April 21, 2022

STATE OF HAWAII
BOARD OF EDUCATION
STUDENT ACHIEVEMENT COMMITTEE MEETING

MINUTES

Queen Liliuokalani Building
1390 Miller Street, Room 404
Honolulu, Hawaii 96813
Thursday, April 21, 2022
*This meeting was a remote meeting under Section 92-3.7, Hawaii Revised Statutes.

PRESENT:
Kili Namauʻu, Chairperson
Bill Arakaki, Vice Chairperson
Shanty Asher
Lyla Berg
Lynn Fallin
Catherine Payne
Kenneth Uemura
Bruce Voss, ex officio

EXCUSED:
Kaimana Barcarse

ALSO PRESENT:
Kyla Musso, Student Representative
Keith Hayashi, Interim Superintendent, Department of Education
Teri Ushijima, Interim Assistant Superintendent, Office of Curriculum and Instructional Design, Department of Education
Alison Kunishige, Executive Director
Kenyon Tam, Board Analyst
Lady Garrett, Secretary

I. Call to Order

Committee Chairperson Kili Namauʻu called the Student Achievement Committee (“Committee”) meeting to order at 9:06 a.m.

Committee Chairperson Namauʻu announced that Committee Vice Chairperson Bill Arakaki and Committee Members Lynn Fallin and Kenneth Uemura were participating in the meeting remotely as well as Ex Officio Committee Member Bruce Voss and herself. Committee members did not have others present with them at their nonpublic locations to announce. Committee Chairperson Namauʻu noted that Committee Member Catherine Payne was participating from the public location.

The Committee recessed at 9:08 a.m. and reconvened at 9:30 a.m.

Committee Member Lyla Berg and Ex Officio Committee Member Bruce Voss entered the meeting at 9:30 a.m.

Committee Chairperson Namauʻu announced Committee Member Berg and Ex Officio Committee Member Voss would be participating in the meeting remotely. Committee Member Berg and Ex Officio Committee Member Voss noted that others were not present with them at their nonpublic locations.

II. Public testimony on Student Achievement Committee (“Committee”) agenda items

Committee Chairperson Namauʻu called for public testimony.

Cheri Nakamura, HEʻE Coalition, testified on agenda item IV.A. presentation on student academic status for school year 2021-2022. She stated that supplemental federal monies are designed to get students on track and should be used strategically including clearly articulating how the data and processes impacts students.

Lisa Morrison, member of the public, testified on agenda item IV.A. presentation on student academic status for school year 2021-2022. She expressed concern about looking too deeply at the data which is only through the second quarter and noted that screener data is improving since students returned for in person learning.

Cheri Nakamura, HEʻE Coalition, testified on agenda item IV.B. presentation on the Department of Education (“Department”) plan for summer school 2022. She stated that summer school is to help students get back on track and consider the following: (1) request more transparency; (2) the 2020 dashboard does not disaggregate data on attendance; and (3) there needs to be better communication on how to sign up for programs.

III. Approval of Meeting Minutes of March 3, 2022

Committee Chairperson Namauʻu asked Committee members to review the minutes of the Committee’s March 3, 2022 meeting.

Committee Vice Chairperson Arakaki moved to approve the Committee meeting minutes of March 3, 2022. Committee Member Berg seconded.

Committee Chairperson Namauʻu 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 Arakaki, Committee Members Berg, Fallin, Payne, and Uemura).

ACTION: Motion to approve the Student Achievement Committee meeting minutes of March 3, 2022 (Arakaki/Berg). The motion carried through unanimous consent from all members present.

IV. Discussion Items

A.

Presentation on student academic status for the 2021-2022 school year, Interim Superintendent Keith Hayashi’s 3-1-1 strategy data on and analysis for second quarter: elementary, middle, and high school quarterly grades; and English language arts and math universal screener data for elementary and middle schools

Committee Chairperson Namauʻu called on Keith Hayashi, Interim Superintendent, Department to present on the student academic status for the 2021-2022 school year and Hayashi’s 3-1-1 strategy data on and analysis for the second quarter.

Hayashi outlined the five priority areas: three priority areas for students (attendance, academic, and social-emotional learning); staff well-being; and a safe return for everyone. He explained that by focusing on these areas the Department can begin addressing the impacts of the COVID-19 pandemic and the disruption to in-person learning on student achievement.

Hayashi noted that the second quarter grades provide a progress report and do not represent the final outcome. He explained that table 1 on page 3 shows the percentage and number of elementary, middle and high school students who received a failing grade organized by high-needs subgroups.

Hayashi stated that the percentage of students failing in English language arts (“ELA”) or math remains the same but as students begin to settle in the rigor will increase. He stated that elementary students received the highest percentage of failing grades but as the year progresses the Department anticipates that students will improve. Hayashi noted that to address the high-needs subgroups and their unique challenges the Department will provide additional learning time as necessary.

Hayashi outlined that for the second quarter table 2 on page 4 which shows the percentage of students receiving a failing grade by race and ethnicity. He noted that the amounts remain the same however it is significantly higher for Pacific Islander and Micronesian students. He stated that the Department is engaging with community leaders and will continue to monitor universal screeners to ensure the academic measures of students address their individual needs. Hayashi explained that grades kindergarten to 8 will be assessed three times as part of Hawaii Multi-Tiered System of Support (“HMTSS”).

Hayashi outlined that table 3 on page 5 provides the universal screener data results for students as it relates to ELA. He also outlined that table 4 on page 6 provides the universal screener data results for math which indicates favorable results in winter and fall with students who are two or more grade levels below and an increase for a number of students on or above grade levels.

Hayashi emphasized that results show that table 5 on page 7 indicate greater gains in math and ELA showing an increase in students on or above grade levels. He noted that the Department acknowledges that more work is needed and will continue to engage students to increase student achievement, and maintain safe and healthy environments. Hayashi stated that as the Department returns to normalcy the expectation is that improvements in grades and data will happen.

Committee Member Shanty Asher entered the meeting at 9:43 a.m.

Committee Chairperson Namauʻu announced Committee Member Asher would be participating in the meeting remotely. Committee Member Asher noted that others were not present with her at the nonpublic location.

Committee Member Payne stated that regarding the public testimony shared by Morrison how can schools pursue access to the resources that are available if it is not currently being provided. Hayashi replied that if schools need resources then the principals will work with CASs and submit plans to leverage the funding approved by the Board.

Committee Member Payne asked if more resources will be provided to the schools but just have not been allocated at this time. Hayashi replied that funds have been allocated and he will follow up with that complex area on what additional supports are needed.

Committee Member Payne emphasized that the priority is to get support to the classrooms. Hayashi replied that hiring personnel has been challenging and the Department has engaged in various strategies to incentivize hiring of personnel to support schools.

Hayashi stated that some schools will be using online support such as iReady and Star Assessment. He also explained that within the universal screener system students will take an assessment and be placed at their level so that a program will be customized to build skills.

Committee Member Fallin requested information on what are the impacts for the 3-1-1 initiatives. She emphasized that she has consistently expressed concern about chronic absenteeism and attendance but the information provided is unclear because if students are not in school how will the students learn.

Committee Member Fallin stated historically the Department has struggled in this area because it is important to understand how students are learning and how will the Department continue to make progress in this area. She stated that the dashboard data starts at 33% statewide for chronic absenteeism then the complex area breakdowns were included and the best district is at 25% and the most challenged district 52%.

Committee Member Fallin encouraged the Department to stay focused on chronic absenteeism and look at what is the most effective. She stated that the schools may not have information on what strategies are working since complex areas have tried different things. Committee Member Fallin emphasized that the Department needs to look at systematic ways to target specific groups such as ELL then identify what strategies are being used specific to those groups. She stated a one on one focus and alignment in the state, complex and school levels because the Department cannot continue to have kids not show up to school.

Committee Member Fallin stated that this information is missing to help understand the impact and actions of how money is being spent to get students who need the most help. She stated that the data broken down by COVID-19 affected students but the presentation does not show who is out due to COVID-19 or not. Committee Member Fallin stated that she does not want to send another IOU but the report needs to show the actual impacts and not broad statements.

Hayashi expressed appreciation and stated that he will prepare this information for the upcoming meeting. He explained that the average daily attendance rate is 91% but chronic absenteeism has not shown gains so schools are doing home visits to get students to school. Hayashi also expressed concern and the Department needs to continue to address the issue of chronic absenteeism.

Committee Member Fallin stated that based on the array of strategies she does not know what is or what is not working for specific target groups. She suggested that the Department start within a complex and outline what strategies work for the most challenged target groups. Hayashi replied that the Department is looking at the data to identify specifically what is and is not working.

Committee Member Voss stated that there is inconsistency on data for elementary schools because it shows significant increases for improvement on ELA and math but unfortunately the percentage of students receiving failing grades increased which is not what you would expect from this data. He asked the Department to please explain what causes this inconsistency in the data.

Hayashi stated that the Department will look into why the screener data is increasing but grades are decreasing and will provide this information at the next meeting.

Committee Member Voss stated that he would appreciate this information because it follows up on Committee Member Fallin’s questions on what is the impact of the funds for schools because the numbers are daunting for elementary level students. He asked what beyond screener data has the Department considered to get better real time information whether the efforts have an effect and if not what can be done to change.

Hayashi stated that the Accountability Section in the Office of Strategies, Innovation and Performance assessment section to look at the academic return on investment based on the funds invested. He explained that the Department is looking at the next steps to engaging a contract with an external provider to support the work and efforts which is different from what the Department has focused on in the past. Hayashi stated that this information will be provided at the next meeting and will include a long term plan.

Committee Member Asher asked how is the Department disaggregating the data for the Pacific Islander community because based on her understanding during school registration ethnicity is not designated. She noted that the elementary data is heartbreaking within the Micronesian ethnicity based on the data elementary ELA and math two grade levels below is 11.9%. Committee Member Asher asked how will the students be scheduled differently on a daily basis and she noted that if these students are placed in regular setting classrooms because it can be overwhelming for a child on a daily basis which causes her to think about chronic absenteeism. She asked what the schools do to address the gap on a daily basis.

Committee Member Asher stated that learning interventions and what is being provided should be different to bring students back on track after the COVID-19 pandemic. She expressed concern that if this is not addressed in elementary school then it will carry on to middle school and beyond.

Committee Member Asher asked what can be done for these students now so that the students do not need to continue to feel overwhelmed. Hayashi clarified that the school registration form gathers Pacific Islander and Micronesian information. He stated that the Department provides support for push in services and part time teachers provide individualized and pull out services depending on the student’s needs.

Hayashi stated that during the Joint Student Achievement Committee and Finance Infrastructure Committee more strategies will be shared about what has been successful. He expressed understanding that the Department needs to ensure students have a sense of place with enough support on campus.

Committee Member Asher stated that while visiting schools who recruited bilingual/bicultural school home assistants otherwise known as B/BSHA and she would like to see the data to see if this was a positive support for schools. She stated that getting students to school is good but the Department needs to look at whether support staff is helping to address language barriers. Hayashi expressed appreciation to Committee Member Asher for taking time to meet with students and educators.

Committee Vice Chairperson Arakaki expressed appreciation for the CASs providing information on what is being done in their complex areas to address the high needs groups. He reiterated that relating to chronic absenteeism he suggested that the Department provide an explanation on how chronic absenteeism is calculated. Committee Vice Chairperson shared that the chronic absenteeism data may reflect students who are out on long term medical leave versus the students who just do not want to come to school. He also shared that previously the Waianae area worked with the Hawaii State Judiciary on the truancy program including the support from community organizations to bring students to school and provide incentives for the students.

Committee Vice Chairperson Arakaki also suggested that the Department explain the HTMSS and the different areas for special needs students and others. He stated that the social emotional learning reports are helpful to understand why students do not come to school and he offered assistance and support to the schools.

Hayashi stated that for chronic absenteeism it is important to note that once a student is identified as chronically absent the designation is not taken off until the following school year so the number continues to increase at schools so the Department looks at average daily attendance as an indicator.

Board Student Representative Kyla Musso stated that for students feeling overwhelmed when labeled as academically behind it is simple because if a student does not feel supported then the student will not see the need to be in school. She emphasized that it is important for students to have a sense of purpose and understand why it is important to be in school.

Board Student Representative Musso emphasized that outreach efforts are there to encourage students to remain motivated and although present physically the students may not be mentally engaged. She noted that based on this data it is alarming and will continue to affect students' performance in the next school year.

Board Student Representative Musso noted that having the basic foundation of support is critical when trying to build students intellectually and schools are working hard but going back to basics to build up will be important to end the school year successfully.

Committee Chairperson Namauʻu stated that the Board has asked for additional information about specific strategies implemented in the schools to help students of Micronesian and Native Hawaiian communities to be provided at the next meeting.

B.

Presentation on Department’s plan for summer school 2022

Committee Chairperson Namauʻu called on Hayashi and Teri Ushijima, Interim Assistant Superintendent, Office of Curriculum and Instructional Design, Department, to present on the Department’s plan for summer school in 2022.

Hayashi outlined the Department’s plan for summer school 2022 and stated that as a recipient for Elementary and Secondary School Emergency Relief (“ESSER”) monies a portion is obligated for summer programs. He stated that for summer 2022 the funds will be used to subsidize programs for enrolled Department students to participate free of charge. Hayashi stated that traditionally the summer school programs relied on funds received from tuition but this summer will rely on five learning models described on page 3 of the memorandum such as official summer school, school learning hubs, specialized student support, accelerated learning, and college career and community learning. He stated that the programs are designed to meet academic and social emotional needs, opportunities for credit recovery, intervention, remediation, credit advancement, and enrichment.

Hayashi outlined that transition programs for Kindergarten, middle and high school to increase success will be prioritized for students two or more grade levels below, high school students not on track to graduate, 4th graders who did not meet proficiency of the statewide assessment in Grade 3, and students in transition grades that were unable to participate in school during earlier grade levels.

Hayashi stated that the summer learning framework provides guidance for schools and complex areas to design programs based on parent survey data to meet student needs. He outlined the following examples: Kindergarten Summer Start will be offered throughout the state to acclimate students, summer intern program within the Department for graduating seniors, athletic camps for graduating seniors, Keonepoko Elementary will integrate a program focused on high interest areas for students, Kekaha Elementary will offer integration and enrichment hubs, Kalakaua will offer an e-Sports program, Keeau Middle School will offer ELA and math classes, Kailua High School will provide a summer bridge program for incoming 9th graders, Olomana School will participate in canoe restoration in partnership with the Polynesian Voyaging Society and Castle Foundation, special supports for students with learning disabilities with targeted instruction, extended learning for ELL students, school counselors and social workers, and a summer food service program from June 3, 2022 to July 15, 2022 at participating schools. He noted that the summer learning includes collaboration across all complex areas and he expressed appreciation for educators to continue to accelerate learning for all students.

Committee Member Berg asked how teachers are being prepared to be summer teachers. She stated that she loves the options and content for summer which is always different from regular school. Hayashi replied that professional development will be done at each school for unique programs so the training and preparation will be with the summer school director or principal.

Committee Member Berg asked if there is a general message or statement so that all schools can know why the Department is even doing this work. Hayashi replied that the state office will send out a message but the messages within a school are most effective to provide engaging opportunities for students.

Committee Member Berg stated that the Department should not rely on schools to reach out for communications but the CASs also need to reach out because kids will not want to come to school unless they feel valued.

Hayashi stated that the summer learning framework includes the CASs and principal as part of the complex area to motivate learning experiences.

Committee Member Fallin asked how the summer to summer decisions are made on what is offered and what changes need to be made. She expressed appreciation on the transition courses and asked if the Kindergarten entry includes the pre-Kindergarten assessment.

Hayashi replied that the data and a parent survey asked about what kinds of programs should be offered.

Ushijima shared that a parent survey was offered in January and the Department received 3,185 responses. She stated that the area mentioned the most is writing and what types of programs parents would like to see the most because schools are recognizing it is important to have students interact with peers. Ushijima explained that schools know which students require the most attention.

Committee Member Fallin stated that the reason why she asked about demand is because this is actual data because if a parent wants a course in an obscure area but when there is interest then the demand information is useful to tell the Department what needs to be expanded. She emphasized that if someone wants to be in school then the Department should support this effort.

Committee Chairperson Namauʻu stated that it is important to encourage parents and disadvantaged students to help students acclimate into the school year; it was difficult to reach populations but in terms of outreach in terms of community support has there been efforts to reach out to other communities? To create partnerships and broaden opportunities.

Hayashi replied that the Department encourages and looks for partnerships that align to support students. He can send out information to community partners to look and if the opportunities are made available then parents need to understand that these organizations are engaging and not the Department.

Committee Member Asher stated that the Department needs to utilize their liaisons to reach out to parents and noted that there are limited amounts of students who can participate. She suggested also welcoming the students who perform well to pair them up with other students.

Hayashi stated that support needs to be aligned to the vision and mission of the Department and is very important and requested to touch bases offline.

Board Student Representative Musso stated that summer school serves a variety of purposes and she commended the Department for offering free summer school.

Committee Chairperson Namauʻu stated that she anticipates that the Department will provide more data in the early fall.

V. Late Public Testimony on Board Agenda Items

Committee Chairperson Namauʻu called for public testimony from any individuals who did not have an opportunity to testify on earlier agenda items.

Susan Pcola-Davis, member of the public, testified on agenda item IV.A., presentation on student academic status for school year 2021-2022. She stated that it is unclear if the HMTSS will be tied in for the interventions on the structures for each tier and then look at what was successful or not.

Susan Pcola-Davis, member of the public, testified on agenda item IV.B., presentation on the Department’s plan for summer school 2022. She stated that the website only lists 15 schools for the summer learning and she would like to know if this means that other schools are offering summer school but it is not listed on the website.

Committee members received written testimony before the meeting. The following is a listing of the people who submitted written testimony before the meeting.

Name	Organization	Agenda Item
Susan Pcola-Davis		III.A. Update on 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 approved by the Board on December 16, 2021; IV.A. Presentation on Department’s plan for summer school 2022
Paddy Kauhane	Boys & Girls Club of Hawaii, President & CEO	IV.A. Presentation on Department’s plan for summer school 2022
Cheri Nakamura	HE’E Coalition	III.A. Update on 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 approved by the Board on December 16, 2021; IV.A. Presentation on Department’s plan for summer school 2022
Paula Adams	Hawaii Afterschool Alliance, Executive Director	IV.A. Presentation on Department’s plan for summer school 2022
David Miyashiro	HawaiikidsCAN, Executive Director	III.A. Update on 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 approved by the Board on December 16, 2021; IV.A. Presentation on Department’s plan for summer school 2022

VI. Adjournment

Committee Chairperson Namauʻu adjourned the meeting at 11:14 a.m.