Okay, any other questions, members? If not, thank you. >> Thank you. >> I want to thank the community and all of the students that came to testify today. Good job. The next thing you need to learn is how to ask questions so you can get the right answers. Okay. >> She's still teaching me too. >> We all We are all learners. Constant learners. Okay. Next um bill is House Bill 1840, House draft 2. This permits the Department of Education and Charter Schools to hire unlicensed individual as teachers on emergency basis for five rather than three years. Requires the Hawaii Teacher Standard Board extend the 5-year period in the case of a declared state of emergency. Establishes a graduation goal for the University of Hawaii and requires a report to the legislature on the progress towards achieving that goal. requires Department of Education to provide training to assist emergency hires in passing the practice exam and require the training be mandatory for emergency hires in their fourth and fifth years as a condition of employment.
>> That concludes my remark. >> Thank you. Thank you for that update. Um moving on to 7.1 public comment. All right, we do have public comment today, correct? Okay. >> Yes. >> All right. On behalf of the board of education, I would like to thank the public for attending tonight's meeting. We value the feedback we received from our members of the public and encourage everyone to take an active interest in their public school system. Individuals interested in speaking to the board this evening are asked to have completed a comment card and presented it to the secretary to the board. Any members of the public who have not yet turned in their public comment card to the secretary of the board are asked to do so at this time. When the secretary calls your name, I ask that you come to the microphone, state your name for the public record, and provide your feedback.
Uh testifying on this measure, DOE Good afternoon, chair, vice chair, members of the committee. Sean Bacon speaking on behalf of the department. The department stands on its written testimony in support of this um just really extending the emergency hire window from a three-year window to a 5-year window really is going to help keep experienced educators and committed educators into our classrooms while they're working on that lensure. I think at this point right now we're seeing, you know, these emergency hires, they are taking on a full-time job. They are also trying to go to school and manage family. Um, there's also costs that are involved. So, sometimes they may need to pause based on some of the costs. So, just having this additional two-year time frame will definitely help our educators in through this process.
Please note that comments are limited to five minutes per person. The board does not participate in discussion during public comment. Comments should address the board of education as a whole and not be directed to an individual board member, audience, or staff member. Follow up to your questions or concerns may be addressed by administration through the contact information provided on the comment card. Thank you, >> Kendall Schuman. >> Good evening. Hello. >> Good evening. My name is Kendle and I'm a parent. I want to first start off by thanking each of you for the opportunity to speak tonight. This address is in reference to tonight's agenda item 5.2 discussing the district's diverse learner comprehensive review. It has become known that our schools at least at the elementary level are cutting student supports to help our diverse learners for the 26 2017. Be sure that this is not a frustration but rather a speech of concern.
The department is ready for any questions. Thank you. >> Thank you, Yukul Cross. Hello, Chair Kim, Vice Chair Kirani, members of the committee. I'm Yuko Ario Cross, director of the Executive Office on Early Learning. We support HB1840HD2 and we appreciate the amendments made by the House Consumer Production and Commerce Committee to address the challenges faced by a broader range of permit holders. Permit holders in Eol prek have a bachelor's and or master's degree, some in early childhood education from nonate programs and even some with experience working with young children in community- based preschools. Ul is working with HTSB and our higher education partners to expand pathways to lensure to meet the new demand created by the expansion of public prek. But until the system adjusts, the options for emergency permit holders are extremely limited. There are currently no post-balorate programs in the state that would allow emergency permit holder to obtain an initial teaching license in early childhood education.
And I want to share a real world example that highlights why these interventionist positions are essential in our schools. Recently we repeat my child's fast bridge assessment data which showed over the course of one year her data told a significant story. In winter of first grade my child scored in the 22nd percentile and was flagged in her intervention. By spring of first grade her scores dropped further to the 18th percentile. My daughter has been diagnosed with uh ADHD as well as she has congenal heart defect. Um numerous diagnosis that my friend uh with supports in place I'm sorry which fully demonstrated the need for interventional sports. With supports in place by the fall of second grade year she improved in the 41st percentile and essentially tested out of the placement. By winter of the second grade, her score plummeted sharply to the 12th percentile, placing her back on support.
There is only one master's degree program in Hawaii that leads to an initial lensure in early childhood education and it's offered at Shamanad University. Given the limited pathways currently available to individuals pursuing lensure and early childhood education and the realities of working full-time while supporting a family, EOL believes extending the time limit to 5 years provides a more achievable timeline for emergency permit holders to obtain their licenses. Thank you for this opportunity. >> Thank you. Ednitsa Y teacher standard board not here. Okay. Um, >> sorry, Chair Mity is available on Zoom. >> I am here. Sorry about that. >> Okay, thank you. Um, nice. Aloha. Uh, chair, vice chair, and committee members. I am Mitsya, licensing specialist, speaking on behalf of the Hawaii Teacher Standards Board in opposition. I know I submitted our testimony, but I just want to point out that part of the vision and mission of the Hawaii Teacher Standards Board, uh, one of the first things that they have to do is they have to ensure that every child has a qualified teacher.
This is not just a set of numbers. This is a child whose academic trajectory clearly changed depending on whether support was available. The temporary progress from the 18th to the 41st percentile didn't just happen by accident. It is absolutely reflective of the instruction purely targeted by the intervention at Stanner School. This is exactly why interventionists matter. They are professionals who identify learning gaps early, provide targeted instructions, and help determine whether a child needs accommodations or should move toward an IEP. And further, they give families clarity to advocate for these things. Without these professionals, we as families lose the ability to clearly see where that line is. Whether or not our children simply need extra help or if and when a deeper support is needed. This isn't just about one child. I'm positive my family is just one example in a pool of many across the district that are looking for similar supports from their schools.
When the emergency permit was started, it made three years the limit because they wanted to ensure that these people did in fact go through a program or um some of them actually com they have a J1 visa and they might even take their practice earlier or they're from the mainland and they don't have a license but they do have the degree and so they also take the practice courses and then they're allowed to be licensed. So just going with unfortunately um the we haven't seen any empirical evidence that this that extending the permit would actually help. In fact, we actually see evidence um from Texas recently that you'll find in my testimony and you can click on it. um it has information that it's actually not beneficial and that students um quality of learning and their their learning abil it goes down. And that's all I want to say for now, but I'm here for questions.
Without interventions in place at school during the learning day, parents lose the ability to allow children to be just that children. Parents are forced in focusing on obtaining outside help, which is doable, but puts further strain on diverse learners that can be taxing and carrying a significant impact. When we lose sight of what matters the most in our schools, the children, it leaves us questioning whether the district truly has the best intention of our family. Make no mistake, I have seen what this district has done for our school, especially for my child. They have nothing but advocated for my child since day one and joining the elementary school family and at the soonest point possible push for intervention with the parent. But we also have to consider the broader scope. Residents in the county consistently pay some of the highest taxes in the state. Year after year, Kendall County is ranked in the top 10 consistently for the highest tax rates.
Thank you. >> Thank you. I'm going to just ask a real quick question. This um position opposition, was that um agreed to by the entire board? >> Uh this is part of what their permit or I'm sorry, part of their legislative priorities. Yes, it was agreed to by the entire board. Um they allow the permitted interaction group which is three people from the board to make decisions for them but on their um legislative priorities. Yes, this was a priority that they want to ensure that um qualified teachers are in the classroom. >> Okay. So it it was the majority of the board that supported opposing this bill. Is that what you're saying? They have supported it in the past from their legislative priorities. Yes. >> No, they supported the bill. They're opposing the bill. So you >> they're I'm sorry. They're they're supporting the opposition of the bill if that makes sense.
67% of our taxes go to the school district. And our families are making significant investment in our public education with the expectation that these sports will be there for every child. I understand the district is claiming an $8 million deficit would partly come from legislators making changes such as holding family not holding families accountable for school dues. Um pardon me please. So the question becomes what are we prioritizing? We're investing in leadership. We also invest and invest in the direct supports that impact students outcomes because the student outcomes ultimately reflect our leadership. As stated before, the data is rather clear. When support is present, students can improve. When it is inconsistent or removed, they can quickly fall behind again and again. So, I want to close with this. If interventionist positions are not being eliminated across all schools, then what is the district-wide plan to ensure that every student, regardless of which school they attend, has equitable access supports?
>> Thank Thank you. >> Thank you. >> Um James Brazelton. >> Good afternoon, chair, vice chair, members of the committee. I'm Jimmy Brazzle. I'm the executive director of Teacher Lounge, uh the Department of State J1 visa sponsor that sends teachers to uh Hawaii schools. Um we stand in our testimony and I'm available for questions. I just wanted to reiterate that this bill does not lower standards. Um, and it aligns Hawaii with states like Texas and California and other states that do recognize that the J1 program lasting up to 5 years does make sense for them to have a longer period of time in order to meet those qualifications.
Equity is not just about intention, it's about access. And right now the data is telling us that access to interventions can determine whether a childlike mine succeeds or will continue to struggle. I thank you all greatly for your time and truly appreciate your consideration and keeping our interventionist positions. >> You thank you. Sean Delighten. Let's be real close to the mic. >> Awesome. >> In a lot of ways, I suppose >> flexibility. There we go. Thank you, Sean. >> No problem. Can you guys hear me? >> All right. Good evening. My name is Shawn Deiden, parent, community member and teacher here tonight as Education Association adviser at large. I am here to represent the voices of our educators about the need for intervention supports for our students. At the core, this is about students. Teachers are very clear that interventions are essential to our students success.
I'm here if you have any questions. Thank you. >> Thank you. >> Amy Abayani >> in support. Aloha. Thank you very much for hearing this bill. Um, as you know, this bill HB1840 um uh and and its companion Senate bill had a focus on the J1 visa people uh uh teachers and um this current draft um is broader. What it does is it would extend the uh eligibility for all emergency hires uh by another two years. So it would be for five years and uh that is an uh something that I think would is support I support and uh it would be it would cover J1 visa holders. Um, however, there are so many other additions to this bill that I think um I would recommend that you pass this bill and consider including a bill that you already passed before. Um, this committee already passed before called SB 2125 which just extends uh it from 3 to 5 years all emergency hires.
Interventions provide targeted supports that help close gaps before they become long-term issues. Providing this support is critical to ensuring that all students have foundational skills they need to succeed. Interventionists are critical for students who need support beyond tier 1 instruction. And without that support, more students are at risk of falling behind and widening the achievement gap across the district. Providing consistent and structured interventions by trained specialists is essential to maintain a proactive approach in our schools. We need to provide support early and effectively. Without additional support, classroom teachers cannot effectively deliver highquality tier 1 instruction while also meeting the full demands of tier 2 and tier three interventions. With large class sizes and increasing students needs, intervention support is needed to meet that need, the needs of all students. A clear plan for intervention support is essential prior to making staffing decisions. As this process moves forward is important that students needs are what drive decisions.
So, it's a very simple bill and uh maybe if you wanted to you would um consider including that bill inserting the language of that bill which you already passed and specifying that does include J1 visa holders. >> Uh that that is a recommendation but we we do support any bill actually that does um uh um cover these people. Thank you. Thank you. Christine Andrews, >> not available on Zoom chair. >> Okay. Uh Liza Ryan Gill on Zoom. >> Also not available on Zoom chair. >> Okay. Uh Christina Sablan on Zoom. >> Also not on Zoom. Chair. >> Okay. Those are all the members that had signed up for person or in Zoom. Is there anyone else here wishing to testify? HSTA, welcome. >> Hello, chair, vice chair, members of the committee. Sarah Millen on behalf of HSTA. Um, we we really like this focus on moving it from three to five years.
This reflects our commitment to ensuring that all students receive the supports they need when they need it. The teachers and district administration have agreed to work collaboratively on this. Moving forward, a joint committee will be developed a plan for the 2627 school year. As part of this plan, the committee will look at which students receive interventions, what those interventions look like, and how they are delivered. Once that plan is finalized, the district has committed to reviewing staffing and considering additional supports based on student needs. If we are committed to meeting student needs, then a plan to provide interventions with appropriate teacher support is essential. Thank you. >> Thank you, >> Katie Montgomery. Thank you. Um, I gotta be honest. I don't feel quite as prepared as the last two speakers, >> but I come here as, >> my name's Katie, as a 20 plus year resident, um, a parent of two, a sophomore here at OE, and a sixth grader.
My job as your teacher lobbyist is to come tell you stories from the field. So, at my school, I have an incredible science teacher who went to Shamanad, who did her practice, who's um a a Native Hawaiian educator, and she's one of the best we've ever seen, and we cannot get her license. And it's been super frustrating to watch that happen in real time because she's good for our school. She's good for our kids. She's good for our whole community and we want her as a licensed teacher. She's been an emergency hire for a few years. She needs that extra bump. Um I also have an amazing art teacher who um the art institute closed and so uh wouldn't give her credits. So she was actually willing to go to a private school because she couldn't handle the lensure which is sad that our kids would lose out on that teacher.
They both have participated in the German program. Uh, you might have heard that FRA Anna is retiring. I am here to encourage you all. Sorry, I'm real tired. Um, to keep your eye on the world language program. I know there are issues replacing her. I know there are issues with transportation. My son, he's going to speak next. I think he's really been moved by this class. It fits so perfectly in your strategic plan. I have notes here. I don't want to say them because it fits in engagement, in collaboration, in curiosity, and success. Additionally, he was a special education kid. He still has a 504. He's worked the majority way out of it, and German helps him to continue to work through that. Um, he also has a younger sister who immediately signed up for Spark Kinder Club and was committed. Now, I know from Anna is a special breed and I know they're hard to replace and I know money is tight, but I just want to encourage you all.