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DRAFT

STATE OF HAWAII
BOARD OF EDUCATION
GENERAL BUSINESS MEETING

MINUTES

Thursday, September 17, 2020
*The Board did not meet at a physical location. As part of the response to the threat of COVID-19, Governor David Ige issued a Twelfth Supplementary Proclamation dated August 20, 2020, suspending Hawaii Revised Statutes Chapter 92, Public Agency Meetings and Records, to the extent necessary to enable boards as defined in Section 92-2, to conduct meetings without any board members or members of the public physically present in the same location, among other things.

PRESENT:
Catherine Payne, Chairperson
Kenneth Uemura, Vice Chairperson
Shanty Asher
Kaimana Barcarse
Margaret Cox
Lynn Fallin
Kili Namauʻu
Dwight Takeno
Bruce Voss
Captain Lyn Yatko (military representative)
Hunter Harris (student representative)

EXCUSED:
None

ALSO PRESENT:
Christina Kishimoto, Superintendent
Phyllis Unebasami, Deputy Superintendent
Rodney Luke, Assistant Superintendent, Office of Strategy, Innovation, and Performance
Alison Kunishige, Executive Director
Kenyon Tam, Board Analyst
Regina Pascua, Executive Secretary
Irina Dana, Secretary


I. Call to Order

Board Chairperson Catherine Payne called the Board of Education General Business Meeting to order at 1:30 p.m.


II. Executive Session
This portion of the meeting was closed under Section 92‑4 and Section 92‑5(a)(4), Hawaii Revised Statutes.

Board Chairperson Payne stated that the Board would need to move into executive session to consult with the Board’s attorney on questions and issues pertaining to the Board’s powers, duties, privileges, immunities, and liabilities concerning settlement authority relating to Unga v. Board of Education.

Board Member Kaimana Barcarse moved to enter into executive session to consult with the Board’s attorney on the matter described on the agenda. Board Member Dwight Takeno seconded.

Board Chairperson Payne called for a roll call vote on the motion. The motion carried unanimously with all members present (Board Vice Chairperson Uemura, Board Members Asher, Barcarse, Cox, Fallin, Namauʻu, Takeno, and Voss) voting aye.

ACTION: Motion to move into executive session to consult with the Board’s attorney on the matter described on the agenda (Takeno/Barcarse). The motion carried unanimously with all members present voting aye.

The Board recessed at 1:34 p.m. and reconvened at 2:15 p.m.


III. Public Testimony on Board Agenda Items

Board Chairperson Payne noted the challenges of the last few weeks for leaders, teachers, families, and students. She stated that groups of educators and parents are divided over how to safely reopen schools. She emphasized the importance of the Board and Department of Education (“Department”) considering everything everyone has to say to determine next steps. Board Chairperson Payne expressed concern that the Board and Department were moving away from a culture of aloha and empathy. She expressed further concern that teachers are expressing that they do not feel cared for as individuals and further emphasized the importance of leaders forging caring relationships. She noted that caring relationships would sustain education into the future as education encountered even harder times ahead. Board Chairperson Payne extended condolences to the family and friends of Dole Middle School employee Dayna Inouye who passed recently.

Board Chairperson Payne called for public testimony. The following people provided remote oral testimony.

Name
Organization
Agenda Item
Position
Heather MosellePublicVI.C. Presentation on Acellus Learning Accelerator distance learning program ("Acellus"): program review process; how Acellus is used by schools; what elementary and secondary students use Acellus for; content and rigor; parent and guardian distance learning election; supports for students, teachers, administrators and parents and guardiansOppose/Comment
David MiyashiroHawaiiKidsCANVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Susan Pcola-DavisPublicV.C. Board Action on designation of voting delegate and alternate delegate for the National Association of State Boards of Education's ("NASBE") 2020 annual conference;
VI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progress;
VI.C. Presentation on Acellus Learning Accelerator distance learning program ("Acellus"): program review process; how Acellus is used by schools; what elementary and secondary students use Acellus for; content and rigor; parent and guardian distance learning election; supports for students, teachers, administrators and parents and guardians		Comment
Corey RosenleeHawaii State Teachers AssociationVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Osa TuiHawaii State Teachers AssociationVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Logan OkitaHawaii State Teachers AssociationVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Rebecca Hadley-SchlosserHawaii State Teachers Association; Nānāikapono Elementary SchoolVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Mike LandesHawaii State Teachers AssociationVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Lynn OtaguroPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Inga Park OkunaHawaii State Teachers Association Honolulu ChapterVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Renee AdamsPublicVI.A. Update on implementation on Board Resolution adopted on May 21, 2020 directing the Department of Education to offer summer school in a way that supports students disproportionately impacted by school closures caused by the COVID-19 pandemic, to ensure clear coordination between each level of the tri-level system, and to communicate timely and effectively with the public: Summer school 2020 final report;
VI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progress;
VI.C. Presentation on Acellus Learning Accelerator distance learning program ("Acellus"): program review process; how Acellus is used by schools; what elementary and secondary students use Acellus for; content and rigor; parent and guardian distance learning election; supports for students, teachers, administrators and parents and guardians		Comment
Cheri NakamuraHEʻE Coalition VI.A. Update on implementation on Board Resolution adopted on May 21, 2020 directing the Department of Education to offer summer school in a way that supports students disproportionately impacted by school closures caused by the COVID-19 pandemic, to ensure clear coordination between each level of the tri-level system, and to communicate timely and effectively with the public: Summer school 2020 final report;
VI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progress		Comment
Angie ChoiDole Middle SchoolVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Susan RoccoSpecial Education Advisory CouncilVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Jodi BeatyPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Lisa Morrison Hawaii State Teachers Association VI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Kelli KaʻanaʻanaHawaii State Teachers AssociationVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
David NegaardHawaii State Teachers AssociationVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Aaron KuboPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progress;
VI.C. Presentation on Acellus Learning Accelerator distance learning program ("Acellus"): program review process; how Acellus is used by schools; what elementary and secondary students use Acellus for; content and rigor; parent and guardian distance learning election; supports for students, teachers, administrators and parents and guardians		Comment
Laverne MooreHawaii State Teachers AssociationVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Naomi CalistroHawaii State Teachers AssociationVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Stephen WennerPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Caroline FreudigPublicVI.A. Update on implementation on Board Resolution adopted on May 21, 2020 directing the Department of Education to offer summer school in a way that supports students disproportionately impacted by school closures caused by the COVID-19 pandemic, to ensure clear coordination between each level of the tri-level system, and to communicate timely and effectively with the public: Summer school 2020 final reportComment
Micah PregitzerPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Heather MatthewsPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Ashley HenionHawaii State Teachers AssociationVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Micah VerdaderoJames Campbell High SchoolVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Hope McKeenPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Vickie KamHawaii State Teachers AssociationVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Kaila PacardoJames Campbell High SchoolVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Brooke NasserKalani High SchoolVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Brandon ChaPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Karly KanehiroJames Campbell High SchoolVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment

Heather Moselle, member of the public, testified in opposition to the use of the Acellus Learning Accelerator distance learning program (“Acellus”) and expressed concern regarding developmentally inappropriate, sexist, unacceptable, and unengaging content. She stated that her child’s school removed Acellus as a distance learning option but expressed concern that other schools continue to use the program. She urged the Board and Department to examine the evidence and terminate its contract with Acellus as other districts across the nation have done.

David Miyashiro, HawaiiKidsCAN, testified on metrics to monitor and evaluate the Department’s comprehensive plan for reopening schools for the 2020-2021 school year and urged the Board and Department to examine how it could reach disproportionately impacted students during summer school. He detailed various data points from this past summer school and emphasized the importance of the Department focusing on quality attendance moving forward, providing quality, disaggregated data, reporting gaps, transparency, empathy, and equity.

Susan Pcola-Davis, member of the public, testified on metrics to monitor and evaluate the Department’s comprehensive plan for reopening schools and expressed concern that the Department’s materials indicate that it cannot provide a report regarding vulnerable students until November. She stated that there is only one metric for vulnerable students and this metric does not define terms, including the term, “adequately equipped.” Pcola-Davis testified on the use of Acellus and expressed concern regarding Acellus’s offensive and inappropriate content. Pcola-Davis urged the Board to request that Christina Kishimoto, Superintendent, resign from her position.

Corey Rosenlee, Hawaii State Teachers Association (“HSTA”), testified on metrics to monitor and evaluate the Department’s comprehensive plan for reopening schools. He expressed concern regarding the Department’s lack of action and transparency and stated that the Department is putting entire communities at risk. He urged distance learning to continue until at least the beginning of the second semester and urged the Department to provide employees with the option to telework. Rosenlee expressed concern that the Department did not consult with HSTA regarding its metrics for reopening and that the Department is refusing to take action on basic issues and creating a severe lack of trust. Rosenlee urged the Board to assume responsibility, take action, and rectify the situation. He requested that the Board schedule a meeting to discuss recently released school reopening metrics from the Department and Department of Health (“DOH”) and take action on telework.

Osa Tui, HSTA, testified on metrics to monitor and evaluate the Department’s comprehensive plan for reopening schools and expressed concern that teleworking procedures are inconsistent across offices and schools. He stated that schools are denying reasonable requests and noted that departments and leadership are not taking responsibility for the confusion. Tui emphasized the importance of the Department providing clear guidance and allowing telework to keep communities safe.

Logan Okita, HSTA, testified on metrics to monitor and evaluate the Department’s comprehensive plan for reopening schools. She expressed concern that her colleagues and students are experiencing unsafe conditions and detailed crowded special education classrooms that lack social distancing and mask enforcement. She urged the Board to prioritize health and safety.

Rebecca Hadley-Schlosser, HSTA and Nānāikapono Elementary School, testified on behalf of a colleague who wished to remain anonymous. She detailed her colleague’s concerns regarding their special education classroom, including COVID-19 cases on their campus, lack of telework options, lack of personal protective equipment (“PPE”), and lack of guidance. She stated that her colleague urges the Board to prioritize health and safety and allow all teachers to telework.

Mike Landes, HSTA, testified on behalf of a colleague who wished to remain anonymous. He detailed his colleague’s frustrating experience attempting to quarantine after being exposed to COVID-19, stated that his colleague was required to provide documentation, and expressed concern regarding schools not following DOH guidance. Landes stated that his colleague urges the Board to prioritize health and safety and allow educators to telework to prevent further spread and exposure.

Lynn Otaguro, member of the public, testified on metrics to monitor and evaluate the Department’s comprehensive plan for reopening schools, including recently released metrics from the Department and DOH, and expressed concern that these metrics are difficult to evaluate. She expressed further concern regarding untimely contact tracing and unclear lines of responsibility. Otaguro stated that schools are not prepared for in-person instruction and urged the Board to implement full-time distance learning until solid processes backed by resources are in place.

Inga Park Okuna, HSTA Honolulu Chapter, testified on behalf of a colleague who wished to remain anonymous. She expressed her colleague’s concerns regarding crowded classrooms, lack of social distancing in classrooms, limited PPE, and shared toiletries. She stated that her colleague is considering quitting the teaching profession due to childcare concerns and urges the Board to allow teachers to telework.

Renee Adams, member of the public, testified on her concerns regarding the lack of telework options for teachers, conditions in classrooms, and schools being unprepared for in-person instruction. She stated that she is being forced to leave the teaching profession due to the unsafe environment and current procedures that make teleworking difficult. Adams detailed the passing of Dole Middle School employee Dayna Inouye and stated that she holds the Board and Department responsible for preventable deaths. She emphasized the importance of prioritizing health and safety and allowing all teachers to telework.

Cheri Nakamura, HEʻE Coalition, testified on metrics to monitor and evaluate the Department’s comprehensive plan for reopening schools and expressed concern that the Department’s proposed metrics do not provide an accurate picture of where needs are. She suggested that the Department shift to a gap perspective to monitor needs and focus on areas in which needs exist. Nakamura testified on the Board resolution directing the Department to offer summer school in a way that supports students disproportionately impacted by school closures and noted that the HEʻE Coalition conducted an analysis and concluded that the Department’s summer school program only reached 20% of disproportionately impacted students. She urged the Department to begin planning for the following summer by beginning strategic outreach efforts, identifying students, and tracking their progress.

Angie Choi, Dole Middle School, described how her sister, Dayna Inouye, passed away from COVID-19 and urged the Board to prioritize safety and allow all educators, faculty, and staff members to telework. She stated that she believes her sister was exposed to COVID-19 on-campus and noted that she was concerned about the pandemic and tried to minimize exposure by sanitizing and cleaning her work area. She expressed concern that DOH did not effectively contact trace, placing others at risk. Choi stated that while she does not place blame, changes are necessary to prevent further illness and death. She emphasized the importance of telework and urged those who are sick to stay home.

Susan Rocco, Special Education Advisory Council, testified on the metrics to monitor and evaluate the Department’s comprehensive plan for reopening schools. She expressed concern that the Department’s vital sign metrics and parameters are not specific enough to inform data-driven decision-making, there are no standards, and there are no targets for accountability. She emphasized the importance of disaggregating data by school-level to identify areas in need of resources and support. Rocco stated that chronic absenteeism is a significant learning barrier for students with disabilities and expressed concern that the Department’s absenteeism metric is not standardized and does not cover true incidences of absenteeism. Rocco expressed concern regarding the Department’s professional development metric and stated that reporting counts of employees who complete professional development does not ensure that teachers are engaging in evidence-based distance learning strategies.

Jodi Beaty, member of the public, testified on behalf of a colleague who wished to remain anonymous. She detailed her colleague’s concerns regarding in-person instruction and stated that it is inappropriate for teachers to remain in classrooms while other employees work from home under a stay-at-home order. She stated that her colleague is urging the Board and Department to make it easier for teachers to request and be approved to telework.

Lisa Morrison, HSTA, testified on behalf of a colleague who wished to remain anonymous. She relayed her colleague’s concerns regarding the lack of sanitization, mask enforcement, social distancing, and resources. She detailed further concerns that school settings are unsafe for medically fragile students and administrators are not following DOH guidelines. She stated that her colleague is urging the Board and Department to allow all teachers to work from home.

Kelli Kaʻanaʻana, HSTA, testified on behalf of a colleague who wished to remain anonymous and detailed her colleague’s concerns regarding the lack of guidance, sanitization, and social distancing. She relayed the challenges being faced by special education teachers and urged the Board to allow all teachers to telework.

David Negaard, HSTA, testified on behalf of three colleagues who wished to remain anonymous. He detailed various concerns, including lack of resources and PPE being provided by schools, mask enforcement, compliance, social distancing, and sanitization. Negaard stated that his colleagues are spending personal funds to purchase materials that should be provided by the Department and expressed concern that there are not enough custodial staff to adequately clean classrooms and teachers are being forced to choose between their jobs and their health.

Aaron Kubo, member of the public, testified on behalf of a colleague who wished to remain anonymous and detailed concerns regarding crowded classrooms, attendance, workload, and Acellus. He stated that administrators are not addressing these concerns and stated that the Department would need to address and resolve these various concerns in order to successfully continue distance learning.

Laverne Moore, HSTA, testified on behalf of a colleague who wished to remain anonymous. Moore detailed her colleague’s concerns regarding unsafe school environments, lack of social distancing in offices and classrooms, lack of mask enforcement, in-person teacher meetings, lack of telework options, and retaliation. Moore stated that her colleague is urging the Board and Department to allow telework until safe school environments could be ensured.

Steve Bortle, Department, testified on the metrics to monitor and evaluate the Department’s comprehensive plan for reopening schools and expressed concerns that schools are not ready to implement hybrid learning or welcome students back to classrooms. He detailed increases in COVID-19 cases and expressed concern regarding potential exposure in classrooms and shutting down of school campuses. Bortle stated that other parts of the states remain closed and schools should continue with solely offering distance learning until it is safe to reopen.

Naomi Calistro, HSTA, testified on behalf of a colleague who wished to remain anonymous and detailed concerns regarding lack of social distancing in elementary school classrooms. She stated that young children do not understand current guidelines and have difficulty following current rules and detailed how parents are sending sick children to school. She stated that her colleague is urging the Board and Department to allow all teachers to telework.

Stephen Wenner, member of the public, testified on the metrics to monitor and evaluate the Department’s comprehensive plan for reopening schools and expressed concern that families are having to purchase their own items and materials to participate in distance learning and parents are having to quit their jobs to assist their children. He stated that distance learning is ineffective and urged the Board and Department to determine how to reopen schools safely and resume in-person instruction.

Caroline Freudig, member of the public, testified on behalf of a colleague who wished to remain anonymous regarding her colleague’s special education concerns. She stated that special education teachers are burdened by heavy workloads that include in-person instruction, distance learning, paperwork, and contingency planning. She stated that resources and guidance are inadequate to keep teachers safe and urged the Board to allow all teachers to telework.

Micah Pregitzer, member of the public, testified on the metrics to monitor and evaluate the Department’s comprehensive plan for reopening schools and expressed concern that schools are not ready to reopen for in-person instruction. He stated that individuals on campuses are being exposed to COVID-19, sanitization is inadequate, and exposure would continue if schools were to resume even limited in-person instruction. He urged the Board and Department to postpone reopening schools until conditions were safe and the Department had a clear and comprehensive reopening plan.

Heather Matthews, member of the public, testified on the metrics to monitor and evaluate the Department’s comprehensive plan for reopening schools and expressed concern that children are losing time and quality education through distance learning. She detailed how children are bored with distance learning assignments, helping younger siblings rather than attending distance learning classes, and are in need of constant supervision. She expressed concern that her children are experiencing emotional struggles due to the isolation and noted that parents are missing work to keep their children engaged. Matthews emphasized that in-person education is essential and urged the Board and Department to determine how to safely reopen schools.

Ashley Henion, HSTA, testified on behalf of a colleague who wished to remain anonymous and detailed her colleague’s concerns regarding telework, including the lack of telework options, childcare difficulties, lack of oversight, and lack of sanitization. She stated that her colleague is urging the Board and Department to allow telework until it is safe for teachers to resume in-person instruction.

Aaron Buccat, public, testified on the metrics to monitor and evaluate the Department’s comprehensive plan for reopening schools and expressed concern that reopening schools for hybrid or in-person learning would increase cases of COVID-19. He stated that members of the public are not social distancing nor wearing masks and expressed concern that these behaviors would be reflected on school campuses. He urged the Board and Department to continue distance learning until there are minimal COVID-19 cases across the state.

The Board recessed at 3:27 p.m. and reconvened at 3:32 p.m.

Micah Verdadero, James Campbell High School, testified on the metrics to monitor and evaluate the Department’s comprehensive plan for reopening schools and expressed concern that many students like him are struggling to participate in distance learning due to a lack of WiFi connection, knowledge of technology, and one-on-one assistance. He stated that students are missing classes because they are having difficulty connecting and expressed concern that students would fall behind and have difficulty graduating or transitioning to the next grade level. He urged the Board and Department to determine how to safely reopen schools, especially for students struggling with distance learning.

Hope McKeen, member of the public, testified on behalf of a colleague who wished to remain anonymous and detailed her colleague’s concerns regarding unsafe environments, including lack of PPE, lack of social distancing, expanded definitions of who is considered a vulnerable student thereby increasing the number of students on-campus, lack of guidelines, and lack of mask enforcement. She stated that her colleague is urging the Board and Department to implement full distance learning and allow teachers to telework until it is safe for teachers to resume in-person instruction.

Vickie Kam, HSTA, testified on behalf of two colleagues who wished to remain anonymous regarding PPE and sanitization concerns. She detailed that teachers are receiving inadequate resources and stated that schools are not restocking materials in a timely manner. Kam expressed further concern that schools lack basic sanitation materials, such as soap, and classrooms are not being cleaned due to a lack of custodial staff.

Kaila Pacardo, James Campbell High School, testified on the metrics to monitor and evaluate the Department’s comprehensive plan for reopening schools and expressed concern that in-person instruction would increase the number of COVID-19 cases and risk the lives of teachers, students, and families. She urged the Board and Department to prioritize health and safety and continue distance learning until it was safe to resume in-person instruction.

Brooke Nasser, Kalani High School, testified on the metrics to monitor and evaluate the Department’s comprehensive plan for reopening schools and expressed concern regarding the Department’s most recent announcement in collaboration with the DOH and lack of communication and transparency. She stated that the Department did not provide any explanation regarding its reopening metrics and urged the Board and Department to delay reopening schools until COVID-19 cases substantially decreased.

Brandon Cha, member of the public, testified on behalf of a colleague who wished to remain anonymous regarding his colleague’s special education concerns. He detailed his colleague’s unsafe environment, lack of mask enforcement, lack of social distancing, and lack of telework options despite their autoimmune disease and risk of serious illness. He stated that his colleague chose to prioritize their health and safety and leave the teaching profession because they were not allowed to teach remotely. Cha testified on the metrics to monitor and evaluate the Department’s comprehensive plan for reopening schools and expressed concern that the Department’s metrics are arbitrary and hypocritical. He urged the Board and Department to prioritize health and safety and allow all teachers to telework.

Karly Kanehiro, James Campbell High School, testified on the metrics to monitor and evaluate the Department’s comprehensive plan for reopening schools and expressed concern regarding the Department’s inconsistency, lack of stability, inadequate resources, lack of transparency, and unsafe on-campus environments. She stated that teachers are able to effectively teach via distance learning and urged the Board to prioritize health and safety.

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

Name
Organization
Agenda Item
Position
Heather MosellePublicVI.C. Presentation on Acellus Learning Accelerator distance learning program ("Acellus"): program review process; how Acellus is used by schools; what elementary and secondary students use Acellus for; content and rigor; parent and guardian distance learning election; supports for students, teachers, administrators and parents and guardiansOppose
AnonymousPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Emily PlickaPublicVI.C. Presentation on Acellus Learning Accelerator distance learning program ("Acellus"): program review process; how Acellus is used by schools; what elementary and secondary students use Acellus for; content and rigor; parent and guardian distance learning election; supports for students, teachers, administrators and parents and guardiansOppose/Comment
Katie JaggerPearl Harbor Kai Elementary SchoolVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Valerie SimmonsLehua Elementary SchoolVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Adrienne RobillardWindward Community CollegeVI.C. Presentation on Acellus Learning Accelerator distance learning program ("Acellus"): program review process; how Acellus is used by schools; what elementary and secondary students use Acellus for; content and rigor; parent and guardian distance learning election; supports for students, teachers, administrators and parents and guardiansOppose/Comment
AnonymousPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Anita SoldwischPublicVI.C. Presentation on Acellus Learning Accelerator distance learning program ("Acellus"): program review process; how Acellus is used by schools; what elementary and secondary students use Acellus for; content and rigor; parent and guardian distance learning election; supports for students, teachers, administrators and parents and guardiansOppose/Comment
Warren HydePublicV.B. Board Action on delegation of authority for interim approvals of School Community Council requests for waivers from policies, rules, or procedures for the 2020-2021 school yearOppose/Comment
Trisha GushikumaPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Dawn PoianiPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Whitney DulayPublicVI.C. Presentation on Acellus Learning Accelerator distance learning program ("Acellus"): program review process; how Acellus is used by schools; what elementary and secondary students use Acellus for; content and rigor; parent and guardian distance learning election; supports for students, teachers, administrators and parents and guardiansOppose/Comment
AnonymousPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Spencer GillPublicVI.C. Presentation on Acellus Learning Accelerator distance learning program ("Acellus"): program review process; how Acellus is used by schools; what elementary and secondary students use Acellus for; content and rigor; parent and guardian distance learning election; supports for students, teachers, administrators and parents and guardiansOppose/Comment
Betsey StraussPublicVI.C. Presentation on Acellus Learning Accelerator distance learning program ("Acellus"): program review process; how Acellus is used by schools; what elementary and secondary students use Acellus for; content and rigor; parent and guardian distance learning election; supports for students, teachers, administrators and parents and guardiansOppose/Comment
Gina LindHana High and Elementary VI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Michelle Lindsay LewisPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Kimberlee BaldridgeKihei CharterVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
David BrownPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Brittany NakawatasePublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Lillian ShawKawananakoa Middle SchoolVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Bo FrankRadford High SchoolVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Cynthia FongHilo Intermediate SchoolVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progress: Summer school 2020 final reportComment
AnonymousPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Jhana DuartePublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Richard StrangePublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Angie MarianoPublicVI.C. Presentation on Acellus Learning Accelerator distance learning program ("Acellus"): program review process; how Acellus is used by schools; what elementary and secondary students use Acellus for; content and rigor; parent and guardian distance learning election; supports for students, teachers, administrators and parents and guardiansOppose/Comment
Wendy ShigetaHahaione Elementary SchoolVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Kar CulPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Carol HollandPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Karen KramerHahaione Elementary SchoolVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Myles De CoitoLaupahoehoe Community Public Charter SchoolVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Zan TimtimJames Campbell High SchoolVI.A. Update on implementation on Board Resolution adopted on May 21, 2020 directing the Department of Education to offer summer school in a way that supports students disproportionately impacted by school closures caused by the COVID-19 pandemic, to ensure clear coordination between each level of the tri-level system, and to communicate timely and effectively with the public: Summer school 2020 final report;
VI.C. Presentation on Acellus Learning Accelerator distance learning program ("Acellus"): program review process; how Acellus is used by schools; what elementary and secondary students use Acellus for; content and rigor; parent and guardian distance learning election; supports for students, teachers, administrators and parents and guardians		Oppose/Comment
Kelly E. DuellKealakehe Elementary SchoolVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Richard NakatsuPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Janet HunterPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Jill JacobsKealakehe Elementary School VI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Nalani ArcieroHahaʻione Elementary VI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Nancy ParkerPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Eric IwasakiKalama IntermediateVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Kristen KimuraPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Thelma BinzPublicVI.C. Presentation on Acellus Learning Accelerator distance learning program ("Acellus"): program review process; how Acellus is used by schools; what elementary and secondary students use Acellus for; content and rigor; parent and guardian distance learning election; supports for students, teachers, administrators and parents and guardiansOppose/Comment
Kristin LindquistWaianae High SchoolVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Mary ShirePublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Jennifer GrantFarrington High SchoolVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Vanessa Ott PublicV.B. Board Action on delegation of authority for interim approvals of School Community Council requests for waivers from policies, rules, or procedures for the 2020-2021 school yearComment
Judy Waite Kilauea Elementary SchoolVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Nolan AlexanderPublicV.B. Board Action on delegation of authority for interim approvals of School Community Council requests for waivers from policies, rules, or procedures for the 2020-2021 school yearOppose/Comment
Piper SeldenPublicVI.C. Presentation on Acellus Learning Accelerator distance learning program ("Acellus"): program review process; how Acellus is used by schools; what elementary and secondary students use Acellus for; content and rigor; parent and guardian distance learning election; supports for students, teachers, administrators and parents and guardiansOppose/Comment
Shellie K. MaizePublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
AnonymousDole Middle SchoolVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Gil RamirezLeeward DistrictVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Patricia SaidyPublicN/AComment
JKLPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Sandra BonkKeaau Middle SchoolVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Milton TanjiPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Yvette RapozoKapaʻa Elementary School VI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Rachel SampleAMSVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
AnonymousPublicVI.C. Presentation on Acellus Learning Accelerator distance learning program ("Acellus"): program review process; how Acellus is used by schools; what elementary and secondary students use Acellus for; content and rigor; parent and guardian distance learning election; supports for students, teachers, administrators and parents and guardiansOppose/Comment
Patricia SaidyPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Alaina DrescherPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
The Bruce FamilyPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Krystal RobertsPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Rebecca TurcottePublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Jessica BoykinPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Angela WhittenPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Gwen JonesPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Sheena GuffordPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Amanda BeallPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Cassie Favreau-ChungPublicVI.C. Presentation on Acellus Learning Accelerator distance learning program ("Acellus"): program review process; how Acellus is used by schools; what elementary and secondary students use Acellus for; content and rigor; parent and guardian distance learning election; supports for students, teachers, administrators and parents and guardiansOppose/Comment
Robison FamilyPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Wendy JonesPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
AnonymousPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Julie BrucePublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Shannon RiveraPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Kati DexterPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Rachelle HenningsenPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
McKayPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Brooklyn HowardPublicVI.C. Presentation on Acellus Learning Accelerator distance learning program ("Acellus"): program review process; how Acellus is used by schools; what elementary and secondary students use Acellus for; content and rigor; parent and guardian distance learning election; supports for students, teachers, administrators and parents and guardiansOppose/Comment
AnonymousPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Teresa SmithPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Taylor MitchellPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Chanda TsingPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Candice NakamuraPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
TSgt Emerald SabeckyPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Kira KnightPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Ashley WarnerPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Amanda RobertsPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Taylor SamborskyPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Stephanie S. PublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Amanda LeePublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progress;
VI.C. Presentation on Acellus Learning Accelerator distance learning program ("Acellus"): program review process; how Acellus is used by schools; what elementary and secondary students use Acellus for; content and rigor; parent and guardian distance learning election; supports for students, teachers, administrators and parents and guardians		Support/Comment
Samantha SantamariaPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Amanda OnaPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
The DutchersPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Inga Park OkunaHSTA Honolulu Chapter; Kalihi Uka SchoolVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Cheyenne CoxPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Lulu WuPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Paul ChuPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
DeeAnn TofaPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Sophia RiosPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Sherry HesterPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Lourdes TupperPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Aimee AntipalaPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Dale GapusanPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Danielle BryantPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Emily PagePublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Kami WaldropPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Nicole DawPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Kileigh SanchezWaianae Intermediate SchoolVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Jessica CobbPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Angie RhinehartPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Jennifer MercierPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Jessica CobbPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Andrew GrantJarrett Middle SchoolVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Jessica DibernardoPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Barbara HaightPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
April HernandezPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Kayla JaimePublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Kerry DickensPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Kelsey KomotoPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Lindsay TaylorPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
RebeccaPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
I-HanPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Mike NewlinPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
MaoPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Rebecca TurcottePublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Jamie BlakePublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Joy K. KubotaPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Misha RossPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Kekoa ApanaPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Tay SmallPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Ron Smith; Jamie YapMaui High SchoolVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Clarice SmartPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
William HesterPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Cindy MouraPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Gail ChunPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Barbara JordanPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Steven & Sarah WhaleyPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Freddisha WilliamsPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Kimberly BlunckPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Simone EzzyPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Jill MonasPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Carrie Shoda-SutherlandPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Lera BrozPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Lynn OtaguroPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Cheri NakamuraHui for Excellence in Education VI.A. Update on implementation on Board Resolution adopted on May 21, 2020 directing the Department of Education to offer summer school in a way that supports students disproportionately impacted by school closures caused by the COVID-19 pandemic, to ensure clear coordination between each level of the tri-level system, and to communicate timely and effectively with the public: Summer school 2020 final report;
VI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progress		Comment
Heidi WhitePublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Tina TaniguchiPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Amber ScameheornPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Keokeana ElabanPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Melanie BrassfieldPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Wyman TokiPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Lauaʻe Y. PublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Brian FlattKawananakoa Middle SchoolVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
AnonymousPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Omarlys FermuňzPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Kendra CrandallPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Elizabeth SharrockPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Maurisa BrownKonawaena High SchoolVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Aaron WadePublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
LaTisha BrownPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Juan EspinalKonawaena Elementary SchoolVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Angie ChoiDole Middle SchoolVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Dillon CollinsKonawaena High SchoolVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
AnonymousPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Paula AdamsHawaiʻi Afterschool Alliance VI.A. Update on implementation on Board Resolution adopted on May 21, 2020 directing the Department of Education to offer summer school in a way that supports students disproportionately impacted by school closures caused by the COVID-19 pandemic, to ensure clear coordination between each level of the tri-level system, and to communicate timely and effectively with the public: Summer school 2020 final reportComment
Erinn KawamuraPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Vanessa MacDonaldPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Deborah J. GunnPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Angela WestKeolu Elementary SchoolVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Devahuti AmblerPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
DeAnn TofaPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Ezra WitsmanKealakehe High SchoolVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Deanna ThornePublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Zohreh FurtadoKealakehe Intermediate SchoolVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
David MiyashiroHawaiiKidsCANVI.A. Update on implementation on Board Resolution adopted on May 21, 2020 directing the Department of Education to offer summer school in a way that supports students disproportionately impacted by school closures caused by the COVID-19 pandemic, to ensure clear coordination between each level of the tri-level system, and to communicate timely and effectively with the public: Summer school 2020 final report;
VI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progress		Comment
Mei StrawnPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Lorraine BennettLeihoku Elementary SchoolVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Connor StorozykPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Simone EzzyPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
AnonymousPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Noa GabrielPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Adam Nakoa TuifaguPrince Jonah Kūhiō Kalanianaʻole Elementary & Intermediate School VI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
AnonymousPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Corey RosenleeHawaii State Teachers AssociationVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Michelle O’ByrneIao Middle SchoolVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Salena LeeMajor Sheldon Wheeler ElementaryVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progress;
VI.C. Presentation on Acellus Learning Accelerator distance learning program ("Acellus"): program review process; how Acellus is used by schools; what elementary and secondary students use Acellus for; content and rigor; parent and guardian distance learning election; supports for students, teachers, administrators and parents and guardians		Comment
Eman Al-Misky PublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Jasmine K. PublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Judith SantiagoPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Haven Huth James Campbell High SchoolVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Liberty FurchgottHonokaʻa High and Intermediate VI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Lauren Stein PublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Kathryn MashimaMashima Electric, LLCVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Alicia FosheePublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Carlotta IrvingPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Blaine StuartPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Adrianne HaleHolualoa Elementary SchoolVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Cheryl BurghardtPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progress;
VI.C. Presentation on Acellus Learning Accelerator distance learning program ("Acellus"): program review process; how Acellus is used by schools; what elementary and secondary students use Acellus for; content and rigor; parent and guardian distance learning election; supports for students, teachers, administrators and parents and guardians		Comment
Sienna MakarewiczKapaa Elementary SchoolVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Denise KinoshitaPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
DiannePublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progress;
VI.C. Presentation on Acellus Learning Accelerator distance learning program ("Acellus"): program review process; how Acellus is used by schools; what elementary and secondary students use Acellus for; content and rigor; parent and guardian distance learning election; supports for students, teachers, administrators and parents and guardians		Comment
Lauren StuartPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Andrew HuangPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Julia FernandezMokulele Elementary SchoolVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Elizabeth WongPublicVI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progressComment
Susan Pcola-DavisPublicV.C. Board Action on designation of voting delegate and alternate delegate for the National Association of State Boards of Education's ("NASBE") 2020 annual conference;
VI.B. Update on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year, including student access to devices and connectivity; personal protective equipment and sanitation supply needs; student attendance; and student academic status and progress;
VI.C. Presentation on Acellus Learning Accelerator distance learning program ("Acellus"): program review process; how Acellus is used by schools; what elementary and secondary students use Acellus for; content and rigor; parent and guardian distance learning election; supports for students, teachers, administrators and parents and guardians		Comment

Board members also received a petition with 2,804 signatures requesting the removal of Acellus.


IV. Approval of Meeting Minutes of July 23, 2020 General Business Meeting, July 30, 2020 Special Meeting, August 20, 2020 General Business Meeting and August 20, 2020 Executive Session

Board Chairperson Payne asked Board members to review the minutes of the July 23, 2020 General Business Meeting; July 30, 2020 Special Meeting; August 20, 2020 General Business Meeting; and August 20, 2020 Executive Session.

Board Vice Chairperson Kenneth Uemura moved to approve the General Business Meeting minutes of July 23, 2020; the Special Meeting minutes of July 30, 2020; the General Business Meeting minutes of August 20, 2020; and the General Business Meeting Executive Session minutes of August 20, 2020. Board Member Barcarse seconded.

Board Chairperson Payne called for a roll call vote on the motion. The motion carried unanimously with all members present (Board Vice Chairperson Uemura, Board Members Asher, Barcarse, Cox, Fallin, Namauʻu, Takeno, and Voss) voting aye.

ACTION: Motion to approve the General Business Meeting minutes of July 23, 2020; the Special Meeting minutes of July 30, 2020; the General Business Meeting minutes of August 20, 2020; and the General Business Meeting Executive Session minutes of August 20, 2020 (Uemura/Barcarse). The motion carried unanimously with all members present voting aye.


V. Action Items
Board Chairperson Payne reviewed the settlement authority relating to Unga v. Board of Education. She noted meeting materials include the Board’s February 6, 2020 determination denying the petition of Sunny Unga. Board Chairperson Payne recommended that the Board grant authority to its Deputy Attorney General to continue settlement negotiations with the plaintiff in Unga v. Board of Education, including attorney’s fees.

Board Member Barcarse moved to grant authority, as discussed in executive session, to the Board’s Deputy Attorney General to continue settlement negotiations with the plaintiff in Unga v. Board of Education, including attorney’s fees. Board Vice Chairperson Uemura seconded.

Board Chairperson Payne called for a roll call vote on the motion. The motion carried unanimously with all members present (Board Vice Chairperson Uemura, Board members Asher, Barcarse, Cox, Fallin, Namauʻu, Takeno, and Voss) voting aye.

ACTION: Motion to grant authority, as discussed in executive session, to the Board’s Deputy Attorney General to continue settlement negotiations with the plaintiff in Unga v. Board of Education, including attorney’s fees (Barcarse/Uemura). The motion carried unanimously with all members present voting aye.


Board Chairperson Payne reviewed the delegation of authority for interim approvals of School Community Council (“SCC”) requests for waivers from policies, rules, or procedures for the 2020-2021 school year. She detailed that the Board approved amendments to Board Policy 500-20, entitled “School Community Council Waivers,” at its July 23, 2020 meeting, and adopted a new process and procedures for SCCs to request waivers. The SCC Waiver Procedures memorialize practices currently in place, add clarity to the gaps in existing practices, and give the Board a starting point from which it can explore streamlining and improving the SCC waiver process to provide more flexibility to school communities and be more responsive to their needs.

Board Chairperson Payne detailed that she noted in her memorandum that she was working on another proposal to grant the needed flexibility for this school year, which could potentially inform long-term changes to the waiver process to better align with a school empowerment model.

Board Chairperson Payne recommended that the Board delegate authority to complex area superintendents (“CAS”) to grant interim approval for waivers from statute, waivers from board policy, and waivers from Department regulations as requested by an SCC within the CAS’s geographic jurisdiction. She also recommended that the Board delegate authority to the SCC Exception Review Committee to grant interim approval for waivers from collective bargaining agreement provisions as requested by any SCC. She explained that interim approval means that the school and its SCC may proceed with their plans as if their requested waiver received final approval. However, waivers with interim approval must still complete the waiver process pursuant to the SCC waiver procedures and receive final approval from the appropriate decision-making authority.

Board Member Margaret Cox moved to: (1) Delegate authority to CASs to grant interim approval for waivers from statute, Board policy, and Department regulations; and (2) allow the SCC Exception Review Committee to grant interim approval for waivers from collective bargaining agreement provisions, as described in Board Chairperson Payne’s memorandum dated September 17, 2020, for the 2020-2021 school year. Board Member Kili Namauʻu seconded.

Board Member Lynn Fallin asked whether interim approval was specific to collective bargaining provisions and noted that Board Chairperson Payne’s recommendation is to allow the SCC Exception Review Committee to grant interim approval for waivers from collective bargaining agreement provisions. Board Chairperson Payne explained that interim approval is specific to Board policy, including policies, rules, and procedures under the Board’s purview. She explained that the Board could not grant approval for waivers from collective bargaining but noted that this process could be streamlined.

Board Member Fallin expressed concern regarding the readiness of CASs. She emphasized the importance of empowering schools and CASs but expressed concern regarding the lack of clarity in regards to the Department’s tri-level leadership. She asked about the criteria and processes CASs would use to grant interim approval.

Board Chairperson Payne explained that CASs are already part of the SCC waiver process, and there are already procedures in place that CASs follow when reviewing and recommending waivers for approval. However, there are often delays because other offices need to review and recommend waivers to the Board, and the Board only reviews and approves waivers once or twice per year. She stated that schools need to make decisions and implement changes, and her recommendation would allow schools to do so without delay. Board Chairperson Payne stated that while the Board could provide CASs with more specific guidance, CASs are already well versed in the process, and her recommendation helps to streamline the current process.

Board Vice Chairperson Uemura stated that he is opposed to Board Chairperson Payne’s recommendation because it temporarily delegates authority from the Board to CASs. He stated that the Board has oversight responsibilities and should thoroughly vet any recommendation that affects those responsibilities. Further, the Board should carefully consider to whom it delegates authority, as they would be temporarily acting in the Board’s capacity. He emphasized the importance of assuring the Board that any temporary acting authority could assume the Board’s responsibilities.

Board Vice Chairperson Uemura stated that Board Chairperson Payne’s memorandum does not address his or Board Member Fallin’s concerns and asked about the purpose of Board Chairperson Payne’s recommendation. Board Chairperson Payne explained that circumstances are changing rapidly, and her recommendation allows for expediency. Previously approved waivers may no longer be appropriate, and schools might need various waivers in place in order to bring students back on campus.

Board Vice Chairperson Uemura noted that the recommendation allows schools to quickly make decisions during the current pandemic and asked if schools have highlighted any issues. Board Chairperson Payne explained that the Board typically reviews and approves hundreds of waivers during normal school years. However, schools might need requests expedited and might not have the time to undergo the normal process due to circumstances because of COVID-19.

Board Vice Chairperson Uemura asked if the Board could review waivers at its monthly meetings rather than once or twice during the school year. Board Chairperson Payne explained that the Department reviews waivers following CAS reviews and thoroughly researches and prepares information for the Board. She noted that the waiver review process is labor intensive, which is why the Board does not approve waivers on a monthly basis. She stated that she would need to continue reviewing the SCC waiver process and could develop clear guidance for CASs and share this guidance with the Board to address Board members’ concerns. Board Chairperson Payne emphasized that the purpose of her recommendation is to create an efficient and responsive process that allows SCCs to address specific school needs.

Board Vice Chairperson Uemura stated that he would be more comfortable moving forward if he were able to review guidance to CASs. He expressed concern that the Board might deny a waiver after it receives interim approval and asked about the Board’s exposure and liability if delegated waiver approvals resulted in harm. He stated that he opposes delegating authority for waivers from Board policy and collective bargaining agreement provisions until his concerns are addressed.

Board Member Cox asked about the SCC Exception Review Committee. Board Chairperson Payne explained that the SCC Exception Review Committee is still part of the SCC waiver process. She detailed that the waiver review process takes time, and oftentimes months pass between waiver requests. She noted that SCCs submitted waivers last year for this year and might need to make adjustments due to current circumstances. Her recommendation allows schools to quickly adjust without months-long delays.

Board Member Cox detailed her previous participation on the SCC Exception Review Committee and stated that she is in favor of Board Chairperson Payne’s recommendation. She agreed that it is difficult for schools to wait for approval and noted that it is important that schools are able to quickly adjust to address various circumstances and needs during the pandemic. Board Member Cox detailed that the Board typically reviews and approves similar types of waivers, such as extra days for training, and would most likely review and approve similar requests for this school year. She stated that the CAS already reviews and either approves or denies waivers prior to these waivers coming before the Board. Procedures and guidance for CASs already exist. Board Member Cox supported streamlining the process to empower schools and allow schools to act immediately if necessary.

Board Member Bruce Voss stated that he supports SCCs but agrees with Board Vice Chairperson Uemura’s concerns. He expressed concern that there is sensitivity in regards to loss of instructional days, and the Board cannot delegate authority to CASs to grant waivers under these circumstances without reviewing potential loss of instructional days in a timely basis. He stated that he understands that the process is cumbersome and suggested that the Board directly review the CAS recommendations.

Board Member Fallin expressed concern regarding readiness and administrative challenges. She stated that she understands the need for expediency, but the recommendation is broad in its scope and she is unclear on the roles and responsibilities of the Department’s tri-level leadership. She noted that the Department has not implemented metrics and the 2020-2030 strategic plan is still in draft form. Board Member Fallin stated that CASs are part of the tri-level system, and she supports expediting processes and enabling their decision-making. However, the recommendation allowing broad authority might be problematic.

Board Member Cox suggested figuring out other ways in which to streamline the process and empower CASs, such as including them in the SCC Exception Review Committee’s work to a greater extent and providing them with clear instructions and guidance. She emphasized the importance of the Board assisting schools in functioning this school year and taking action to make this school year easier for schools.

Board Vice Chairperson Uemura stated that he supports deferring action until Board Chairperson Payne addresses the Board’s concerns and revises her recommendation.

Board Chairperson Payne called for a roll call vote on the motion. The motion failed to carry with Board Members Cox and Namauʻu voting aye, and Board Vice Chairperson Uemura and Board Members Asher, Barcarse, Fallin, Takeno, and Voss voting nay.


Board Chairperson Payne reviewed the designation of the voting and alternate delegates for the National Association of State Boards of Education’s (“NASBE”) 2020 annual conference. She highlighted that NASBE develops, supports, and empowers citizen leaders on state boards of education to strengthen public education systems so students of all backgrounds and circumstances are prepared to succeed in school, work in life. She further highlighted that NASBE members would be convening virtually October 20 through 23, 2020 to conduct the organization’s business, including electing the 2021 NASBE Chair-elect.

Board Chairperson Payne stated that pursuant to NASBE’s bylaws, the Board may designate a voting delegate and an alternate delegate to represent Hawaiʻi and vote at the delegate assembly. She recommended that the Board designate her as the voting delegate and Board Member Fallin as the alternate delegate.

Board Vice Chairperson Uemura moved to: (1) Designate Board Chairperson Payne as the voting delegate for NASBE’s 2020 Annual Conference; and (2) designate Board Member Fallin as the alternate delegate for NASBE’s 2020 Annual Conference. Board Member Takeno seconded.

Board Chairperson Payne called for a roll call vote on the motion. The motion carried unanimously with all members present (Board Vice Chairperson Uemura, Board Members Asher, Barcarse, Cox, Fallin, Namauʻu, Takeno, and Voss) voting aye.

ACTION: Motion to: (1) Designate Board Chairperson Payne as the voting delegate for NASBE’s 2020 Annual Conference; and (2) Designate Board Member Fallin as the alternate delegate for NASBE’s 2020 Annual Conference (Uemura/Takeno). The motion carried unanimously with all members present voting aye.

The Board recessed at 4:32 p.m. and reconvened at 4:50 p.m.

VI. Discussion Items
Rodney Luke, Assistant Superintendent, Office of Strategy, Innovation, and Performance, reviewed an update on the implementation of the Board resolution adopted on May 21, 2020 directing the Department to offer summer school in a way that supports students disproportionately impacted by school closures caused by the COVID-19 pandemic, to ensure clear coordination between each level of the tri-level system, and to communicate timely and effectively with the public, including the summer school 2020 final report.

Luke reviewed 2020 summer learning. He stated that the pandemic created a unique set of circumstances and allowed the Department’s tri-level organization to collaborate and innovate to serve communities. The Department designed learning opportunities within a comprehensive kindergarten through twelfth grade approach, including graduating seniors. He highlighted that the Department surpassed previous summer learning enrollment and served roughly 20,719 students over an eight-week period.

Luke highlighted that the Department provided weekly reports and designed a final data dashboard. The Department publicly published its data dashboard and designed it to be dynamic and engaging. He highlighted that members of the public are able to hover over items for more details and click on icons to view data sets. He noted that the final data dashboard varied slightly from its data in its weekly reports because the Department had additional time to reconcile information. Luke stated that the weekly reports to the Board followed the reporting outline in the Department’s summer learning plan. Although not required by the Board’s resolution, the Department furnished additional subgroup data and included breakdowns for students receiving special education and English learner services and disadvantaged students.

Luke reviewed state and school-level learning opportunities. He detailed that the Department offered summer learning opportunities at 17 different school sites as well as e-learning. Program opportunities included credit recovery via self-paced, adaptive online programs using video-based lessons customized for each learner; extended school year for students with disabilities; alternative learning program support and services to engage students in learning by offering programs for alternative paths to success; and imagine learning for English learners to assist with English development. He highlighted that school-based learning opportunities included remediation, enrichment, problem-based learning units of study, and other activities, such as transition programs for incoming kindergarteners and students transitioning to high school. Luke detailed that the Department also provided graduates with career technical education opportunities, such as a summer internship pilot program, and partnered with Hawaii P-20 to provide seniors with coaching and advising so that they could make informed decisions regarding post-secondary plans. He further highlighted opportunities for students to participate in the University of Hawaii’s community colleges summer program to receive assistance with transition and explore career options.

Luke reviewed state operations and support services. He detailed the Department’s summer feeding program, which served children 18 years old or younger regardless of their free or reduced meal eligibility, and highlighted that the Department served over 316,000 meals. He stated that the Department distributed supplies directly to schools and complex areas over the summer, including PPE and cleaning supplies, and detailed the Department’s summer mobile hubs. Luke highlighted the Department’s Hawaiʻi keiki telehealth program and noted that the Department supported students and families by providing them with access to free hotline and telehealth services. Luke further reviewed state operations and support services and detailed the Department’s summer hires, expenditures, connectivity support, device purchases, WiFi hotspot investment, and technical assistance support helpdesk.

Luke stated that the Department continues to collect, monitor, and analyze data for continuous improvement. The Department used its summer learning data to strengthen its reopening of the 2020-2021 school year. The Department continues to research and study data across the nation. He detailed the Department’s reflections and policy implications of its summer learning report and stated that through its summer learning data and stories, the Department learned that schools and offices are making great strides in addressing promises within the 2020-2030 Promise Plan, the Department’s draft strategic plan. He stated that the Department’s next steps include utilizing lessons and data to modernize, expand, and redesign its programs.

Board Member Takeno commented that the Department’s data is not granular enough for the Board to understand the outreach and impact of its objectives for summer school, whereas the HEʻE Coalition’s data analysis provided detailed information regarding how the Department reached students disproportionately impacted by school closures through its summer program. He asked why the Department’s final data dashboard and weekly reports did not contain similar elements. Luke explained that the final data dashboard was intended to be dynamic while the weekly reports captured ongoing implications for that week or the week prior. Kishimoto explained that the HEʻE Coalition used the Department’s data to do additional data analysis and stated that the Department welcomes additional analysis and reviews ways in which it can capture and analyze data in different ways. Kishimoto stated that the Department tried to capture various elements in its reports, including participation, changes in practices, outreach, and potential impacts on policies. She noted that the Department provided non-student achievement data, which is important as the Department stands up a distance learning system, provides device assistance, and provides access to WiFi. She stated that there is deep context to the Department’s data, including situational context. Kishimoto explained that the Department attempted to create a dynamic report and provide accessible data for continued dialogue, decision-making, and a larger context in which to review data. She stated that schools engaged in weekly decision-making and the weekly reports captured the summer learning process as circumstances constantly changed. She noted that the reports included footnotes indicating that data and context of programs were shifting because of the necessity of design. Kishimoto explained that the Department wanted to be careful with its analysis and accurate in terms of how to extrapolate learning from the changing context to that data. While the Department welcomes external reviews, it is important to continue to review how to capture the impact of the crisis and the dynamic nature in which decisions are made. She noted that the ability to compare data points over time is being affected by changing circumstances.

Board Member Takeno stated that he would like dynamic reports to be more granular, informative, and transparent in terms of the impact. He stated that if the HEʻE Coalition used the Department’s data to do additional analysis, the Department could provide future reports using the same types of metrics, which would have more meaning for the Board. He stated that he is more interested in the HEʻE Coalition’s analysis than a PowerPoint presentation.

Board Vice Chairperson Uemura agreed with Board Member Takeno. He stated that it is difficult for him to ascertain the success of the summer school program because the Department’s data did not support the Board’s resolution in terms of capturing impact. He stated that the Department’s report may be dynamic, but it does not provide the Board with information to determine whether the Department met the directives in the Board’s resolution. He stated that he would prefer details to dynamic information for final reports, such as Board resolution requirements and impacts and results of summer school. Board Vice Chairperson Uemura stated that the Department provided information as to the programs it offered, but it did not provide information in terms of how many students obtained enough credits to graduate, how many students attended the different programs, how many were successful, or how many fulfilled grade level requirements. He stated that the Department discussed progress but did not define what progress is or which benchmarks it used to ensure positive progress was made. He stated that the Department did not include the results of summer school nor the relationship of its expenditures and the impact expenditures had on students.

Kishimoto confirmed that the Department would frame the questions from the Board’s resolution and extrapolate the analysis from its dashboard. She stated that the Department could review whether it could do further analysis to provide more information regarding whether the Department met the objectives in the Board’s resolution. The Department could also complete a per-pupil financial analysis reviewing investments on infrastructure, devices, and WiFi; provide data regarding programmatic expenditures for the number of students served; provide data regarding the number of students who met learning goals; and define learning goals. She noted that learning goals mean something different at the elementary, middle, and high school levels in terms of credit. She stated that the Department could either provide all of this information at the Board’s next meeting or in between meetings. Board Chairperson Payne confirmed that this would be helpful.

Board Member Barcarse expressed appreciation for the Department’s high-level overview and dynamic report, but stated that the Department did not concisely and thoroughly analyze data nor tell a story with its data. He stated that the story was clear after reviewing the HEʻE Coalition’s data. He stated that it would be helpful to review the Department’s internal data analysis to compare to the HEʻE Coalition’s data analysis. Board Member Barcarse stated that he would like more information regarding gaps, such as percentages of students who were not successful or not reached, where the gaps are, whether the gaps and successes are equally spread out throughout the state, or whether outer and rural areas are disproportionately experiencing gaps. Board Member Barcarse asked about the top three things that the Department learned from its summer school program and how it applied what it learned to the start of the 2020-2021 school year, including areas that did not go well that the Department needed to adjust as it moved forward.

Board Member Fallin agreed with Board Member Barcarse that she would like information regarding what the Department learned, including gap areas, and the Department’s next steps. She stated that there were disruptions the previous school year due to COVID-19 and many challenges for students that affected their learning. Board Member Fallin asked about ways to systematize this school year in preparation for next summer to identify more students. She asked about the role of summer school, breakdowns of subgroup categories, and targeted school-level strategies to identify students who might need to participate in summer programs earlier in the school year.

Board Member Voss stated that it appears as though summer school was successful in terms of participation. He expressed concern regarding the lack of information regarding the impact of summer learning for students in various subgroups. He noted that the purpose of summer learning opportunities was to address students who fell behind in proficiency and asked if summer learning had a significant impact on these students.

Kishimoto explained that the Department would need time to capture learning loss that occurred over the summer. She noted that students that had the opportunity to participate in blended or in-person learning in addition to receiving technology assistance had greater success in meeting their learning goals and greater outcomes. Students that were able to regularly attend were able to complete their credits and also experienced greater success. She stated that the Department was able to capture students that participated in in-person environments and review cumulative impacts. The challenge for the Department is to determine how to quantify unmitigated learning loss or success and ensure that students continue on a positive trajectory. The Department’s dashboard begins to capture some of this information and the Department plans to capture additional information as it transitions into the first quarter.

Kishimoto stated that the Department needed to do additional analysis and extrapolate information from its data. She noted that the Department needed to review whether learning loss was mitigated for students who participated as compared to students who needed summer school but did not participate or complete summer school. She stated that the Department could begin early analysis but would need more time to understand the true impact. She noted that there are limited summer months in which the Department is able to extrapolate data regarding credit or goal completion. She stated that the Department would also need to review data for these students in terms of how they perform during the school year. She noted that there are multiple layers in terms of the Department measuring the impact of retaining or engaging students. The Department tried to capture some of these data through policy implications in terms of how it could build summer learning as the Department transitions to next summer knowing that the COVID-19 crisis disrupted the school year. Kishimoto stated that the Department is also reviewing equity in terms of where learning occurs and how design models could provide different opportunities. The Department is attempting to capture learning through high-level policy implications. She stated that the Department could expand its analysis and review further now that its dashboard is in place and it has access to summer data. She detailed financial challenges to equity solutions and policy approaches and stated that these are important matters for the Board to engage in.

Board Member Voss stated that he understands the complexities but wanted to know when the Department would be able to provide information regarding whether summer school was successful or not. Kishimoto stated that the Department could provide additional data and analysis at the Board’s next meeting as well as provide answers to questions that current data can answer and collect questions from the Board that will require further analysis during the school year.

Board Member Fallin stated that she would like additional information at the Board’s next meeting regarding the Department’s approach in beginning to plan for next summer. She asked about which data points the Department is reviewing to make summer school determinations and how the Department could systematically apply data points at the school-level. She stated that she does not expect a plan but would like to know the Department’s next steps. She noted that it would be helpful for state offices and tri-level leadership to begin to engage in planning for next summer in a systematic way.

Kishimoto stated that the Department has not taken a statewide approach in regards to summer learning and consideration of this approach would be part of the decision-making process. She detailed that the current budget situation might affect summer learning because the Department does not have a funding structure. She noted that the Department has experienced budget cuts and reviewed proposed cuts. The current fixed budget does not provide additional funds for a comprehensive summer program. She stated that the Department had access to federal funds this past summer but may not have access to similar funds next summer. Kishimoto detailed significant equity issues and stated that the Department needs support from the state in regards to connectivity and devices. There is a national shortage of devices and many districts continue to wait for additional devices. She stated that the Department has purchased MiFi hubs and devices, but these areas are not solely the Department’s responsibility because individuals rely on connectivity for other services in addition to education. Kishimoto detailed that the Department would need to engage with other state agencies and the Legislature regarding these broad equity matters. Summer learning designs assume that students have access to devices and connectivity. She emphasized that the COVID-19 crisis has raised significant issues in regards to equity. Kishimoto stated that she welcomes continued dialogue regarding design, financial structures, how to deliver on design, and how to mitigate equity challenges that lay beyond the Department. The Department plans to develop partnerships with legislators and other entities to find solutions to these matters.

Board Chairperson Payne stated that the Department would provide answers to Board members’ questions and concerns later.


Kishimoto reviewed an update on metrics to monitor and evaluate the Department’s comprehensive plan for reopening schools for the 2020-2021 school year, including student access to devices and connectivity, PPE and sanitation supply needs, student attendance, and student academic status and progress. She stated that the Board previously approved 12 vital sign metrics to monitor and evaluate the Department’s plan for reopening schools. The Department initially made adjustments to include additional training days and delay the reopening of schools. As conditions changed, decisions were made to implement distance learning during the first four weeks of school and extend distance learning through the quarter.

Kishimoto reviewed the Board’s original adopted metrics and the Department’s requested changes that are needed to adequately reflect the current changes in circumstances and improve clarity. She highlighted that the Department developed metrics around the Board’s four priority areas, including health and safety, vulnerable students, in-person instruction, and access to connectivity and devices. She stated that the Department’s goals remain the same, but the adjustments are intended to inform the Board’s decision-making, provide clarity, strengthen communication on the Board’s priority areas, and allow the Department to take action based on current data.

Kishimoto detailed that the Department adjusted its first metric under the health and safety priority area by removing “training” and inserting the language, “Percent of schools that are adequately equipped with PPEs, sanitation supplies, and equipment to ensure a safe and healthy environment.” She further detailed that the originally approved metric has been bifurcated for readability to, “Count of employees (% by role) that have completed training to ensure a safe and healthy environment.” The Department’s plan is to continue to report designs that schools are offering as it reports metrics. She stated that school design offerings and various models might be impacted as the school year continues. She detailed DOH’s recent metrics and explained that the Department is overlaying these metrics in providing context for the percentage of schools that are able to move between designs.

Kishimoto stated that the Department adjusted two metrics under the vulnerable students’ priority area by removing “vulnerable” to change to “Percent of students who have high risk attendance,” and changing to “Percent of elementary and middle/intermediate students screened not meeting grade level using universal screener (ELA and Math) and percent of high school students needing credits (off-track) to graduate.” She stated that the Department wants to provide information on progress students are making as they move through each quarter of the second year and begin to earn credits in secondary grades. The Department adjusted its metrics for this area by providing clarification. She stated that the Department had a definition of “vulnerable,” but expanded this definition during the pandemic to track various students who are experiencing difficulties in attending and engaging in classes due to vulnerabilities.

Kishimoto detailed that the Department adjusted a metric under the in-person instruction priority area by removing “by school model (based on instructional delivery),” to change to, “Percent of average daily attendance.” She stated that the school model would be reflective of health conditions and communities but this adjustment would allow the Department to report average attendance percentages. She stated that the Department made no changes to its metric regarding the percent of students who choose to remain at home rather than attend in-person school instruction. The metric provides the Department information regarding family-based choices in response to the pandemic.

Kishimoto stated that the Department adjusted several metrics under the access to connectivity and devices priority area. The Department removed “percent of schools” to change to “Count of employees (% by role) that have completed professional development training to support distance learning.” The Department also added “indicating” to change to “Percent of students indicating they have devices at home to engage in remote learning.” She stated that the Department would continue to check-in with families and survey them on availability of devices at home. Families who previously reported that they had access to devices may have discovered that their devices were insufficient once they started distance learning. For example, they may have discovered that their devices did not have a camera or multiple siblings needed to share a device. The Department plans to learn more about access to devices, including whether families have access to appropriate devices for learning. Kishimoto stated that the Department made a change to the third metric by removing “vulnerable” and adding “indicating” to change to “Percent of students indicating they have connectivity at home to engage in remote learning.” She stated that the Department plans to roll out additional MiFi hubs, and it is learning that some students who indicated they had access to connectivity at home may now need assistance with connectivity. She explained that the Department would need to continue to track connectivity to identify gaps. Connectivity can be a moving target because it is based on a family’s situation. She noted that families who previously had connectivity might have lost connectivity if they lost their employment or experienced housing insecurity. She stated that the Department would need to account for situational conditions as it provides gap analysis, reviews gap metrics, and collects data. Kishimoto stated that the Department’s changes are based on discussions with the Board and other entities in the last few weeks. The Department also made adjustments as it operationalized each definition and determined how to show the metrics on its data dashboard.

Board Vice Chairperson Uemura commented that the Department’s metrics should include totals in addition to percentages. If the Department reports that 80% of students have access to connectivity, for example, the Department should also provide a number to show what that percentage represents. He commented that the Department should review gaps in terms of what the Department has and what it does not have in order to determine next steps and identify shortfalls. A gap analysis shows the gap percentage and then determines how to correct and address the gap moving forward. He stated that he would like information regarding how the Department plans to address gaps in addition to where gaps exist. He noted that connectivity, devices, and health and safety measures would benefit from a gap analysis. Board Vice Chairperson Uemura commented that the Department should expand its metrics to include the purpose and intended outcome for each proposed metric. For example, the Department should expand personnel metrics to include telework, such as the number of schools and corresponding teachers participating in telework. Board Vice Chairperson Uemura asked about the Department’s teacher vacancies metric and whether the Department would break down this metric in terms of teachers leaving due to COVID-19 or retirement. He asked how the Department plans to use this metric to inform its decision-making.

Board Member Takeno stated that he expected the Department to expand its metrics following comments and testimony to address various concerns expressed at previous Board meetings. However, the Department simply tweaked existing metrics. He stated that the Department’s metric regarding the percentage of schools adequately equipped with PPEs, sanitation supplies, and equipment is confusing because schools should not be open if they are not adequately equipped. He noted that the Department also did not define the term “adequately equipped.” He stated that schools should be “properly equipped” with three months of PPEs, sanitation supplies, and equipment. He stated that the Department’s metrics needed to be more targeted in terms of what the Department is trying to ascertain and accomplish. He asked if the Department plans to report out metrics by complex area or island. Board Member Takeno stated that the Department should be inquiring whether families have access to both connectivity and devices. Connectivity and devices go hand-in-hand, and some families may have access to one but not the other. Board Member Takeno suggested that the Department should continue to adjust its metrics. More granular information is needed if the Department is unable to collect gap measurements. He suggested that the Department re-categorize and adjust its metrics to be more specific so that the Board could derive assumptions and recommendations.

Board Chairperson Payne asked if Board Member Takeno would like the Department to include additional health and safety metrics presented at the Department’s press conference with DOH. Board Member Takeno stated that thousands of employees submitted testimony to the Board, but the Board has no way to validate their concerns. The Department could use metrics as a vehicle to examine issues and better understand concerns in order to address them. Board Member Takeno noted that DOH and the Department announced that one of the goals in order to reopen schools is to ensure that each school has three months of adequate supplies. Thus, this target should be one of the Department’s metrics. He emphasized the importance of the Department providing concrete, robust metrics so that the Board understands the ultimate goal, objective, and outcome.

Military Representative Captain Lyn Yatko stated that specificity and targets allow the Department to set a goal, determine how far the Department is from that goal, and review gaps. If ten out of 30 schools have adequate supplies, this means that the Department should focus on the 20 schools that are not adequately equipped with PPE and other resources. Military Representative Captain Yatko asked about attendance, including the definition of attendance, how the Department applies definitions of attendance to each school model, and how the Department captures and organizes attendance data. She asked about the state level’s role in collecting and analyzing attendance.

Kishimoto stated that the Department could provide the Board with business rules behind each metric. Business rules include how the Department will calculate and measure data. She noted that the three months of supplies standard is included as part of the Department’s business rules and the Department uses these standards for calculations. She explained that the Department implemented spreadsheets for principals to document PPE and supply needs, which the Department detailed at a previous Board meeting. Kishimoto stated that the Department’s business rules also include calculations for attendance, including how the Department captures data, an overview of the attendance metric, and the attendance taking process.

Military Representative Captain Yatko emphasized the importance of attendance metrics and stated that this metric could allow the Board to review how students are doing. She stated that collecting daily average attendance by school model does not inform the Board of challenges in terms of attendance nor provides any information regarding follow-up in cases of low attendance rates. She stated that she would like additional clarity regarding the roles of the Department, CAS, and school in capturing attendance and identifying students who are not engaging. She stated that the Department would need to provide a definition, information regarding systematic follow-up, and determine which data identifies struggling students.

Kishimoto emphasized that the Department is tracking attendance as a key metric. The Department is able to make point-in-time attendance comparisons and review a student’s attendance history to determine whether a student may be struggling. She stated that the Department is aware that students who do not engage in instruction will fall behind quickly during distance learning and emphasized that attendance is key. Kishimoto stated that the Department could provide business rules or meet with a Board member to explain how schools track attendance, how the Department is alerted to low attendance, and how the system follows up to assist struggling students. She stated that all of this information is important as the Department continues throughout the school year.

Board Member Cox stated that she would prefer to receive data by complex area because statewide data does not help her to understand where needs are. She commented that several CASs have informed her that PPEs and sanitizing materials are beginning to come in. However, CASs have informed her that they have not received enough devices and some schools have 70 students per day entering the campus to use hubs for device access. She stated that she would like to know more information regarding which complex areas are experiencing connectivity problems and expressed concern that some students who lose connection are marked as absent. Board Member Cox stated that she would like to receive statewide data as well but emphasized the importance of complex-level data informing next steps. Kishimoto confirmed that the Department would provide both complex and state-level data.

Student Representative Hunter Harris stated that students have different perspectives and opinions in terms of distance learning. He detailed that students from Hilo have relayed positive experiences to him because their schools are small and it is easy for them to connect with their teachers and receive one-on-one support. However, students on Oahu have expressed that it has been difficult to transition into distance learning because their schools are large and teachers are not always readily available. He stated that the majority of students informed him that distance learning is a new experience for them, and the transition has been difficult because they are adjusting to new schedules and environments. He emphasized the importance of listening to students, determining which areas lack connectivity, and addressing these issues.

Board Chairperson Payne stated that she has not had time to review DOH’s metrics, but the Board received concerning testimony regarding telework and health and safety. She emphasized the importance of considering the concerns of employees and addressing concerns regarding PPE, sanitization, and other concerns. She stated that data may not easily capture these concerns, but they affect the ability of the Department to deliver quality education to children.

Board Member Namauʻu agreed that she would like complex-level data in addition to state-level data and noted that different areas and islands are dealing with different situations. Complex-level data would provide the Board with specific information to understand what is occurring and where it is occurring. Board Member Namauʻu stated that she is interested in data regarding how the pandemic is affecting staff. For example, the percentage of staff teleworking and the percentage of employees who requested telework and were denied. She emphasized the importance of addressing this situation and expressed concern that highly qualified teachers and staff might seek other employment or retire out of fear and frustration. She encouraged the Department to determine ways in which to support and sustain teachers and staff. Board Member Namauʻu asked whether the Department is conducting exit interviews to determine why teachers are leaving. She stated that the Board supports teachers, schools, and staff. Board Member Namauʻu emphasized the importance of qualitative data and stated that she wants stories in addition to data. She asked the Department to determine how to capture this information and design next steps to address concerns.

Kishimoto emphasized that the Department’s tri-level leadership continues to discuss ways in which to support employees and further emphasized the cultivation of a culture of care, especially in the current environment. Kishimoto stated that the Department would need to review how it captures its telework data to provide the Board with additional information. She explained that principals have tools to collect this data but do not necessarily report this information to state-level offices. She detailed that the Department provides short-term telework opportunities driven by immediate safety needs, such as when areas might need to be shut down for cleaning or employees were exposed to the virus, and long-term telework opportunities. She further detailed that some employees want to work in isolated classrooms where they have access to teaching tools and resources and consistent connectivity and noted that these kinds of opportunities are available as well. Kishimoto stated that the Department’s goal is not to necessarily increase telework but to use the tool effectively. She explained that she does not agree with using telework as a metric but could review how to report the status of how telework is being used and engagement with the telework policy. She stated that she could provide the Board with reports regarding telework rather than including it as a metric. Kishimoto stated that the Department would need to review how to capture various data to answer the Board’s questions.

Board Chairperson Payne agreed that the Department should review the Board’s concerns and provide this information at a future meeting.


Phyllis Unebasami, Deputy Superintendent, reviewed Acellus. She stated that the Department’s memorandum provides preliminary information regarding Acellus, but the Board should view the issues surrounding Acellus in context. Unebasami explained the difficult circumstances and shutdowns in March due to the pandemic and stated that the Department intended any distance learning program to be a temporary fix to help schools manage unique challenges during this unprecedented time. Some schools had more capacity than other schools, including existing educator capacity, grasp of technology, and broadband availability. Unebasami stated that she is inserting herself into the process moving forward to set direction and include individuals who have institutional knowledge of curriculum and instructional material to assist with management. She stated that she has started meetings regarding curriculum development and selection of instructional materials to help further focus this work. Unebasami detailed Acellus and emphasized the importance of the Department providing clarity and making recommendations as soon as possible.

Board Member Voss agreed that the Board should review the selection of Acellus in context. He stated that the Department made the selection during a difficult time of uncertainty and confusion. He noted that it was important to acknowledge that it was a mistake and poor selection, but he stated that he was more interested in the Department’s process. He asked about the Department’s selection process overall, why the Department selected Acellus over other distance learning programs, and what the Department learned to ensure the Department does not make the same mistake in the future.

Unebasami stated that the Department had to quickly select and recommend programs and tried to select distance learning programs that schools could easily implement. The Department’s intent was to assist schools and families and provide meaningful opportunities. She highlighted that the Department has been reflecting and discussing insights. One of the Department’s insights is that suggestions for curriculum and instructional materials should include written recommendations for usage and capacity to preview products prior to purchase to allow for informed decision-making. Unebasami noted that the Department has not made any recommendations regarding Acellus or any distance learning programs. She explained that the Department has formed a multidisciplinary team, including equity specialists and individuals with various educational backgrounds, to conduct a comprehensive review. The team will help the Department create a lens through which to view programs, including a social justice lens. The team will review biases and use their expertise to assist the Department. Additionally, the Department is working with content area specialists to build out a comprehensive review process. She emphasized the importance of values and determining practices that support students in their learning experiences. Unebasami stated that the Department is also reviewing how to assist schools in dealing with challenges and what kinds of different programs to recommend that would meet the needs of students. She stated that the Department begins more in-depth conversations tomorrow and reiterated that the Department plans to move forward in providing clarity and recommendations as soon as possible.

Board Member Voss stated that the Department’s focus should be ensuring that mistakes do not happen again. He stated that the Department’s current plan should have already been in place prior to program selection. He asked if the Department would develop guidelines and procedures to ensure that comprehensive reviews are done prior to program selection in the future. Unebasami confirmed that moving forward there would be guidelines in place to ensure comprehensive reviews prior to program selection. She detailed that the Department has already developed several deliverables, including approved curriculum and instructional materials, inventory of current policies, and recommended changes that are needed. She stated that the Department needed a clear set of policies reflective of its tri-level governance and aligned with standards. Unebasami detailed that the Department communicated its deliverables to the multidisciplinary team and further detailed the Department’s plan to develop a curriculum management process that includes documentation and assurances of quality. She noted that curriculum selection and adoption normally takes a year, but the Department would need to determine how to appropriately expedite the process in emergency circumstances. She detailed that other deliverables include establishing a problem resolution process for addressing concerns following review or adoption of materials. She stated that these are the preliminary deliverables but the team has yet to meet and discuss. Board Member Voss stated that he would like more information about developed processes and procedures at a future Board meeting.

Military Representative Captain Yatko asked about recourse for parents and students currently having to use Acellus for distance learning. She stated that the Department’s materials note that concerned parents and students should contact schools to discuss their concerns and reach a mutually agreed upon decision. She asked what such decisions might look like. Military Representative Captain Yatko stated that she understands that the Department needed to quickly make decisions during a difficult time. However, the Department has used Acellus for many years. She emphasized the importance of the Department listening to parents, students, and community members. She expressed concern that military impacted students are in the state for a short time, and this program might affect their overall educational experience because schools in various states and districts do not use Acellus or have terminated their contracts with Acellus. Students who transition out of Hawaii’s public school system at the end of this school year might find themselves behind at their new schools. She stated that many parents have expressed concerns regarding the rigor of Acellus and the impact on a child’s entire educational experience. She stated that the Department needed to address these concerns and provide parents with recourses now rather than in the future.

Unebasami explained that the Department had discussions with CASs regarding families who opted for full distance learning earlier in the summer when the Department still believed schools would reopen in August and were planning for reopening. The Department and CASs discussed what schools could do to support families while simultaneously not disrupting school operations, including encouraging parents to contact their child’s school to discuss their concerns and options and providing parents with the opportunity to transfer from full-time distance learning to the school’s future return-to-school model. She stated that the Department has communicated this to schools, and that this is currently the recourse for parents. The Department is asking parents to work with their schools to determine how to navigate these challenges. Unebasami stated that the Department is reviewing how to improve its efforts in finding appropriate curriculum and instructional materials for schools to consider as well as a digital transformation. The Department is reviewing how to implement methods of distance learning in a way in which the Department increases its effectiveness and delivers engaging and rigorous learning programs. She emphasized the importance of personalization and determining how to collaborate with learners using technology. She highlighted that the Department wants to move away from using technology in static ways and noted that there are limitations to Acellus in meeting student needs. Unebasami acknowledged challenges for military impacted students and stated that schools provide the Department with insight as to how to support these students systematically.

Military Representative Captain Yatko stated that Unebasami did not address her concerns or answer her questions. She asked how the Department plans to offer recourse to parents who are dissatisfied with Acellus. Military Representative Captain Yatko noted that some students finish the Acellus curriculum in one week and have nothing else to do the rest of the quarter. Parents have expressed concerns that students are not learning or mentally stimulated. Military Representative Captain Yatko asked what would happen if parents and schools could not reach a mutually agreed upon decision and parents remained dissatisfied. She asked if parents have the option to leave the Acellus program at the first available opportunity and noted that some schools previously only allowed parents to leave during the first week or two of the quarter. Unebasami stated that she was unsure of how to answer Military Representative Captain Yatko’s question but believed that parents could leave at the first available opportunity.

Military Representative Captain Yatko stated that parents and students trusted the Department when the Department presented Acellus as an option. Parents and students trusted that the Department reviewed the program to ensure that it met Department standards. She stated that trust goes into decision-making and emphasized that students want to learn and engage. She emphasized the importance of the Department listening to and addressing concerns. Unebasami detailed that one of the Department’s deliverables is to establish a problem resolution process to address concerns. The Department has not determined how to support schools when parents want different options. She highlighted that the Department’s multidisciplinary team plans to discuss how to support schools to provide parents with additional options to consider moving into the second quarter. The Department cannot currently give details but plans to identify higher levels of learning and ways in which to support dissatisfied families.

Board Member Cox expressed concern that the Department already purchased Acellus and funds may not be available to purchase additional programs. She noted that some CASs have contacted Acellus and are determining how to make changes to continue to use Acellus through the end of the school year due to the lack of funds. She asked if Acellus is amenable to changing its lessons or if the Department is considering how to use Acellus until the following school year while simultaneously addressing parents’ concerns. She noted that some teachers are using Acellus to supplement their own lessons, rather than using it as a standalone program. She asked about the Department’s suggestions for schools continuing to use Acellus.

Unebasami confirmed that Acellus has been responsive to requests to change or fix lessons to address concerns. She detailed that she has recently begun to review Acellus, including what might need to be fixed, which modules have merit, and which modules to avoid. She stated that the multidisciplinary team would also conduct these reviews of Acellus through different lenses. Unebasami stated that one of the Department’s suggestions might be for schools to use supplementary materials and activities to strengthen the learning process for students as they use Acellus. She detailed that the Department did an inventory of schools and teachers to determine how teachers are using Acellus, and many teachers have reported that they use Acellus as a supplementary resource. Board Member Cox suggested that the Department finish its review as soon as possible, especially if there are modules that students should not be using to learn. She stated that some parents might refuse to have their child use Acellus through the end of the school year, so the Department would need to determine how schools could offer parents with different choices without spending additional funds.
Board Member Fallin emphasized the urgency in completing the Department’s review and making a recommendation. She stated that many parents and community members have expressed significant concerns and stated that it is important for the Department to be responsive, address concerns, and make decisions as soon as possible. She asked if the Department would support concerned parents in finding alternative options during the review process. Unebasami stated that the Department has already had conversations regarding addressing parent concerns and schools are committed to working with families to find viable options for students. She stated that parents might have the option to opt in to using the school’s selected model.

Board Member Fallin asked if parents could use other distance learning providers. Unebasami stated that the Department is not ready to make a recommendation at this time. She explained that her job is to implement systems and key processes with specialists and then design viable options for schools and families to consider.

Board Member Fallin asked whether the Department is responsible for selecting programs and providing schools with options. Unebasami detailed tri-level governance and explained that the Department’s leadership is responsible for creating criteria, ensuring quality assurance, and recommending appropriate materials to school communities. However, schools have the discretion and empowerment to implement programs as schools see fit based on what best meets the community’s needs. The Department provides guidance and technical assistance but does not mandate selection. She noted that one-size-fits-all curricula do not work, and principals, teachers, and instructional leaders should make decisions based on what their schools need.

Board Member Fallin asked if the Department or schools contract with programs. Unebasami stated that the Department suggested its three distance learning programs, including Acellus, but did not undergo the appropriate selection process. She stated that as the Department moves forward, one of the Department’s recommendations might be to convene a team to search, vet, select products, and support selections at the school-level.

Board Member Cox clarified that the Department offered three distance learning programs and schools ultimately chose which program to use. She stated that complex areas and schools purchased the contract but based purchases off the Department’s recommendations. She emphasized the importance of the Department providing schools with appropriate choices but noted that schools may not have the funds to purchase a different contract this year, so the Department would need to determine how these schools could move forward.

Board Vice Chairperson Uemura commented that testifiers and media outlets captured the various issues regarding the use of Acellus. He stated that he agrees with the Department’s plan moving forward. However, Acellus is still currently in use and fundamental questions remain unanswered. He expressed concern that the Department has not admitted to its mistake, and it continues to use Acellus and might continue to use Acellus through the remainder of the school year. He commented that the Department has used Acellus for over a decade for credit recovery and asked about the Department’s rationale and decision-making process in recommending Acellus to schools to use for full distance learning. Board Vice Chairperson Uemura commented that some media articles have noted that a Department content review specialist reviewed Acellus and did not recommend Acellus as a distance learning option following review. He noted that a cursory review began in May over a ten-day period, but now the Department is planning to conduct a comprehensive review prior to the start of the second quarter. He asked why the Department did not conduct a comprehensive review between May and August and why the Department only reviewed the program over a ten-day period if it had the time for a longer review.

Unebasami explained that the Department used the cursory review to get a sense of Acellus, and she noted that the content review specialist provided the Department with feedback. However, the Department did not recommend Acellus, although schools might have assumed that the Department recommended Acellus. She explained that the Department understood the content review specialist’s concern. The Department needed to act quickly and suggested schools consider Acellus as an option in addition to other distance learning programs. The Department previously used Acellus for credit recovery and had never used Acellus for an entire educational learning experience, so it was unaware of the various concerns. Unebasami stated that the Department is making adjustments and reviewing its values and management. She explained that the Department’s next steps in reviewing its selection process includes addressing the current issue as well as determining how to embed what the Department learned into its system to improve decision-making and communication. She emphasized the importance of the Department articulating clear processes to ensure that clear communication and expectations.

Board Vice Chairperson Uemura stated that Unebasami did not answer his question. He asked about the rationale behind the selection of Acellus. He stated that he understood that the Department has only used Acellus for credit recovery but wanted to know the rationale behind the determination that Acellus should be used for an entire curriculum and educational experience. He stated that he agrees with the Department’s next steps but asked why the Department did not take these steps in the past. Board Vice Chairperson Uemura commented that at the Board’s last meeting, the Department stated that it reviews content to ensure that issues of equity and justice inform content. The Department further noted that it reviews interconnectivity, engagement, and tries to understand what students are learning, including skills, abilities, and knowledge. He stated that the Department’s previous review was its basis for selecting Acellus. However, the Department should never have suggested Acellus based on its responses to the Board’s questions. He noted that the Department could have originally extended its cursory review and performed a comprehensive review in May.

Unebasami explained that the Department selected Acellus because it had been using Acellus for credit recovery and was familiar with Acellus. However, the Department did not adopt Acellus and suggested other programs as well. She explained that the Department has never undergone the kind of process it is currently undergoing in terms of comprehensive reviews. In May, the Department had to act quickly and suggested available programs. Now, the Department plans to conduct a thorough and comprehensive review.

Board Vice Chairperson Uemura asked about next steps if the Department determines that schools should not use Acellus through the end of the school year. He asked if the Department would prepare schools to adjust in time for the second quarter. Unebasami stated that the Department needed to do its due diligence, review the value of Acellus, and determine if there are ways in which Acellus could be used appropriately. She stated that the multidisciplinary team would assist in these determinations. The Department might ultimately need to recommend other programs regardless of funding. Unebasami stated that Acellus and the Department’s two other distance learning programs were temporary fixes due to challenges caused by the pandemic. However, the Department was aware that it would need to offer longer-term solutions in the future. With its comprehensive review, the Department is attempting to offer long-term solutions, address concerns, and ensure that systems are in place to review, select, and adopt appropriate programs regardless of the timeframe in which this needs to be completed.

Board Vice Chairperson Uemura asked if the Department selected Acellus and other distance learning programs because it needed to quickly implement distance learning options but did not properly vet these programs. However, the Department plans to vet these programs now. He expressed concern that the Department allocated $2.5 million toward programs the Department did not vet. He expressed further concern that the Department has not admitted that suggesting Acellus was a mistake and continues to use Acellus. He stated that he believes that the Department will not admit to its mistake because the Department still thinks that Acellus is an appropriate program. Unebasami clarified that the Department did not communicate its thoughts on Acellus. She further clarified that the Department stated that it needed to do its due diligence prior to making a judgment call. The Department cannot make a judgment call at this time because it has not completed its comprehensive review. Unebasami emphasized the Department’s commitment to doing things the right way and stated that the Department needs to complete its review to be able to make a recommendation and provide justification for its recommendation.

Board Vice Chairperson Uemura commented that the Department did not complete any due diligence of any distance learning program so there is a possibility that the Department might recommend discontinuing the use of Acellus. Unebasami confirmed that the Department would complete its due diligence and make a recommendation. Board Vice Chairperson Uemura requested clarification on costs associated with Acellus because in a previous meeting the Department informed the Board that it purchased the platform at a cost of $100 per student and the cost decreased to $35,000 if a school chose to implement the platform campus wide. While the statement was that $35,000 would reflect a decrease in cost, there would be no cost savings unless the campus had more than 3,500 students. However, no school in Hawaii has more than 3,500 students on campus. Unebasami stated that she was unsure of the cost. Board Vice Chairperson Uemura commented that the information is captured in the Board’s meeting minutes and Unebasami yielded to the meeting minutes. Board Vice Chairperson Uemura stated that it does not appear as though the Department saved any money by selecting Acellus, although its decision was based upon familiarity and cost components. The Department made it sounds as though it received a discount for selecting Acellus, but it is unclear whether the Department actually received a discount.

Board Member Namauʻu stated that she looked forward to the Department’s multidisciplinary team conducting a comprehensive review and implementing thorough processes for curriculum development. She stated that she does not have faith in Acellus and expressed concern that schools continue to use the platform. She expressed further concern that the Department has not yet addressed the current situation or concerns. Board Member Namauʻu asked how many schools exclusively use Acellus as their distance learning platform. Unebasami stated that she would need to report this information later, but she noted that she does not believe that any schools are exclusively using Acellus. Board Member Namauʻu stated that she would feel more comfortable if schools were using Acellus as a supplementary resource but expressed concern that some schools have shared with her that they are exclusively using Acellus. She asked if Acellus aligns with the Department’s standards and asked how teachers would grade students if alignment does not exist. Board Member Namauʻu stated that she would like answers to these questions at a future Board meeting. Unebasami confirmed that the Department could provide these answers later and asked for clarification regarding Board Member Namauʻu’s exclusivity comments. Board Member Namauʻu explained that some schools are using Acellus as their primary distance learning platform, not a supplementary resource. In these classrooms, teachers are providing technology assistance but are not providing content assistance. Unebasami stated that she would like further follow-up with Board Member Namauʻu regarding her concerns because she is unsure whether her information is accurate.

Board Member Namauʻu stated that based on her observations, the Department and schools needed to quickly offer solutions for families who were scared to send their children back to in-person classrooms and chose Acellus because it was what was available at that time. She stated that the Department needs to reflect as it implements its review of Acellus and schools needed to make better determinations regarding distance learning platforms. Board Member Namauʻu disagreed with the continued use of Acellus and stated that the Department should move forward and make a recommendation sooner rather than later. Unebasami stated that best practices are shared responsibilities and schools need the Department’s support in helping them navigate challenges. While schools ultimately make these decisions, the Department would need to review its tri-level governance structure and curriculum management. She emphasized the importance of the Department implementing processes so that its tri-level team understands functions and responsibilities to one another.

Board Member Shanty Asher expressed concern regarding the marginalization of students disproportionately impacted by school closures. She stated that the Department previously communicated its intent to do assessments at the beginning of the first quarter. However, students continue to be disproportionately impacted and gaps continue to widen. She asked about the number of vulnerable students using Acellus, how the Department tracks their performance, and whether disproportionately impacted students using this program are falling behind. Board Member Asher stated that the Department is discussing its next steps and recourse for parents but has not mentioned whether the Department is incorporating parents in its decision-making regarding how to best move forward. She expressed concern that those most affected are not having their voices heard and expressed further concern that students using Acellus are not learning.

Unebasami stated that she is unable to provide information regarding vulnerable learners at this time. However, the Department has similar concerns and has started to review data. She detailed Acellus diagnostics and noted that the Department has requested breakdowns and clarification regarding how many and which students are accessing Acellus content. Unebasami explained that students in special education classrooms have individual education programs (“IEP”). Care coordinators worked with families to adjust IEPs to reflect appropriate learning goals and methods during distance learning phases. In addition, care coordinators included parents and families in decision-making. Unebasami stated that the Department is still reviewing data regarding students who receive English learner services. She stated that parents, families, and teachers have opportunities to raise concerns and provide input. She highlighted that the Department plans to implement a feedback loop process as it moves forward and would ask parents to review products prior to purchase.

Board Member Asher emphasized the importance of the Department considering the feedback of parents as it moves forward and makes decisions. She expressed concern that the Department is currently assessing options for parents, including alternative options do not currently exist. She emphasized the importance of the Department addressing issues in a quick and timely manner to ensure equity and ensure that vulnerable students do not continue to be negatively impacted. She stated that the Department risks children losing confidence, falling behind, and dropping out of school. Board Member Asher stated that she would like the Department to review data for students who are disproportionately impacted and determine how these mistakes are affecting them. Unebasami stated that the Department takes these concerns seriously and reiterated that the Department has made inquiries and is in the process of reviewing this data.

Board Member Voss expressed concern regarding various challenges the Department is facing, including potential school reopenings and financial budgets. He stated that if the Department were to recommend discontinuance of Acellus and provide other options, it would be logical to do so during the second quarter. He asked if the Department would provide recommendations regarding the discontinuance of Acellus before the start of the second quarter. Unebasami confirmed that the Department would complete its review, report its findings to the Board, and provide final recommendations and next steps by the start of the second quarter. She stated that the Department is committed to this timeline and confirms that its review will be completed by this deadline.

Board Chairperson Payne expressed concern regarding financial budgets, how many students are using Acellus, and inequity. She stated that she would like the Department to review how the Department supports students. She noted that some teachers are overwhelmed and do not have the capacity to offer one-on-one support because of the high number of students assigned to them. She stated that the Department would need to review equity within its distance learning programs and determine teachers’ responsibilities during distance learning. Board Chairperson Payne inquired whether Acellus aligns to standards and expressed concern that students might not do well on standardized tests in the spring if there is no alignment. She asked how the Department is accounting for test performance if students are using programs that do not prepare them for standardized tests and expressed concern that the Department is measured by students’ performance. Board Chairperson Payne asked how the Department grades students using full distance learning programs. Unebasami stated that the Department has not made any decisions regarding whether to continue use of Acellus. The Department is in the process of making recommendations regarding how the Department should move forward. Recommendations might include discontinuance, modification, or other suggestions. She emphasized that the Department cannot answer many of these questions nor predict its final decision until the Department completes its due diligence. She stated that she is informing the Board of potential possibilities and options that the Department might include in its final recommendation. Unebasami detailed that the Department has already drafted and is currently reviewing guidance regarding grading students using full distance learning programs and plans to roll out this guidance shortly. She stated that the Department could separate out tests scores by program and disaggregate data as the Department reviews assessments for learning.

Board Chairperson Payne expressed concern that students might be assessed on areas they have not learned and expressed further concern that students would be tested on standards-based curriculum even though they were using Acellus’s curriculum. Unebasami stated that the Department’s multidisciplinary team would engage in these discussions and could provide the Board with more in-depth answers and address these concerns in the future.


VII. Adjournment

Board Chairperson Payne adjourned the meeting at 8:04 p.m.