STATE OF HAWAII
BOARD OF EDUCATION
SPECIAL MEETING

MINUTES

Queen Liliuokalani Building
1390 Miller Street, Room 404
Honolulu, Hawaii 96813
Thursday, September 15, 2022

PRESENT:
Bruce Voss, Chairperson
Kaimana Barcarse, Vice Chairperson
Bill Arakaki
Shanty Asher
Lynn Fallin
Ken Kuraya
Lauren Moriarty
Kili Namauʻu

EXCUSED:
Makana McClellan

ALSO PRESENT:
Maverick Yasuda, Incoming Student Representative
Robert Hull, Senior Advisor, National Association of State Boards of Education
Brennan McMahon Parton, Vice President, Data Quality Campaign
Keith Hayashi, Superintendent, Department of Education
Tammi Oyadomari-Chun, Deputy Superintendent of Strategy, Department of Education
Heidi Armstrong, Deputy Superintendent, Department of Education
Glenn Nochi, Evaluation Specialist, Accountability Section, Department of Education
Nadine Marchessault, Educational Specialist, Standards Support Team, Department of Education
Stacey Takanishi, Evaluation Specialist, Accountability Section, Department of Education
Sean Bacon, Interim Assistant Superintendent, Office of Talent Management, Department of Education
Kerry Tom, Personnel Director, Personnel Management Branch, Department of Education
Walleen Hirayama, Educational Specialist, Professional Development and Educational Research Institute, Department of Education
Alison Kunishige, Executive Director
Kenyon Tam, Board Analyst
Regina Pascua, Executive Secretary
Lady Garrett, Secretary


I. Call to Order

Board Chairperson Bruce Voss called the Board of Education (“Board”) Special Meeting to order at 8:05 a.m. Board Chairperson Voss, Board Vice Chairperson Kaimana Barcarse, and Board Members Bill Arakaki, Lynn Fallin, Ken Kuraya, Lauren Moriarty, and Kili Namau‘u were present.


II. Public Testimony on Board of Education (“Board”) Agenda Items

Board Chairperson Voss called for public testimony. No one testified at this time.

The meeting recessed at 8:08 a.m. and reconvened at 8:10 a.m. Board Member Shanty Asher joined the meeting during the recess.


III. Discussion Items

Board Chairperson Voss asked to suspend parliamentary procedures for this portion of the meeting. There were no objections, and the Board suspended parliamentary procedures.

Board Chairperson Voss called on Robert Hull, Senior Advisor, NASBE, to facilitate this portion of the meeting.

Hull outlines the objectives for the presentation on building capacity on effective leadership and governance through strategic planning. He identified the focus of the presentation would be based on the following objectives: (1) examine the roles and parameters of using quality data; (2) review national data on student enrollment, well-being, and other topics; (3) review in depth state level data to inform and guide strategic plan objectives; and (4) discuss the Board’s vision, mission, and value statements.

Hull reminded the Board about the three major areas it had come to a consensus on at the last strategic plan session, which were high quality learning for all (student achievement), high quality educator workforce in all schools, and effective and efficient operations at all levels. He stated that the Board survey was launched on September 6, 2022 and the response deadline is October 11, 2022. Hull explained the survey has elicited over 1,500 responses as of today and the Board needs to reach out to communities to request more feedback.

Board Student Representative Maverick Yasuda entered the meeting at 8:15 a.m.

Hull shared that 89% of the survey responses are from parents and the Board needs to have a discussion about strategically reaching out to those who are not responding to the survey such as students, and businesses. He stated that some outreach needs to happen for various complex areas because some complex areas are not represented.

Hull explained that the Board needs to delve into how to center the strategic plan around the three priorities. He emphasized that the strategic plan would set direction and deliver on promises made to students. Hull stated that the Board would be reviewing data in terms of the past, current, and future direction. He invited Brennan McMahon Parton, Vice President of Data Quality Campaign (“DQC”) to provide a presentation on data.

Parton stated that data are a source of empowerment to build the strategic plan. She introduced DQC as an advocacy organization that views data as one tool to help make strategic decisions and asked the Board to consider why data is important. Parton stated that different users such as teachers, families, and policy makers have different data needs to understand, support, and guide. She explained that the Board has to pull out trends relating to outcomes beyond high school including identifying the bright spots or areas that are strong at supporting students.

Parton explained that data supports individuals and leaders to answer questions and take actions that lead to success. She emphasized that there is a lot of types of data for schools and teachers in the classroom, such as observation and engagement. Parton shared that examples of data available in Hawaii include student performance in math and reading broken down by all the groups of students in the school (snapshot and over time); student growth including how close students got to meeting standards; high school graduation broken down by all the groups of students in the school; whether English learners are on track; chronic absenteeism (students missing 15 or more days of school), which is a leading indicator; and post-secondary enrollment. She stated that teacher quality is defined by deficit, challenged the Board to think of other ways to build an excellent workforce.

Parton explained that the Board could measure assessment data with annual summative and diagnostic assessments to provide moment in time information. She also shared that interim assessments provide information about student progress aligned to standards.

Parton stated that reviewing data side by side is important and suggested that the Board consider using multiple data points to distinguish between what has happened and how to make changes. She emphasized that the Board cannot look at graduating from high school as success and that it needs to engage a diverse population representative of those who may not have access. Parton explained that delving into data is the first step in changing the picture.

Hull outlined that the Board will (1) examine roles and parameters using quality data to inform, guide, and empower the Board’s effectiveness in strategic planning and execution; (2) review national data regarding student enrollment, demographics, well-being, and educator workforce for context and consistency with state specific data; (3) review in-depth state-level data for student enrollment, demographics, and well-being, and educator workforce to inform and guide developing strategic plan goals and objectives; and (4) discuss and refine the Board’s vision, mission, and core values statements.

Hull clarified that all the data presented today is all publicly available and explained that he has divided the data into three sections: student enrollment/demographics, student attendance and well-being, and educator workforce. He stated that student enrollment across the country has remained steady; however since 2019-2020, enrollment fell by 2.8% which is a result of the COVID-19 pandemic. Hull stated that from 2019-2020 Hawaii saw a 2.6% decrease in student enrollment and noted that the only state that did not see a decrease in student enrollment was Washington D.C. He outlined the race and ethnicity data from and emphasized that there would be greater diversity in race and ethnicity going forward.

Board Member Moriarty stated that due to the COVID-19 pandemic and based on demographic trends or personal decisions for families on school choice the Board cannot influence the first two but can influence children coming to school.

Hull stated that the Board will determine what shows promise, what causes concern, what does the data indicate, and what additional questions the Board has, including what more it needs to see. He shared that nationally for English learners the total population grew by 25% since 2020 and 15% since 2010 but in Hawaii the English learners population has decreased since 2010 by 7%.

Hull stated that looking at the percentage of children living in poverty based on the United States Census data, a combination of factors show that in 2015 Hawaii was down to 15% of children living in poverty.

Keith Hayashi, Superintendent stated that the Department of Education (“Department”) uses data to ensure students have the best opportunities. He shared that much of the data presented comes from the Strive HI Performance System, Every Student Succeeds Act dashboard, Longitudinal Education Information system, and the electronic comprehensive student support system known as (“eCSSS''). Hayashi stated that a key strategy is action-oriented data decision-making and expressed his excitement to elevate and carry public education forward.

Tammi Oyadomari-Chun, Deputy Superintendent of Strategy shared that that Department has several publicly available reports. She stated that she will provide the Hawaii data relating to student enrollment and outlined that the Department is made up of 295 public schools including 37 charter schools serving all islands. Oyadomari-Chun shared that the projected enrollment data goes back 10 years and projects forward 10 years. She noted that student enrollment has declined for several reasons, including fewer births and many households migrating and moving out of state. Oyadomari-Chun stated that almost every complex area has lost student enrollment and that most are continuing to lose enrollment, except for the Campbell-Kapolei complex area, which is projected to increase.

Oyadomari-Chun stated that the student population percentages are 24% Filipino, 23% Native Hawaiian, 20% White, 16% Asian, 11% Pacific Islander, 3% Black, and 2% Hispanic. She reported that student characteristics and percentages remained stable, but noted that economically disadvantaged student percentages are high and increased during the recession. Oyadomari-Chun stated that the Department reviews Asset Limited, Income Constrained, Employed known as (“ALICE”) data and emphasized that many students have more than one need. She also shared that geographic exceptions (“GE”) relate to students who enroll in schools other than schools near their homes and in the 2022-2023 school year.

Oyadomari-Chun stated that the number of homeschool students increased in the 2022-2023 school year as compared to 2020-2021, however, of this amount, 25% returned to the public education system. She explained that the primary reasons for students leaving Hawaii’s public education system were moving to another state, attending private schools, or when students are 18 years old, students can choose not to attend school. She stated that based on data from Hawaii Association of Independent Schools, approximately 30,000 students enroll in private school each year, a number which has remained consistent.

Board Chairperson Voss stated that, in Hawaii, 12% of students attend schools other than the one in their district and asked how this percentage compares nationally. Oyadomari-Chun replied that the Department set up differently from other school districts so is no way to compare this data to other states.

Board Chairperson Voss stated that GEs and school choice have been critical factors for some schools, which have lost students and weighted student formula funds. He asked that the Department look at the current rules and the effects on schools. Oyadomari-Chun replied that based on data, 44% of the students requesting GEs is because the course of study is not available in their home school or a sibling at the same school. She explained that schools are looking at this data and principals need to look at the data. Oyadomari-Chun stated that some schools have more opportunities to receive GE students because they have space in their facilities.

Board Member Fallin asked if the Department knows the number of children who attend preschool before entering Kindergarten. Oyadomari-Chun stated that students attend preschool both in the community and Department operated schools and explained that the Department would provide further information in October.

Board Member Kili Namauʻu stated that she would like to have the Department provide information on whether GEs have positive effects when granted because the student wants to participate in other courses of study. Oyadomari-Chun replied that it is a good question and the Department would take this into consideration.

Board Member Kuraya asked if the Department has numbers specific to military students who moved out of state. Oyadomari-Chun replied that there were 1,100 students connected to the military.

Board Member Kuraya asked if there were higher levels among certain student groups. Oyadomari-Chun replied that the chart on student exits and withdrawals provided this information.

Board Student Representative Yasuda asked if the Department could provide other examples of why students are leaving the Department. Oyadomari-Chun explained that military students reflect a group of 15,726 students moving, but that this designation is not a reason, it is a characteristic.

Board Student Representative Yasuda asked what were some of the other reasons. Oyadomari-Chun replied that other reasons include medical leave, family court, entering the adult correction system, students were past age 22, and unknown were the other categories reported.

Board Member Asher echoed appreciation for the comprehensive data set and stated that on page 31 relating to student exit, Pacific Islander students had the highest number of exits. She asked the Department to provide insight as to possible reasons for this. Oyadomari-Chun replied that of the 1,800 Pacific Islanders exiting Hawaii’s public school system, 62% moved to the continental United States because of Hawaii’s cost of living.

Board Member Asher asked if there is data on how students were performing academically before leaving exiting Hawaii, because students' experience in school can be a driver or determinant of why students leave. Oyadomari-Chun replied that it is possible to look at student performance, but that will not provide the Department with information on why the family decided to move.

Board Member Fallin stated that the Board supports local school decision-making and asked if there is a single data report provided to each school that they can use to look at design or redesign to empower local schools. Hull stated that this is the right time to ask this question, but that it is not the right time to answer this question. Board Member Fallin emphasized that it is important for the Board to keep this question in mind while going through the data. Oyadomari-Chun replied that schools need to look at interventions and different systems for other purposes and that schools have access to data the Board does not, due to privacy issues.

Board Vice Chairperson Barcarse stated that public schools should be the school of choice and asked if there is a point where the Department asks families why they chose a school. Oyadomari-Chun replied that schools do not ask students this question when they enroll, but that on the continent, schools are chosen based on neighborhood and geography.

Board Member Moriarty asked the Department to talk about statewide trends and if the Department is projecting greater or less overall population in the state. She stated that the Campbell-Kapolei complex is increasing in student population and asked if there are any trends where the Department numbers differ. Board Member Moriarty stated that she would like the Department to look for outliers or trends of a certain type of student increase or decrease related to demographics.

Oyadomari-Chun explained that demographics drive projections at the state level and the blue and green lines on the chart shows the outliers. She stated that the youth population would look different from the overall population.

Board Member Moriarty asked that the Department provide information on trends in the complex versus school performance or static numbers against the numbers of school enrollments of different types of students. Hull stated that this data is foundational.

Board Vice Chairperson Barcarse left the meeting at 9:30 a.m.

Hull reported that in 2018 there was no difference in gender, race, or ethnicity when looking at chronic absenteeism. He outlined that in 2017, the exclusionary discipline practices pie chart shows the percentage of students suspended, by ethnicity and major depressive episodes as of 2020.

Board Vice Chairperson Barcarse left the meeting at 9:32 a.m.

Hull stated that the national suicide average for ages 10-24 is a problem and there have been no improvements in these suicide rates. He stated that Hawaii is at the national average for suicide rates, but noted that the national average is not good.

Board Member Fallin asked whether the data on exclusionary disciplinary practices, major depressive episodes, and suicide rates represents all youth or just public school students. Hull confirmed that this data reflects all students. He shared that the national average of school psychologists for every 10,000 students is 8.3%, and that Hawaii is close to meeting the benchmark.

Heidi Armstrong, Deputy Superintendent outlined data on student attendance, school climate, and student well-being. She shared that the Department defines chronic absenteeism as students absent 15 or more days in a school year and noted that in 2020-2021 there was an increase from 18 to 27%, which is mainly attributed to quarantine. Armstrong stated that Native Hawaiian and Pacific Islander students have the highest rates of chronic absenteeism.

Board Member Fallin asked what does the pre-pandemic chronic absenteeism data show and noted that during the 2020-2021 school year, student suspensions dropped. She asked what decreases chronic absenteeism. Armstrong explained that in 2019-2020, the 12% absenteeism rate was reflective of the first three quarters of the school year but the Department did not take attendance during fourth quarter; this was when all schools closed because of the COVID-19 pandemic.

Board Member Fallin asked how the Department is doing this year. Armstrong replied that the Department would provide this information.

Board Chairperson Voss stated that the Department defines chronic absenteeism as 15 days absent from school, while nationally it is defined as 18 days absent. He asked how the Department determined that 15 days is considered chronically absent. Glenn Nochi, Evaluation Specialist, Accountability Section, replied that the Department developed a Committee who looked at the total number of days and established the 15 day definition. He added that it is important to keep the definition consistent so data can be compared over time.

Board Chairperson Voss stated that in school year 2021-2022 there was widespread chronic absenteeism and asked if the Department has information on the amount of days of students out for more than 15 days and how much longer than 15 days they were absent. Armstrong replied that the Department has this information available and would provide it to the Board.

Board Member Arakaki stated that many students have medical issues and asked how chronic absenteeism affects these students. Armstrong replied that the Department consider students chronically absent, matter what the reason, but added that the Department is looking into these issues.

Board Member Moriarty stated that this data makes her want to cry and stated that she knows during the COVID-19 pandemic lots of students turned their cameras on for attendance then disappeared the rest of the day, so the actual numbers may be higher.

Armstrong stated that more information the better and asked if Board Member Moriarty is looking disaggregated data. Board Member Moriarty stated that she would like to understand if the Department might be concentrating on the wrong problem. Armstrong replied that the Department would continue to monitor.

Board Member Moriarty stated that the numbers increased but there is a possibility of bias of data since as administrators became aware then there may be an increase in reporting actual incidents. She asked if there is something that might affect the diagnosis.

Board Chairperson Voss asked members to focus on chronic absenteeism before other areas.

Board Member Asher expressed hope that the data will show a drop in the number of students who may have repeated or failed to graduate. She knows that device and internet access was a big problem during the pandemic.

Board Member Asher left the meeting at 9:32 a.m.

Armstrong outlined the Hawaii Youth Risk Behavior Survey results and stated that self-efficacy measures how much a student believes they can achieve. She stated that for Grades Kindergarten to three, teachers provide the data and for Grades 4 to 12, students provide the data.

Armstrong stated that the School Quality Survey is administered for Grades 3-12 and parents also participate. She noted that many respondents believe that their child is safe in school and that there was a response rate of 21%.

Armstrong stated that it is important to put these numbers into percentages so they can be compared, which they are working on and that the Department could also provide numbers and percentages in the future. She noted that there would be a dip in suspensions during the pandemic.

Board Member Fallin asked whether the Department counts suspensions as absences. Armstrong confirmed that suspensions count as absences.

Board Member Fallin asked if the Department has data on the number of students suspended versus those absent for other reasons. Armstrong stated that the Department would look into this.

Board Vice Chairperson Barcarse asked if select students were being asked to complete the survey and, if so, how the Department selected students. He also asked if there are plans to expand the survey to middle schools. Armstrong replied that the Center for Disease Control (“CDC”) administers this survey, not the Department, so it is within the CDC’s jurisdiction.

Nadine Marchessault, Educational Specialist, Standards Support Team, also stated that the University of Hawaii Curriculum, Research and Development Group works on the sampling process across all schools and counties. She stated that the Department could provide the table, which details high and middle schools who participated.

Board Member Fallin asked whether participation is voluntary. Marchessault replied that schools are highly encouraged to participate and all schools complied.

Board Chairperson Voss asked if the Panorama survey adequately captures students' social emotional learning at this time. Armstrong replied that responses are coded red, yellow, or green that provides an indicator of support needed.

Board Chairperson Voss asked what data could be useful. Armstrong stated that she would review, but that it may be useful to review data from a combination of the surveys.

Board Member Asher asked about giving the survey to see whether parents represent different populations. She also stated that regarding suspensions, what are the two common denominators on why students are suspended. Armstrong replied that the Department could disaggregate and provide this data.

Board Member Namauʻu asked whether schools know how to use the data and whether there they receive enough guidance to make adjustments. Armstrong replied that schools absolutely know how to use the data and are working on professional development or data decision-making to focus on this.

Board Member Moriarty left the meeting at 10:32 a.m.

Board Vice Chairperson Barcarse asked how many students completed the survey. Armstrong replied that 77.3% of students completed the survey. Board Vice Chairperson Barcarse stated students that are more engaged tend to come from higher socioeconomic backgrounds and are more likely to respond. Oyadomari-Chun replied that the survey is available at school levels and is not identifiable to a student.

Board Member Moriarty returned to the meeting at 10:36 a.m.

Board Member Barcarse asked the Department tracks family responses by location. Stacey Takanishi, Evaluation Specialist, Accountability Section, replied that the Department links responses to specific schools. Oyadomari-Chun stated that the Department would need to look at specific information and provide it to the Board.


Nouchi stated that survey responses are representative of all schools and levels.

Board Vice Chairperson Barcarse asked if this means that the responses are the same for Naʻalehu versus Moanalua. Oyadomari-Chun stated that from a statistical point of view the response rate is high enough that it is reflective of the overall system.

Board Member Kuraya asked whether the students that were suspended were provided with information on alternative learning programs. Armstrong replied that the Department is required to provide education for every student suspended or dismissed from school.

Board Student Representative Yasuda stated that the quantitative data correlating behind student suspensions is a priority since this prevents students from learning. He asked what the causes are to help take action. Armstrong expressed agreement and noted that reasons for suspensions guide the interventions.

The meeting recessed at 10:50 a.m. and reconvened at 11:02 a.m.

Hull asked Board members to share about what in the data they find promising or encouraging.

Board Member Moriarty expressed happiness regarding the chronic absenteeism rates for the current school year. She cautioned that the Board could already be addressing what some think to be the big issues.

Board Member Asher stated that she is happy the Department has data to know where the students are.

Board Vice Chairperson Barcarse expressed appreciation for the Department because the Board will need more data and more analysis as it builds the strategic plan.

Board Member Arakaki noted that it is encouraging that there is state, complex and school level data.

Hull stated that as the Board thinks about the strategic plan, it is appropriate to get include better data collection as a priority. He asked the Board to share what data caused Board members to pause or raises concern for them.

Board Member Kili Namauʻu expressed concern that this has not been happening all along and would like schools to get appropriate information and guidance so they can assist students.

Board Chairperson Voss expressed concern with the disproportionate impact on groups like Native Hawaiians and Pacific Islanders.

Hull stated that disaggregated data is showing issues in inequity. Board Chairperson Voss replied that the impact on certain student groups is disproportionate. Hull asked Board Chairperson Voss to provide specific examples. Board Chairperson Voss pointed out disparities in data on attendance, chronic absenteeism, and suspensions.

Board Member Kuraya asked if the higher number of suspensions could be due to language barriers and asked whether increased support would help students.

Board Student Representative Yasuda expressed appreciation for the data to analyze and stated that his biggest concern relates to students mental health and considering suicide, because this is serious. He emphasized that now students are back in school and there will be different circumstances academically or socially to deal with while interacting with peers.

Board Vice Chairperson Barcarse asked how the different types of data enable the Board to make decisions.

Hull asked if there are any areas that need to be set aside and what needs to be included.

Board Member Asher stated that the data will drive interventions and is not a one size fits all. She stated that representation of each complex or school is important and that suspension and dismissal guide and inform meaningful interventions for students

Board Member Moriarty cautioned against undervaluing actions taken to address these situations.

Hull asked if Board members wanted to include something on absenteeism or suspensions.

Board Chairperson Voss stated that he is not comfortable with one data point and there is a need to gather better data or begin to develop a way to understand how and why to fix problems.

Hull stated that it is appropriate to have a goal on an expanded data system to improve the data and build a system.

Board Member Arakaki asked how to include the business community and parents to share their thoughts to support the schools to get them involved in looking at the data especially relating to suicide or depression.

Hull stated that people would own what they help to develop and it is important to talk to these individuals and make them a part of the process.

Hull outlined that in January 2022, 44% of schools reported one teaching vacancy that they could not fill and 49% of schools reported non-teaching staff vacancies. He stated that the national average for starting teacher salary is $41,163, and Hawaii is in the top 10 highest starting teaching salaries at $48,428. Hull noted that this does not factor in the high cost of living.

Hull outlined slides on principal and teacher workforce percentages and stated that there is not a lot of comparable data between Hawaii and national.

Sean Bacon, Interim Assistant Superintendent of the Office of Talent Management provided an overview and stated that the Department is the state’s largest employer with 12,500 salaried teachers. He stated that the Department takes an annual employment count of employees on October 1, which totals 88% at the school level, 7% complex area level, and 5% at the state office level.

Bacon reported that staff success from the previous strategic plan is monitored by the Department using the amount of school level teacher positions filled. Emergency hires needs to show active pursuit working towards completing a Hawaii State Approved Teacher Education Program (“SATEP”). He outlined the complex area information on positions filled on the first day of school.

Bacon outlined the newly employed teachers hired with degrees from in-state or out-of-state colleges or universities. He stated that the Department monitors the percentage of new teachers retained after five years.

Bacon highlighted that the Department needs to address the steep cliff at six or seven years of service. He stated that the primary reasons teachers leave is the high cost of living and lack of affordable housing. Bacon shared that the local people in teaching positions will stay for the long term, but every complex area and school has emergency hires.

Bacon explained that the Department requested and received approval to provide differentials in special education, Hawaiian language, and English learners. Bacon explained that the differentials are stackable and emphasized that differentials have helped to keep teachers in the classroom.

Board Member Moriarty expressed appreciation for the data and asked for data on why teachers stay or an annual survey on what would make the teachers stay. Bacon replied that the Department has information on why teachers leave, but not on why they stay. He also stated that the Department implemented a staff panorama survey to see what is happening at the school level.

Board Member Moriarty stated it is important to get teachers that look like students. She asked if the Department has race or ethnicity demographics for teachers. Bacon replied that this is something the Department includes during the hiring process, but the response is optional.

Board Member Moriarty asked how long one person stays in a position and how the field of teaching is changing relative to changes in the workforce overall.

Board Member Asher asked if there is a correlation between the spike for Tier four hard-to-staff differentials and the schools’ ability to fill a lot of vacancies. Oyadomari-Chun stated for the record that the Tier four hard-to-staff differential should be $8,000; the incorrect amount was reflected on the slide.

Board Chairperson Voss noted that the number of teachers who have completed a SATEP has not increased in 5 years and asked why. Bacon replied that many candidates just cannot afford to stay in Hawaii.

Board Chairperson Voss asked if the numbers are even movable. Bacon replied that sometimes the positions are not being actively recruited and there is a need to track, monitor, and modernize the process.

Board Member Fallin expressed appreciation that Hawaii’s starting teacher salary is high but as teachers progress, their salaries do not continue to be competitive. She asked if any teachers could receive all four tiers for hard-to-staff. Bacon replied that no teacher could get all four tiers.

Board Member Fallin asked what is the maximum. Bacon replied that $26,000 for a Hawaiian, special education in a hard to staff teacher is the maximum amount eligible.

Board Member Fallin asked about the recruitment and retention for those receiving differentials. Bacon replied that the differentials may have encouraged teachers to moved into special education positions.

Board Member Fallin stated that differentials are in different categories but that it would be helpful to know what is being looked at to measure impact.

Board Member Arakaki asked for clarification on page 67, whether the 96% means that the other 4% of the positions are filled with substitute teachers or whether there are other options to fill these positions. Bacon confirmed.

Board Member Kuraya asked whether a 4% teacher vacancy is the true vacancy amount. Bacon replied that the numerator is the number of positions filled.

Kerry Tom, Personnel Director, Personnel Management Branch, stated that the data is from the first day of school.

Bacon outlined the school leadership development pipeline of classroom teacher, teacher leader, vice principal, and principal. He stated that the Department is expanding support for vice principals to create support for principal readiness and shared that the Department issued certificates for new school level administrators to allow an individual to be a vice principal or principal.

Bacon stated that the highest number of vacancies is in classified positions.

Board Member Kili Namauʻu stated that she is pleased to see pathways for non-Department employees to become administrators and suggested that the Department reach out to retirees who want to get back into the system.

Walleen Hirayama, Educational Specialist, Professional Development and Educational Research Institute stated that the Department has discussed ways to get more external applicants and every year the Department receives more than 100 applications. She also stated that the Department launched a website with information about the current criteria.

Board Member Namauʻu suggested that the Department run advertisements. Hirayama stated that the Department needs to do more work on the hiring process.

Board Member Fallin stated that principals are the pillar of a successful school and echoed concerns about ways to build the pipeline. Bacon expressed understanding and noted that principals are covered under collective bargaining agreements.

Board Member Fallin asked if there are alternatives to the collective bargaining process.

Board Member Barcarse asked what is the actual number of retired principals every year, on average. Bacon replied that he would provide this information.

Hull asked Board members, what it is that you would like to make sure is in the language of the strategic plan.

Board Member Moriarty would like to see questions on how to make sure every student has a highly qualified teacher, but she is not sure how to retain it in the future. She also stated that in looking at teachers she wants to understand trends in the general workforce and what standards are set, including the support to allow for teaching at a highly effective level.

Board Chairperson Voss stated that one program that is working is teacher differentials. He stated that the Board needs to leverage this success to solve equity issues in other areas.

Board Member Kuraya stated that training, mentorship, and support are key to retaining teachers.

Board Vice Chairperson Barcarse stated that the data gives us the what, not the why, and the Board needs to understand why everyone is not jumping on board.

Board Member Asher stated that she would like to see growth for promotion in the system at every level.

Board Member Fallin stated that what is missing is a comprehensive approach to develop and support teachers.

Hull stated that the Board would discuss the vision and mission at the next meeting.

Board Chairperson Voss expressed appreciation for Hull and the Department’s staff who put the information together.


IV. Late Public Testimony on Board Agenda Items

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

Linda Elento, member of the public, testified on agenda item III.A, entitled “Presentation on National Association of State Boards of Education (“NASBE”) building capacity for effective leadership and governance through strategic planning.” She testified that the Board should consider policies to determine why people are making decisions that affect special needs students who go to schools with an unqualified aide.

Susan Pcola-Davis, member of the public, testified on agenda item III.A, entitled “Presentation on National Association of State Boards of Education (“NASBE”) building capacity for effective leadership and governance through strategic planning.” She stated that there is a lot of data and if the Board wants to get more granular, than the Board needs to develop questions.

Board 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
David MiyashiroHawaiikidsCANIII.A. Presentation on NASBE building capacity for effective leadership and governance through strategic planning
Mara HansonIII.A. Presentation on NASBE building capacity for effective leadership and governance through strategic planning


V. Adjournment

Board Chairperson Voss adjourned the meeting at 1:00 p.m.