STATE OF HAWAII
BOARD OF EDUCATION
STUDENT ACHIEVEMENT COMMITTEE MEETING

MINUTES

Queen Liliuokalani Building
1390 Miller Street, Room 404
Honolulu, Hawaii 96813
Monday, August 10, 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
Shanty Asher
Kaimana Barcarse
Kahele Dukelow
Warren Haruki
Ken Kuraya

EXCUSED:
None

ALSO PRESENT:
Ahryanna McGuirk, Student Representative
Keith Hayashi, Superintendent, Department of Education
Heidi Armstrong, Deputy Superintendent, Department of Education
Annie Kalama, Assistant Superintendent, Office of Student Support Services, Department of Education
Tammi Oyadomari-Chun, Deputy Superintendent of Strategy, Department of Education
Dawn “Kau‘i” Sang, Director, Office of Hawaiian Education, Department of Education
Lanelle Hibbs, Complex Area Superintendent, Kailua-Kalaheo Complex Area, Department of Education
Cherilyn Inouye, Principal, Ka‘elepulu Elementary School
Alison Kunishige, Executive Director
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 1:30 p.m. Committee Chairperson Arakaki and Committee Members Kaimana Barcarse, Warren Haruki, and Ken Kuraya were present. Committee Vice Chairperson Lauren Moriarty and Committee Member Kahele Dukelow participated remotely.


II. Approval of Meeting Minutes of April 6, 2023

Committee Chairperson Arakaki asked Committee members to review the Committee’s April 6, 2023, meeting minutes.

Committee Member Barcarse moved to approve the Committee’s April 6, 2023, meeting minutes. Committee Member Asher 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 Asher, Barcarse, Dukelow, Haruki, and Kuraya).

ACTION: Motion to approve the Human Resources Committee’s April 6, 2023, meeting minutes (Barcarse/Asher). The motion carried through unanimous consent from all members present.


III. Discussion Items

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

Susan Pcola-Davis, member of the public, testified that there are two primary initiatives to support students such as the Hawaii Multi-Tiered System of Support and Here to Help and asked if the two strategies increased or decreased in participation or affected the numbers. She asked how the school determines suspensions and if there needs to be a process review and shared that there is a bullying app to anonymously submit problems.

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 Chairperson Arakaki called on Heidi Armstrong, Deputy Superintendent, Department of Education (“Department”), and Annie Kalama, Assistant Superintendent, Office of Student Support Services, Department of Education, to provide an update on Desired Outcome 1.2.2 of the strategic plan.

Armstrong stated schools should be a safe haven for all students and noted that while many students come to school prepared and supported, others come to school after experiencing traumatic events. She stated that Kalama would present two of the Department’s initiatives to help schools create safe havens for students. Armstrong stated that the first initiative is the HMTSS available to all schools. She also explained that there were two presentations planned, one from Lahaina Intermediate School and the other from Kapunahala Elementary School. Armstrong stated that the Department would like to have Lahaina Intermediate School staff provide the presentation at another time, and the Kapunahala Elementary School principal is sick and is unable to present on the initiative at his school today, but he invited everyone to visit his school.

Kalama stated that the Department is working on the process to develop targets for all outcomes. She stated that the state data team would help to review progress with annual and formative data reviews. Kalama explained that work on formative action plans for each item include a timeline. She stated that the Department believes in empowering schools to create and sustain positive and safe environments, and explained that the comprehensive system of support has three tiers. Kalama shared that the Here to Help initiative is a behavioral and mental health model adapted from the Jed Foundation model to provide proactive mental health support for students. She stated that schools administer the school quality survey (“SQS”), which is taken by personnel, Grades 3-12, and parents to collect data on perception of well-being. Kalama noted that the Department survey is administered by schools twice each year to a group of students to identify who needs additional help. She shared that the four survey strands are a sense of belonging, self-management, social awareness, and emotion regulation. Kalama acknowledged the disproportionate rates of student suspensions for certain student populations and shared that the Department has reached out to national organizations to develop an improvement plan and implementation in school year 2025.

Kalama outlined the “Here to Help” program, which is a system of support for schools to access with eight main priorities that provide a continuum of support for all students. She invited the Board to reach out to the team for more information about the work the Department is doing.

Kalama shared that the program includes safe and supportive learning environments, equitable access to mental health services, targeted training for adults on trauma informed care and evidence-based practices. She explained that the Department launched a pilot program called Inclusive Skill Building Learning Approach (“ISLA”), which focuses on effective responses in the classroom and the out of classroom. She stated that 34 schools fell into the vulnerable category but that there were positive changes in attendance. Kalama noted that the data shows that students spent an average of 30 minutes away from the classroom, working with an adult to return to the classroom.

Kalama described the equitable access to mental health services program. She specified that Hazel Health is an example of one of the program providers. Kalama detailed that Hazel Health is a referral or direct service platform that schools can use to connect students to direct services. She stated that ESSER funds were used initially and that this program has not been included in the base budget to continue efforts.

Kalama described the Here to Help program, which encourages mental health literacy and connections that support student well-being. She noted that there are Here to Help self-paced virtual training modules to help students request and receive help, to engage in wellness conversations, and connect students to resources. Kalama explained that the Department is promoting this initiative across the state with the Here to Help Ambassador status and the second activity is capacity building for adults and staff in schools.

Kalama stated that the Department purchased the training platform with funding from a United States Department of Education grant, which included two new degree tracks for existing employees. She stated that the Department would pay for 20 new positions to go through the track to train up more school psychologists. Kalama stated that the Department is collaborating with stakeholders to address bullying.

Committee Chairperson Arakaki expressed appreciation for the presentation.

Committee Member Moriarty asked for clarification about the number of students who need these types of support. She asked what percentage of students need tier three support and how can the Board help. Armstrong replied that it would be ideal if 80% of students were in tier 1, which means that students can access learning, 15% of students in tier 2 (those who may need more intensive interventions or additional services to help students be successful), and 5% of students in tier 3 (may need more intensive services). She stated that the key is identifying needs as children come into school and then being able to provide resources if support is necessary.

Kalama stated that last school year over 10,000 students received services from a school-based behavioral health specialist and there have been 1,300 referrals through Hazel health.

Committee Member Dukelow stated that addressing student needs is one side of the coin and asked how the Department would use the data to inform structural changes, like through curriculum, school climate, or looking at how schools treat certain student populations. She stated that certain values are difficult for certain student populations and that she is trying to think about how this can inform structural changes in the system. Armstrong replied that the approach to school discipline and suspension has moved away from suspension because students may not have anyone at home to help address the behavior. She explained that schools are looking at alternatives to suspensions to help make a positive difference for when students return to school. Armstrong explained that there is no one size fits all solution.

Kalama stated that the stakeholder group looking at suspensions might lead to policy and practice changes in the Department.

Committee Member Dukelow stated that when she thinks about the population of students suspended, sometimes it is about the relevancy of education as opposed to curriculum or how different populations are treated. She stated that the other side is to interrogate the structure to look at how the Department is prioritizing certain populations.

Committee Member Barcarse stated that the inputs and environments have changed, so the students react differently. He asked how the environmental structure gives students the opportunity to engage in positive behavior for pride in self and community. Committee Member Barcarse asked what work can help to fix the environment. Kalama replied that the Department is learning to address everything that affects the child.

Committee Member Asher expressed appreciation and echoed comments from Board Member Barcarse and Dukelow. She stated that there needs to be a closer look at areas like responding with meaningful interventions, dropouts, alternative learning, overstaying in middle school, and not graduating on time. Committee Member Asher asked if the percentage of students in tier 3 is at desired levels.

Committee Member Haruki stated that the Department is still developing targets and encouraged the Department to reach out to contractors or Board members to provide insight.


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

Cheri Nakamura, HE‘E Coalition, expressed support for Nâ Hopena A’o (“H”) and asked about how H is being monitored. She stated that she would like to hear about how this affects students, teachers, and suggested a district wide campaign to give families a way to relate to the school.

Susan Pcola-Davis, member of the public, testified that she would like to understand the goal of HÂ training, how this progresses over time, noted that there are issues with resources, and emphasized that there should be support to reach goals.

Committee Chairperson Arakaki called on Tammi Oyadomari-Chun, Deputy Superintendent of Strategy, Department of Education, and Dawn “Kau‘i” Sang, Director, Office of Hawaiian Education (“OHE”), Department of Education, to provide an update on Desired Outcome 1.2.3 of the strategic plan.

Oyadomari-Chun shared that OHE would provide an update on progress relating to Desired Outcome 1.2.3. Sang expressed appreciation to Lanelle Hibbs, Complex Area Superintendent, Kailua-Kalaheo Complex Area, and Cherilyn Inouye, Principal, Ka‘elepulu Elementary School for what they will share later in the presentation.

Sang explained that the outcomes of Desired Outcome 1.2.3. calls on OHE’s pre-existing work relating to HÂ and the ‘Aina Aloha competencies. She stated that the HÂ outcomes framework is based on the values of Hawaiian education and asks all members to engage in the learning and development of strategies that help to strengthen the six outcomes of HÂ, Belonging, Responsibility, Excellence, Aloha, Total Well-being, and Hawaii or BREATH. Sang explained that this is founded in Hawaiian language, values, culture and history, reflects the uniqueness of Hawaii, and is meaningful for all places of learning. She shared that the ‘Âina Aloha competencies are an effort to streamline learning objectives relating to Board Policy 105-7, entitled “Hawaiian Education.”

Sang shared that OHE is learning when educators are seeking additional opportunities to engage and learn more about the Hawaiian language, place, and perspectives. She referenced Board Policy E-3, entitled “HÂ,” which ensures a commitment to listen to the voices of the community so that the conditions are actualized in learning and teaching for all. She explained that HÂ training has occurred in 61% of Department schools, 45% of public charter schools, 100% of complex area offices, and 100% of state offices. Sang recognized public charter schools for their participation since Board Policy E-3 is an opt-out policy.

Sang shared that HÂ education assumes the presence of BREATH in communities and focuses on strengthening work ahead. She affirmed that there has been an increase in interest and that OHE has engaged with all leadership and school complex areas, including CAS level leadership. Sang shared that the HÂ for all shows an increase in learning practices and shared the various performance measures.

Sang shared that the major initiatives of ‘Âina Aloha are to increase proficiency in ‘ôlelo Hawaiʻi (the Hawaiian language), Hawaii, and mâlama honua (care for the earth) for all offices and schools, and embed Hawaiian education supports into the Department’s tri-level system. She shared that training has been done in the kupuna (elder) program, launched a preferred provider program to give schools ease of access to ʻâina-based organizations and individual cultural practitioners, and that 285 staff enrolled in online ‘ôlelo Hawaiʻi (Hawaiian language) classes with local community colleges, tuition-free.

Hibbs stated that with support from Kamehameha Schools in 2016 the Kailua-Kalaheo complex area built leadership and community days with full staff to establish a we/why statement to actualize HÂ and ‘âina aloha (love of the land) for students.

Inouye stated that several community leaders approached the staff to gain a sense of what it is like to be a learner.

Hibbs shared that the HÂ wheel of assessment to guide the work and students are taking responsibility for HÂ to see the connections of the day-to-day experiences.

Inouye credited OHE for their support and explained that a HÂ design team was created in 2021, to imagine what a community would look like if collaborating with a school.

Sang shared that as OHE works with many communities she would like to preserve space in areas for schools to be lifted up and share to inform practice.

Committee Chairperson Arakaki expressed appreciation for the presentation.

Committee Member Dukelow expressed appreciation and noted that HÂ and ‘Âina Aloha are methodologies to address structural change. She noted that some of the data reflects perfect ways to create education for marginalized populations, and helps students build a worldview, based on the place that we live in.

Committee Member Barcarse expressed appreciation for the presentation and noted that hearing from the families and keiki (children) is important and needs to happen soon. He stated that one way to help is to go into communities and encourage organizations to get on the preferred provider list so that keiki (children) can access their services. Committee Member Barcarse stated that he appreciates that some schools do not need help but the schools still support the larger environment and he is excited for future HÂ summits.

Committee Member Moriarty expressed appreciation for the work and approach in terms of identifying more areas for progress by reaching out to the schools on where the focus should be. She asked what happens with the ideas in terms of what is next. Sang expressed excitement and emphasized that it would be a challenge but relying on positive relationships would help.

Committee Member Moriarty asked how does the Department determine progress since the strategies have been able to measure inputs but it is harder to measure outputs, outcomes, and changes to see if change is happening on a broad level.

Sang stated that the ability to measure conditions lead to a strengthened sense of HÂ for communities to balance inputs and outputs.

Oyadomari-Chun stated that the Department is not looking to say that some have a lot or a little of HÂ as evidence. She stated that SQS and panorama survey measures provide indicators to measure HÂ.

Sang stated that one practice is moʻolelo (storytelling) to hear indications that would lead to a strengthened sense of HÂ to honor our schools, and complexes to feel that conditions are in place.

Committee Member Dukelow stated that HÂ can be a major school initiative to address student well-being but HÂ can be a communal collective approach to change the environment into one that encourages positive behaviors at school.

Committee Member Asher expressed excitement and shared that participating in the HÂ summit as a Board member was empowering and expressed support for sharing the values from Papa Mau Piailug. She noted that many Micronesian students wonder if they belong and encouraged more partnerships.

Sang stated that OHE remains open to working with community organizations.

Committee Member Barcarse stated that HÂ is open to everyone and this is our home so we all have a responsibility to create a sense of belonging.

Committee Member Dukelow stated that the structure highlights a problem that is one of the most impactful experiences, because it allowed everyone to come and share. She stated that the way schools teach does not provide an opportunity since history plays a huge role.

Committee Chairperson Arakaki emphasized that if the Board needs to practice and reflect HÂ.


IV. Adjournment

Committee Chairperson Arakaki adjourned the meeting at 3:19 p.m.

List of the people who submitted written testimony before the meeting


NAME
Organization
Agenda Item
Cheri Nakamura
HEʻE Coalition
III.A. Update on Strategic Plan, Desired Outcome 1.2.2, “All students demonstrate positive behaviors at school” & III.B. Update on Strategic Plan, Desired Outcome 1.2.3, “All students experience a Nâ Hopena A‘o environment for learning”
Alec MarenticIII.A. Update on Strategic Plan, Desired Outcome 1.2.2, “All students demonstrate positive behaviors at school”
Vanessa OttIII.B. Update on Strategic Plan, Desired Outcome 1.2.3, “All students experience a Nâ Hopena A‘o environment for learning”
Susan Pcola-DavisIII.A. Update on Strategic Plan, Desired Outcome 1.2.2, “All students demonstrate positive behaviors at school”