STATE OF HAWAII
BOARD OF EDUCATION
GENERAL BUSINESS MEETING

MINUTES

Thursday, October 15, 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 Thirteenth Supplementary Proclamation dated September 22, 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
Rodney Luke, Assistant Superintendent, Office of Strategy, Innovation, and Performance
Heidi Armstrong, Assistant Superintendent, Office of Student Support Services
Alison Kunishige, Executive Director
Kenyon Tam, Board Analyst
Regina Pascua, Executive Secretary


I. Call to Order

Board Chairperson Catherine Payne called the Board of Education General Business Meeting to order at 1:32 p.m.


II. Executive Session
This portion of the meeting was closed under Section 92‑4 and Section 92‑5(a)(3) and (4), Hawaii Revised Statutes.
Board Chairperson Payne stated that the Board would need to move into executive session to deliberate on the authority of Board members authorized to represent the Board in mid-term bargaining with the Hawaii State Teachers Association and the Hawaii Government Employees Association and consult with the Board’s attorney on questions and issues pertaining to the Board’s powers, duties, privileges, immunities, and liabilities concerning mid-term bargaining.

Board Member Dwight Takeno moved to enter into executive session to deliberate on the authority of Board members authorized to represent the Board in mid-term bargaining and consult with the Board’s attorney on the matter described on the agenda. Board Member Kaimana 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 move into executive session to deliberate on the authority of Board members authorized to represent the Board in mid-term bargaining and 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 1:35 p.m. and reconvened at 3:05 p.m.


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

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

Name
Organization
Agenda Item
Position
Heather MoselleV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesSupport
David MiyashiroHawaiiKidsCANV.C. Board Action on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year: revisions to metrics, new metrics, and new metric categories (Personnel; Student Transportation and Food Service; and Confidence, Communications, and Guidance)Support
Julie Reyes OdaNanakuli High & Intermediate SchoolV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesSupport
Susan Pcola-DavisV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for families
V.C. Board Action on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year: revisions to metrics, new metrics, and new metric categories (Personnel; Student Transportation and Food Service; and Confidence, Communications, and Guidance)		Support
Corey RosenleeHawaii State Teachers AssociationV.C. Board Action on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year: revisions to metrics, new metrics, and new metric categories (Personnel; Student Transportation and Food Service; and Confidence, Communications, and Guidance)Support
Eliza ElkingtonSunset Beach Elementary SchoolV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesSupport
Cheri NakamuraHE‘E CoalitionV.C. Board Action on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year: revisions to metrics, new metrics, and new metric categories (Personnel; Student Transportation and Food Service; and Confidence, Communications, and Guidance)Support
Haven HuthJames Campbell High SchoolV.C. Board Action on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year: revisions to metrics, new metrics, and new metric categories (Personnel; Student Transportation and Food Service; and Confidence, Communications, and Guidance)Support
Sean BrandJames Campbell High SchoolV.C. Board Action on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year: revisions to metrics, new metrics, and new metric categories (Personnel; Student Transportation and Food Service; and Confidence, Communications, and Guidance)Support
Lynn OtaguroV.C. Board Action on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year: revisions to metrics, new metrics, and new metric categories (Personnel; Student Transportation and Food Service; and Confidence, Communications, and Guidance)Support
Micah VerdaderoJames Campbell High SchoolV.C. Board Action on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year: revisions to metrics, new metrics, and new metric categories (Personnel; Student Transportation and Food Service; and Confidence, Communications, and Guidance)Support
Karly KanehiroJames Campbell High SchoolV.C. Board Action on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year: revisions to metrics, new metrics, and new metric categories (Personnel; Student Transportation and Food Service; and Confidence, Communications, and Guidance)Support

Heather Moselle testified in support of the directives regarding Acellus. She stated that the Superintendent’s October 12, 2020 letter to parents lacked clarity, urged the Board to consider removing Acellus immediately, and expressed her belief that Department leadership is responsible for finding replacement curriculum and funding since this was their mistake.

David Miyashiro, HawaiiKidsCAN, testified in support of the metrics to monitor the Department’s plan to reopen schools. He highlighted recommendations in his written testimony regarding clarity around attendance definitions, more reporting on learning loss, and stronger reporting on access to supports.

Julie Reyes Oda, Nanakuli High & Intermediate School, testified in support of the directives on Acellus. She acknowledged that Board members do not want to take power from administrators and direct them, but someone needs to do that. She asked the Board to use its power to direct the Department and hold the Superintendent accountable.

Susan Pcola-Davis testified in support of the directives on Acellus. She advocated for an apologetic letter without excuses because the letter the superintendent sent to parents is not an apology. She expressed her concern that the Return to Learn plan appears to have been thrown together and that the Department anticipated students would return to campus on August 4 without any contingencies. She testified in support of the metrics to monitor the Department’s plan to reopen schools and suggested using engineers from the Occupational Safety and Health Administration (“OSHA”) for guidance on properly ventilating classrooms and not Department of Health guidance.

Corey Rosenlee, Hawaii State Teachers Association, testified in support of the metrics to monitor the Department’s plan to reopen schools and requested additional metrics on: 1) telework by complex area, 2) types of vulnerable students attending in-person learning, 3) number of students currently attending in-person classes, 4) a weekly update of COVID-19 cases by school, and 5) all survey results shared with the Board.

Eliza Elkington, principal, Sunset Beach Elementary School, testified in support of the directives on Acellus. She stated that she purchased Acellus for her school because she thought the Department recommended it. She noted that her teachers have been trying to improve instruction with Acellus, But families have dropped out of the program. Elington stated that her school lost money, which could have been avoided with proper vetting of the program. She asked the Board to consider 1) a dedicated effort from the Department’s legal team to work with Acellus to get refunds, 2) directing the Department to create comprehensive feedback process for vetting, and 3) getting a commitment from state leaders to include principals when decisions like this are made.

Cheri Nakamura, HE‘E Coalition, testified in support of the metrics to monitor the Department’s plan to reopen schools and proposed revisions, including disaggregating the most vulnerable students by subgroups. If this data is not available, she advocated for the Department to take steps to collect it. She stated the public needs assurance that the Department has a handle on the situation and that data allows for effective and efficient decision-making.

Haven Huth, student, James Campbell High School, testified on the metrics to monitor the Department’s plan to reopen schools. He stated that schools should not open yet and should instead open in January in phases. He stated that those who are vulnerable students should be able to come on campus.

Sean Brand, student, James Campbell High School, testified in support of the metrics to monitor the Department’s plan to reopen schools. He stated that the Board should not be talking about bringing back students to campus during an online meeting. He asked that the Department make sure students have clean bathrooms and commented that the school schedule for hybrid learning is confusing. He noted that schools are not ready for in-person learning.

Lynn Otaguro, retired teacher, testified in support of the metrics to monitor the Department’s plan to reopen schools and stated that issues like telework, which are not labeled as “health and safety,” impact health and safety.

Micah Verdadero, student, James Campbell High School, testified in support of the directives on Acellus. He explained how he misses school, but he would rather stay home to make sure to not spread COVID-19. He advocated for students being able to attend school for hands on classes. He stated that if the Department can spend money on a bad program, it should be able to spend money on sanitization.

Karly Kanehiro, teacher, James Campbell High School, testified in support of the metrics to monitor the Department’s plan to reopen schools. She pointed out that the schools are reopening without revised metrics from the Department of Health while simultaneously reopening the state to tourism and expressed her belief that this was negligent. She pointed out that the Department of Health’s metrics would allow schools to remain open with the high case counts that had previously resulted in shutdowns. She said that parents and teachers are confused because there are media reports that conflict with information from schools and no one is asking for feedback from teachers and parents before moving forward with plans.

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

Name
Organization
Agenda Item
Position
Warren HydePublicV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesComment
Katina SoaresPrincipal Molokai High SchoolV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesOpposed
Heather MosellePublicV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesSupport
Andrea JaniPublicN/A
Nicole GroveUH Professor, Political ScienceV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesSupport
Michael InouyePublicV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesSupport
Judy GreenPublicV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesSupport
Will CaronPublicV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesSupport
Cheryl BurghardtPublicV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesSupport/Comment
Cynthia KingPublicN/A
Dee GreenPublicV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesSupport
Greg PuppionePublicV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesSupport
Adrienne RobillardPublicV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesSupport
Joe BelisarioPublicV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesComment
Lahela BarcenillaPublicV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesSupport
Kristen TeranishiPublicN/A
Nalani SawyerPublicN/A
Frank CarpenterPublicV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesSupport
Audra Merfeld-LangstonPublicV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesSupport
Ali RabinPublicV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesSupport
Cheri SouzaPublicV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesSupport
Amanda SunioPublicV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesOppose
Henry BoothePublicV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesSupport
Myrah KawasakiPublicV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesOppose
Erin AtacadorPublicV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesSupport
John A StarmerPublicV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesSupport
Paige KemererPublicV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesSupport
Zan TimtimPublicV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesSupport
Tatiana GomidesPublicV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesOppose
Rachelle GPublicV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesOppose
Betsey StraussPublicV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesSupport
Karrie SmithPublicV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesSupport
David MiyashiroHawaiiKidsCANV.C. Board Action on metrics to monitor and evaluate the Department of Education’s comprehensive plan for reopening schools for the 2020-2021 School Year: revisions to metrics, new metrics, and new metric categories (Personnel; Student Transportation and Support
Lucy OliviaPublicV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesOppose
Susa Pcola-DavisPublicV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for families &
V.C. Board Action on metrics to monitor and evaluate the Department of Education’s comprehensive plan for reopening schools for the 2020-2021 School Year: revisions to metrics, new metrics, and new metric categories (Personnel; Student Transportation and 		Support
Cheri NakamuraHEEV.C. Board Action on metrics to monitor and evaluate the Department of Education’s comprehensive plan for reopening schools for the 2020-2021 School Year: revisions to metrics, new metrics, and new metric categories (Personnel; Student Transportation and Support
Daniel OdriscollPublicV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesComment
Michelle Kanehe-HudsonPublicV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesSupport
Susan RoccoSEACV.C. Board Action on metrics to monitor and evaluate the Department of Education’s comprehensive plan for reopening schools for the 2020-2021 School Year: revisions to metrics, new metrics, and new metric categories (Personnel; Student Transportation and Support
AnonymousV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesSupport
Eliza Elkington, Alexandra ObraPrincipals; Sunset Elementary, Waiâhole Elementary.V.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesSupport
Piper SeldenPublicV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesSupport
Elton KinoshitaPrincipal Lanai High and ElementaryV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesOppose
Renee AdamsEducatorV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesSupport
Evely HeraStudentV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesSupport
Annika PadillaStudentV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesOppose
Representative Linda IchiyamaHawaii State House of RepresentativesV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesSupport
Jacquelyn MccandlessPrincipal Maui Waena IntermediateV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesComment
Jeremy MosellePublicV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesSupport
Samantha VillaPublicV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesOppose
Kristin HeraPublicV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesSupport
Lucy OlivaPublicV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesOppose
Sean OlivaPublicV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesOppose
Lynn OtaguroPublicV.C. Board Action on metrics to monitor and evaluate the Department of Education’s comprehensive plan for reopening schools for the 2020-2021 School Year: revisions to metrics, new metrics, and new metric categories (Personnel; Student Transportation and Support
Shawna BrizzolaraPublicV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesOppose
Corey RosenleeHSTAV.C. Board Action on metrics to monitor and evaluate the Department of Education’s comprehensive plan for reopening schools for the 2020-2021 School Year: revisions to metrics, new metrics, and new metric categories (Personnel; Student Transportation and Support
William GrondahlPublicV.C. Board Action on metrics to monitor and evaluate the Department of Education’s comprehensive plan for reopening schools for the 2020-2021 School Year: revisions to metrics, new metrics, and new metric categories (Personnel; Student Transportation and Comment
Alexandra ObraPrincipals; Sunset Elementary, Waiâhole Elementary.V.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesSupport
Joseph PassantinoPrincipal Aliiolani ElementaryV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesOppose
Wayne TanakaOffice of Hawaiian AffairsV.C. Board Action on metrics to monitor and evaluate the Department of Education’s comprehensive plan for reopening schools for the 2020-2021 School Year: revisions to metrics, new metrics, and new metric categories (Personnel; Student Transportation and Comment
C RennaPublicV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesComment
Representative Amy PerussoHawaii State House of RepresentativesV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesSupport
Grace TNPublicV.B. Board Action on Acellus Learning Accelerator distance learning program (“Acellus”): program review, phase out in all schools by the end of 2020-2021 school year, and other learning options for familiesSupport


IV. Approval of Meeting Minutes of September 17, 2020

Board Chairperson Payne asked Board members to review the minutes of the General Business Meeting and Executive Session of September 17, 2020.

Board Vice Chairperson Kenneth Uemura moved to approve the General Business Meeting and Executive Session of September 17, 2020. Board Member Margaret Cox 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 the General Business Meeting and Executive Session of September 17, 2020 (Uemura/Cox). The motion carried unanimously with all members present voting aye.


V. Action Items
Board Member Takeno moved to: (1) authorize Board Member Kaimana Barcarse, in his role as the Board’s representative in mid-term bargaining with the Hawaii State Teachers Association, to identify and negotiate any changes, exemptions, or modifications to the current Unit 5 collective bargaining agreement to implement furloughs as advised by Board members in executive session; and (2) authorize Board Member Margaret Cox, in her role as the Board’s representative in mid-term bargaining with the Hawaii Government Employees Association, to identify and negotiate any changes, exemptions, or modifications to the current Unit 6 collective bargaining agreement to implement furloughs as advised by Board members in executive session. Board Member Shanty Asher 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) authorize Board Member Kaimana Barcarse, in his role as the Board’s representative in mid-term bargaining with the Hawaii State Teachers Association, to identify and negotiate any changes, exemptions, or modifications to the current Unit 5 collective bargaining agreement to implement furloughs as advised by Board members in executive session; and (2) authorize Board Member Margaret Cox, in her role as the Board’s representative in mid-term bargaining with the Hawaii Government Employees Association, to identify and negotiate any changes, exemptions, or modifications to the current Unit 6 collective bargaining agreement to implement furloughs as advised by Board members in executive session (Takeno/Asher). The motion carried unanimously with all members present voting aye.

Board Chairperson Payne detailed the proposal in her memorandum, which included the Board directing Christina Kishimoto, Superintendent to issue a letter to families using Acellus that acknowledges that the Department’s selection of the program as a platform for distance learning was done in haste without appropriate vetting, phasing out Acellus in all schools by the end of the 2020-2021 school year, and allowing any family who wants to stop using Acellus to switch to another learning option at any time.

Board Member Barcarse moved to direct the Superintendent to (1) issue a letter to families using Acellus that acknowledges that the Department’s selection of the program as a platform for distance learning was done in haste without appropriate vetting, (2) phase out Acellus in all schools by the end of the 2020-2021 school year, and (3) allow any family who wants to stop using Acellus to switch to another learning option at any time. Board Vice Chairperson Uemura seconded.

Board Chairperson Payne acknowledged all of the testimony the Board received on this issue and stated that she believes that curriculum needs to be rigorous and aligned to standards.

Board Vice Chairperson Uemura expressed his concern that the Board Chairperson is asking the Board to take action on implementation level issues that are the superintendent’s responsibility and that the Board is overstepping its oversight role. He went on to state that while he has these concerns, the actions proposed for Acellus and for the next agenda item on metrics are appropriate because the Board needs to address these issues because the Department has failed to properly address Board concerns. He expressed his support for Board Chairperson Payne’s proposals, but requested clarification on three things: (1) whether the report provided to the Board by Kishimoto on Monday, October 9, 2020 is a summary and whether the Board would get a full report and the opportunity to be briefed on the report and ask questions; (2) whether the Department’s Civil Rights Compliance Branch (“CRCB”) issued a report that supports the conclusions in the board chairperson’s memorandum; and (3) whether the selection of Acellus was truly a mistake because of the pandemic, or if this was negligence that costed the Department $2-8 million. Finally, Board Vice Chairperson Uemura brought up the comprehensive review process for curriculum and instructional material that was developed as a result of the problems highlighted by Acellus. He asked that when the Department finalizes the process, that it be sent to the Board and that Board Chairperson Payne consider whether to place it on a future Board agenda.

Board Chairperson Payne noted that Board Vice Chairperson Uemura has raised bigger picture questions that will require follow-up later. She clarified that what Kishimoto sent to the Board was a summary. Regarding the full Acellus report and the report from CRCB, she expressed her expectation that the Board will receive full reports once they are finalized.

Board Member Cox requested clarification on the directive to phase out Acellus and whether this meant that schools needed to get rid of the program right away or whether they could continue using it. She stated that schools on Kauai spent a lot of time working with Acellus and picking and choosing parts of the curriculum to use. Board Chairperson Payne clarified that the directive is intended to allow parents and guardians to remove their child from a distance learning program using the Acellus curriculum at any time and that schools should be working on phasing out the curriculum. She stated that she did not want to cause more disruption, that the Department does not have anything else to offer at this time, but that it is reviewing other curriculum that can be recommended once it goes through the comprehensive review process. Board Chairperson Payne stated that if schools continue to use Acellus, they need to be sensitive to the inadequacies of the curriculum and consider what else they can do to provide students with quality instruction. Board Member Cox stated that the clarification provided is in line with her understanding of the phase out.

Board Member Fallin requested clarification on a statement in the summary Acellus report that the Department’s leadership will support the continued supplementary use of Acellus by elementary and secondary school leaders and teachers for the remainder of the year. Specifically the difference between supplementary and primary use of Acellus. Kishimoto explained that Acellus was originally a supplementary program that was used for credit recovery. As it got closer to the start of the 2020 school year, COVID-19 case counts were rising and there were increasing numbers of families asking that their children be allowed to do distance learning. Consequently, the Department expanded the Acellus licenses schools had access to. Transitioning back to supplementary use means that the Department will use Acellus the way it was originally used. Teachers will develop units of study and determine what Acellus units will be used as resources to pull from teacher created learning activities so that Acellus will not be used as the primary curriculum. Kishimoto stated that teachers are in full control of what they use in the classroom and Acellus is one of the materials they can pull from.

Board Member Fallin requested further clarification on the options parents have when working with schools because of concerns raised in testimony submitted to the Board and what she is hearing from the school level. Kishimoto stated that the Google Classroom platform is available for teacher created engagement and units of study. Teachers can and have always been able to draw from a variety of curriculum and multiple resources. She further stated that there are a number of different e-curriculum or non-e-curriculum that schools use and have experience with. Schools can go back to using what they have experience with or learn about what other curriculum is available that they can draw from. A lot of things come into play about where each school is, so the Department is going to need to differentiate supports to schools depending on what they are using or not using versus everyone using the same curriculum.

Board Member Fallin noted that individuals from schools on Lanai and Molokai submitted testimony expressing concern about discontinuing Acellus and asked about the options available for those schools. Kishimoto stated that from what she understands of Board Chairperson Payne’s proposal, schools would be able to continue to use parts of Acellus for the rest of the year. Kishimoto went on to state that what is not as visible to the Board are the emails that she receives from schools and parents explaining that their child is successfully using Acellus. She stated that schools are asking for leeway to use the parts that have been successful and the Department wants to allow principals to work with their teachers and families to determine which Acellus units, if any, will continue and make decisions and plan for the next year.

Board Chairperson Payne clarified that the recommendation is intended to allow flexibility for both principals and parents over the rest of the school year. She also pointed out that when Acellus is used in a supplementary role, in some schools a single teacher is responsible for over 100 students and a single teacher cannot modify curriculum for that many students. She further stated that online curriculum must be the same quality as in-person instruction.

Board Member Takeno stated that based off of Superintendent’s October 12, 2020 letter to parents and guardians, which stated that the Department had completed its instructional review of Acellus and recommended that the curriculum be discontinued as a primary resource due to its inconsistency in quality and rigor, he is unsure of the relevancy of the second and third points of the motion and that the motion needs to be amended. He inquired as to the Department’s timeframe for providing a back-up or alternative distance learning platform for the schools. He pointed out the fact that teachers used fall break to review the Acellus platform and now all this work is wasted. He also stated that it is very difficult for teachers to teach and create lessons at the same time. Board Member Takeno inquired as to the status of the Department’s efforts to be reimbursed for Acellus licenses it did not use or will not continue using.

Board Chairperson Payne clarified that the recommendation is not intended to discontinue use of Acellus during this quarter or the remainder of the school year if there are no other options and the principal thinks it is best to continue using Acellus, but she expects that schools will be using something else next school year.

Kishimoto stated that the Department is not making a decision on a platform because they already have alternatives, specifically Google Classroom and Blackboard. The Department is looking at curriculum and whether to purchase pre-created curriculum or investing in supports for teachers to design their own curriculum using the existing platforms to draw on multiple curriculum sources. Kishimoto stated that they are planning while looking at quality materials. The other heavy lift is making a decision regarding distance learning beyond this year about whether to stay with Google Classroom or invest with a vendor or multiple vendors. Kishimoto also pointed to an Arizona State University (“ASU”) pilot for elementary schools that was done jointly with Kamehameha Schools. Elementary schools used the ASU curriculum and there was a professional learning community of teachers across the Department and Kamehameha Schools that will expose the value of the pilot. Kishimoto further stated that after the Department’s expanded summer learning program, she realized that schools needed more options for digital learning. The decision was made to use Acellus because it was something that the Department knew worked and it worked with the Department’s platform. Kishimoto stated that she knew digital learning was here to stay, that there was nothing arbitrary about the decision to use Acellus, and that there were layers of input. Kishimoto further stated that there were no concerns raised about Acellus in the summer, fourth quarter, or the previous 10 years. She stated there was nothing rushed about the decision other than the rush of the pandemic and detailed that when the Department received concerns, it pulled the material right away and started a deeper examination of the curriculum. The early feedback she received from principals was that Acellus was working. Kishimoto clarified that they use an academic review process to review the curriculum to make sure that credits earned are not lost and to honor the voices of parents and teachers that said that the curriculum was working. She stated that now they can see that the curriculum does not meet expectations, but the question is how to systematically put a process in place to pull the curriculum. Kishimoto stated that the Department was very responsive as soon as they heard there were problems and initiated a responsible academic review process and reached out to higher education and complex area superintendents who reached out to their principals. Kishimoto stated that because the Board is issuing this directive, it is intimidating to any parent or teacher who wants to keep using Acellus and that it was her responsibility to do a deep, fair, and quick academic review.

Board Chairperson Payne stated that if the Board can see the full report, that may answer some lingering questions.

Board Member Voss expressed his disappointment that action on Acellus took so long and that it should not have required Board action. It should not be surprising that a program that was used for credit recovery might not have the necessary academic rigor for full year curriculum, so an academic review should have been done in July. The Board’s motion directs the Department to allow any family to switch from Acellus to another learning option at any time, but the report Superintendent sent to the Board at 10:00 a.m. this morning states that complex area superintendents are still working to finalize plans. Board Member Voss asked whether any family that wants to change learning options can actually do so immediately.

Kishimoto stated that the report she sent to the Board this morning was the finalized report, which she had given to the board chairperson earlier, but she wanted to make sure it was public and the media was requesting it. Kishimoto detailed the timeline where schools will vet options in November and that schools are already working with families, collecting information about whether families want to switch or stay with Acellus. Because there are no full digital learning alternatives, teachers also need to be involved in making these decisions with families and they are already having those conversations. Some schools have decided to transition at the end of the second quarter and others are making accommodations.

Board Member Voss stated that he appreciated the difficulty of the situation, but reiterated that his question focused on the families that want to switch to another option and requested a yes or no answer to whether they will be able to transition now.

Kishimoto stated that the word “immediate” means the same day for some schools, but that is not common because that is not how curriculum happens and we do not want students to miss content. There is a timeline that needs to be put in place and the immediacy is no later than the end of the quarter so that the transition is done well and correctly.

Board Member Voss reiterated his disappointment that families cannot be transitioned out of Acellus now and that he did not understand why this could not happen immediately.

Military Representative Lyn Yatko spoke on the behalf of many parents and stated that it is not useful to discuss the 10 years the Department has been using Acellus because it only increases frustration. If content is racist, sexist, or poor quality, it is unlikely that the material just surfaced, so it is sad to think that students have been exposed to this because they wanted credit and did not have a voice. The Board and educators trusted that this was good curriculum and the Department had more than a decade to assess this curriculum and it did not. She stated that she is hard-pressed to answer parents coming to her with these concerns and that she is looking forward to feedback so she is not defending the Department, but is engaged in more of a partnership with a lot of candor where the Department can say this is what was done and this is what we failed to do. She also expressed her concern for students who have been using Acellus for credit recover for years and whether any of them came back and said this was not good and nothing was done.

Board Member Namauʻu echoed the concerns of Military Representative Yatko and stated that she understands that decisions needed to be made quickly in a pandemic and people were comfortable with using a program that was used previously, but now that we know the truth, what are we going to do about it. She stated that the Department needs to stop using the curriculum and it will be better to do it faster. Board Member Namauʻu stated that she understands there is a draft comprehensive report on Acellus and that she believes it should be made public because people need to be aware of what is going on, talk about it, accept it, and move on. She stated that if the Department gets another program, it should be the best program available and it should be able to interface with teachers to help students. Board Member Namauʻu also stated that there are communities with student populations that are using Acellus that do not understand what is happening with their children because they have not been communicated to properly, information has not been translated into their home language, or they do not believe that it is culturally acceptable to push back.

Student Representative Hunter Harris expressed his experience as a student using a digital learning platform. He stated that he chose to be in the public school system because he likes to hear from teachers and ask questions and that teachers focus on the quality and not the quantity of what students are learning. He expressed his hope that moving forward the Department can focus on these aspects.

Board Member Cox stated that if there is a Student Achievement Committee meeting, she would like to understand the process the Department will use to review curriculum in the future so that this problem will not arise again.

Kishimoto asked to respond to some of the earlier comments. She stated that racist and sexist content and poor quality or weak rigor is never acceptable, that there is an urgency to replace Acellus with a permanent solution, and that this is a partnership with multiple steps in place. There is a distance learning curriculum team and teachers working to identify solutions. The curriculum must be high-quality and there must be equity of access. Acellus has exposed the areas that need improvement and she expressed her commitment to this.

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 direct the Superintendent to (1) issue a letter to families using Acellus that acknowledges that the Department’s selection of the program as a platform for distance learning was done in haste without appropriate vetting, (2) phase out Acellus in all schools by the end of the 2020-2021 school year, and (3) allow any family who wants to stop using Acellus to switch to another learning option at any time (Barcarse/Uemura). The motion carried unanimously with all members present voting aye.

The Board took Agenda Item V.C after Agenda Item V.D, Board Action on National Association of State Boards of Education (“NASBE”) election of NASBE chair-elect.

The Board recessed at 5:00 p.m. and reconvened at 5:15 p.m. Board Member Asher left during the recess.

Board Chairperson Payne stated that the metrics were developed based on the discussions at the September 17, 2020 General Business Meeting.

Board Vice Chairperson Uemura moved to approve the metrics to monitor and evaluate the Department’s comprehensive plan for reopening schools for the 2020-2021 school year as described in Board Chairperson Payne’s memorandum dated October 15, 2020 and attached as Exhibit A and delegating authority to Board Chairperson Payne to work with the Department on identifying data sources for those marked as “TBD.” Board Member Takeno seconded.

Board Member Asher returned at 5:25 p.m.

Board Chairperson Payne elected to go through the each of the metrics listed on Exhibit A and solicit Board member comments.

Board Chairperson Payne asked for any Board member comments on the Health and Safety Category: PPE Gap, Social Distance Gap, and Classroom Ventilation Gap, but there were no initial comments.

Kishimoto stated that the Department tracks PPE, so the Board could have access to the tracker or the Department can produce reports. Regarding the Social Distance Gap, it would take time to measure this metric on a monthly basis, depending on the model used, and that it would take a lot of time to produce data and that she was not sure how this data would be used because things are changing so quickly. Kishimoto stated that classroom ventilation is a great metric, but the question is how to apply it. She is working with Senator Brian Schatz, the Department of Budget and Finance, and others on the purchase of air filtration equipment, but that the Classroom Ventilation Gap will be difficult to measure.

Rodney Luke, Assistant Superintendent, Office of Strategy, Innovation, and Performance, shared context to frontload the conversation. When the Board adopted the July 18, 2020 Reopening Resolution, the Department started on a tri-level effort with the leadership team and dug down to look for the data points needed to reopen schools. That led to the vital sign metrics which were approved by the Board. The Department submitted a revised version of the metrics to the Board on September 17, 2020. When the Board posted its agenda this past Friday, offices were reviewing the new vital sign metrics and categories, the value add, the data collected, the consistency of the data, and ways to collect data in a way that is the least amount of burden on the schools.

Board Vice Chairperson Uemura commented that many Board members had expressed a desire to change the vital sign metrics to a gap structure because the Board wants to understand what the gap is between where we are and where we need to be. He asked by the PPE Gap formula did not include equipment and training.

Board Member Cox expressed her belief that a lot of this data will come from the schools, so the Board is asking a lot of teachers and principals to get this data out instead of planning and teaching students.

Board Vice Chairperson Uemura stated that health and safety is a priority that needs to be looked at monthly and he assumes that the Department would want to review this data monthly as well.

Board Chairperson Payne stated that if there are schools with ventilation issues, the Board and Department need to know because if we want help from community partners, we need to identify the needs. She expressed her hope that the Board could work with the Department on where the data comes from and how it is gathered so schools are not burdened further.

Board Chairperson Payne asked for any Board member comments on the quarterly grades in the Students Most Vulnerable to School Closures and Disruptions to Learning category: Elementary ELA Gap, Elementary Math Gap, Middle School ELA Gap, Middle School Math Gap, Middle School Science Gap, Middle School Social Studies Gap, High School ELA Gap, High School Math Gap, High School Science Gap, High School Social Studies Gap.

Board Member Voss asked that the comments in the testimony from the Hui for Excellence in Education (“HEE”) regarding the disaggregation of data by English learners, students receiving special education services, and free and reduced lunch be incorporated.

Board Member Fallin asked whether there was a timeline for the when the Board would be provided with reports. She also expressed her support for moving to a gap structure.

Board Chairperson Payne stated that when she developed the metric proposal, she looked at when the Department would be naturally collecting the information, for example, grades are collected quarterly; monthly reports are excessive. She stated that disaggregation is something that can be done with the Department’s data collection systems.

Board Member Fallin clarified that she was asking about the timing of the reports that the Department would produce because in a July 23, 2020 memorandum, the Department provided a timeline for reporting metrics which ended at the end of the first semester, but the Department would need to rethink that timeline and extend it past the first semester.

Kishimoto stated that the Department can provide these quarterly grade reports and disaggregated data because this data are collected in their system. She stated that once the Board finalizes its metrics, the Department can produce a timeline.

Board Chairperson Payne asked for any Board member comments on the attendance metrics in the Students Most Vulnerable to School Closures and Disruptions to Learning category: High-risk Attendance Gap and Vulnerable Student High-risk Attendance Gap.

Board Member Fallin requested monthly attendance reports and asked whether the 8.3% referenced in the formula was something calculated based on the total number of school hours or days.

Board Chairperson Payne stated that the 8.3% is the percentage the Department reports to the federal government in its Strive HI report. She also stated that based on the testimony the Board has received, there is confusion around the definition of attendance, so that will need to be clarified.

Board Member Fallin asked for clarification of the term “vulnerable” as it was used in the Vulnerable Student High-risk Attendance Gap, specifically whether it was the same as the definition of “vulnerable” in the Board’s July 18, 2020 Reopening Resolution, which referred to students receiving special education services, English learners, homeless students and those without access to devices or connectivity for learning.

Board Member Fallin referred to HEE’s testimony asking for information on economically disadvantaged students and stated that these students should be added to the vulnerable category, even if they were not included in the definition in the resolution.

Board Member Fallin stated that based on the information she received from Heidi Armstrong, Assistant Superintendent, Office of Student Support Services, there were new school attendance procedures which contained definitions that would be helpful in implementing the attendance metrics. She asked when the new school attendance procedures would be implemented.

Armstrong stated that the new school attendance procedures were just released to the field, so schools and principals need time to review the procedures. She detailed the process for developing the new procedures, which provide common definitions and different ways of taking attendance due to different learning models.

Board Member Barcarse suggested adopting the recommendations in the Special Education Advisory Council’s (“SEAC”) testimony to disaggregate the High-risk Attendance Gap formula and Vulnerable Student High-risk Attendance Gap formula to include specific data for students receiving special education services with Individualized Education Programs (“IEP”).

Board Chairperson Payne suggested combining the two attendance metrics, disaggregating the data by subgroups, and adding socioeconomically disadvantaged students to the category of vulnerable students.

Board Chairperson Payne asked for any Board member comments on the Elementary and Middle Universal Screeners and High School On-Track metrics in the Students Most Vulnerable to School Closures and Disruptions to Learning category: ELA Elementary Grade Level Gap, Math Elementary Grade Level Gap, ELA Middle School Grade Level Gap, Math Middle School Grade Level Gap, and High School Graduation Gap, but there were no comments.

Luke stated that the Department already captures and collects this data.

Board Chairperson Payne asked for any Board member comments on the In-Person Instruction category: In-person Learning Gap and Full Distance Learning Gap.

Kishimoto stated that the Department is now applying Department of Health triggers and definitions and ways schools are making adjustments for in-person versus blended learning and they need to make sure they can track the data accurately, knowing there is movement between full distance and in-person learning. She stated that the Department can report this information without it being onerous on the schools.

Board Chairperson Payne asked whether information on how many students are full distance, blended, or in-person is going to be part of the dashboard on schools, which Kishimoto confirmed. She asked whether monthly reporting on this made sense. Board Member Voss suggested quarterly reporting. Board Member Cox stated that if any of the data collection is a burden on the schools, then the Department should notify the Board.

Kishimoto stated that in retrospect the principals would like to have the metrics in the In-Person Instruction category be quarterly because they would be the ones responsible for creating these reports.

Board Chairperson Payne asked for any Board member comments on the Access to Connectivity and Devices category: Device Gap, Connectivity Gap, Distance Learning for Vulnerable Student Gap.

Board Member Voss suggested changing the reporting on this category to quarterly and Kishimoto agreed.

Board Chairperson Payne asked for any Board member comments on the Personnel category: Employee Support Gap, but there were no initial comments.

Luke noted that data for the Employee Support Gap and those in the Confidence, Communications, and Guidance category rely on surveys, but the Department is already issuing surveys and requested consideration where the Board and Department can work together to send out surveys. Board Chairperson Payne clarified that the surveys are intended to be issued by the Board and not combined surveys. Board Vice Chairperson Uemura stated that it is important that the Board issue its own survey because of confidentiality and credibility.

Board Member Cox asked whether Board Support Staff would be able to do all of this work, which Board Chairperson Payne answered in the affirmative.

Board Chairperson Payne asked Kishimoto to share what she had discussed with her regarding the Student Transportation and Food Services category: Transportation Gap and Food Service Gap. Kishimoto stated that they are trying to understand the intent of the Transportation Gap because families can purchase rides on the bus and the Department is required to provide transportation to students with IEPs, so the gap would always be zero if there is in-person instruction.

Board Chairperson Payne stated that earlier she understood there were problems with transportation, but maybe that is not an issue anymore. Kishimoto stated that if there is a complaint about how quickly transportation is provided, then that is a responsiveness issue and not a gap. Board Chairperson Payne suggested deleting the metric.

Kishimoto offered to provide and update on school food services, but the issue with tracking this metric is that the federal policy application has changed multiple times this year and will change again. The Department transitioned from summer feed, which does not require the Department to collect data on whether the students being fed are eligible for free or reduced lunch to the current school year where it is required to collect that data. There has been a low incidence of families coming to pick up food while students are on distance learning, but as of Monday, they are working under different business rules which would allow them to serve anyone 18 years old or younger; they do not need to be in the school system.

Board Chairperson Payne stated that she wants to know how many students are being fed quarterly so they know what the picture looks like over time. She knows that schools have not been serving as many meals at the beginning of this school year and that this impacts nutrition for students and staffing. Kishimoto stated that the Department needs to track these numbers anyway, so it can provide reports to the Board. Board Chairperson Payne clarified that the reports need to be over time and in different communities.

Board Chairperson Payne asked for any Department or Board member comments on the Confidence, Communications, and Guidance category: Enrollment Difference, students withdrawing from the public school system, confidence in public communication, and helpfulness of Department guidance.

Luke stated that official enrollment count captures the enrollment at the beginning of the year and one later and that the projected enrollment is used to project for financial planning purposes. He also stated that enrollment fluctuates as populations move, the military in particular. Kishimoto questioned whether the Board is looking for a gap metric or something year over year and stated that they provided the data round what was projected for this year and certain grade levels have really fallen short. She questioned whether it is necessary to convert this into a gap metric.

Board Chairperson Payne stated this is not a gap metric, it is information over time and should be provided by grade level. The reports should be quarterly and are reflective of a moment in time. She clarified that information on parents that are moving their children out of the public school system to homeschool or put them in private school versus those that are moving out of state is important.

Luke stated that the 4140 Form, which is used to exit students from the public education system does not ask parents whether they are placing the student in private school. Board Chairperson Payne clarified that if a students goes to private school it is noted in the Infinite Campus system because the student’s records are sent to the private school. Luke stated that the Department does not have valid and reliable data on students that are going to private schools. Board Chairperson Payne asked whether the Department has data on students withdrawing to homeschool. Luke confirmed the Department has that data.

Board Chairperson Payne stated that the data on the metric on public communication is one that would be collected by a Board issued survey and could be semi-annually or annually. Board Member Voss stated that it public communication is important, but was unclear as to how this metric is meaningful. Board Chairperson Payne said that she has been hearing from Board members, the public, teachers, and families about communication issues and she wanted to find a way to get the information from an anecdotal form to a summative one, so she created this metric as an opportunity for discussion. Board Member Voss stated that this is a good idea, but if this is recorded as a public number, he feels this may be constrained. Board Chairperson Payne stated that this may be something we need to think about more and have additional discussions about and suggested removing it until we can give it more thought as a Board. Board Member Namauʻu stated that she felt it is important to get the information from the principals in the field and that there needs to be a situation where we can at least hear from them and asked if there was a better way to capture the data. Board Chairperson Payne stated that how to capture the data can be something that is discussed further.

Board Vice Chairperson Uemura asked that the Hawaii State Teachers Association’s (“HSTA”) recommendation on a telework metric be included in the personnel category and that data be reported by complex area.

Recess at 6:48 p.m. and reconvene at 7:05 p.m. Takeno left during recess.

Board Chairperson Payne went through the revised metrics, incorporating the changes discussed above.

Board Vice Chairperson Uemura requested to withdraw his motion. Board Chairperson Payne asked if there was any objection to withdraw the motion. There were no objections, and the motion was withdrawn.

Board Vice Chairperson Uemura moved to approve the metrics to monitor and evaluate the Department’s comprehensive plan for reopening schools for the 2020-2021 school year as shown below and delegating authority to Board Chairperson Payne to work with the Department on identifying data sources for those marked as “TBD.” 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, and Voss) voting aye.

ACTION: Motion to approve the metrics to monitor and evaluate the Department’s comprehensive plan for reopening schools for the 2020-2021 school year as shown below and delegating authority to Board Chairperson Payne to work with the Department on identifying data sources for those marked as “TBD” (Uemura/Barcarse). The motion carried unanimously with all members present voting aye.

Board Priorities
Proposed Vital Sign Metrics
Health and Safety
    1. PPE Gap Formula: (Total number of schools) – (Schools whose CAS have certified that they are equipped with a three month supply of differentiated PPE and sanitation supplies to ensure a safe and healthy environment) = PPE gap.
Data Source: Capital Project Tracker Inventory
Reporting: Monthly reporting by school, complex area, and statewide.
    2. Social Distance Gap Formula: (Total number of students enrolled) – (Number of students whose school could provide full-time in-person instruction with a minimum of a six-foot distance between students and staff) = social distance gap
Data Source: Complex Areas/Schools
Reporting: Quarterly reporting by school, complex area, and statewide.
    3. Classroom Ventilation Gap Formula: (Total number of classrooms) – (Number of classrooms that are properly ventilated) = classroom ventilation gap.
Data Source: Complex Areas/Schools
Reporting: Quarterly reporting by school, complex area, and statewide.
Students Most Vulnerable to School Closures and Disruptions to Learning
    4. Elementary Quarterly Grades
      a. Elementary ELA Gap Formula: (Total number of elementary students) - (Number of elementary students meeting proficiency (receiving Meets with Excellence (ME) or Meets with Proficiency (MP) in English Language Arts (“ELA”) at the end of each quarter) = Elementary ELA gap.
      b. Elementary Math Gap Formula: (Total number of elementary students) - (Number of elementary students meeting proficiency (receiving Meets with Excellence (ME) or Meets with Proficiency (MP) in Math at the end of each quarter) = Elementary Math gap.
Data Source: Longitudinal Data System (LDS)
Reporting: Quarterly reporting by school, complex, complex area, and statewide disaggregated by non-high needs students and high needs students (including low socioeconomic status, English learners, and students receiving special education services) subgroups.
    5. Middle School Quarterly Grades
      a. (Total number of middle school students enrolled in ELA) – (number of middle school students receiving a passing grade (A-D) in ELA at the end of each quarter) = Middle School ELA gap.

      b. (Total number of middle school students enrolled in Math) – (number of middle school students receiving a passing grade (A-D) in Math at the end of each quarter) = Middle School Math gap.

      c. (Total number of middle school students enrolled in Science) – (number of middle school students receiving a passing grade (A-D) in Science at the end of each quarter) = Middle School Science gap.

      d. Middle School Social Studies Gap Formula: (Total number of middle school students enrolled in Social Studies) – (number of middle school students receiving a passing grade (A-D) in Social Studies at the end of each quarter) = Middle School Social Studies gap.
Data Source: Longitudinal Data System (LDS)
Reporting: Quarterly reporting by school, complex, complex area, and statewide disaggregated by non-high needs students and high needs students (including low socioeconomic status, English learners, and students receiving special education services) subgroups.
    6. High School Quarterly Grades
      a. (Total number of high school students enrolled in ELA) – (number of high school students receiving a passing grade (A-D) in ELA at the end of each quarter) = High School ELA gap.

      b. (Total number of high school students enrolled in Math) – (number of high school students receiving a passing grade (A-D) in Math at the end of each quarter) = High School Math gap.

      c. (Total number of high school students enrolled in Science) – (number of high school students receiving a passing grade (A-D) in Science at the end of each quarter) = High School Science gap.

      d. (Total number of high school students enrolled in Social Studies) – (number of high school students receiving a passing grade (A-D) in Social Studies at the end of each quarter) = High School Social Studies gap.
Data Source: Longitudinal Data System (LDS)
Reporting: Quarterly reporting by school, complex, complex area, and statewide disaggregated by non-high needs students and high needs students (including low socioeconomic status, English learners, and students receiving special education services) subgroups.
    7. High-risk Attendance Gap Formula: (Total number of students) – (number of students who have missed less than 8.3% of the instructional days that have passed in the school year) = High-risk attendance gap.
Data Source: Infinite Campus
Reporting: Monthly reporting by school, complex, complex area, and statewide disaggregated by non-high needs students and high needs students (including low socioeconomic status, English learners, and students receiving special education services) subgroups.
    8. Elementary and Middle Universal Screeners and High School On-Track
      a. ELA Elementary Grade Level Gap Formula: (Total number of elementary students who have taken an ELA universal screener) – (number of elementary students meeting grade level using universal screened ELA results) = ELA Elementary Grade Level Gap.
      b. Math Elementary Grade Level Gap Formula: (Total number of elementary students who have taken a Math universal screener) – (number of elementary students meeting grade level using universal screened Math results) = Math Elementary Grade Level Gap.
      c. ELA Middle School Grade Level Gap Formula: (Total number of middle school students who have taken an ELA universal screener) – (number of middle school students meeting grade level using universal screened ELA results) = ELA Middle School Grade Level Gap.
      d. Math Middle School Grade Level Gap Formula: (Total number of middle school students who have taken a Math universal screener) – (number of middle school students meeting grade level using universal screened Math results) = Math Middle School Grade Level Gap.

      e. High School Graduation Gap Formula: (Total number of high school students) – (Total number of high school students on-track to graduate) = High School Graduation gap.
          (Total number of 9th graders) – (Total number of 9th graders on-track to graduate) = 9th grade Graduation Gap.

          (Total number of 10th graders) – (Total number of 10th graders on-track to graduate) = 10th grade Graduation Gap.

          (Total number of 11th graders) – (Total number of 11th graders on-track to graduate) = 11th grade Graduation Gap.

          (Total number of 12th graders) – (Total number of 12th graders on-track to graduate) = 12th grade Graduation Gap.
Data Source: Longitudinal Data System (LDS)
Reporting: Reporting annually by school, complex, complex area, and statewide.
In-Person Instruction
    9. In-person Learning Gap Formula: (Total number of students) – (Number of students in in-person learning mode) = In-person Learning gap
      a. Elementary In-person Learning Gap Formula: (Total number of elementary students) – (Number of elementary students in in-person learning mode) = Elementary In-person Learning gap

      b. Middle School In-person Learning Gap Formula: (Total number of middle school students) – (Number of middle school students in in-person learning mode) = Middle School In-person Learning gap

      c. High School In-person Learning Gap Formula: (Total number of high school students) – (Number of high school students in in-person learning mode) = High School In-person Learning gap
Data Source: Infinite Campus
Reporting: Quarterly reporting by school, complex, complex area, and statewide.
    10. Full Distance Learning Gap Formula: (Total number of students) – (Total number of students who have elected to return to campus for in-person or hybrid learning) = Full Distance Learning Gap
Data Source: Infinite Campus
Reporting: Quarterly reporting by school, complex area, and statewide.
Access to Connectivity and Devices
    11. Device Gap Formula: (Total student population) – (How many how many students currently have a device, personal or school issued, that can be used to effectively engage in synchronous or asynchronous distance learning) = Device gap
Data Source: Infinite Campus
Reporting: Quarterly reporting by school, complex, complex area, and statewide.
    12. Connectivity Gap Formula: (Total student population) – (How many students currently have internet connectivity sufficient for synchronous or asynchronous distance learning) = Connectivity gap
Data Source: Infinite Campus
Reporting: Quarterly reporting by school, complex, complex area, and statewide.
    13. Distance Learning for Vulnerable Students Gap Formula: (Total number of schools) – (number of schools that can support distance learning for their entire vulnerable student population) = Distance Learning for vulnerable student gap
Data Source: Infinite Campus
Reporting: Quarterly reporting by school, complex, complex area, and statewide.
Personnel
    14. Employee Support Gap Formula: (Total number of employees) – (number of employee who feel they are supported by the Department) = Employee Support Gap.
Data Source: Confidential survey run by Board Office regarding whether employees feel that they are supported by the Department.
Reporting: Semi-annual reporting by role group statewide.
      15. Telework: How many teachers applied for telework and how many were approved.
    Data Source: TBD
    Reporting: Quarterly reporting by complex area.
    Student Transportation and Food Service
      16. Number of students being provided school meals
    Data Source: TBD
    Reporting: Quarterly reporting by school, complex area, and statewide.
    Confidence, Communications, and Guidance
      17. (Projected Enrollment) – (Actual Enrollment) = Enrollment Difference. Convert Enrollment Difference into a change rate and compare it to change rates from previous years.
    Data Source: TBD
    Reporting: Quarterly reporting by school, complex area, and statewide.
      18. Total number of students that were withdrawn to homeschool or an alternative program outside of the Department every quarter together with a running tally of total withdrawals to homeschool or an alternative program outside of the Department for the year. Compare to previous years both quarterly and annual total.
    Data Source: Infinite Campus
    Reporting: Quarterly reporting by school, complex area, and statewide and by grade level.
      19. Degree of confidence that principals have that the Department is providing clear and timely communications internally.
    Data Source: TBD
    Reporting: Semi-annual reporting statewide.
      20. Degree to which principals find the Department’s guidance documents helpful.
    Data Source: TBD
    Reporting: Semi-annual reporting statewide.


    The Board took Agenda Item V.D. before Agenda Item V.C, Board Action on metrics to monitor and evaluate the Department of Education's comprehensive plan for reopening schools for the 2020-2021 School Year: revisions to metrics, new metrics, and new metric categories (Personnel; Student Transportation and Food Service; and Confidence, Communications, and Guidance).

    Board Chairperson Payne detailed that at the virtual NASBE conference next week, they will be voting on the chair-elect and that she recommends voting for Janet Cannon.

    Board Vice Chairperson Uemura moved to authorize NASBE voting delegate Board Chairperson Catherine Payne and alternate delegate Lynn Fallin to cast a ballot for Janet Cannon for the position of NASBE chair-elect at the NASBE 2020 Annual Conference. 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 authorize NASBE voting delegate Board Chairperson Catherine Payne and alternate delegate Lynn Fallin to cast a ballot for Janet Cannon for the position of NASBE chair-elect at the NASBE 2020 Annual Conference (Uemura/Barcarse).


    VI. Adjournment

    Board Chairperson Payne adjourned the meeting at 7:13 p.m.