STUDENT ACHIEVEMENT COMMITTEE MEMBERS EXCUSED:
FINANCE AND INFRASTRUCTURE COMMITTEE MEMBERS PRESENT:
Bruce Voss, Chairperson
Lynn Fallin, Vice Chairperson
FINANCE AND INFRASTRUCTURE COMMITTEE MEMBERS EXCUSED:
Kyla Musso, Student Representative
Keith Hayashi, Interim Superintendent, Department of Education
Brian Hallett, Assistant Superintendent, Office of Fiscal Services, Department of Education
Craig Hirai, Director of Finance, Department of Budget and Finance
Cara Tanimura, Interim Assistant Superintendent, Office of Strategy, Innovation, and Performance, Department of Education
Phyllis Unebasami, Deputy Superintendent, Department of Education
Alison Kunishige, Executive Director
Kenyon Tam, Board Analyst
Regina Pascua, Executive Secretary
Lady Garrett, Secretary
II. Approval of Meeting Minutes of October 21, 2021
SAC Chairperson Namauʻu called for public testimony on this agenda item. No one provided oral testimony at this time.
SAC Chairperson Namauʻu asked SAC and FIC members to review the minutes of the October 21, 2021 joint meeting of SAC and FIC.
SAC Member Kaimana Barcarse moved to approve the joint meeting minutes of October 21, 2021. SAC Member Catherine Payne seconded.
FIC Vice Chairperson Lynn Fallin moved to approve the joint meeting minutes of October 21, 2021. FIC Member Bill Arakaki seconded.
SAC Chairperson Namauʻu asked if there were any objections to the motion. No SAC or FIC members raised objections, and the motion carried through unanimous consent from all SAC members present (SAC Vice Chairperson Arakaki, SAC Members Barcarse, Lyla Berg, Fallin, Payne, and Kenneth Uemura) and all FIC members present (FIC Vice Chairperson Fallin, FIC Members Arakaki, Namauʻu, and Payne).
JOINT ACTION: Motion to approve the SAC and FIC joint meeting minutes of October 21, 2021 (SAC: Barcarse/Payne; FIC: Fallin/Arakaki). The motion carried through unanimous consent from all members present.
III. Recommendation for Action
Osa Tui, Hawaii State Teachers Association (“HSTA”) President, testified that the Department of Education’s (“Department”) ESSER plans state that teachers will be provided with training and HSTA requested the reinstatement of the 21 professional development so teachers can effectively address student needs during this time.
Corey Rosenlee, member of the public, testified that the Board of Education (“Board”) should amend the Department’s ESSER plans to use federal funds to reinstate the 21 hours for professional development for teachers and stated that the Department current plan is a violation of the intended use of ESSER II and ESSER ARP funds (collectively “ESSER Funds”) which should be used to avoid layoffs and pay decreases which public school teachers have experienced.
Justin Mew, Henry J. Kaiser High School Principal, testified in support of the Department’s ESSER plans, urged the Board to approve them, and release funds to schools because time is running short.
Cheri Nakamura, HE‘E Coalition, expressed appreciation for the Department meeting with HE‘E Coalition and incorporating some feedback into its ESSER plans, but stated that the Department’s strategies do not explain how the plan connects to and helps students and the Department’s ESSER plans need processes of accountability for equity.
Lisa Morrison, HSTA Secretary-Treasurer, expressed disappointment with the Department’s ESSER plans because they does not provide for more teachers, smaller class sizes, tutoring support during the school day from qualified teachers, and fail to provide additional support for school personnel and or address vacancies.
Lynn Otaguro, member of the public, asked about the purpose of the Department’s ESSER plans and stated that the Department should focus on health and safety and attendance of students with the greatest needs.
Fred Murphy, Mililani High School Principal, testified in support of the Department’s ESSER plans and noted that the Department is moving towards a post COVID-19 pandemic renaissance.
Susan Pcola-Davis, member of the public, testified on various items in the Department’s ESSER plans, including the immediate need for funding, an inflated $500,000 travel budget, an $11 million superintendent’s contingency fund totaling $11 million, $8 million for health and safety and requested that the Department explain what is included in enhanced services and accelerated learning.
SAC Chairperson Namauʻu called on Keith Hayashi, Interim Superintendent, to present the Department’s recommendation for the use of ESSER Funds in accordance with the Board’s October 21, 2021 ESSER II and ESSER ARP Fund Guidance.
Hayashi expressed appreciation for all the stakeholders who attended various sessions and various personnel who contributed to the revised plan, including Complex Area Superintendents (“CAS”), school principals that gathered feedback through School Community Council (“SCC”) meetings, teachers, Assistant Superintendents (“AS”), and state office teams that contributed to the revised plan. He stated that the federal government designed ESSER Funds to provide public education systems relief from the unexpected impacts of the COVID-19 pandemic.
Hayashi stated that the Department faced significant budget shortfalls. He stated that the Legislature reduced the Department’s general funds by $51 million in the 2019-2020 fiscal year and then reduced the Department’s general funds by $100.2 million in the 2020-2021 fiscal year. He explained that the Legislature’s budget reductions largely focused on using temporary federal funds instead of general funds to cover expenses.
Hayashi introduced Craig Hirai, Department of Budget & Finance (“B&F”), Director, to provide an overview of the state’s budget and Governor David Ige’s supplemental budget request for the 2021-2022 fiscal year. He stated that as the Legislature restores more general funds to the Department’s budget, the Department could redirect more ESSER funding to directly address student needs.
Hirai stated that he would share Governor Ige’s fiscal approach to the Department’s 2022-2023 fiscal year supplemental budget request. He explained that the ESSER funds are programmed into the state’s financial plan to allow the Department to use the ESSER funds to focus on learning loss.
Hirai stated that B&F is working on increasing the amount of general funds that go to the Department’s budget to re-establish predictable, reliable, and sustainable funding levels to support public schools. He explained that Hawaii’s economy has rebounded from the COVID-19 pandemic faster than predicted. Hirai explained that the Council on Revenue’s forecast in September 2021, predicted strong tax revenue growth at 6.3% for the 2021-2022 fiscal year and sustained growth of 4% for subsequent fiscal years. He noted actual tax revenue collections for the 2021-2022 fiscal year were 27.3%, which far exceeded the prior projection of 6.3%.
Hirai stated that the state’s improved fiscal outlook and the federal ESSER funding maintenance of effort requirement provide the state with more opportunities to increase the amount of general funds that can be used to fill the Department’s funding gaps, which have been exacerbated by the COVID-19 pandemic.
Hayashi reiterated that the Department anticipates that the Legislature will restore general funds to the Department’s budget so that it can use ESSER Funds for learning acceleration and supports for student academic and social emotional needs. He emphasized that the goal is to get students back on track to meet grade level expectations and that the Department is committed to prioritizing clear strategies to stabilize education and to revitalize systems to ensure statewide alignment.
Hayashi stated that the Department’s ESSER educational plan incorporated stakeholder feedback and research based practices. He explained that the Department used a systemic process to ensure the community had opportunities to provide feedback. Hayashi reported that 206 (or 80%) SCCs provided feedback on the revised plan. He stated that in addition to reaching out to SCCs, the Department held various stakeholder sessions with the following organizations: Special Education Advisory Council, Hawaii State Student Council, Hawaii P-20, We Are Oceania, Hawaii Education Liaison Officers Council, HE‘E Coalition, Keiki Caucus, Harold K. L. Castle Foundation, Hawaii Government Employees Association, HSTA, and United Public Workers.
Hayashi stated that the Department’s ESSER plans were publicly posted on the Department’s website to allow the public to contribute ideas for the plan. He explained that the Department anchored the development of the plan on four core beliefs: (1) students are the focus of decision-making; (2) a systems approach is essential to implement strategies to support students and schools; (3) the implementation of effective strategies require strong data systems and processes at all schools and at all levels; and (4) strong leadership, accountability, and support is critical at all levels.
Hayashi noted that the Department’s revised ESSER plans include a greater focus on strategies and the three focus areas continue to be based on health and safety, social emotional learning, and accelerated learning. He stated the Department’s revised ESSER plan also incorporates four evidence-based strategies, healthy habits and healthy schools, action oriented decision-making, responsive capacity building, and effective academic practices. Hayashi explained that the Department would implement each strategy by including differentiated supports for complex areas and schools to help them mitigate the impacts of the COVID-19 pandemic. He also explained that the Department included 17 metrics in its plan to monitor, report, and answer questions across its three major focus areas to ensure transparency and accountability. Hayashi stated that the Department would review these metrics every quarter at the state, complex area, and school levels. Hayashi noted that this will allow for greater accuracy in data reporting and the Department will post this information on its website after each quarter.
Hayashi explained that the Department’s ESSER fiscal plan outlines specific federal requirements and that the state office allocated ESSER funding based on need. He stated that Department’s ESSER fiscal plan included a summary of categorical uses of the funding and a breakdown of proposed uses into sub-categories. Hayashi stated that the state office allocated a majority of funds to complex areas for direct school and student support. Hayashi stated that complex areas will use the same factors used for the weighted student formula to ensure equitable distribution and make more funding available for students who need additional support.
Hayashi outlined that the section on detailed expenditure reporting includes a link a reports on federal funds received by the Department, which is located on the Department’s website. He explained that the Department has also posted a feedback form that the public can use to provide comments on the Department’s use of federal funds.
Hayashi emphasized that the Department will need to amend its ESSER educational and fiscal plans to adapt to the needs of schools. He stated that as student and school needs evolve, the Department is committed to providing students with educational opportunities to facilitate success. Hayashi stated that the COVID-19 pandemic has affected students socially, emotionally, and academically, but ESSER Funds will help schools to provide the appropriate services to recover.
SAC Chairperson Namauʻu noted that SAC and FIC committees will each need to vote individually on motions made and only committee members can move and second the motions for each respective committee.
SAC Member Berg moved to approve the use of ESSER II and ESSER ARP funds as proposed in the educational and fiscal plans attached to Hayashi’s memorandum dated December 16, 2021. SAC Vice Chairperson Arakaki seconded.
FIC Vice Chairperson Fallin moved to approve the use of ESSER II and ESSER ARP funds as proposed in the educational and fiscal plans attached to Hayashi’s memorandum dated December 16, 2021. FIC Member Payne seconded.
SAC Chairperson Namauʻu acknowledged that the Department followed Board guidance and expressed appreciation for the process it used to reach out to stakeholders to get feedback on its plans. She noted that the Department would release a lot of funding to complex areas and schools, but expressed concern that the Department’s plans do not provide enough specificity as to the kinds of programs and opportunities that the Department will offer to schools.
SAC Chairperson Namauʻu stated that the Board is responsible for the use of federal funds and the Department needs to explain how it will address accountability during the Board’s discussion.
FIC Chairperson Voss expressed support to get the funding to complex areas and schools, but stated that the plans the Department presented are a work in progress, at best. He stated that the plans are more like a framework because the Department can and must make changes based on data.
FIC Chairperson Voss expressed concern with the broad categories the Department is proposing for its monthly detailed expenditure report, which it only briefly discussed on page 26. He emphasized that he does not want the Department to report on expenditures in broad categories, but wants the report to include details relating to the specific programs for schools, what the programs intend to achieve, and whether the programs are affecting students as projected. FIC Chairperson Voss stated that the monthly reports are required for accountability and auditing purposes but that they can also to serve as a resource of ideas and programs. He also stated that the metrics the Department is proposing are the same ones it has used for the past couple of years and will not serve as indicators of the effectiveness of specific programs.
FIC Chairperson Voss asked what the Department envisions for reporting on expenditures and program effectiveness. He stated that he has shared his concerns with the plan and expressed the need for detailed reporting on specific programs and effectiveness. FIC Chairperson Voss asked how the Department will provide detailed financial reporting and reporting on the effectiveness of specific programs on a regular and timely basis.
Hayashi replied that the Department’s ESSER plans use four strategies (healthy habits and healthy schools, action oriented decision-making, responsive capacity building, and effective academic practices) to create sustainable systems in schools. He stated that complex areas and schools would focus on the four strategies to determine which systems and programs they need to put in place. Hayashi stated that the state office will look at which systems schools need to incorporate and then schools will determine which programs to implement.
FIC Chairperson Voss emphasized that he does not want the state office to send funding to complex areas without having something in place to ensure funds are effectively supporting students. He stated that he would like personnel monitoring the amounts expended and effectiveness of school level programs on a regular basis and asked for a commitment from Hayashi that this will happen.
Hayashi confirmed that each complex area has personnel gathering data and information aligned to the four strategies, which the Department will report. He stated that CASs would work with schools to identify needs, resources used, how resources are used, and results.
FIC Chairperson Voss stated that he looks forward to the Department’s detailed reports. He asked when schools would receive the funding. FIC Chairperson Voss asked for a commitment from Hayashi that if the Board approves the Department’s ESSER plans, the funds would be available for schools next month. Hayashi confirmed that if approved by the Board, state office would send funds to the schools by next week.
SAC and FIC Member Berg asked that if funds can go to schools next week, whether the Department could provide examples of how schools are using the money. Hayashi replied that the Department would share plans with the Board.
SAC and FIC Member Berg asked for clarification on the pay rates for part time teachers as mentioned in the plan. Hayashi replied that the concern is relating to the 21 hours of professional development for teachers and the Department recognizes the importance of this time for teachers. He explained that when the Department uses ESSER funds for positions, it must pay for fringe benefits. Following the Board’s guidance to fully leverage funds to support schools, the Department transmitted a request to Governor Ige to fully fund and reinstate the 21 hours for teachers in the Department’s supplemental budget. Hayashi stated the Department made this request so it could use general funds instead of ESSER funding, which would be subject to fringe.
SAC and FIC Member Berg asked that Nā Hopena A‘o (HĀ) be included in the evaluation of specific programs and demonstrate how Nā Hopena A‘o (HĀ) is integrated into all activities to inform the framework and outcome of the plan. Hayashi replied that Nā Hopena A‘o (HĀ) is the belief and value system and is not an individual lesson but rather incorporates into everything the Department does for both students and staff.
SAC and FIC Member Berg asked the Department to consider how to demonstrate values in action because aloha is action. She requested information on whether the Department has summer school programs specifically designed for health, social emotional learning, and accelerated learning for remediation or enhancement.
SAC Vice Chairperson and FIC Member Arakaki stated that the priorities remind him of the Board and Department’s previous strategic plan which was centered on student, staff, and system success.
SAC Vice Chairperson and FIC Member Arakaki stated that the Department’s website contains information on schools’ academic and financial plans, which provide specificity on activities at the school level. He also expressed relief that Hirai reported that the state’s financial outlook is improving. SAC Vice Chairperson and FIC Member Arakaki asked about the process for complex areas and schools to report to the state office on how best to address the needs of students in their specific communities. Hayashi replied that the schools deliberately collected both formative and summative assessment data to determine which systems schools need to implement. He explained that state level would incorporate everything schools are doing, including the four strategies.
Hayashi stated that ASs would take the lead on specific areas. He stated that the Office of Student Services Support will lead in the area of healthy habits and healthy schools, the Office of Strategy, Innovation and Performance will lead in the area of action oriented decision-making, the Office of Talent Management will lead in the area of responsive capacity building, and the Office of Curriculum, Instruction and Design will lead in the area of effective academic practices. Hayashi also stated that each state office would support each area, but that each school would implement different programs to address their student needs based on the assessment data of each school.
SAC Vice Chairperson and FIC Member Arakaki stated that the major task would be for the schools to gather the data and report to the state office throughout the school year. He stated that this is similar to the formative assessment process and would be difficult, particularly for programs that may not be showing the expected results.
SAC and FIC Member Payne asked for clarification Hayashi’s statements that he anticipates that the Legislature will restore general funds and if these funds are restored to the Department’s budget whether the Department can use these funds to support schools.
Brian Hallett, Assistant Superintendent of the Office of Fiscal Services replied that the Department’s ESSER plans assume the Legislature will restore general funds to the Department’s budget. He noted that Hirai’s presentation gives the Department assurance that its assumption is reasonable.
Hirai stated that one side effect of the ESSER funding was the maintenance of effort provision which requires that the Department and University of Hawaii budgets need to be restored proportionately as other non-educational agency budgets are restored in the 2022-2023 Fiscal Year and going forward.
SAC and FIC Member Payne highlighted the importance of the Department’s request for the restoration of funding for the 21 hours of teacher professional development.
SAC Member Uemura expressed appreciation for Hirai’s response to SAC and FIC Member Payne. He also expressed agreement with SAC Chairperson Namauʻu and FIC Chairperson Voss’ concerns. SAC Member Uemura expressed concern that of the $412 million in ESSER funding, the Department was using $81.3 million to fill funding gaps. He stated that the Department already used ESSER Funds to fill in some gaps and some offsets. SAC Member Uemura noted that $169.2 million or 41% of the complex area proposals are not documented and not transparent, but funds are already being expended, especially since it was shared by Hayashi that the Department will distribute funds by next week and available for the 2021-2022 Fiscal Year.
SAC Member Uemura noted that the state office is sending a lot of money to the complex area level without providing the Board with many details about how complex areas will use these funds. He stated that the Department’s report back to the Board should include what the funds will be used for, how funds will be used, when funds will be used, and the expected outcomes. SAC Member Uemura stated that the Board needs to give Hayashi the flexibility to spend ESSER Funds, but he needs to provide the Board with more information. He further stated that he does not favor contingency funds because the Department should account for and allocate every dollar. SAC Member Uemura stated that the Department needs to spend the ESSER Funds, but the Board should focus on the 2021-2022 Fiscal Year and ask the Department to come back with another request for future years.
Hayashi replied that he is working with Deputy Superintendent Phyllis Unebasami to expend the complex area level funds and that he will report to the Board on what he uses the contingency funds for as they are expended.
SAC Member and FIC Vice Chairperson Fallin expressed support for the focus on system development and how it will affects students. She stated that the Board should be consistent on what it is asking of the Department and schools focus should be using programs based on experience and data. SAC Member and FIC Vice Chairperson Fallin asked for clarification on page 12 relating to the role of the state office, which is missing. She asked whether providing and analyzing data for the schools is the responsibility of the state office or the CASs. SAC Member and FIC Vice Chairperson Fallin also stated that a regular report should be included within the quarterly report with metrics linked to the four priorities.
SAC Member and FIC Vice Chairperson Fallin stated that the Department did not provide the number of students in its behavioral data and asked for an explanation on the reasoning for a variety of targets and goals. She asked what success looks like to the Department and stated that the Department needs to establish targets and goals in order to understand whether it is making progress.
Cara Tanimura, Interim Assistant Superintendent of the Office of Strategy, Innovation and Performance replied that targets and goals are most appropriate for a strategic plan and at this time, the Department is using the previous strategic plan goals. She also stated that the Department’s ESSER plans were not intended to be a strategic plan. Tanimura explained that state office provides monthly complex area data to CASs and will posted the information on the Department’s website. Hayashi added that ASs also monitor areas that need to be addressed in schools and complex areas.
SAC Member and FIC Vice Chairperson Fallin asked if the state office would include formative assessments in the quarterly reports and link them to the four priority areas. Hayashi confirmed that the state office would align the data in the reports to the four priority areas.
SAC Member and FIC Vice Chairperson Fallin stated that, in addition to goals, the Department needs to use targets and the Board needs to know what to aim at to use formative assessments targets. Hayashi replied that the state office would identify metrics that will be measured as a part of the ESSER plan.
SAC Member and FIC Vice Chairperson Fallin stated that if the Department collects formative assessment data, how would the Department know if schools are making progress. Hayashi replied that CASs would monitor school progress to see if they are improving. Tanimura clarified that the purpose of the metrics is to inform school leadership about student progress and growth; the Department uses them for formative purposes, not summative.
SAC Member and FIC Vice Chairperson Fallin asked how the Department plans to collect this information and report to the Board on the use of ESSER Funds. Hayashi replied that schools would look at current levels and improvements to measure student success.
Unebasami replied that the Strive HI performance system data set are measures used by all schools and new targets will not be sent because the Department is using these metrics and looking for action oriented data. She stated that decisions related to universal metrics for all schools would still need to be made on behalf of schools and communities to be useful and valuable.
Unebasami stated that the 17 metrics might not have a target for the Department to measure. She explained that on page 18, the Department describes its efforts to make vaccinations available as the Department watches the rates and asks whether it has done everything possible to make vaccinations available.
Unebasami left the meeting at 12:49 p.m. due to technical difficulties
SAC Member and FIC Vice Chairperson Fallin recommended further discussions offline.
FIC Chairperson Voss asked when the Department would use the data to make decisions and amend its ESSER plans, whether that would happen during the legislative session or end of the fiscal year. Hayashi replied the Department is anticipating reporting to the Board in March and July. FIC Chairperson Voss emphasized that the funds need to help students.
Board Student Representative Kyla Musso shared that the Department incorporated student voice into its ESSER plans at the Hawaii State Student Council’s November meeting. She explained that the Hawaii State Student Council is an organization that includes 1 to 2 student representatives from high schools who work on improvements in three focus areas and the Department included some of the Hawaii State Student Council recommendations in stakeholder feedback. Musso stated that some recommendations provided relate to understaffed health rooms, support of approving funds to aid schools and implement services. She expressed appreciation to the Department on behalf of Hawaii State Student Council for reaching out to develop its ESSER plans.
SAC Member Barcarse left the meeting at 12:51 p.m. due to technical difficulties
SAC Member Uemura asked how the Department’s ESSER plans fit into the Department’s overall plan. Tanimura replied that because the Department does not have a current strategic plan in place the Department is using the Strive HI performance system and the 17 metrics from the previous strategic plan to identify growth and achievement to make sure students are progressing. SAC Member Uemura replied that using the Strive HI performance system makes sense, but he wants to understand how it connects to ESSER plans with no goals or targets. He noted that he is not against providing the funding to schools, but needs to know the outcomes, targets, and the Department’s overall plan.
Tanimura stated that the Department’s ESSER plans would provide baseline data metrics to ensure consistency and provide data to complex areas. Hayashi stated that the Department is still operating under the previous strategic plan’s targets.
Board Vice Chairperson Uemura asked what some of the targets are because the Department did not include them in the memorandum. Hayashi replied that targets include chronic absenteeism, college going rates, graduation rates, 9th grade on track, 3rd grade literacy, Career and Technical Education (“CTE”) concentrators, and inclusion targets. SAC Member Uemura replied that money needs to go towards the intended targets and then the Board will know the state office has taken care of school needs. He shared that one example is the target of a 100% graduation rate; the Board needs to know how this goal can be met even if it is difficult to achieve. Hayashi replied that a 100% graduation rate is difficult, but the Department is 100% committed to this goal.
SAC Member and FIC Vice Chairperson Fallin stated that it is difficult to discuss targets because if the Department does not meet the targets then it means failure, but this is important in the end as part of the system the Department is building. She stated that not reaching targets are positive as long as the Department makes good faith efforts and asked what the actual targets are for the Strive HI performance system. Hayashi replied that there are statewide targets for the Strive HI performance system from on the previous strategic plan.
SAC Chairperson Namauʻu stated that the Board is not here to micromanage, but the Board needs specificity on the different kinds of programs that schools will use, see reports on progress, and results from programs. She expressed concern about avoiding the idea of a target because the Board needs to understand where the Department is heading and see a positive effect on students.
SAC Chairperson Namauʻu stated that if the Department will provide the Board with a reassessment and amended ESSER plans in March and July then the Board needs to see these kinds of results. She stated that a lot more funding is being released more than what is required and schools are going into the spring semester.
SAC Chairperson Namauʻu expressed disappointment with summer learning options this past summer since the Department only offered credit recovery and remediation, so it was not surprising that enrollment declined. She noted that the United States Department of Education specifically stated that states should use ESSER funding in innovative and new ways.
SAC Chairperson Namauʻu challenged CASs to ask principals what their schools can do for students, how schools are helping students, and if student learning can be documented. She emphasized that she would like to see innovative, fun, and challenging academics especially for those students most impacted by the COVID-19 pandemic.
SAC Chairperson Namauʻu stated that if students struggled before the COVID-19 pandemic, doing things the same way would not help. She stated that ESSER Funds provide an opportunity to make a difference and think outside of the box. She stated that she would like the Department to try new things and target a specific student groups to improve and make a difference for students and their learning. SAC Chairperson Namauʻu emphasized that the Department will need to address this in March, including identifying what is working and on the right track so the Department can allocate more funds to successful programs.
Hayashi stated that the Department always puts students first when making decisions and explained that summer enrollment increased and that the Department included credit recovery for students who needed to meet graduation requirements to get their diploma. He stated that the Department’s recommendation is that reporting to the Board occur quarterly so that schools can work on providing support for students and lessen the burden on the schools to provide data to report to the Board.
Hayashi also stated that schools have been implementing support for students using the academic universal screener data and expressed confidence that schools can provide opportunities to address needs raised once the funds are available.
SAC member Barcarse returned to the meeting at 1:08 p.m.
SAC Member Barcarse expressed appreciation for the Department’s commitment and noted that it is not about the amount of communication but the quality.
FIC Chairperson Voss stated that he does not want to burden schools but the Department should report on a monthly basis from the state office and schools should provide impact reports quarterly. SAC Chairperson Namauʻu stated that it is reasonable for the Board to request monthly expenditure reports and quarterly impact reports.
SAC Chairperson Namau‘u called for a roll call vote on the motion for SAC. The motion was carried unanimously with all SAC members present voting aye (SAC Vice Chairperson Arakaki, SAC Members Barcarse, Berg, Fallin, Payne, and Uemura).
SAC Member Uemura asked for a point of order if the motion is to approve the entire amount or just the amount for Fiscal Year 2021-2022.
FIC Chairperson Voss clarified that the vote is on the entire amount.
FIC Chairperson Voss called for a roll call vote on the motion for FIC. The motion was carried unanimously with all FIC members present voting aye (Committee Vice Chairperson Fallin, Committee Members Arakaki, Namauʻu, and Payne).
JOINT ACTION: Motion to approve the use of ESSER II and ESSER ARP funds as proposed in the educational and fiscal plan attached to Hayashi’s memorandum dated December 16, 2021 (SAC: Berg/Arakaki; FIC: Fallin/Payne). The motion carried unanimously with all members present voting aye.
IV. Late Public Testimony on Board Agenda Items
SAC Chairperson Namauʻu called for public testimony from any individuals who did not have an opportunity to testify on earlier agenda items. No one provided oral testimony at this time.
SAC and FIC members received written testimony before the meeting. The following is a listing of the people who submitted written testimony before the meeting.
|Richard Stange||III. A. Committee Action on Student Achievement Committee and Finance and Infrastructure Committee Action on the Department of Education’s educational plan and fiscal plan to use federal funds in the second round of the Educational Stabilization Fund’s ESSER II and in the third round of ESSER ARP in accordance with the Board of Education’s October 21, 2021 ESSER II and ESSER ARP Fund Guidance|
|Brenda Burns||Aina Haina Elementary School, Principal||III. A. Committee Action on Student Achievement Committee and Finance and Infrastructure Committee Action on the Department of Education’s educational plan and fiscal plan to use federal funds in the second round of the Educational Stabilization Fund’s ESSER II and in the third round of ESSER ARP in accordance with the Board of Education’s October 21, 2021 ESSER II and ESSER ARP Fund Guidance|
|Rhianna Fry||III. A. Committee Action on Student Achievement Committee and Finance and Infrastructure Committee Action on the Department of Education’s educational plan and fiscal plan to use federal funds in the second round of the Educational Stabilization Fund’s ESSER II and in the third round of ESSER ARP in accordance with the Board of Education’s October 21, 2021 ESSER II and ESSER ARP Fund Guidance|
|Sean Wong||Roosevelt High School, Principal|
|Justin Mew||Henry J. Kaiser High School, Principal|
|Zachary Sheets||Pearl City Highlands Elementary School, Principal|
|Cheri Nakamura||HEE Coalition, Executive Director|
|Paula Adams||Hawaii Afterschool Alliance, Executive Director|
|Osa Tui||HSTA, President|
|Stephen Schatz||Hawaii P-20, Executive Director|
|Corey Barton||Pohakea Elementary School, Principal|
|Hanh Nguyen||August Ahrens Elementary School, Principal|
|Aaron Tominaga||Waipahu Elementary School, Principal|
|Jamie Dela Cruz||Kaimuki High School, Principal|
|Sabrina Feliciano||Kaimuki High School, Vice Principal|
|Frederick Murphy||Mililani High School, Principal|