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in my two hours um in between about how we've done that in other districts and it was a little bit different in each district. So um you know in Windsor locks I think in either way you start with an educational component a professional development component of folks really knowing and understanding. So you can go down the Carol Dwek road and and you can do the the you know the research and share it and make sure that that you know staff know and are are up to speed on it. I think at this point most folks know um what growth mindset is and how it works. What's really hard to know and measure is a belief in it. You know, do we believe that all kids can learn at high levels? And beyond that, you know, do we believe that we can teach all kids to those high levels?
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Committee members, any other questions about this policy? Non-committee members, any questions? All right. Seeing none, I will look for a motion to recommend updated K policy 5123.3 graduation ceremonies participation to the board for a first read. Is there a motion on the floor? >> Motion. >> Thank you, Sherry. Uh, is there a second to that motion, please? >> I second. >> Uh, was that Minnie? >> Yes. Thank you, Minnie. >> All right. Uh, all those in favor, please signify by saying I. >> I.
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I'm Yuko Aikross, director of the Executive Office on Early Learning. Thanks to the support of the legislature, the governor, and the lieutenant governor, and our ready keki partners, the number of public prek classrooms has grown rapidly over the last several years. Highly qualified EO public prek teachers must have graduated from a state approved teacher education program or SATIP and hold a teaching license in early childhood education. This is a unique set of qualifications for which there had been no significant demand prior to the expansion of the public prek program. As the system adjusts to these new opportunities, some candidates encounter challenges obtaining an initial early childhood education license due to the limited number of approved pathways and the timing of enrollment opportunities for existing programs. EO appreciates that SB 2125 seeks to address current workforce bottlenecks while maintaining the expectation that all educators progress towards full lensure.
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Does that make sense? Okay. >> that are contracted. Yeah. >> How about how many classified staff do we have in the district? Like how does that compare? >> Classified staff also includes all of the non-certified. So we've got about Lisa left. Uh I think we're at about 360 classified. >> Okay. So very small. Okay. Good. Thank you. >> But remember that includes crossing guards and SSAs and you know uh district employees that work full-time. So >> that's less. Yeah. What are you saying that we only have two contracted pair professionals? >> No. >> Right. I think >> the contracted pair professionals are in the first column. That's 8.25. >> Okay. >> We we have 8.25. Right. What that two number is is that that's the amount if we were to have them hired by the district, we're actually paying for two additional FTEES, >> right?
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Currently, um, our we have a lot of program interruption. And so what I mean by that is that our food pantry is constantly walking through recreation programming, causing a little bit of a disruption, not on purpose. Um, but when we get our food pickup or rolling um food out uh side, we have to walk through the programming um because of where they are. There's constant shuffling of spaces to meet as staff and also with residents. And then our prevention and human services team, they have to walk through senior services program programming to get out of their office space. And then another challenge is our aging infrastructure. So our building is about 20 plus years old and so a proactive replacement of worn elements such as the flooring and accessibility features just prevents costly emergency repairs. And then I'm going to turn it over to Beth.
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Um just kind of takes that question to the next level. And you know if we do you know how do we go about doing that and what are what are the supports and the structures that we need to have in place. So, you know, rolling that out involves a lot of conversation, an honest conversation with our staff around where are you, you know, do you believe that and what do you need in order to make that happen and what are the what are the systems and the structures that would support that? Because as we mentioned a little bit earlier today, traditional education isn't necessarily set up to support a growth mindset. You know, our grading practices in general don't support a growth mindset. You take a test, you fail it, and you move on. It's not it's an autopsy of what you don't know. So, it's not really set up to you make a mistake, and then you have an opportunity to go back and actually learn what you didn't know before.
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>> Any opposed? >> Motion so carries. All right. Kelly, go right ahead. >> And what I will do just to note on that policy, I will go over the language changes uh with Dan and Mag. If for some reason there's questions or a point of clarification, I would ask the committee to consider those. But I just just because that policy in particular really applies to the high school. Thank you. >> Of course. Um, okay. The next is reporting to parents. And I believe this came up uh Miss Harris, you asked before. Um, this really ties to um the policies we've spoken about to date, but um particularly the promotion acceleration retention policy. Um as well as how do you know if you met your high school graduation requirements and you're eligible to participate? Um, this really breaks down into two particular areas in this policy of reporting to parents.
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However, EAL prefers a solution that extends the existing time frame from 3 to 5 years rather than eliminating the time limit entirely. We support maintaining a defined time limited structure to ensure that emergency hire permits function as temporary bridges to full lensure not as a parallel or permanent hiring pathway. So, thank you for this opportunity to share our comments on this bill. >> Thank you from HSTA. Aloha, chair, vice chair. Um, my name is Sarah Millen and I'm speaking on behalf of Osui Junior and HSTA. I have the honor this session to be your teacher lobbyist. So, my job is to come speak to you as a practitioner actively in the classroom um about what's important to teachers and educators um and students across the state. So for this piece, what we're looking at is we're all here trying to fight the teacher shortage. And this is a bill that goes ahead and supports that by making sure we get people who are passionate about being in those classrooms um completed with their programs and in the classroom.
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>> Effectively because of the contract fee, >> right? I just wanted to make sure you understood that. Okay. Okay. Got >> all right. Thanks, Dorothy. on the postit. There was a question and I hope I got the gist of it right. Uh in the last uh presentation we talked about the turnover information. Um and there was a request to break down who was in that group of certified non-administrators. So that includes teachers, some related service providers, that includes 64 teachers, four OTP and three psychologists. So of that 71, that's the breakdown. So 64 of them were teachers, four were um uh uh motor skills related service providers and three were psychologists from last year this year. Yeah. So um the sped conversation is always going to happen, right? there was a request to reach out to districts that have eliminated or greatly reduced their dependence on contract agencies.
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So, accessibility and uh pedestrian safety is always important to us. Um the outdoor patio has been um on the revitalization to-do list for many years. Uh currently, it's inaccessible and unusable. Um which means we're missing a valuable opportunity to provide a welcoming outdoor gathering space. Redeveloping this area will allow us to better utilize the full potential of the community center in our opinion and just add that nice third space for residents to enjoy outside. In addition, there are um ongoing challenges related to safe and accessible access around the building. The sidewalks surrounding the facility um specifically near the rear entrance are deteriorating and pose some safety risks for pedestrians. While our DPW team has made some temporary repairs, um this plan tonight um is addressing that long-term safety concerns that we have um to improve the accessibility, including access to and from that side entrance.
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So it's a different process and you have to go about you know relearning how what that instruction can look like and what that formative um what the formative assessment process looks like that then leads up to your summitive. So that summitive assessment is not an autopsy of what you don't know. It's now just a validation of what you've learned along the way and what's the instruction look like. So in Windsor Locks, we kind of we did that instructional piece and we built it into the teacher about process with teacher support. Teachers were a big part of our brand new TV val document that we did 8,000 years ago. Um in at EO it was a little bit different. It was more built into the policy as we went through those iterations um for grading and and reporting. And you know what the reality is now is that teaching and learning has changed.
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Of course, we want to encourage that ongoing two-way communication between teachers and parents, and by teachers, we mean any adult in the school setting that's working with a student. Um, and that we should have that regular and ongoing communication. But this policy is intended to spell out two specific times in which it is absolutely required. Um, the first being report cards. um and that they will be issued um in accordance with a schedule as approved by our superintendent of schools um and in consultation with principles and and faculty. Meaning that all of our uh schools send out the same number of report cards by level. Um so at currently um at the elementary level you have three report cards where at the secondary level you have four. Um so one operates on a trimester, the other operates on a quarter basis. Um and it talks about the particular areas we want report cards to reflect um educational growth of students um in relationship to their ability attitudes, interest, conduct, citizenship, achievement um and how they relate to the standards for a child in his or her age or grade level.
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So we believe that this supports fighting the teacher shortage. Um I will also say in my capacity as Leroy chapter president for HSTA, that's 3,000 teachers from Macaha to Pearl City. Um that we have a lot of teachers who are seeking lure, who have issues with getting their license. um this particularly in Hawaiian immersion where it's been harder for people to get their license. At my school, I have two incredible teachers who are fighting to get their license. The kids love them. I watch them teach and it's just it can be tough to get to these programs. I would also say sometimes people may have a baby or something that goes ahead and impacts their studies as they're moving forward. And I think this just helps find a way um to fight that shortage. Mahalo. >> Thank you very much. [clears throat] Okay. Um, okay.
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Um so without knowing exactly who fell into that situation um what I did is I provided an anal uh just copies of um salary schedules from each of those schools districts. So, we've got Gilbert, Irene, Madison, Phoenix Elementary, Osborne, and Scottsdale. I also met with um someone that I know well in Scottsdale School District um who works in the HR department. Um and one of the conversations that we had, and I'm sorry this wasn't in there on Monday, we just met yesterday. The plan for Scottsdale really was to, in her words, eradicate contractors, which I thought was maybe I shouldn't have said that out loud. >> I probably shouldn't have shared that on the video. Anyway, I'll deny it. Um, but the way that they did that, so what's interesting is that their process looked very similar to what I showed you and shared with you as far as what the rates were for the actual employees in the district, benefits, um, all of the other factors, and then what we're paying and average costs to contractors.
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All right. So, we're going to give you an overview of the project. We absolutely can provide you with what it's going to look like. Um but we're going to talk a little bit about it. I'm going to take on three of these and Beth will take on the remaining three. So, I'm going to talk about the food pantry reconfiguration first. So, what we're doing is we're moving uh the pantry to the opposite corner of the lower level of the community center. And so, it will be a different shaped space. It will allow us to reorganize how the food pantry is set up and it will allow for a more safe and efficient space. So, the flow will be better. So think of two wider grocery store aisles um that will have predefined space uh for all the goods. So you know talk about all the dry goods, the cold goods and um the carts as well.
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you know, gone are the days of um it's my job to teach, it's your job to learn. It's now it's my job that you learn. And so if our data is saying that kids haven't learned, how are we supporting our teachers in making sure that they can support kids in in getting that learning done? So that is there's different ways to get there, but I think collaboratively with with the teachers and with the administrators because the last thing that the absolute last thing that will work is doing it to anyone. It has to be done with and so figuring out what works for Greenfield in figuring out, you know, where do we stand on a growth mindset and then what are the best steps that we need to take to move it forward in a way that supports the strategies and and the and the systems that would make it work for kids because ultimately I think you know most of the research shows that what gratifies teachers the most is when they see their students successful.
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Um so really talking about um the that we have a common way of communicating with students. Um and in our district the report cards regardless of the elementary school in which you you you go to you will get a common report card that has the same ratings and that's very important to us. Uh we are always looking to um improve and revise and I know our superintendent has that um in the future plans to continue to take a look at some of our report card methods and and make revisions and of course the board of ed would be made aware of those. Um but this really standardized that parents can expect to hear from us on a regular basis based on the level in which they attend school. The second piece is uh this warning notices, right? Um so it's one thing when you're um you know you're notified on a regular basis.
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I don't know if I can say this right. Jonares Lampa. No, not here. Okay. Um, Douglas Ber on Zoom. >> Uh, yes, I'm I'm here. Yes. Um, aloha, chair, vice chair, and members of the committee. My name is Doug Berer, and I'm the principal at Lai Highen Elementary School. I'm here today in strong support of Senate Bill 2125. As a school leader in a rural neighbor island community, I see firsthand the serious teacher shortages our schools face. To remain fully staffed, we rely on emergency hires and emergency hires from the J1 visa program. Many of our educators hold advanced degrees, years of experience teaching or in the industry and have been award-winning. I can personally attest that our emergency certificate personnel provide effective culturally responsive instruction and critical continuity for students in our rural community, resulting in positive academic and social emotional outcomes. Lenaih Elementary School has filled 19 of its 60 positions with educators holding emergency hire certificates.
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Obviously, Scottsdale is a much bigger district, so they have a wider variety of school allocations, right? So they have a lot of resource teachers. We have what we have, right? So one of the things that she identified was they had to figure out what the tipping point was for where they would create space to have additional dollars to put toward this issue. And that was on the ratio that teachers have for the students that they serve as case managers. uh they've they increased the ratios to right about where we are with our current ratios and that was able to s uh I think about 1.8 million that they save from that something like that. So obviously Scottdale's much bigger so we don't really have that benefit of making adjustments to our ratios probably that's not going to be where we save money. Uh the other factor is that in our process and maybe Dorothy can correct me the way ratios are calculated it's not necessarily kid to teacher it's service minutes for the kid to the teacher right so if you have a student yeah it's weighted.
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So everything will have its dedicated space. Um and then our prevention and human services team will come from upstairs and move down to the same side on the lower level. So, it sort of forms an L-shaped is the best way to describe it. They will they'll all be together. Um, we'll create office spaces for each one of them with a dedicated meeting space that will will also double as a space for our um youth coordinator as well as our intern when we have one. And then our weatherization project. So, we'll be adding some much needed um and updated insulation in the attic space that will assist in making the space more energy efficient when it comes to heating and cooling >> and hopefully less flooding. >> Yeah, no flooding. No more flooding. Uh the great room is the most heavily used space in the community center.
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