>> Okay, I'll go ahead and have a follow-up question. Thank you, >> Senator Hashimo. >> Board of Education. >> I do want to sit there because I have questions as well. >> Thank you, Mr. Arai for being here. >> Thank you. I I'm reading the board's testimony and it's it's a little bit confusing. It says the board defers to the Department of Education on more specific impacts of eliminating the position of the complex area superintendent. So are you guys so you guys are against or are you just punting to the DOE? Yeah, that's that's very interesting because um you know as a board member when we do testify on bills um according to our policies we do make testimony regarding any policy changes and according to this bill it's about you know the complex air superintendent you know their positions and of course the SEC as far as their their um authority to uh make recommendations for the principles.
So that is an operational maintenance kind of thing that what the DOE does. So that's why we haven't made uh or did a testimonies in opposition of the uh the bill. Um but as a former Department of Education employee, teacher, coach, vice principal, principal, complex air superintendent, um I really believe that not having complex superintendents will really be detrimental to our system. >> Got it. Got it. So I guess the question is so I thought the the board approves all the the casses. >> Um I I I believe it does come. Yeah because we just had um um Mr. the former principal from Campbell uh was yesterday at a board meeting was uh approved by the board. So yeah it is it goes through the board process. Yes. >> Right. So so then for the board to not be taken official position I find that a little odd.
Yeah. >> Right. And part partially I think it's isn't it the board's responsibility to look at strategy right on how the system is designed right you you that's that's what you're holding the superintendent or I assume with your employment contract matrix >> right and so I think >> I would have liked to see a little bit more hands-on of what the board's position is going to be on these type of issues >> and maybe you know this is a signal that it's time for the board to really take a look at what is the structure of the DOE right in terms of is it working? Is it not? Is it is there something that we need to change? You know, obviously you guys allowed for the additional deputies to be hired, right? But without absent of any other structural changes, it does >> make me a little bit concerned that you're not taking a deep dive and you're just allowing band-aids to to happen.
So I'm I'm just concerned that you know that the board needs to be aware and be present of these type of conversations because at the end we you getting appointed by the governor. We approve you right to be on that board to make these kind of decisions so that the legislature doesn't have to come and get into your business but absent of the type of analysis and strategy sometimes we have to do that and so that's I think what's what's concerning to a lot of us here right? Yeah, that is a great point. And you know when um um Senator Dort talked about you know graduation students are at the uh fourth grade level for for reading and how can they graduate you know and get a diploma things. It's interesting because at our board meeting on Thursday, we did have presentations on the CSLD uh grant for literacy and uh one of the big things we had testimony as far as um uh how come how do we support because we do have great data nationally as far as how our students are doing on ASPAC testing and so on.
But how do we support the students that are special needs uh come from different ethnic groups and so on. So in our strategic plan which we have a strategic plan um deputy Armstrong mentioned it there is a portion where we want all students no matter what uh uh where they come from that we are there they able to succeed so uh and we talked about >> and I get it and I get it and I think I think what what needs to be clear to the legis especially when these kind of bills come up what is the board thinking right because I think it's not only the you know what how big is the upper administration the DOE there are particular areas that we're trying to have the board fix. One of them is facilities, which you guys then approved another assistant, right, for to take away portions of what was in OFO to another assistant, which was fine, but then we need to see some type of progress, right?
And so I think we need hopefully you guys are keeping an eye and so when I see these kind of testimonies where it seems like, oh >> yeah, >> we don't care. Ask the DOE. I I get really concerned. >> Yeah, we we do care. And you know, Senator, um we are looking at the specific subgroups as far as uh what they're doing as far as their uh um literacy standards and what's happening as far as I get. I get that's her question. I'm talking about my question and yours as far as facilities and so on because we do have the uh FIC and the HR chair that we are >> hopefully you can take this message back to the board, right? I think part of it is >> what is the strategy of the the DOE admin, right? And I think if we understood it, I think I think we would be have a little bit more comfort, but I think the message here is we're a little bit uncomfortable where we're where we're heading.
>> Okay. >> Right. I think it's not the sometimes the answer is not adding, >> right? I think I think the problem a lot of times is we just don't have people in the vacant positions, right? And I think that the board really needs to focus on those type of things to make sure that we have a system that is robust and we're focusing on the right areas. Um, so hopefully you you really understood what what what the conversation is here today >> and definitely I will go back to our board members and chair Tukumi as far as what was talked about. We can review the uh what happened at the meeting today. So definitely >> thank you chair senator. >> Thank you Heidi. How many um casses do we have? >> 15. >> And how many principles do those casses oversee? >> It depends.
So some complex areas oversee nine schools and um say KKP because it's a very um geographically diverse area. Urban Honolulu can be 29 schools. So so there's a range. Um each Cass doesn't have the same number of schools. >> I see. Thank you. >> Um I want to follow up on the literacy. You said that um you folks want students to uh succeed. That's all of our goal. We all want our students to succeed. I think part of it is um what kind of programs are we actually instituting into the schools and having these students because there's a lot of students they're they just not can't sit into a classroom completely and then take the test and and so they don't come to school. lot of absentism. And when we do have creative programs in the schools and we have a CAS that that stops the program from continuing on even though it occurred for nine years and never said a word about it and then all of a sudden raise these levels and then um says that there's a policy against it a state policy and when I ask for the policy and check for the policy there is no such policy but those kinds of statements are being made and so and then we we propose things to help get the students interested, get them excited, give them confidence and then the DOE goes against it.
You know, they can't they can't support it. So the these are the kinds of concerns. So um I hope that the board will be looking at this because you cannot just say we want our students to succeed. We do but how do they succeed? There's no longer you can stand in front of the classroom one to 25 students or 30 students. You know, you have to engage the students. It's a different kind of learning. You know, I learned with the teacher in front of the classroom obviously and I learned to, you know, memorize my multiplications and all that. It's it's a different it's a different kind of students. Now I know all the principles here probably understand know that um but how are we delivering education to keep them engaged to keep them you know project oriented and and so forth and those are the kinds of thing we're looking for leadership from from the leadership the casses and so forth and you oversee the casses right how often do you meet with the casses >> often um >> I talk to casses Every day I meet with Cass's on a regular schedule.
Twice a month we have our leadership meetings and then in between those I have um I work with our um struggling schools. So I see other cases and their principles um once every month. Um >> so do you bring up these concerns that you're raising? We could we we look at the the successes we look at the struggles. I'll give you just an example. I completely agree that the traditional learning we do lose many kids there. There they can't there's too many distractions. And so in your district in Honolulu district um to support math um they've done the thinking classrooms where they have the um whiteboards or the white papers. So, um, math, we're having a concerted effort. We do know we need to, um, improve in math. And this strategy that, um, all of the schools have been trained in. They've been supported. They've had professional development.
They've had followup allows the children in the math class, you know, elementary through high school to work in groups and to talk and to figure out the problem, to ask questions. So I I can say that the schools are um acknowledging your statement that traditional learning is is is um traditional and we do have that's just one of many examples. Um and I know any Cass or myself or the superintendent is are we're more than happy to take you into schools to show you um variations. Yes, I'm aware I you know again not every not that the schools aren't doing it. I know there are pockets and there are different schools and the way they're being run and some schools have a lot of programs good programs. Um so happened in in some of my schools in Klehi they're not as don't don't have that and when they do have a program then it gets cut with no no reason why it gets cut after nine years which is concerning raised that concern.
the students, you know, the community is the one that came to me because they're concerned. You know, I was unaware of it. They brought it to the neighborhood board. That's how bad it got to the neighborhood boy. And you know, these are students that was working out with a curriculum outside and it was cut. So again, this is one example, but I've heard many examples and other schools have done exactly the same thing that the school was doing and then it gets cut. So again, and you know, the concerns raised with the Cass and in another school again raised with the Cavs. Um, and and the principles are not going to speak against the Cass. They just are not. They will tell me, but they're not going to come out. So, you know, we get to be the messengers here. So, um, so I I hope that as you meet with them, should this thing go forward continue that you know you raise these issues and evaluations and what's going on in certain areas because again it's not every cast it's not every area but again you know when there's several then it ruins it all for everyone right because there's a lot of concerns >> yes >> I just wanted to u also mention that you know as a board member uh for me to be out visible at the schools is very important and I'm very grateful for the casses There's many cases that are here that have invited me to go to the complex not only on Kauaii, Oahu and other places to visit schools and to do what we call it walkthroughs to see because we have a systematic approach as far as curriculum strategies and so on.
For example, the CSLD there's um levers as far as what is important. It's not only about instruction, curriculum, but it's about family engagement and so on. So as a board member when we hear presentations from the DOE and presentations from the schools which they did you know with the state and also with the specific complex and a specific school uh I I'll go out and say okay you talked about this and when you I visibly see here and when you ask the students because you know as a as a former teacher so what are you learning you know what what's happening and so on. So I think it's important for board members because as a board member with when you want us to make changes or be accountable to what's happening out within our system that you got to see what's happening. So I would hope that every one of the board members have visited at some point as many schools as possible especially within the area there.
>> I know some are full-time workers. me. I'm retired and I got to babysit. But yeah, definitely being able to be out there and and having this invitation by the principal ter. >> We ask we ask all board members during the confirmation, do you have the time? Are you willing to serve? Do you have the time to do this? And you all say yes, whether you're retired or not. And so if you're not visiting the schools, if you're not coming into contact with them, then I I have some concerns. And you know I I we asked this during your confirmation and we will ask you again as we go forward if you come up for reconfirmation. >> Yeah. You know because we have the sunshine law too that now now we cannot have more than how many board members. >> Yeah. But you can go individually.
I go to my schools individually right I mean you can call I reach out to the principles or try to. >> Yeah. Yeah definitely. Yeah those who can. >> Okay. Any further questions on that? Senator the court. Any further last minute questions? I know you had to go to vote on a number of issues. >> Apologize to follow up. >> Yes. Uh Heidi, in your um in your advocacy for these positions, how can we expect to get a better line of communication with you in your office and with the superintendent that would actually give us a pathway to getting the results we need for the schools that are being underserved right now. >> Um I I'm more than willing and I speak for the superintendent as well. he or I are more than willing to come to your area um go to the schools with you um talk about your concerns um and your needs and come up with what needs to be done um to see the improvements that um you're suggesting you know we need to be aware of.
So, you're willing to come back to our schools to look again at the issues that we're having? >> Um, I I don't believe I've walked through schools with you, but I'm more than willing to. I I do go to um not regularly, >> but yes, not with me personally, but uh with the principles and with the head custodians as well. So, you've been there before, but would it make you feel better if you walked there with me? And then we were able to kind of go through a checklist of all the issues. >> Sure. >> Um I would just prefer the the work to get done. >> So if that is what it's going to take for the work to get done, >> I think that would be good. Um and not to pivot into a conversation that might potentially add more positions um to already a topheavy department, but do you feel like you can handle your position?
You seem very overwhelmed. Um, I I hope I don't look overwhelmed, but if I do, I can't help that. But, um, I'm I'm um very busy, but I wouldn't say I would say to you I'm overwhelmed. >> Sure. And the reason that I make that comment is because in the state auditor's um audit findings uh when it came to the driver's license program uh you seem to not know the basic knowledge of how the program is being run or that it's a I guess a multi- department program. So again the very basics I think that should be um pretty much >> known. I I I do agree and um that audit was I was assistant superintendent in the first month of the job and I had not yet met with our um driver's education section but I did within the first two months meet with every group.
So not an excuse but um to help clarify your thinking. >> Yeah. So since the audit has come up have you made those efforts? Oh yes, we have. And um out of the I think it was 10 recommendations of the audit, we've completed eight. Um one is a administrative rule, but we're we're following the process. Off the top of my head, I can't remember the other one, but it was on target for completion. Yes. Yeah. Um also, there are some loopholes a little bit with how the deferred maintenance is getting handled um in some of these areas. Uh, and so a lot of the funds are being moved. I believe you were here when we were sitting with the University of Hawaii and we were talking about just that lack of communication that the legislature is not getting when funds are moved for different CIP or deferred maintenance things like that.
So, have you been able to or maybe you can help us to streamline that? uh because the parents in my community, the coaches, they're feeling like a lot of these areas are being neglected and I don't really I honestly I don't know how the Department of Health isn't shutting down some of these programs. So, uh these are areas that you have walked through the schools, Keith has walked through the schools, you've done this with the custodians. So, I guess for the sake of the conversation, should we do them again? Maybe extra oversight of me being there and watching the conversations take place. Maybe that would be better accountability. >> Well, I'm I'm I'm happy to meet with you and um have um one-on-one or three whoever wants to attend the meeting to hear the specific concerns and then um I I do think it's um we're accountable to follow up um if it's something that can be done immediately.
Yes. >> Yeah. Thank you. Thank you, >> Senator Kani. Anyone last questions? >> No, I forgot to invite him. >> Sorry, I know I talk so much. >> Okay. Thank you very much. >> I want to thank all of you folks for for being here today. I know you have to take time out of your busy schedule um away from the kids. So, thank you all um for your testimony and for being here. We are moving on to the next item, which is Senate Bill 3063. This is relating to department of education procurement. Authorize Department of Education to extend up to 5%. >> Oh, everybody should stay for the next bill. Only here for one bill. >> They were only here for one bill. Can we keep the door shut so we can >> Can we shut the door? Thank you. Okay. This authorized Department of Education to expend up to 5% more to procure local edible produce and packaged food products compared to non-local alternatives.