyze the KEA indicators. The Department respectfully requests consideration to continue to support the development of the KKEA; continue to support the Science of Learning and Development for meeting the domains of early childhood as a critical element of developmentally appropriate practice in kindergarten, including play-based learning; and continue to support the Science of Reading and structured literacy as necessary components of the instructional day.
Committee Chairperson Arakaki called for public testimony. No testimony was provided.
Committee Vice Chairperson Dukelow emphasized that students speaking a different language is positive but requested if the KEA can distinguish between bi-lingual children and children who speak another language but are trying to learn English. She also suggested gathering data on how many students attended preschool, and if the English KEA includes an assessment of the cultural appropriateness to understand the ratings. She applauded the increase from 1 to 3 percent for Kula Kaiapuni (Hawaiian Immersion) programs.
Ethan Yang, Board Student Representative asked for more information about the summer transition programs and asked if the programs are accessible for all students. Ushijima replied that the intention of the summer start program is to provide students with an opportunity to experience a more formalized learning setting.
Armstrong explained that the KEA will allow the Department to do a deeper data dive to understand how many students are bi-lingual, how many attended preschool, and various other data points. Committee Vice Chairperson Dukelow cautioned that sometimes the assumption is that a culture has not been established; however, for the majority of our students their culture is different.
Board Member Takumi, Ex Officio asked what assessment is being used, what is the comparison to what other states are using, and the total cost of the KEA. Ushijima replied that the Department uses the John Hopkins University (JHU) KEA tool and the other states are Maryland, Ohio, South Carolina, and Indiana. The five-year costs for the JHU contract per year is as follows: $232,312 for Year 1; $183,739 for Year 2; $155,944 for Year 3; $157,568 for Year 4; and $159,552 for Year 5. Board Member Takumi, Ex Officio noted that during a legislative hearing the KEA costs a total over $1 million but the actual amounts are way less. Ushijima clarified that the legislative discussions were related to the costs relating to the development of the KEA including the additional costs for the KKEA.
Committee Chairperson Arakaki expressed support for the KEA to help students achieve and expressed appreciation for the partnerships with the UH at Manoa. Ushijima also expressed appreciation for the partnerships to develop the KEA and shared that the CLSD grant and the Department is committed to the Science of Reading to assist Kindergarten teachers.
III. Presentation on Strategic Plan Desired Outcome 1.2.1. All students desire to attend school regularly
Committee Chairperson Arakaki invited Armstrong, and Annie Kalama, Assistant Superintendent of the Office of Student Support Services (OSSS) to provide the presentation on strategic plan desired outcome 1.2.1. All students desire to attend school regularly.
Armstrong acknowledged the critical importance of attendance as each missed school day represents lost opportunities for students to engage in learning. The rationale to prioritize attendance data is directly related to student achievement and chronic absenteeism undermines teacher’s ability to deliver instruction and support. The Department will provide updates on attendance trends and statewide strategies.
Kalama explained that the performance indicator outcomes is the percent of students attending school 90 percent or more of instructional days. A recent analysis of the Department’s data shows that students who attend school regularly are significantly more likely to graduate on time and score higher in math and science as reflected in the information previously shared on September 19, 2023. The Department provided attendance data with a focus on strategies to encourage students to regularly attend school and reach their full potential. Students shall not miss more than 17 days which is a change from the previous measure of chronic absenteeism to allow for proactive strategies. Hawaii was ranked third in the nation for reducing chronic absenteeism from School Year 2021-2022 which is a reflection of school staff creating environments where students feel welcomed and encouraged to attend school regularly. The Department prioritized several state level strategies focusing on restorative efforts and the current system does not track specific reasons for absences. The following root causes for absences was identified by Attendance Works as barriers, aversion, disengagement, and misconception. The Department has implemented ongoing collaboration with the Hawaii State Judiciary Family Court System, continued support for the Hawaii Multi-tiered System of Support (HMTSS); development of an attendance dashboard; and launched a statewide campaign. “Attend Today, Achieve Tomorrow” emphasizing the importance of attendance to help reduce chronic absenteeism.
Kimberly Kaai, Principal, Maunaloa Elementary School, shared that the attendance data at her school reflected that 63% of students are chronically absent with a goal to be at 22% or lower. The plan of action to reduce absences involved restating the island wide attendance Molokai Attendance Program and consistent messaging for families. She explained that a truancy petition is filed at 15 absences and the school worked to share this information at open house including an activity demonstrating what happens when students are not in class. She reported that last school year chronic absenteeism declined to 6 percent and acknowledged the support of parents.
Kalama shared the following supports that the Board can provide includes sharing the “Attend Today, Achieve Tomorrow” campaign within the Board’s networks; continuing to support the importance of regular attendance by reinforcing its link to academic success, personal growth, and future opportunities; and continuing to support collaboration within the Department and across community partners to enhance the desire to attend school by fostering a supportive environment that encourages engagement, belonging, and motivation.
Committee Chairperson Arakaki called for public testimony.
Susan Rocco, Special Education Advisory Council, testified in support of the initiative especially for special education students and requested reviewing additional factors such as bullying, suspensions, and health issues which relate to absenteeism.
Committee Vice Chairperson Dukelow asked what reasons were shared by parents on why students did not come to school. Kaai shared that parents provided various reasons including illness, family vacations, and not wanting to come to school.
Committee Chairperson Arakaki expressed appreciation for the information and noted that the HMTSS outlines other issues impacting our students. Board Member Takumi, Ex Officio, shared that he has invited students from Palisades Elementary School who developed a tool to help reduce absenteeism to provide a presentation to the Board.
Ethan Yang, Board Student Representative asked if there is technology available for students to make up assignments when missing school. Kalama replied that it varies by school but technology is available for students.
IV. Recommended action on Board Policy 500-8 (Accreditation of Schools)
Committee Chairperson Arakaki stated that the process to change Board policies, per Board Policy 400-2 (Policies and Policy-setting), includes referring an issue to the appropriate standing committee, approval of a policy draft by the committee, and committee recommendation of its approval to the full Board. On the September 19, 2024, meeting of the Student Achievement Committee, the Department presented an initial policy draft for Board Policy 500-8, which it has since revised based on the discussion that day, and per its memorandum before us. The Committee will be voting today on our recommendation to the full Board, for action at a subsequent general business meeting.
Committee Chairperson Arakaki called for public testimony on this agenda item. No public testimony was provided.
ACTION: Approve the update to Board Policy 500-8 (Accreditation of Schools), as proposed by the Department in its memorandum dated November 21, 2024, in accordance with Board Policy 400-2 (Policies and Policy-setting). (Barcarse/Chung). The motion carried with all members present voting aye.
V. Adjournment
Committee Chairperson Arakaki adjourned the meeting at 11:03 p.m.
For written testimony see the following link: 2024-11-21_SAC_testimony_20241121.pdf