STATE OF HAWAII
BOARD OF EDUCATION
GENERAL BUSINESS MEETING

Queen Liliuokalani Building
1390 Miller Street, Room 404
Honolulu, Hawaii 96813
Thursday, September 20, 2018

PRESENT:
Catherine Payne, Chairperson
Brian De Lima, Esq., Vice Chairperson
Margaret Cox
Nolan Kawano
Kili Namau’u
Dwight Takeno
Bruce Voss, Esq.
Lieutenant Colonel Joshua Lyons (military representative)
David Texeria (student representative)

EXCUSED:
Patricia Bergin
Kenneth Uemura

ALSO PRESENT:
Christina Kishimoto, Superintendent
Rodney Luke, Assistant Superintendent, Office of Strategy, Innovation and Performance
Stacey Aldrich, State Librarian
Mary Okinaka, Project Specialist, Library Development Services Section
Alison Kunishige, Executive Director
Regina Pascua, Board Private Secretary
Irina Dana, Secretary


I. Call to Order

The Board of Education (“Board”) General Business Meeting was called to order by Board Chairperson Catherine Payne at 1:30 p.m.

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

Board Chairperson Payne called for public testimony. There was no public testimony at this time.

III. Approval of Meeting Minutes of September 6, 2018

ACTION: Motion to approve the General Business Meeting minutes of September 6, 2018 (De Lima/Takeno). The motion carried unanimously with all members present voting aye.

IV. Reports of Board Committees, Board Members, and Superintendent
Human Resources Committee Chairperson Brian De Lima reported that the committee took action on compensation adjustments for Department of Education (“Department”) employees excluded from Collective Bargaining Unit 6, and also took action on methodology for compensation adjustments for Department leadership employees, including the Deputy Superintendent, Assistant Superintendents, and Complex Area Superintendents (“CAS”). Finance and Infrastructure Committee Vice Chairperson Bruce Voss reported that the committee received an update on the Hawaii State Public Library System’s (“HSPLS”) supplemental budget allocation for Fiscal Year (“FY”) 2018-2019 and laws affecting libraries passed during the 2018 legislative session. He highlighted that the Legislature funded all of HSPLS’s requests. He reported that the committee received an update on the Department’s fiscal reports as of June 30, 2018, and had a discussion regarding carryover funding. Committee Vice Chairperson Voss stated that the committee received a third update on the development of the Department’s operating and Capital Improvements Program (“CIP”) budget for the 2019-2021 fiscal biennium. He stated that the Department discussed the upcoming legislative session and how it would reprogram funding to ensure appropriate use of funding. He stated that the committee also received an update on HawaiiPay’s project status, and noted that the committee expressed serious reservations. He reported that the committee took action on HSPLS’s request to move forward to enter into an agreement with Hawaiian Electric Inc. to install electric car charging stations at the Waikiki-Kapahulu Public Library, and on the Department’s operating budget restriction implementation for FY 2018-2019.
Board Chairperson Payne that she, Board Vice Chairperson Brian De Lima, and Board Member Patricia Bergin attended the Hawaii County Community Meeting on September 10, 2018, which took place at Waikoloa Elementary and Middle School. She highlighted that they were able to experience the groundbreaking of Waikoloa Elementary and Middle School’s new classroom building. Board Chairperson Payne noted that attendees expressed concern over ensuring that a library is built for the Waikoloa community. She stated that many district staff and teachers were in attendance, but there were not many community members in attendance. Board Chairperson Payne stated that the Board needs to review how to do a better job of engaging community members and spreading the word regarding community meetings as it moves forward. She highlighted that individuals in attendance shared issues and further highlighted that community meetings provide a good opportunity for the Board and the public to engage in informal conversations.

Board Vice Chairperson De Lima expressed appreciation for Christina Kishimoto, Superintendent, and Board Chairperson Payne for being in attendance. He expressed concern that Waikoloa Elementary and Middle School’s new building will not have air conditioning.

Kishimoto reported on her school visits, and highlighted that she recently visited Dole Middle School. She stated that 17 schools, including six Department schools and 11 charter schools, are part of the Comprehensive Support and Improvement (“CSI”) designation, which means that these schools need the most improvement. She highlighted that she would be visiting six of these schools in the new few weeks. Kishimoto noted that at the time of her visit, Dole Middle School had access to its embargoed school-based data and realized performance gains on the Smarter Balanced Assessment, including a 6% growth in English language arts (“ELA”) and a 4% growth in math. She detailed that Dole Middle School has done significant work in bringing its community together to think about school design models and implement school design changes. She highlighted that the school assigns its sixth, seventh, and eighth grade students to specific areas of the campus so that each grade has its own dedicated space. This allows each grade level to work as a team to design instruction. Kishimoto highlighted that the school also implemented a transition program for sixth graders to transition these students and teach them about middle school responsibilities. The program includes science, technology, engineering, and math components as well as AVID (Advancement Via Individual Determination) and digital arts. Kishimoto detailed that she engaged with students as they worked on projects and highlighted that when students can articulate why they are learning what they are learning, and why they are doing what they are doing, it shows her that the school’s instruction is student-centered. Kishimoto noted that technology integration is a school-wide focus and students across Dole Middle School are using technology. She stated that Dole Middle School created a strong partnership with Farrington High School and redesigned its pre-academies to align them with Farrington High School’s academies. Dole Middle School is also embedding student leadership development opportunities as part of its school design.

Kishimoto stated that the Department is engaging in budget preparations for the biennial and is focusing on three main areas. The first is CIP, including respectful schools in terms of facilities for all students. The second is equity and access, including Title IX funding requests. The third is repositioning the Department’s budget allocations and positions around priority areas that are unfunded.

Kishimoto stated that schools are in the second year of a three-year cycle for school academic plans and noted that each school has received its Strive HI data. Each school is reviewing its individual data and embedding special education and English learner (“EL”) taskforce recommendations into its academic plans. Schools are also reviewing academic progress made, areas of priority for this school year, and the Board’s and Superintendent’s priorities for student-centered designs as empowered by teacher collaboration and student voice. Schools are also aligning their academic plans to the School Year (“SY”) 2019-2020 financial plan, which will be approved by each School Community Council by December.

Kishimoto reviewed the Department’s bullying prevention and education app and detailed that she shared during the spring that the Department would review and identify an app. Since then, the Department has taken several steps and has a Request for Proposals in progress. The Department’s goal is for this app to provide education and information and allow for confidential reporting. She highlighted that the Department would be meeting with the Hawaii Student Council over the next few weeks to receive feedback on components of the app so that the vendor has input of student voice prior to finalizing the app’s design. Kishimoto stated that the Department’s plan is to rollout the app to middle schools in January and to high schools during SY 2019-2020. The Department plans to review and revisit its app prior to rolling out to elementary schools to ensure that its app is age-appropriate. She explained that the Department is rolling out to elementary schools last because it wants to ensure that it makes appropriate adjustments and the app is student-friendly for this particular age group. She stated that the Department would need to educate principals and school-based teams on the app and connecting the app to student information systems for data gathering and reporting.

V. Discussion Items
Stacey Aldrich, State Librarian, introduced Mary Okinaka, Project Specialist, Library Development Services Section.

Okinaka stated that the theme for HSPLS’s 2018 summer reading program was “Libraries Rock!” Its mission was to get everybody to read. This year’s program started by kicking off with a live music festival. Okinaka thanked Kishimoto for attending and highlighted that Hawaii’s First Lady, Dawn Amano-Ige, was in attendance as well. Okinaka detailed that the event had headliners, which included the Tonga Sisters, the Stellar Cats, and the Honpa Hongwanji Dharma Taiko Group, activities to keep families engaged, story times, goodies, and donations. Okinaka stated that Friends of the Library managed media and a held a book sale with all proceeds benefiting HSLPS.

Okinaka stated that the previous year’s participants in HSPLS’s summer reading program read a total of 11.6 million minutes. HSPLS wanted to encourage more reading and set a goal of 13 million minutes. It advertised its goal on its website and materials, and participants generated 15.4 million minutes read. She highlighted that 19,757 participants signed up, and 13,041 actually read and participated. Okinaka detailed that HSPLS believed it increased its participation rate and total minutes read by posting a tally of total minutes read on its website. She highlighted that HSPLS achieved its goal on July 11, 2018. She highlighted that HSPLS recruited Alaska Airlines and provided participants with an incentive, which included an opportunity to win four round-trip tickets to anywhere Alaska Airlines flies. She stated that participants were excited for the possibility and HSPLS deepened its support with its sponsors. Furthermore, it boosted awareness of HSPLS and its summer reading program.

Okinaka stated that HSPLS built-in learning activities besides reading because it wanted to increase awareness and use of the extensive reading and learning resources available at branches and online. It gave out special decal stickers to participants who completed three activity categories. She stated that HSPLS wanted to test how much participants could read and increased reading minute goals to 300 minutes, 600 minutes, and 1,000 minutes for participants to reach and receive rewards. HSPLS learned through feedback from patrons that it was difficult for younger children to reach these goals. She noted that for younger children, it would decrease reading goals next year because it wants the goals to serve as a motivator for reading rather than a de-motivator.

Okinaka stated that this year HSPLS launched a new tracker app to allow readers to log reading and completed learning activities on mobile phones. It is making improvements to its app and working on getting the word out so that participants are aware of the app. She noted that HSPLS also simplified registration to where participants could sign up and begin logging minutes immediately rather than having to navigate a preregistration process. HSPLS also developed how-to videos to guide viewers on using the summer reading program’s website and tracker app to track reading and learning activities online. She stated that moving forward, HSPLS will keep its summer reading program engaging but simple so it is not too cumbersome. She highlighted that HSPLS wants to continue to build advocacy and partnerships with public schools and nurture sponsorships with community partners.

Aldrich highlighted Okinaka’s role in analyzing statistics and detailed that HSPLS using electronics and technology helps it to collect statistics and conduct good analysis regarding which areas are reading more and which schools are participating more or less. Aldrich highlighted that many adults participated in this year’s summer reading program and further highlighted that this program encourages adults to read due to its incentives. She stated that HSPLS wants to work with schools next year to engage students and families prior to schools letting out for the summer.

Rodney Luke, Assistant Superintendent, Office of Strategy, Innovation and Performance, reviewed statewide school and student performance results for SY 2017-2018. He stated that the data that the Department is presenting includes information from the Strive HI performance system, Smarter Balanced Assessment, and other assessments of student progress.

Luke highlighted that he would review three topics. The first is achievement of equity and excellence, including what it will take to strengthen access and equity in public education. The second is state and school performance measures and results, and the third is the Department’s actions, including needs assessment and program reviews.
Luke detailed the context around design development in thinking about Strive HI and noted that it is a systemic approach that begins with the Governor’s Blueprint. This document is visionary and aspirational and feeds into the Board and Department’s Joint Strategic Plan (“Strategic Plan”). He stated that the Strategic Plan is a three-year plan and as the Board and Department review relaunching a new Strategic Plan, which will be a ten-year plan, it needs to consider what is occurring currently within the Department. Luke highlighted that these two documents provide the Department with a blueprint as it thinks about its three operational plans, including schools’ three-year academic and financial plans, state operational plans, and complex area plans. These plans inform how the Department operates. He stated that the ESSA Plan is a federal plan that is embedded in the Department’s state plan and converges into the Strive HI measures, which are part of the Department’s accountability system. Luke emphasized the Department’s systemic approach and highlighted joint collaboration within this flow.

Luke stated that achievement of equity and excellence infuses three goals, including Goal 1, Student Success; Goal 2, Staff Success; and Goal 3, Successful Systems of Support. He detailed that Goal 1 includes performance measures to ensure that all students demonstrate that they are on a path towards success in college, career, and citizenship, and Goals 2 and 3 help to build capacities and systems to support the first goal. He stated that Strive HI includes three measures, including academic achievement through proficiency ratings, achievement gaps, and school climate. Luke highlighted that these data reports are very transparent and are authentic and actionable. These reports inform the public of the Department’s work and commitment to all of its students.

Luke stated that the Department measures students in four ways and reviewed a summary of assessment results, including Smarter Balanced Assessment ELA and literacy, Smarter Balanced Assessment mathematics, Hawaii State Assessment (“HSA”) science and high school biology, and the achievement gap. He explained that for science, the Department measures elementary and intermediate students through the HSA, high school students through biology proficiency.

Luke reviewed the Smarter Balanced Assessment three-year trend for ELA and literacy. He highlighted that overall, proficiency increased by four percentage points from 2016 to 2018. He further highlighted that each grade level increased its ELA proficiency over the last three years. Luke reviewed the three-year trend for math proficiency and noted that overall, math proficiency has maintained over the last three years from 2016 to 2018. Within each grade level, proficiency has also for the most part been maintained. He reviewed grade clusters and noted that grades three and five have slightly increased math proficiency. Luke stated that these two cohorts would move up into intermediate schools and high schools and noted that there is a lot of promise with this trajectory.

Luke reviewed the three-year trend for HSA science and high school biology and reiterated that the Department reviews lower grades using HSA standards, and uses biology as a measurement for high school students. He noted that grade four is at 57% proficiency, grade eight is at 44% proficiency, and high schools are at 35% proficiency. He reiterated that there is promise for clusters, particularly when taking into consideration the Department’s recent implementation of Next Generation Science Standards (“NGSS”) and shift from HSA to NGSS. He stated that the following year’s data may be different due to this shift.

Luke reviewed the Department’s achievement gap and stated that the achievement gap shows the difference in proficiency between high needs students, which includes economically disadvantaged students, students receiving special education services, and EL students, and non-high needs students. He stated that the Department recognizes that an achievement gap exists and has been aggressive in addressing the achievement gap. He highlighted that the Department created two taskforces and these taskforces presented recommendations at the end of last school year. Currently, the Department is working on implementing some of these recommendations. Luke reviewed the achievement gap for different subgroups within different content areas as well as the state’s overall proficiency rate. He reiterated that the Department recognizes that there is a gap and its commitment is to close the achievement gap.

Luke reviewed other school performance measures, including Advanced Placement (“AP”) courses and dual credit, chronic absenteeism, and school climate. He stated that AP courses and dual credit initiatives provide students with opportunities and highlighted that the Department has tripled its graduates who take AP and dual credit courses over the last five years from 2013 to 2017. Luke stated that chronic absenteeism refers to students who miss school for 15 or more days. He detailed that the data breaks down chronic absenteeism by grade level, including elementary, middle, and high school. He noted that chronic absenteeism rates have maintained over the last three years and have not increased nor decreased. Luke reviewed school climate measures and noted that the percentage of students who feel positively about their school slightly increased from 2016 to 2017.

Luke stated that the Department has asked schools to analyze its data and is reviewing programmatic design around the story or narrative in regards to data. He highlighted that the Department has seen proficiency increases in ELA proficiency rates, increases in college-going rates, and strengthening coherence. Next steps include reviewing math and science academic achievement, subgroup achievement caps, and chronic absenteeism. He highlighted that the Department is committed to the Board’s five priorities, including equity and access, safe learning environments and supporting students’ well-being, student-centered school design, staff professional development, recruitment and retention, and communication and engagement. He stated for schools, next steps include reviewing performance measures, updating the needs assessment, and revising academic plans, which will include schools reviewing programs and services for students. For complex areas, next steps include plans to support school academic plans and build capacity. For the Department, next steps include building capacity to support complexes and schools.

Board Member Bruce Voss stated that the performance results are encouraging, and highlighted the statistically significant four percent increase in ELA proficiency. He stated that proficiency increases in math are difficult and noted that other states struggle with this content area as well. Board Member Voss commented that the trend-line of proficiency from third grade decreases and asked what the Department’s theory is as to why the trend-line decreases from third grade to eleventh grade and what the Department could do to reverse this. Kishimoto stated that the data paints a promising story about the Department’s work up to this period and what lies ahead. She noted that the Department is making decisions in regards to which areas it is focusing on and spending time on. She stated that each grade level increased its proficiency in ELA, which is unusual. Kishimoto detailed that the Department’s next level work includes implementing NGSS and highlighted that NGSS integrates math application aligned with the Smarter Balanced Assessment math exam. Students will receive math instruction in math classes as well as reinforcement of math standards in science applications because teachers purposely integrated math into NGSS when developing the standards. NGSS also integrates ELA standards. Kishimoto stated that the trend-lines may change over the next few years as students receive instruction with new standards that integrate math, science, and ELA simultaneously. She noted that the Board also adopted computer science standards and design thinking, which will engage students in practicing math, science, and critical thinking. Kishimoto stated that next level work includes schools reviewing individual data, revising school academic plans, and reviewing math instruction. She highlighted that some CSI-designated schools have reached their highest level of proficiency in math. She stated that the Department is studying these schools and the designs these schools implemented for math instruction and teacher training. Kishimoto detailed that teachers need to learn how to vet curricula and make decisions on how to replace curricula with teacher created curricula. She stated that next level work also includes schools focusing less on state curricula to focusing on teacher training and teachers making decisions regarding curriculum. She detailed that the Department is now where it wants to be and recognizes significant gaps and issues with chronic absenteeism, but is pulling together the components that it has been building over the last few years. She added that the Department has teams that are reviewing data and plans with each community individually.

Board Member Voss stated that he understands that there is no quick fix for math scores and he understands the Department’s integrated approach. He asked realistically how long it would take before these approaches reflected in actual scores and trend-lines particularly as students move from intermediate schools to high schools. Kishimoto stated that the Department’s increases shows its ability to compete on a national scale and highlighted certain grade levels trending up. She stated that with sustaining instruction at the elementary level, the Department should see an upward trajectory over the next two to three years. Its focus is aiming for double digit gains at the lowest performing schools. She commented that a 2-3% gain is statistically significant, but does not feel significant for the lowest performing schools because they are so far behind. She explained that this is why she is spending time at the lowest performing schools. Kishimoto stated that it is a complex situation and solution because different schools need to use different strategies. She stated that her expectation is that in a year or two, the trend will be visible in middle grades and the trajectory will start. She stated that complexes will start to serve as role models for teachers learning those practices and have to give teachers the time to learn more applied ways of instructing at the same time they are addressing skills. She highlighted that the Department is shifting from a top-down curriculum approach to a grassroots approach where teachers are included in curriculum design and adding student voice. She emphasized the importance of teacher readiness and student voice in curriculum design and instruction.

Board Vice Chairperson De Lima commented on the number of students between third and eighth grades reading at proficiency or near proficiency. He stated that this is an important statistic because it is difficult for students to learn material if they are not proficient in reading. He commented on the percentage of students who transition from ninth to tenth grade on time and stated that there is not enough intensive intervention for students who are identified as struggling to make an appropriate transition from ninth grade to tenth grade. He stated that the Department and schools need to focus on students who are struggling and place an emphasis on struggling students. Board Vice Chairperson De Lima agreed with Kishimoto’s comprehensive approach in order to move the system forward. He stated that the highest performers in terms of absenteeism are elementary schools, and noted that elementary schools have single digit absenteeism rates. He stated that absenteeism has to do with the ability of a student to perform well and becomes an epidemic once students reach high school. Board Vice Chairperson De Lima emphasized the importance of not ignoring or being complacent in regards to absenteeism even though it is challenging to address. Board Vice Chairperson De Lima stated there is an achievement gap for students receiving special education services and noted that this is a problem. He stated that these students are struggling and their families are struggling as well. Board Vice Chairperson De Lima emphasized the importance of the Board and Department recognizing that it needs to do more in this area and continue to focus on these struggling populations. He stated that he is overall encouraged by the school performance results and wants to diminish the achievement gap and increase the performance level of students to where Hawaii is one of the top performing school districts in the country. He stated that this would have positive results for the economy as a whole because it would increase incomes for the community, provide more contributing resources to the community, and diminish the drain on resources.

Kishimoto stated that high schools that have seen an increase in performance have seen a decrease in absenteeism. She stated that it is important to review what happened in these schools to create these conditions in terms of what they addressed, whether they added engagement pieces, created more exciting courses, or engaged teachers more. She stated that some elementary schools have removed offerings and added offerings back as performance increases. She stated that other principals need to follow this example and make parents aware that until performance increases, they have to clear the deck of other things in the classroom and focus on strong math, science, and ELA skills. She explained that this is the strategy schools that had tremendous gains implemented. She highlighted that the Department can point to concrete strategies and other principals need to implement and review these strategies as they review data and design at the school-level. Luke added that many schools triangulating achievement by designing programs and opportunities for students after reviewing attendance, behavior, and other data points. He stated that triangulation leads to an increase in both attendance and performance.

Board Member Margaret Cox stated that CASs have been presenting to the Student Achievement Committee regarding what is occurring in their complex areas. She noted that some complex areas allow schools to make decisions while other complex areas are implementing strategies across all schools, such as vocabulary strategies. She stated that it is important that complex areas are on the same page and working with the schools within the complex area. She emphasized the importance of schools using specific vocabulary strategies with students as they transition from elementary to middle to high school and emphasized that it is important that complex areas reinforce these strategies because they make a difference in performance. Board Member Cox stated that some complex areas were aware of these strategies while other complex areas only presented on individual schools. She stated that it is important that the Department ensures that complex areas are engaging in these conversations. She noted that schools need to be empowered to make individual decisions, but complex areas need to make decisions as well in some instances.


Board Member Nolan Kawano detailed that Strive HI categorizes data by grade level and further categorizes students who read at and above standards in the same group. Luke explained the variance and stated that the categorization is in accordance with the requirements of the Smarter Balanced Assessment consortium. He explained students who are just under the standard are included in the category of near. Board Member Kawano asked why the Department does not have two separate categories, including one for near and below and one for at and above. Kishimoto explained that the Smarter Balanced Assessment consortium establishes how data is reported to keep data comparable between states. She detailed that the Department decided to adopt these categories so that it could its compare data to other states. Kishimoto further explained that the categories group students that meet the standard together with students that are near to meeting the standard because students that are near or at the cusp of meeting standard have the skillsets needed to meet the standard. Luke detailed historical categories and further detailed how the data shows proficiency.

Board Member Kawano stated that he could not reconcile that 50% of students meet proficiency standards, but 80% of students are graduating. He stated that the Department is graduating students who are not proficient and asked how the Department could make him feel comfortable with its graduation rate. Luke explained that students graduate based on credits that they earn and Smarter Balanced Assessment results are a snapshot in time and are based on one assessment. He stated that conditions for graduation are different. The Smarter Balanced Assessment is based on meeting standards while earning a diploma is based on earning credits.

Board Member Kawano stated that when students earn credits it should mean that they are proficient in those subjects. He stated that from a private sector standpoint, the Department is graduating 50% of students who are not proficient in math or science, which is not fulfilling the Department’s promise to graduate college and career ready students. He stated that if students take remedial courses, they were not ready to graduate. He asked the Department to present further data on this issue at the Board’s next data retreat.

Board Member Cox stated that many students who receive special education services have supports so they can pass classes and earn credits. She stated that some students may not score well on certain tests, but schools help them to earn credits so that they can graduate. Board Member Cox noted that schooling is one kind of talent, but students have other talents. Schools test for reading, math, and science, but some students are proficient in art, music, or mechanics. She stated that students who graduate are proficient and do not need remediation. They may choose careers that do not need skills that Smarter Balanced Assessment tests. She reiterated that students receive help in some instances to pass classes if they are having difficulty in areas the Smarter Balanced Assessment tests on and this does not mean that they do not deserve to graduate.

Board Member Kawano stated that the Department is presenting anecdotal evidence, but he wants data, for example how many students are art majors. Kishimoto stated that the Department could present data regarding student success, transitions, first-year college courses that align with high school course grades, and measures other than Smarter Balanced Assessment results. She stated that Smarter Balanced Assessment results are a point-in-time and some students showcase their skills on assessments better than others, which is why the Department assesses students in a multitude of different ways. She explained that Smarter Balanced Assessment results do not represent college readiness on its own. However, the Department wants students to demonstrate their competency level through the Smarter Balance Assessment because this assessment was vetted by teachers across the nation.

Board Member Voss stated that raw numbers and absolutes are not as important and noted that the Board reviews relative measures comparing trend-lines from prior years and how the Department is performing in comparison to other states. He asked if other states reported Smarter Balanced Assessment results and asked how the Department’s data compares. Luke stated that some states’ data is still embargoed, but the Department tried to get an idea of how these results lined up with other states and he highlighted that the Department performed substantially better than other districts. He further highlighted that he could reach out to other states regarding their data.

Board Member Voss asked if the Department’s four percentage point gain is substantially more than what other districts experienced. Luke confirmed that this is correct. Kishimoto clarified that the Department does not yet have all of the data from other states and has to be careful not to overstate. Luke stated that the Department could present data regarding other components related to college and career readiness, such as early college, career technical education, certifications, and so forth.

Board Chairperson Payne stated that Board Member Kawano’s perception of the data is similar to how the public will perceive and question the data. She stated that Kishimoto confirmed that the Department is reviewing multiple measures to assess students and added that it is not right to determine a child’s future based on one day of testing. She stated that there would be negative impacts if the Department did not graduate students based on proficiency. She emphasized the importance of having a system that reviews other strengths that students have and measuring them. She stated that she believes Board Member Kawano will be more comfortable with the results as the Department continues to move in that direction.

VI. *Public Testimony on Board Agenda Items

Board Chairperson Payne called for public testimony. There was no public testimony at this time.

VII. Action Items

Committee Vice Chairperson Voss stated that HSPLS requested permission to work with the Office of the Attorney General and the Department of Land and Natural Resources to enter into an agreement with Hawaiian Electric Company, Inc. for the purpose of installing electric car charging stations at the Waikiki-Kapahulu Public Library.

ACTION: Motion to approve the Hawaii State Public Library System’s request to work with the Office of the Attorney General and the Department of Land and Natural Resources to move forward to enter into an agreement with Hawaiian Electric Company, Inc. to install electric car charging stations at the Waikiki-Kapahulu Public Library as described in Hawaii State Public Library System’s memorandum dated September 20, 2018 (Finance and Infrastructure Committee/no second required). The motion carried unanimously with all members present voting aye.

Committee Vice Chairperson Voss stated that the Governor has implemented a 5% contingency restriction on general funded discretionary appropriations less a $4 million discretionary adjustment. The 5% contingency restriction is intended as a contingency reserve for FY 2019, and may be adjusted during the second half of the fiscal year based on actual tax collection trends. The Department recommends that the Board take a similar course of action as it did in the past concerning the FY 2018-2019 restriction to avoid disruption for programs at the state and complex area levels.

ACTION: Motion to approve the Department of Education’s operating budget restriction implementation for the 2018-2019 Fiscal Year as described in the Department’s memorandum dated September 20, 2018 (Finance and Infrastructure Committee/no second required). The motion carried unanimously with all members present voting aye.

ACTION: Motion to approve the Human Resources Committee recommendations concerning compensation adjustments for Department of Education employees excluded from Collective Bargaining Unit 6 as described in the Department’s memorandum dated September 20, 2018 (Human Resources Committee/no second required). The motion carried unanimously with all members present voting aye. ACTION: Motion to adopt the Human Resources Committee’s recommendations concerning methodology for compensation adjustment for Department of Education leadership employees, including the Deputy Superintendent, Assistant Superintendents, and Complex Area Superintendents, as described in the Department’s memorandum dated September 20, 2018 (Human Resources Committee/no second required). The motion carried unanimously with all members present voting aye.

VIII. Executive Session

ACTION: Motion to move into executive session to consider the evaluation of employees and consult with the Board’s attorney on agenda item VIII.A., Briefing on the 2017-2018 School Year evaluations of the Department of Education’s leadership employees, including the Deputy Superintendent, Assistant Superintendents, and Complex Area Superintendents; and VIII.B., Board action on Human Resources Committee recommendations concerning compensation adjustments as related to individual evaluations of Department of Education leadership employees, including the Deputy Superintendent, Assistant Superintendents, and Complex Area Superintendents (De Lima/Nolan). The motion carried unanimously with all members present voting aye.

The meeting recessed at 2:51 p.m. and reconvened at 3:00 p.m.

Board Chairperson Payne stated that the Board did not take action on Agenda Item VIII.B., during executive session because it took action during public session.

IX. Adjournment

Board Chairperson Payne adjourned the meeting at 3:01 p.m.