BOE Meetings Next Week Thursday 2/13


We will talk about the agenda items at our 7pm Tues 2/11 meeting - Hope you can join us!


Zoom Link: https://us02web.zoom.us/j/87827268597

10 am - Student Affairs Committee

> "Education Talk Story" with Palisades Elementary Students regarding AI in Education

click here for presentation slides > Report by Deputy Supt Heidi Armstrong on Strategic Plan re Proficiency in Grade 3 Reading and Grade 8 Math click here for report


11:30 am - Human Resources Committee > Draft Plan of Organization click here for report



> Declaration of Annual Reducation in Force

click here for memo

1:30 am - General Business Meeting

> Superindent's Report

  1. Update on 2025 legislative session
  2. After-action report on student transportation
  3. Audit of teacher paycheck delays
  4. Awards and recognitions for students, employees, and/or schools

> Education "Talk Story" from School Facilities Authority regarding strategic framework

click here for report

> Human Resources Committee oral report on January 16, 2025, meeting

> Finance and Infrastructure Committee oral report on January 16, 2025, meeting

> State Librarian Evaluation click for memo


> Proposed Changes to Plan of Reorganization click for memo

> Fees for Summer School and Meals

click for memo


> School Community Council request for exceptions from collective bargaining click for memo

Education Bills Before the Legislature follow:

Community Schools 

HB 754,10D SB

821 1D)

Appropriates funds to the Department of Education for community schools and a program manager position.

Hawai‘i’s schools are continuing to face more challenges, including economic hardship, mental health needs, achievement gaps, and more. However, schools are unable to tackle all these problems on their own. A full-service community schools approach is needed to have the school become the hub of their community and coordinate relationships and resources to accelerate equitable outcomes in health, education, and employment. As more schools in Hawai‘i are eager to become community schools, legislation is needed to expand this strategy and provide funding to implement this evidenced-based strategy. Lead: Hawai‘i Afterschool Alliance

Teacher Retention Measures

From former Teacher Rep Reyes Oda, a former teacher


HB 1202 5 R, 4 D

Promotes teacher retention by recognizing prior teaching experience at an equal salary rating for entering or reentering teachers into the Department of Education.


HB 838 9 D, 6 R

Increases the bonus for teachers who achieve and maintain a current national board certification from $5,000 to $10,000. Appropriates funds.

School Capital Improvement

HB 636 9 D, 3 R (Cheri Supports)

Establishes a school capital improvement project modernization initiative in the School Facilities Authority to create a planning database for school facilities. Appropriates funds. draft testimony fragment

HE`E Coalition supports a planning database that can prioritize and inform spending on capital improvements on DOE facilities. Such a database whould be organized by legislative districts and complex areas so that families as well as legislators would understand their respective districtsʻ facilities conditions and needs.

We urge SFA work together with DOE to utilize this database

Public transparency would help advocates understand what projects should be prioritized 


Pre School

Preschool Open Doors (POD) Expansion (HB 692 18 D, 2 R, SB 712 D 5, R 1)

Expands the preschool open door program's eligibility criteria. Repeals the requirement that open door program providers be accredited.


Amends HRS 346-181 to expand POD to serve two-year-olds, increase income eligibility to 500% FPL, and allow family child care homes to receive subsidies. Eliminates copays for parents and guardians. This will increase access to early childhood care and education for younger children, increase financial accessibility for families, support family child care homes creating more childcare options, reduce financial burdens on families, improve economic stability and workplace participation, and enhance early childhood development outcomes. Lead: Hawai'i Children's Action Network Speaks!

Cellphone Ban Bills

There are 8 bills, most about the same. One overreaches to restrict use of school internet by students. All call for a simple Cellphone ban. But the PPS-Hawaii survey withr 539 resomses showed that parents and teachers favored a ban that left students in possession of their phones but unable to use them during instructional time.

There are two technical ways to meet parent and student desire for access to phones for communications during school while restricting use during instructional time. Yondr pouches are $20-30 each. The Deteza app locks and unlocks phones using a QR code.

Many parents want teachers to collect and redistribute phones - but this is time/labor intensive for teachers who need to spend their time in instruction and student interaction. And collecting phones create as insecurity for families who might not get their phones back and for the school if there is phone loss.

I am concerned that all these bills are too specific in requiring a "ban". I would prefer that a bill state that the HI DOE will create a policy, supported by application or device to restrict use during instructional time but allow students to keep their phones for communication before and after school, during lunch , and between classes.


HB485 1 R

Establishes a Department of Education statewide policy for cell phone use in all department schools to ensure clear and enforceable guidelines and foster an environment conducive to learning.


HB1224 7 R, 5 D

Requires the department of education to prohibit cell phone use during the instructional day, prohibit student access to social media through the school's internet, and implement a social media education campaign. Creates exemptions for students requiring accommodations, emergency situations, and teacher authorizations.


SB1544 10 D, 1R

Requires each public school to implement a policy to prohibit students from using cellular phones and other wireless communication devices during school hours, subject to exceptions for education, health, and emergencies.



HB623 13 D, 4 R

Requires the Board of Education to adopt a policy that bans the use of phones and related devices by students during school hours.


SB684 1 D Gabbard

Requires the Board of Education to adopt administrative rules to ban the usage of cell phones at Department of Education schools.


SB1264 1 D

Requires the Board of Education to adopt a policy that bans the use of phones and related devices by students during school hours.


HB1303 5D

Requires each public school to implement a policy to prohibit students from using cellular phones and other wireless communication devices during school hours, subject to exceptions for education, health, and emergencies.


HB1343 25 D, 5 R

Requires the Board of Education to adopt a policy that bans the use of phones and related devices by students during school hours.


Cellphone Ban Bills below are overreaching - in my view


HB1195 5 R, 1 D

Requires the department of education to prohibit cell phone use during the instructional day, prohibit student access to social media through the school's internet, and implement a social media education campaign. Creates exemptions for students requiring accommodations, emergency situations, and teacher authorizations.



HB289 8 R - no - prohibitive re social media and school internet 

Requires the department of education to prohibit cell phone use during the instructional day, prohibit student access to social media through the school's internet, and implement a social media education campaign. Creates exemptions for students requiring accommodations, emergency situations, and teacher authorizations.


Other HCAN Agenda Bills - not in our core education realm


Economic Security and Equity for Children


Paid Family & Medical Leave

(HB 755, HB 695, SB 852, SB 1054)

We know families in Hawai‘i are strongest when we have time to heal from serious illness or injury, welcome a new child, or help a loved one recover or ease their passing. Everyone should be able to take time off to care for themselves or a loved one without risking their job or paycheck. Paid Family & Medical Leave (PFML) provides working ‘ohana with paid time off from work to care for and bond with a new keiki, or to care for their own serious health needs or those of a loved one. The United States is the only developed nation without national PFML. To fill that gap, thirteen states and the District of Columbia have passed PFML laws. Hawai‘i should join them. This bill would create a statewide PFML program for Hawai‘i. Lead: Paid Leave Hawai‘i Coalition



Child and Dependent Care Tax Credit Fix (HB 753)

With the average cost of preschool in Hawai‘i over $13,000 per year, our working families need more help with their child care expenses. In 2023 our lawmakers took an important first step to boost the Child and Dependent Care Tax Credit (CDCTC) by quadrupling the maximum *amount* that taxpayers can claim for child and dependent care expenses. But there’s also a cap on the *percent* of care expenses that can be claimed with the CDCTC, and that percent is so low that it is nearly impossible for families to access the new higher CDCTC amounts that were passed in 2023. This bill would increase the CDCTC percent cap, allowing working families to get more badly-needed help with their child care costs. Lead: Hawai‘i Children's Action Network Speaks!

Pre-K to 12 Education

Contracted Child Care Programs (HB 241)

The proposed legislation seeks to remove poverty from the state’s statutory definition of child maltreatment. The purpose of this proposal is to prevent the removal of children from their families solely due to poverty or economic instability, as families who are financially unable to provide for their children should not be referred to Child Welfare Services (CWS) if there is no further evidence of child maltreatment. Instead of CWS involvement, there should be equitable pathways to assist families experiencing poverty and economic instability. The inability to afford basic material needs, secure adequate housing, or pay for childcare should be met with support and services rather than removal. Several U.S. states have already clarified that poverty should not be the sole or primary basis for child removal, and a growing body of research shows improved outcomes for families when states separate poverty and neglect. Lead: Hawai'i Children's Action Network Speaks!

Health and Wellness for Children

Water Safety and Swim Lessons in DOE Schools (HB 1234, SB 1223)

This bill would fund water safety and swim lessons in DOE schools with a pilot project and a plan to scale statewide. It would start with first or second grade and focus on lifetime skills. Less than 2% of our second graders have the skills to avoid or recover from a dangerous aquatics situation. Drowning is the leading cause of death for children in Hawaii ages 1-15. Native Hawaiian and Pacific Islanders are disproportionately affected. Also this is an equity issue, most families cannot afford or arrange for lessons. In-school lessons are called for in the US National Water Safety Action Plan. A former non-profit, Hawaii Aquatics Foundation, successfully offered in-school lessons on 4 islands for several years before pausing due to lack of funding. Their standards-aligned curriculum and student assessments are still available. Lead: Hawaiʻi Water Safety Coalition


End the Sale of All Flavored Tobacco Products (HB 756, HB 1116, SB 972, SB 1435)

On average, 1,400 people die every year in Hawai‘i from a tobacco-related illness, making it the leading cause of preventable death in the State. 95% of tobacco smokers start before the age of 21, 8 in 10 people who have ever tried a tobacco product started with a flavored product, and 97 percent of youth who vape use flavored products. The Coalition for a Tobacco-Free Hawai‘i Youth Council believes that ending the sale of all flavored tobacco in Hawai‘i would help break the cycle of nicotine addiction resulting in decreasing the number of preventable tobacco-related deaths by limiting the number of youth that starting to use these products. It would also encourage current users to quit. Native Hawaiian and Pacific Islanders are disproportionately impacted due to the predatory marketing of the tobacco industry making this not just a public health issue but a social justice issue as well. Lead: Hawai‘i Public Health Institute


End Diaper Need (HB 1335, SB 1534)

Establishing a general excise tax exemption for the gross proceeds or income from the manufacture, production, packaging, and sale of diapers in the State of Hawai'i, would be a small step in the right direction towards economic stability for Hawai'i families. One in two families across the country struggle with affording enough diapers to keep their keiki clean, dry, and healthy. This diaper need contributes to the cycle of poverty and oftentimes results in a loss of income. 25% of parents experiencing diaper need reported having to miss work or school because they did not have enough diapers to drop their child off at childcare. These parents reported missing on average, 5 workdays in the past 30 days (representing a loss of $296 per month). There are approximately 27,000 children under the age of 6 who are low-income (200% Federal Poverty Level) in Hawai'i. Unlike other important resources, there is no federal or state assistance allocated for purchasing diapers. As a result, the average low-income family pays $1,000 per year for diapers per child. For some, this is up to 14% of their after-tax income. Lead: Hawai'i Diaper Bank

Child Safety and Welfare

Separating Poverty and Neglect (HB 239, SB 1104)

The proposed legislation seeks to remove poverty from the state’s statutory definition of child maltreatment. The purpose of this proposal is to prevent the removal of children from their families solely due to poverty or economic instability, as families who are financially unable to provide for their children should not be referred to Child Welfare Services (CWS) if there is no further evidence of child maltreatment. Instead of CWS involvement, there should be equitable pathways to assist families experiencing poverty and economic instability. The inability to afford basic material needs, secure adequate housing, or pay for childcare should be met with support and services rather than removal. Several U.S. states have already clarified that poverty should not be the sole or primary basis for child removal, and a growing body of research shows improved outcomes for families when states separate poverty and neglect. Lead: Prevent Child Abuse HI, a program of Hawaii Children's Action Network

Domestic Violence Expert for Child Welfare

When domestic violence issues arise in a family and there are also child abuse and neglect issues, the assessment and services provided must address both issues. At present, the assessment tools that inform safety determinations when there is child abuse and neglect and when there is domestic violence do not align, causing mixed and potentially dangerous decision making. There is a critical need for expertise relating to domestic violence in all child welfare units at Child Welfare Services. But programs to bring this expertise have not been successful. What is needed is a focused alignment of strategies, programs, assessment tools and protocols. We are asking for an action group made up of individuals with lived experience as survivors of domestic violence in the child welfare system, as well as stakeholders in the child welfare services branch, law enforcement, the family court, and providers of services in domestic violence and child welfare, to develop aligned tools and protocols, and to implement a program that will not address the needs of these children and families and provide effective solutions to improve outcomes for the children and families. Lead: Pilina Pathways LLC

Right to Counsel for Youth in Foster Care (HB 900, HB 1381, SB 1228)

This legislation advances the right to client-directed counsel for youth in child welfare cases. The proposal includes a study, planning, and pilot period of up to three years. Child welfare proceedings determine nearly every critical aspect of a child’s life, including where and with whom they live, whether and how they see their parents and siblings, where they attend school, and how long they remain in state custody. Youth in Hawai’i foster care often face terrible – and sometimes tragic – outcomes. Hawai’i is one of just a few states that has not yet enacted this right, which has been shown to improve outcomes for youth in foster care and help them thrive. Children have essential legal rights at stake in these cases. Attorneys can advise and represent youth in sharing their experiences, wants, and needs; improve the court’s comprehensive decision making; and empower youth to participate in decisions about their lives and futures. Lead: National Center for Youth Law (Hawai'i office)

Mental Health - Increased funding (HB 112, HB 683, SB 864, SB 787, SB 1445)

Increasing funding for mental health services is a top priority for the youth who attended the 2024 Hawaii Children and Youth Summit. A Hawaiʻi Department of Health report estimates that 11,000 of Hawaiʻi’s youth experienced at least one major depressive episode in the prior year. Of those who experienced a major depressive episode, approximately 6,000 did not receive mental health services. 23% of middle school students report that their mental health was poor most of the time or always “not good” in the prior 30 days. TeenLink Hawaiʻi 2,000 site visits on average each month. The top topics/pages visited include Suicide; Stress; Mental Health; and Self-Care. Lead: Hawai'i Youth Services Network

Sex Offender Registration HRS846 (HB 384, SB 277)

Offenders convicted of a single Sexual Assault 4 (misdemeanor sexual touching) against a minor age 16-18, are subject to sex offender registration but the conviction is NOT public. Any sexual assault conviction against a child should be accessible by the public regardless of the age of child and regardless of the level of the offense. It's still a sexual assault committed against a minor child. Also adding to sex offender registration laws, sexual assaults committed against minors while acting in their professional capacity. Lead: The Sex Abuse Treatment Center

February 14 BOE meetings


Friday 2/7 the agendas of Student Achievement and HR Committees and the General Business meetnng should be published. We will share them then and add items to our meeting agenda.

This agenda item presented by HR Committe Chair Wesley Lo advanced the plan to organize the hierarchy so that assist. supts report to deputy sups who report to the Supt. This was recommended in the attached Council of Great City Schools report as a way for the Supt of this massive state district to manage progress most effectively. There were only two testimonies-- mine for HE‘E and PPS, the other a thank you from Susan Piccola Davis.

Our written testimony was detailed. But for oral testimony, especially because two major players in the changes identified as needed by CGCS are the newly appointed Dean Ushida and Amy Peckinpaugh I gave short positive testimony, appreciating Supt. Hayashi requesting this study, and noting that most recommendations are in line with suggestions from HEE and PPS over the years. I noted that the needs have been identified as far back as 2004 with Act 51. But that massive work remains to address our difficulties integrating systems, advancing assessment and accountability, and achieving meaningful family engagement. Chair Tukumi noted that he was the sponsor of Act 51. (We knew this and have previously discussed it with him.) After the BOE meeting, I met with Dean and Amy, told them a bit about our past work, and asked to meet with them. They were very friendly, open and agreed to meet. If any of you would like to go with me, let me know.

For Reference Background: HI DOE Commissioned Council of Great City Schools Review notes


Council of Great City Schools Report Overview It is very positive that the HI DOE requested that the CGCS research our district from state, to complexes, to schools, and provide a report with commendations and recommendations for growth. Supt. Hayashi presented the findings to the Board of Education meeting Dec 13th as we reported last month. CGCS noted the high respect for the supt throughout the district and noted that our student achievement is mostly on a par wtih other districts.


The CGCS report raises problematic needs and issues we have been discussing throughout 2024 Integration of systems, Collaboration between departments, Coherent curriculum provided by the district, Disadvantageous policies on district vs school authority, Advanced digital resources Too "tall" an accountability model. We have been concerned that lacks in those areas are limiting student growth, attendance, and family engagement. Below are the specific recommendations from the CGCS. (We note that the report does not address family engagement.)

CGCS Recommendations:


1) Establish, implement, and monitor a systemic framework balancing complex area/school autonomy with system-wide consistency, ensuring equitable education for all HIDOE students. Develop clear structures, processes, guidelines, and standards for essential practices while preserving local decision making. Communicate this framework clearly throughout the organization. 


2) Implement an extensive data management strategy to consolidate and streamline the HIDOE's fragmented data systems.


3) Establish a comprehensive, multi-year program to develop and implement key performance indicators (KPIs) and other relevant performance metrics. Implement regular review cycles to assess the new structure's effectiveness and make necessary adjustments. This long-term initiative will drive data-informed decision-making, improve educational outcomes, and enhance operational efficiency across the HIDOE. 


4) Review and streamline HIDOE's administrative structure and workflows to enhance efficiency and responsiveness. Reduce the number of hierarchical layers to eliminate bottlenecks and simplify decision-making processes from the state level to the local level, enabling more agile and responsive management practices.


5) Leverage state-of-the-art technology to automate routine tasks, improve communication, and track progress effectively across the organization. 


6) Charge the deputy superintendent of Academics along with the assistant superintendent, the content and career readiness experts, and a team of the HIDOE’s expert teachers with defining what high quality, rigorous, standards-based instruction looks like and what it does not look like at each grade level (this can be used to create the portrait of a high school graduate). Articulate what student work should look like when instruction meets HIDOE expectations independent of the materials used.


7) All levels of the organization (e.g., HIDOE staff, CAS staff, school staff, teachers, and support staff) should use student data and root cause analyses to improve student learning outcomes. State office work should be directly relevant to CAS needs and address leadership, teaching, and learning challenges. 


8) Establish SMART goals for improving student outcomes across the state and regularly measure and report progress toward accomplishing those goals throughout the organization.


9) Create and invest in a research, evaluation, and strategic planning branch in OSIP designed to help evaluate programs' implementation or effectiveness and help aid the HIDOE in strategically examining questions from leadership and the board, or in support of other offices.


10) Move towards a common HIDOE-wide formative assessment.


11) Implement the recommended organizational change strategies to ensure an efficient and effective reorganization of HIDOE offices, prioritizing student success, operational excellence, and employee-centric practices.


12) Implement the recommended organizational change strategies to ensure an efficient and effective reorganization of HIDOE offices, prioritizing student success, operational excellence, and employee-centric practices. 


13)  Reduce the number of direct reports to the Superintendent to achieve a streamlined structure that allows the superintendent to focus on high-level strategic decision-making and system-wide challenges.

Mahalo for all you do! - Deborah