And so we did we worked with um with a lot of district help. It was not just me. Uh we worked with a national consultant Dr. uh Lisa Deert. She's worked all over the country and she was instrumental in working with inclusive practices and coaching us coaching principles coaching teachers on how to include students more in the classrooms and how to do co-eing. Um and there's different models obviously uh but we worked and we had some teachers who definitely had done co-eing we had done in the past um but we really went full force in how to um do parallel teaching and how to do um a lot of different types of co-eing and it was working and we were making some progress. Uh but we were looking at the data and and then unfortunately um the pandemic happened. So after the pandemic, we really struggled um as I think a lot of people with keeping teachers and we struggled with h being able to hire enough teachers and hire enough special education teachers.
If I don't see any other questions, I will look for a motion to adjurnn, please. Nobody wants to go. Ah, make a motion to adjourn. >> Thank you, Anita. Is there a second, please? >> Second. >> Thank you, Minnie. All those in favor, please signify by saying I. >> I. Thank you all for being here.
>> Correct. So, uh if a we have an emergency hired teacher who has not yet started a teacher preparation program, >> teacher preparation, >> they would have to apply for it and then begin coursework. So, once they've already started in school in August, it's too late to apply for the program um for that school year. So, they would have to apply for the program during that school year and then begin the process. >> Okay. So, so say I'm I want to be I want to be a teacher. So, this is February and I come to you and you hire me. So, to order to start teachers prep, I have to apply by when? >> So, it would depend on the particular program because they could apply for a variety of different programs that are approved by standards board. But on a average or general basis on a >> so for say uh Manoa you would need to apply for fall um admission and fall I'd have to look up when fall admission for graduate um programs are but for undergraduate programs you would have had to apply by March >> okay >> for the fall fall.
So we we don't move them down. We move them to the the next closest. In this case, that person um for the entire year will get $25 more in their salary. $25 for the whole year. It's an annual um cost there. So you can kind of see as we're navigating it. Sometimes it's 10, sometimes it this is exactly what happened to certified. Some uh certified got nothing. Some certified got 10. Some certified got four or 5,000. Okay. So now if we just uh go ahead and scroll all the way to the bottom. So that's the logic and it's followed consistently. This is where it starts getting a little interesting. If we scroll back up to as many as we can get on the page there. Okay. So, uh, I just want to call your attention to, uh, like line 304. No, let's say line 301.
It's great to see that the building is getting a little love. I know it has a a lot of activity that goes on there. So, that's that's good to hear. Uh, a couple of my questions were answered about the space and how it was going to be used and the timing of how much is uh not going to be lost in the great room. So, that's good to hear. Uh so our breakfast won't be impacted apparently on the the 21st of March. Um two things. One, it because the food pantry is now going to be on the other side of the building. Does the walkway or access to the walkway underneath the building have to be improved at all? How do they how will they get in and out and not impact the wreck department? >> So that's the beauty of this. They no longer have to impact the wreck department.
So once we continued to look at that data with our ILT and our administrative team, uh what we found was that it was it was difficult to have that true co-eing model the way we we planned it when we didn't when teachers were changing a lot. Um so what I learned from that valuable lesson is you have to keep learning and you have to keep growing and you have to take the best parts of what you learn and then keep moving. And so that's what we're doing now. So, there's great parts about co-eing. Um, and I would and the inclusive practices that we learned and we modeled were fabulous. Um, but now we're trying to fit that into a model where we have a huge amount of special education students. So, we're we we don't always have the amount of staff to have co-eing the way we originally thought we would be able to have it.
it does take for a while. So, so I apply and I get accepted in there. So, the program is 3 years. >> So, a postbakalarat program I believe is one year, but I would have to confirm that information. And then a master's program would take longer. >> Okay. So, it could technically take me two years from the time I get hired to get my teachers prep >> if you were on the most um ex Yeah. Accelerated path. my teachers prep. How long between that and getting getting license? >> Then you need to apply for the your license at the standards board and I >> I would need defer to the standards board on that process. >> How long it takes? I'm just trying to understand the three-year process right now. So if it takes almost two years to even get the teachers prep then maybe maybe an extension is is needed because then I don't know depending on how long it takes to get a license then maybe two years is not the optimum number.
301. This person has been in the district for 30 years. They're one of the ones that got stuck out on a on a schedule. Uh, they're on E uh, in that old schedule. Um, 30 years of service on the new schedule would put them at $20. Just at $20. the person above them, 30 years of service, not even $20 an hour. Um, this is some interesting data, right? 30 years of service, you make $17 an hour in Kraton. So, I just want that to sit with you for a second. This is the stuff that we're trying to get in and fix. This is the first fix. So, just like with the certified years of service, it isn't the whole fix, but we have to start somewhere. And the way to do that is to start with repairing a schedules, getting everybody on one schedule so we can see this kind of data.
So there's actually its own entrance. >> Okay. >> At the very end of where where the >> where the bumpout is, right? There's a door like right into it. >> So there's going they're going to walk right in there. There'll be a little vestibule and then a hallway that goes down and then turn to the right to the >> If we could have a plan at least to the bottom floor, that'd be great to sort of to see that. >> Is there access from the other side of the building? >> No. No. >> We wish. >> Yeah. >> It's a steep hill on that side. >> Yeah. Yeah. >> Yeah. The first floor is at ground. >> There's stairs. Yeah. But >> yeah, >> Inside. On the inside. Right. >> Right. >> Oh, yeah. And they'll Yeah, there's a door inside as well. So, >> Right.
So now we're looking at the data and we're putting them into we're looking at the students and looking at their goals and looking at their IEPs and sort of making individual plans for each of them and how teachers and special education teachers and the general education teachers can help them. So we've so we focused on really improving tier one instruction and really identifying the tier 2 and tier three interventions that can help the students. So, there's a lot of lessons I've learned. Um, but I but the biggest one is to keep looking at the data and making sure that you're adjusting when the data tells you you need to adjust and making sure that you're willing to admit that you don't have all the answers and that you need really good teams and you need people around and you need to listen to everybody and everyone to come to the table.
But >> yes we we definitely have anecdotal stories um about good people who are doing well in the classroom but for different reasons run out of time to complete their program. And do they well we wouldn't know this but whether they when they end their they still continue and then do come back once they get the license >> um that will come with the data that we're analyzing. >> Okay thank you more. Okay thank you. >> Yeah teacher standard please. >> Yes. >> Thanks for being here. So, you know, I I'm reading your testimony and it's like deja vu again from last year >> that you're against, you know, trying to help the DOE and trying to figure out their shortage. So, I'd like to ask you, what did you do over this last year to help the DOE to bring down their shortage? Because I'm reviewing some documents and I'm very alarmed at what you have done over this last year.
We couldn't see this before. Um, and then, uh, make the adjustments for years of service adjustment done. It is not the full fix for compression. Uh, the schedules are still kind of broken. So, um, with that being said, yeah, Dorothy, [clears throat] so as depressing as it is, um, those two rows were those two two 30, >> it goes up further. So, >> um, and there's 29s, there's 28s, there's there's a lot of long-term. When I look across at row 301, they're going to get one's going to get 38, $3,880 more, and one's going to get $4,388 more. >> Correct. So, I mean, we're >> one time one time adjustment. >> Just a onetime adjustment. So, but not it's not a onetime adjustment because then from now on they're going to get that >> exactly >> compared to what they [clears throat] been getting which is ridiculously embarrassingly low.
none of the doors are changing in the inside >> because there's stair you can go from upstairs to downstairs via the stairs and the stairs will put you closer to now where the food pantry is, right? Because it used to be the stairs where it was in the recreation area. >> Yes. Okay. Yeah. >> Okay. Uh the other thing is you were saying pergola and some tables and things at outside in the new patio area. I know there are Boy Scouts always looking for projects. And I think some of the tables that are already there might have been from Boy Scouts. So maybe reach out to the troop eagle scout who wants to create some tables for the area. Maybe I don't know even the Urgla. I don't know where you're at with the planning of that, but I would reach out to the Boy Scouts and see if there's someone who >> Yeah.
And then you adjust your and you take the best and then you admit that things don't work and you move forward. >> Thank you. Um, please tell us about a time that you made an effective district-wide change in your time as a leader. How did you decide on a change and how did you measure the results? So coming in, this is my third year um in the district level, but I like I said, I've been in the district for a long time. And um I would say the district-wide change that I made when I came up was to try and it's working um to get the 15 schools to kind of row in the same direction when it came to behavioral expectations and supports for for uh behaviors in the classroom. Um so there were what we did and is we focused on trying to support teachers on how to manage behaviors in the classroom and then what kind of behaviors definitely needed administrative help and how to distinguish between the two.
So, I think you're putting more barriers up than helping to be solutionsoriented. >> Perfect. Thank you for your question. So um in working with the TECCC committee and you've you've had uh De Marada here to talk about that the Hawaii Teacher Standards Board started the seed of educators rising the CTE TAP pathway from building from high school all the way to hopefully a registered apprenticeship program because there is that narrative >> okay well that that hasn't really come to fruition over this past year. So I'm talking about what did you have done over this past year because what I'm looking at it right you you I didn't you guys put a moratorium on new teacher pathway programs coming into the state. >> Yeah. So it has come to fruition actually on Friday they're having their educators rising competition. >> Okay. So how many how many did you get through that?
They're going to now get that bump. >> But makes sense. It makes sense on a 10-year give you experience placement schedule. >> Okay. Yeah. No, I'm I I just It's a good thing. >> Yeah. >> Right. Yeah. But but so keep in mind um when you have a 10year placement schedule that you give someone 10 years of experience when they walk in the door, you don't know who they are. They they've got 10 years of experience out here nonraton, right? Um but in order to get higher level staff, people with experience, um we we want to keep that placement schedule and bring them in. What it means though is that every 10 years the district needs to take a look at years of service and make a years of service adjustment. It needs to just be on the on the books that we're constantly putting away a little bit of money so that every 10 years we can get everybody back into alignment.
>> wants to do a project >> for new potential scouts looking for >> Eagle Scout projects. So >> yeah, something to think about. One of the things we didn't have a chance to get into too much and and really I have to give credit to the team for this is you know one of the things we talked about during the whole comprehensive plan process is kind of expanding some of those recre recreational activities expanding um you know intergenerational programs and stuff and um so I can say not necessarily with the facility the improvements to the facility but I think you know the the team the team that we have now is um really looking at ways to expand that type of programming and offerings and everything like that. Again, trying to keep it consistent with the comprehensive plans vision. >> So, I mean, over the last 10 years, we have increased the staff and the programming at our senior center, >> right?
Teachers were really clamoring to have transparency to making sure their voices were heard. Um I'm I'm sure it's no different here where some of the behaviors have increased um especially at the prek K the younger levels that teachers were not used to um and all the way up through through the 12th um grade. So, one of the things I really focused on as someone who handles discipline and someone who handles social emotional was to implement um an electronic reporting system for teachers so that they could put into their administration when they were having behaviors and they would put whether it was um teacher managed, which we did professional development on what they thought what they thought was teacher they should be dealt with as teachers and what they felt administrators should deal with and we worked with our principles a lot on on those things.
>> Um 300 uh student teachers or teacher high school students are looking into becoming teachers >> looking into Okay. But not enter. So have they entered the program? >> Um I'm not sure. We'll find out this year because they're going to hopefully the winners are going to a national competition in Oregon and then from there so it's juniors and seniors. So this Friday is their in-person competition which is the first in our state. Um to ask about the moratorium the moratorium is only for outside institutions for our in instate institutions which we are working with. >> That's right. So so why why aren't we trying to build up as many pathways as possible to try and get people to help those 300 that want to do something? >> Yes. So we are building that out. So, so but why did you put a moratorum in place then?
If you do it every 10 years, you can have the 10-year placement schedule and you you make the adjustment. You make the adjustment because you're not going to have the money every single year to do it. That's why step schedules with years of service adjustments failed over and over and over again because districts wouldn't have the money to give everybody one step. Even when they would make these crazy schedules really big, you know, well, let's just give everybody 20 cents uh just to keep them moving along. It's just not really effective. Um so you have to do a combo of both. Fix the schedule and then have a plan. Yeah. >> But our longevity helps deal with this too. >> Absolutely. You guys did a great job on >> longevity. provider are also getting the longevity. Y I mean we haven't touched it for the last two or three years but I mean it's that that is also >> that does help help to mitigate it.