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>> No, ma'am. >> Okay. I need a motion to adjourn our meeting then. >> I make a motion we adjourn the meeting. >> I'll second the motion. >> All those in favor? I Melinda Saskki. >> I Fred Rushton. >> I Charlene Diaz. >> I Barb Zarziki. I >> Sheila Bernett. >> Meeting is now adjourned.
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Not here. Anyone else wishing to testify on this measure? Hearing none. Members, we are open to questions. I guess Terry can come back. Terry, I know this is not your folks's bill. However, being that you are in support the intent of this measure, um >> why why exactly what aren't you folks doing that this is needed or explain to us what why we need this measure or why we should implement this kind of program. Um well, we think that literacy opportunities in general can be helpful in different ways and community partners. Um our schools do already offer tutoring. Um and especially in our title one schools out of 172 schools of the ele 63% of those elementary schools and 33% of the secondary schools do offer some type of um tutoring support already. and our department, we also have available um 247 uh tutoring that schools can opt into.
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So, we do have things in place already. So, as we um support the intent, it's because we know, you know, it never hurts to have more literacy opportunities for students. As for what the department is already doing, uh we are addressing um these opportunities for students. You know, I I think we can all agree that you can never have enough of anything, but there's a limit because we only have so much money agree and if we we keep implementing everybody's everybody's idea um and it's peace meal and and wondering, you know, you see a lot of the bills that have come forth is that we implemented everything. I don't know that we have any money left to even pay our teachers to do the job. Yes. So, um, these are things that I hope that the DOE will really look at and to see, is there a problem and is this going to solve the problem?
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>> Um, we don't see a problem. Um, and this is, like you said, it's not our our bill. Um, we um, you know, we are willing to work with partners if necessary. Um but this would require us to um put uh efforts or resources towards this which is um you know would >> then that's why part of our testimony is like if it were to go through um which we're not it's not our bill um then we um think the scale is too large to begin with based on some of our past experiences. that you trying to be so nice to everybody that at some point DOA has to put their foot down to say you know what this is great but you know where's the money going to come from so do you know how much this program is going to cost >> no >> okay so we don't have a number to be here >> yeah was introduced blank so that's that's another difficulty because then how do we sustain this you know once you do a program then people feel entitled and then it's very difficult to undo it >> we we agree it [clears throat] would be difficult.
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>> Here's another question. So, what other literacy options is DOE um exploring? Because we do know that there are districts and schools where students are graduating and they're not graduating with a 12th grade >> reading ability. I think what what other options would DOE being proactive about because you're going to constantly see these measures come out because there's that sense that it's not adequate, right? >> So, I think um that's a large part of our comprehensive literacy reading grant that we received for 60 million over five years. And so uh we are looking in terms of the instruction that happens to be in line with the science of reading and um and as part of that plan the schools do reach out to their families and um they're also looking into coaching that they provide for teachers because really what happens in the classroom impacts their learning.
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But in addition to that, um it also to support literacy, they're able to use some um funds for resources. For example, for our CLSD1 program, um we had schools engage with families for family nights. They gave out um books that they could add to their family libraries. Uh we had different opportunities for engagement. So, um, and, um, one thing we always do is our summer, um, our summer fun reading book. I don't know if, um, you were able to see that, um, but we, we have many schools who, uh, provide that for their students. And they have like stickers in the back. And what's really neat about it is it's in both um, English and OLO. So, it's like a dual language summer reading like booklet that the students can engage with. So, those are some examples. >> I know the library does a good job with their summer reading program as well.
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So, yes, certainly appreciate it. I know we took part in that when my son was little. Um, so $60 million grant, when did that start? >> Um, we're in the second year, I believe. >> And do you have a list of what where the funds have gone and where they're going? I well yes we do. >> Okay. You can provide the committee with that information. >> Um you know as you know then you folks spoke spoke uh opposing the uh student book um authorship that I have the bill. I mean, these are additional things that are low cost that can help as far as literacy and having a student project that not only is literacy but encompasses all the other types of learning that go on in the school in addition um allow the students to be able to um share their story to be proud.
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I know if you attended and I know superintendent attended the Kalama. >> I was there. You were there too. I was there. It was terrific, >> right? And they had those 12 kids standing up there and they were so proud and their parents were so proud. Now multiply that by every fifth grader in in the state having that same feeling and and that's what we're hoping that in addition to this types of um projects that you folks have that we do the simple things that can be incorporated into the curriculum that really don't cost a lot. Right. We we do know of many teachers who already do that um in their classrooms. >> Yes. And I'm just bringing bringing you folks examples of stuff that have been pouring in. Obviously, this is the bookkeep that has been doing this and then it got stopped with the new principal that came in.
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It got stopped. They don't do it anymore. And it's not an individual book, but it's each student. But these are some projects that are going on. I got one from Nana Kouli and they did it with just paper and a bind binding. >> As a as a teacher, former teacher, my students published a lot of their own books, you know, with the Hawaii writing project and the writing process and to promote literacy and um so I think you know that's still highly encouraged for students to do. >> Moves me when you folks came out in opposition and said well the cost and the time your schools are doing it. they're not doing it consistently and they're doing it more as a group but this whole thing. Um so I would hope that you folks would be looking at that to have comments and not necessarily oppose like you did in that measure.
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But let me ask you this other question. Um have you folks looked at other types of literacy options like um virtual coaching literacy coaching? >> Um not specifically virtual coaching. Um our coaches usually go into the classroom um and they they interact with you know the teacher observe the students. Uh we do have some technology um where um and this might not be specifically to literacy but coaching in general and mentoring. They have some technology devices that um kind of can record um the teacher as they do instruction and as they help and assist students and that kind of like follows you around. I think some teachers have used it when they applied for the national board certification, but that's a possible tool that could be used for virtual coaching if someone else were to view that. But we in particular um that's not been one of the things we've been >> well I recently was invited to the president's office with an individual local person who's on the mainland and is involved in this and they actually have this this um virtual virtual coaching um >> um I guess for lack of word app that they use that have had tremendous results and they're I guess they're they're piloting in uh Kauaii as well as Kame School and my understanding is that they have a federal grant of four million dollars over four years and they've been trying to get DOE to even look at it and apply for the grant and they have been having difficulty.
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So these are the kinds of things and I know I just found out today I'm talking to the president that some stuff is moving but it takes us so long to look at what are these options and it's $20 a child per year per year which and that grant could cover 50,000 students. So these are the kinds of options that we're looking at that I hope DOE is looking at as far as math as far as literacy because you know it's great to have live coaches but we cannot provide enough live coaches for every student >> and especially the ones that really need it and at the cost. So instead of peacemealing and putting giving you three people, three coaches for the entire state, we need to be looking at what are some of the resources out there and what are the grants that can help us to pay for this.
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>> Yes. and and um regarding the what you're talking about um and the innovation grant that is available. We we are on that >> finally >> and well it didn't come out that long ago but >> when we met >> but any but anyway um the rep is also doing some um or we're asking her to do some demonstrations and um like with other projects start possibly starting a pilot. We did look to see if some of these um AI based tools could also serve as um a dyslexia sensitive screener because we would we wouldn't want all of these individuals. So those are all of the considerations and and we're on that way >> because when we met they were concerned because the deadline was looming and they had been in conversations and that it never got up to the top level of of DOE and so that's why we were in that meeting and at that meeting we actually called in the board of education rep who happened to be on around and he didn't know anything about it and so he got on it and so because of that now you guys are finally on it but that's the kind of concern that we have and there was another uh one I'd say they talked about that uh Hawaii never never even applied for and that was too bad.
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So these are these are opportunities out there that we need DOE to to be aware and take advantage of. >> Absolutely. And then like for the CLSD grant, we did take advantage and got a lot of money. So we do see the value of of taking advantage of those opportunities. So, I hope that we'll be here next year and you guys can can elaborate on the pilots that we might be doing in this area and that hopefully we can even do that in the ma area of math >> because I know we have a bill for math coaches but I want to see a more comprehensive plan and not peacemeal physicians and you know three math coaches is not going to going to solve what we need to. >> Not at all. >> Yeah. >> Right. Thank you. All members. >> Yes, please. Thank you.
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Um, so it sounds like according to your testimony, you folks are in support with comments, but basically in support >> for the literacy labs. >> We support we support the intent. Um, and if we are required to do it, if the bill does move forward, then we request that the scaling go down because it will require us to take attention away from other things to figure out how to do this >> be stronger on some of these. >> So, yes, we prefer not to do >> well, you not that nice on on the on the uh book uh authorship book. So, you you can do that across the board at times as well. >> Yeah. Well, what I think that this bill might be signaling is that there's a greater need for this kind of education um in the department in the schools. So, um although this might need some tweaking and we might need to, you know, maybe lessen some of the appropriations, what I think it's signaling is that the schools are not doing enough during the school time.
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So, then we have to create other programs after or maybe during the off time or things like that. So, I feel like that's what it's signaling. Now, that might not be the impression that you folks are getting, but I think the department should be um more uh fronting with their uh fiscally front thinking to see how we can save more money because if this bill does go through and we do have to appropriate more money, that's just more money to the department where I think it would save taxpayers more if we just kind of tighten up and maybe address some of these issues during the school period. Thank you. >> Oh, did you want to respond? >> Uh, did you have a question? >> Uh, sure. So, the question is, um, this bill to me is signaling that the department is not doing their job, that there is not enough strong literacy or programs that they feel are fitting the needs of the students at the capacity that needs to be met.
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>> Okay. So um this past past year two years ago well this past year we we are implementing what we're calling our literacy levers and we do have those in math as well and those are our high yield strategies the tier one instruction it does include coaching but for literacy through the CLSD grant we and this is coaching for teach for staff not for students um um high quality instructional materials and then um not Not only saying the science of reading, but what is the um continued professional development and support that we can give the teachers to ensure that those science of reading strategies are implemented in those early grades so that we can um keep from the beginning get students the basic literacy skills they need to to progress. So, we do have robust um literacy levers that we are implementing statewide and we do anticipate that they um will have a positive effect on on student growth and proficiency.
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>> Okay. Well, well, that's not what I'm getting out of the introduction of this bill. This bill to me is saying that you folks are not doing enough and there's more that needs to be done. Okay. So, yes. Thank you. Thank you, John. >> And hopefully we'll look into some of the other types of resources that we talked about. >> Correct. Yes. Thank you. >> Oh, also I apologize if I can just share one note. Actually, speaking of tutoring, um there's a program that Lehoku Elementary is doing. It's called Ignite Ignite Tutoring. Um and right now there's 30 students that are participating and 90% of the students have hit their 70% target. That is costing $30,000 a year and they have full participation. It is a virtual process. Uh so again, it's efficient, it's cost savings. um it seems to be working very well in my community.
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So, if we could think of more of those kind of fiscally responsible programs, I think that there would be um a lot more support. Thank you. Thank you. >> And Senator, that's exactly what the one literacy program and with with a grant of $4 million actually coming with it. So, yeah, that would be excellent. Thank you. >> Perfect. Thank you. >> Thank you. >> Okay, next question. Next um next bill. House Bill 2297 uh updates Hawaii's statutory framework for adult and community education programs to ensure alignment with federal funding requirements and current best practices in those programs. Um, first >> testifier again, DOE, Kayashi, >> Check him, uh, Senator Hashimoto, Senator the Court, Keith Aayashi, Superintendent, Department of Education. Uh, department stands on it on its written testimony in support of this measure. Uh, Hawaii State Department of Education strongly supports HB2297HD1, which updates the scope and department's adult education programs to align with the Federal Adult Education and Family Literacy Act, or AFLA, Title 2 of the Workforce Innovation and Opportunities Act.
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The amendments to section 302A 443, Hawaii Revised Statutes not only aligns with federal AFLA grant requirements, but also aligns the department's priority to enable all students to be globally competitive and locally committed. There is greater emphasis on workforce readiness and workforce development providing underskilled individuals with educational activities activities to develop the skills necessary to be gainfully employed. The amendments that we're offering also align the basic and secondary education programs with the department's K12 programs and provide for family and community literacy that includes financial literacy and health and wellness instruction. Thus, the education programs enable adult learners to develop the foundational skills necessary to be productive in home and in work life. Thank you for the opportunity to provide testimony.
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You stand by for any questions. >> Thank you. >> Uh Louis Hokana in support Helen San. >> Okay. Thank you. Anyone else wishing to testify on this measure? Okay, questions. Helen, can you come? I know we've talked about similar things before. Um, how many how many adults go through the program yearly? I about 6,000 if you count um not only the NRS students that are required when we report to the federal government but we offer other classes such as workplace um literacy and >> are we able to accommodate all that sign up or register? >> Yes, we are. We have 10 campus well both schools together have over 10 campuses throughout [clears throat] the state. >> So that's McKinley and we're >> correct. Farington have have one, >> right? Fington comes under McKinley. >> Oh, I see. Yes. They come under McKinley. Oh, I see.
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