DRAFT

STATE OF HAWAII
BOARD OF EDUCATION
STUDENT ACHIEVEMENT COMMITTEE MEETING

MINUTES

Queen Liliuokalani Building
1390 Miller Street, Room 404
Honolulu, Hawaii 96813
Monday, September 7, 2023
*This meeting was a remote meeting under Section 92-3.7, Hawaii Revised Statutes. The meeting recording is available here.

PRESENT:
Bill Arakaki, Chairperson
Lauren Moriarty, Vice Chairperson
Kaimana Barcarse
Kahele Dukelow
Warren Haruki
Ken Kuraya

EXCUSED:
Shanty Asher

ALSO PRESENT:
Keith Hayashi, Superintendent, Department of Education
Heidi Armstrong, Deputy Superintendent, Department of Education
Teri Ushijima, Assistant Superintendent, Office of Curriculum and Instructional Design, Department of Education
Daniel Hamada, Complex Area Superintendent, Kapaʻa-Kauaʻi-Waimea Complex Area
Sean Doi, District Educational Specialist, Kapaʻa-Kauaʻi-Waimea Complex Area
Jason Yoshida, Principal, King Kaumualiʻi Elementary School
Stacey Aldrich, State Librarian, Hawaii State Public Library System
Kenyon Tam, Board Analyst
Lady Garrett, Secretary




I. Call to Order

Committee Chairperson Bill Arakaki called the Student Achievement Committee (“Committee”) Meeting to order at 10:30 a.m. Committee Chairperson Arakaki and Committee Members Kaimana Barcarse, Kahele Dukelow, Warren Haruki, and Ken Kuraya were present. Committee Vice Chairperson Lauren Moriarty participated remotely.


II. Approval of Meeting Minutes of August 10, 2023

Committee Chairperson Arakaki asked Committee members to review the Committee’s August 10, 2023, meeting minutes.

Committee Member Barcarse moved to approve the Committee’s August 10, 2023, meeting minutes. Committee Member Kuraya seconded.

Committee Chairperson Arakaki 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 Vice Chairperson Moriarty and Committee Members Barcarse, Dukelow, Haruki, and Kuraya).

ACTION: Motion to approve the Human Resources Committee’s August 10, 2023, meeting minutes (Barcarse/Kuraya). The motion carried through unanimous consent from all members present.


III. Discussion Items

Committee Chairperson Arakaki called on Keith Hayashi, Superintendent, Department of Education (“Department”); Heidi Armstrong, Deputy Superintendent, Department of Education; and Teri Ushijima, Assistant Superintendent, Office of Curriculum and Instructional Design (“OCID”) to provide an update on Desired Outcome 1.1.2 of the strategic plan.

Armstrong stated that the focus of the Department’s presentation is on the early literacy efforts that are foundational for reading success by the end of Grade 3. She introduced the individuals that would be presenting on this topic, Daniel Hamada, Complex Area Superintendent Kapaʻa-Kauaʻi-Waimea; Sean Doi, District Educational Specialist, Kapaʻa-Kauaʻi-Waimea; and Jason Yoshida, Principal, King Kaumualiʻi Elementary School.

Ushijima highlighted the focus areas and initiatives for student early literacy efforts. She outlined the Department’s current thinking on what needs to happen to reach the goal to have all students reading on grade level by the third grade. She stated that the Department is working on initiatives for English and Language Arts (“ELA”) education and that she would highlight three strategies that the Department is using to achieve Desired Outcome 1.1.2.

Ushijima acknowledged that the third grade Smarter Balanced Assessment (“SBA”) results over the last several years is not where it needs to be because only half of the students are meeting proficiency. She explained that this metric measures student reading, writing, listening, and research abilities at the end of the school year.

Ushijima outlined student subgroup performance and expressed concern for the subgroup of students who receive special education services because a large majority are not reading on grade level. She noted that further support is required for students to achieve equitable outcomes and that ELA strategies would help the Department increase proficiency for all student groups.

Ushijima shared that since the 2020-2021 school year, Hayashi directed schools to use a universal screener for ELA and math from kindergarten to Grade 8. She explained that the purpose of universal screeners is to identify students who may be at risk and who are less likely to achieve grade level advancement.

Ushijima stated that many schools use the Dynamic Indicators of Basic Early Literacy Skills (“DIBELS”) assessment to gather similar data. She stated that the assessment results have shown that the number of students struggling with reading in the fall is equivalent to the number of students struggling in the spring. Ushijima noted that the students who demonstrated growth are likely those who were proficient in the fall.

Ushijima stated that the Department is focusing on the combination of viable quality ELA curriculum, scientifically based research models of reading, and student data for monitoring progress. She explained that the Department has several major initiatives, including: (1) ELA standards revision; (2) viable quality ELA curriculum in all schools by school year 2024-25; (3) The Science of Reading; (4) Language Essentials for Teaching Reading and Spelling (“LETRS”); (5) Comprehensive Literacy State Development (“CLSD”) Grant; (6) complex area pilot; and (7) universal screeners.

Ushijima outlined related initiatives that would further influence ELA proficiency and shared the connections between the key focus areas, major initiatives, and related initiatives. She explained that The Science of Reading initiative is a broad interdisciplinary approach, which reflects the most important methods for teaching reading based on current research relating to how humans learn to read. Ushijima noted that the research suggests that reading is mastery in phonological awareness, phonics, fluency, vocabulary, and comprehension. She shared that information relating to the research can be found in the Hawaii State Literacy Plan.


Ushijima stated that the second initiative relates to LETRS, which is designed to provide comprehensive training in five key components of evidence-based reading instruction. She stated that 43 teachers have completed the LETRS course, and the Department issued 502 licenses to teachers. Ushijima shared that there have been challenges and the LETRS course is time intensive and rigorous, requiring teachers to spend several hours beyond the regular school day. She stated that because of this, OCID has adjusted the program to provide teachers with more opportunities and is working on developing its own Science of Reading for those who may be interested.

Ushijima stated that four schools received a CLSD grant, which the schools used to implement programs and student-specific supports. She explained that CSLD grant schools are working on ensuring school-based capacity and on-demand efforts to sustain efforts. Ushijima noted that the state CLSD grant team plans to present its plan at the national teachers conference this fall.

Ushijima highlighted supports the Department provide for students who do not read proficiently and noted that effective and early tier 1 intervention is the strongest in the Hawaii Multi-Tiered System of Support (“HMTSS”) process. She noted that some students need tier 2, targeted support for learning, and may require further tier 3 interventions. Ushijima noted that the seven major initiatives support the majority of learners who require interventions. She emphasized that the goals focused on Neʻepapa (working together in unison) as the Department strives for all students to meet their potential. Ushijima respectfully requests continued support from the Board on these initiatives.

Ushijima shared that Hamada, Doi, and Yoshida would share about their efforts on Kauai.

Hamada emphasized that reading by Grade 3 is foundational to later learning and the key benchmark to achieving results is to build a system. He explained that building a system requires involves everyone to be on the same page across multiple schools to help address professional development, coaching, and using evidence and data to drive decisions.

Doi expressed appreciation for the Department’s tri-level (school, complex area, and state) support structure and noted that on Kauai all elementary schools work to eliminate variances and determine the explicit instruction happening in the classrooms. He stated that the complex area uses rigorous curriculum to get students proficient and noted that the LETRS model started in 2022 with 11 educators who volunteered and then became ambassadors for the model.

Doi outlined the implementation of science and reading instruction and noted that these leaders go through professional development and complex area staff and principals training. He stated that part of the model is to have feedback built into staff development. Doi stated that elementary schools use iReady and data reviews to ensure that the complex is talking with principals because this allows principals to have data chats with school level employees, and students. He noted that adapting the curriculum provides the model to address the struggling learners.

Yoshida shared that King Kaumualiʻi Elementary School implemented LETRS two years ago with three staff members who voluntarily committed to the intensive and rigorous program of study to learn and grow as educators. He shared that the teachers understand the why and the how, which allowed the school to create a system to reach all students. Yoshida shared that the school would like to have 80% of teachers and at least half of the staff trained in The Science of Reading. He outlined recent data from the 2021-2022 school year and offered to provide the end of the year screener data to the Board, if requested.

Doi outlined the recent data results from King Kaumualiʻi Elementary School from the 2021-2022 school year to current. He stated that grade 1 saw an increase of 5%, grade 2 saw an increase of 13%, and grade 3 saw an increase of 16%. He shared the data of phonics results per grade level.

Ushijima shared a list of resources and recommended that the Board review two videos.

The meeting recessed at 11:14 a.m. and reconvened at 11:22 a.m.

Committee Chairperson Arakaki called for public testimony on this agenda item.

Susan Pcola-Davis, member of the public, requested that the sources include citations relating to the data and emphasized that the desired outcome would be a big challenge, but the goal is great.

Cynthia Bartlett, Hawaii Chapter Moms for Liberty expressed excitement for the focus on reading, noted that parents are using pop-up tutoring sites more after the COVID-19 pandemic, reminded the Board that Hawaii used to have the highest literacy rate in the world, and that education is the greatest equalizer.

Cheri Nakamura, HE‘E Coalition, stated that she would like to stand on her written testimony. She asked what the ultimate goal of changing the ELA standards is relative to cost benefits, expressed interest in learning about the results from the $50 million grant, and noted that King Kaumuali‘i is experiencing positive results but asked whether it was because of the LTRS program.

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.)

Committee Member Dukelow asked how literacy for kula kaiapuni (Hawaiian Immersion) programs is planned outside of the kindergarten readiness assessment. Hayashi replied that the Department would ask the Office of Hawaiian Education to provide a presentation related to efforts for kula kaiapuni (Hawaiian Immersion).

Committee Member Haruki expressed appreciation for the leadership in these efforts and stated that the Kauai complex area should encourage others to look at this model. He suggested reviewing what the other districts are doing to explain how to improve.

Committee Member Moriarty expressed appreciation for the report and stated that the strategic plan progress is encouraging given the descriptions of strategies. She noted that specific targets are provided and asked when the Board can expect something that would enable the Board to figure out the progress at the system level, and where changes or support may be required.

Armstrong stated that the Department is building capacity to ensure schools receive support and implementation that tracks results to pinpoint strategies. She stated that as capacity builds, the Department determines goal timelines.

Ushijima stated that the Kauai complex area can track goals with universal screeners and that the aim is for all students to read proficiently by the third grade. Committee Member Moriarty expressed appreciation and noted that, in terms of tracking, where good progress is being made.

Stacey Aldrich, State Librarian expressed excitement for the Department’s direction and emphasized that librarians want people to read books. She expressed support and noted that for emergent literacy, the libraries can help and most staff received training in Ready to Read. Aldrich shared that she looks forward to partnerships with the Department and libraries to work together to supplement before, during, and after school for all students.

Committee Member Kuraya asked if all schools in Kauai district are participating and if the data is available for all schools. Doi replied that LETRS is part of the professional development plan and differentiated for the complex area staff with data from all nine schools. Committee Member Kuraya stated that it is important to look at all the schools and the longitudinal data to make these determinations.

Hamada emphasized that it is important to build a system. Doi stated that literacy gains are challenging and that it is important to implement high-quality curriculum.

Committee Member Kuraya noted that this is not just one portion and with Hamada as the complex area superintendent, it would be successful.

Committee Member Barcarse expressed appreciation for sharing about the excitement from the staff. He emphasized that the kindergarten transition program is important and asked what could have led to the 30% increase. Ushijima replied that the summer start program was a partnership with community supporters and explained that the Department would get more information from other areas as the grant concludes.

Committee Member Dukelow asked how the Department differentiated data strategies, since there are schools where children speak other languages. Committee Member Dukelow shared that she would like to think about how to achieve a more diverse picture when looking at English as a Second Language (“ESL”).

Armstrong noted that Committee Member Dukelow raises good points and emphasized that ESL could be its own presentation. Ushijima stated that for the science of reading for multi-language students there are ways to expand this skill set.

Committee Chairperson Arakaki shared that he would like to receive a multi-language report in the future.

Hayashi emphasized the importance of sharing what is going on at the school level. He noted that complex area superintendents share about what is happening in schools. Hayashi acknowledged OCID staff and representatives from the Department’s tri-level present.

Committee Member Kuraya left at 12:03 p.m.


IV. Adjournment

Committee Chairperson Arakaki adjourned the meeting at 12:05 p.m.

List of the people who submitted written testimony before the meeting


NAME
Organization
Agenda Item
Cheri NakamuraHE‘E CoalitionIII.A. Presentation on Board of Education Update on Strategic Plan, Desired Outcome 1.1.2. “All students read proficiently by the end of third grade, and those who do not read proficiently receive necessary and timely support to become proficient”
Vanessa OttIII.A. Presentation on Board of Education Update on Strategic Plan, Desired Outcome 1.1.2. “All students read proficiently by the end of third grade, and those who do not read proficiently receive necessary and timely support to become proficient”
David MiyashiroHawaiiKidsCANIII.A. Presentation on Board of Education Update on Strategic Plan, Desired Outcome 1.1.2. “All students read proficiently by the end of third grade, and those who do not read proficiently receive necessary and timely support to become proficient”
Susan Pcola-DavisIII.A. Presentation on Board of Education Update on Strategic Plan, Desired Outcome 1.1.2. “All students read proficiently by the end of third grade, and those who do not read proficiently receive necessary and timely support to become proficient”