the House on this. Yes. Oh, okay. All right. And you had on on the 291 C27. Yes. Okay. All right. Thank you much. Thank you. Any questions for the Attorney General's office? All right. DOT DOT on 1692. Um the DOT stands on our written testimony in support of this measure. No further questions. Okay. Thank you very much. Kiki Injury Prevention Coalition Okay. In support, Aloha Independent Living Hawaii Ample All in support, Triple A In support and Chad Taniguchi, an individual. I know he is very um uh Let's see. A member of the bicycling league. In support. Is there anyone else wishing to speak to SB 1692? Yes, Senator Elefante. >> Question for DOT, please. So, Deputy Director uh Lee, so on this I know HDOT in the past has done PSAs on this. I think a big part of that is also PSAs, but also enforcement.
sixth grade specifically for a variety of reasons that included data and um some teachers and staffing issues over the years. They were very intentional in setting out short focused four-week cycles. Each four-week cycle has eight sessions. They're using pre and post test data through which is one of our testing platforms within their sessions. And um Mr. Lato reached out to families specifically and we're looking for commitment. We know that if a student has spot in tutoring and is unable to attend regularly, it will probably not see their progress within such a short period of time. So, families and students signed commitments to attend at least seven of the eight sessions during these four week cycles. Um, they're using our adopted HA resources and one teacher is trying to resource outside. We started one class before break and two are starting right now. >> Um, additionally we do have 21st century at three of our campuses.
Um as Lindsey said, my name's Anne Marie Gratton. I am the lead instructor for early education and care and I'm also the director. And I'm here today to talk to you a little bit about our program, some of the challenges that we're facing, and then um offer you some insight into some options that we're hoping you'll consider. Um so with that said, these are my first cohort of beautiful students. They're grade 11 right now. Um our program is growing, so we're in our third year. And just to set the stage for you a little bit, in September of this year, our daycare was up for re-licensure with the Department of Early Education and Care, which is separate from DESE. Our Chapter 74 program is a DESE program, and then our daycare is housed under a separate set of standards and um oversight, if you will.
So, is this something that DOT can work with HPD and the different county police departments and DLE on enforcement of that cuz I know when you go to other states on the continent, you know, people know what some of those laws are to move over or slow down, but in Hawaii it's a it's a little different when it comes to situations like this. Yes, um absolutely. So, we had our transportation summit a couple of months ago um and we met a group and I I apologize, I can't remember what they were called, but um they are very active in this move over law and um yeah, that's definitely something that we had up with >> [clears throat] >> with ours counterparts or our enforcement agencies to enforce. Okay, great. Thank you. Thank you, Madam Chair. Okay. Um but you know, um often times though on on the freeway here um if there's the stationary vehicles um with the warning signals, it's the contractors that are doing the work on the freeway.
Gateway math and mind. They offer some math tutoring. Um, Gateway offers it with their math teachers. So you can see that for Gateway students you have the opportunity to receive tutoring during their school day and also after school. Um, I will say it was really interesting to when we thought about these tutoring opportunities. Um, and then these specific students, the wonderings, okay, that's great. Too being offered are are black students attending and Megan and those are things that were good questions to bring up. People were able to go back and look at attendance data. In some cases, yes, those students are attending or some of them are and in other places they are not. And then we talked to families. Yes. Um conferences just ended. We have at least one school or school conversations with options that are available and again it brought to light some thoughtful conversations about how we might be more strategic with those wrap around academics.
Um upon our licensing visit in September, we were made aware that in order for our Early Education and Care Chapter 74 students to enter the daycare, every single one of them needed to be fingerprinted, which has presented an immense challenge for us. So I'm here to kind of go through what some of our requirements are and then some of the challenges that we are facing and then hopefully um provide some options for you guys to consider for us. Thank you. Thank you. Thank you. Thank Um right now this is the pathway. So for our chapter 74 students um to graduate and earn their infant, toddler, and preschool certification, they need to complete 150 practicum hours in a licensed daycare setting with teachers. So um preschool, infant, toddler. So they're working under the um direction of those teachers along with a chapter 74 instructor in the classroom as well.
And normally it's when we're driving um and I'm just as a driver like everybody else in this room, when you're heading into downtown and all of a sudden, oh, there's you know, the the the lights that's spinning on the on the on the vehicle with the warning that that particular lane is closed, but it's often times just last minute. So, what do you do in that kind of cases? Um because we're we're saying, you know, we we got to slow down and make a lane change, but you don't make a lane change until you get to the point where you see this [clears throat] vehicle with the lights allowing you or telling you to change. So Right. >> Yeah. Um I think the measure it allows for when it when it's when it's safe. So, I think only when it's um feasible for safety. Okay, so like if there's an accident or something.
I understand is that when I met the principles looked at each some of the schools don't have the number of blacks for the band looked at each black student to see where they scored on the assessment to see how much um the test scores like what do they need to go to the next level and then also we didn't end that meeting but we asked the principles that look at build back and see what standards they would need to be able to get to that next level so those students and then from there is when uh we talked to see how we identify that from educ they able to move. they might not be able to profic a conversation that was had but that's not reflective of this progress on the or um well I guess to the extent of the way that you said it.
So our students typically go into these classrooms, they observe, they take notes, they might plan a little lesson or activity. Um again, they're completely supervised by the chapter 74 instructors and also the early education and care um teachers. Um the practicum must be approved, which ours is. Um and then the programs that our kids go into are considered an extension of the high school program. It is their shop. So for, you know, aviation, they have the hangar and the airplane. For us, we have the on-site daycare for our kids to go into. Um in front of you, I gave each of you a sheet of paper. We're looking at the highlighted um section. So there are three options for programs that um have early education and care for their students. Option number one is an off-site program. We don't need that. That would be like one of your tech, we did not have a daycare on site, they would send their kids to a little sprouts or or some other place to get their practicum hours.
Yes. Um make a lane change. Okay. All right. Well, I just want to make sure. Sometimes we create bills and we really don't understand it and I'd like to make sure that we all understand what we're passing, you know, to make sure everyone knows that there's a statute requirement and and here the I I'm so happy though that DOT now has its warning or warning um I would say displays on the freeways like, you know, certain freeway up somewhere else is is is uh blocked or something and please change and and I think that should continue. Yes. But I don't see that too often in many other areas. Like I see it coming down from let's say on H1 um you know, from Likelike coming into town, there's that warning signal that I noticed they put on when you make the change on going to Vineyard.
So I think maybe somehow within the Yeah. like when we're doing this partition before like hey we have this conversation this is what happened now this is going to look different to me that's something that hasn't been done right I'm assuming that conversation just happened how long ago we had Right. >> So it's not just having a conversation. The conversation wants to provide support to the We also have a business who are very full. >> Yeah, I think um maybe we did change a little bit more and we're a little not not that I'm trying to make these progress monary quotes you know essay on what you guys are doing but that's just a really good depiction of something that is different right because if I go back and look at this you know progress monary board and look at the one before for this goal a lot of the answers look the same right so part of us having progress monitoring reports is showing change through the reports that hey we've pivoted and we've tried this the last progress monitor reports.
Option two is what we currently have right now. Um so our program is overseen by the Department of Early Education and Care. And like I said, they came in in September and told us in order for our kids to come into the shop, uh they needed to be fingerprinted. So this is kind of where our challenge is. Option three, what I have highlighted, is another pathway for us that makes the most sense for our kids and our students for equity purposes. Um it is your oversight. Instead of having the Department of Early Education and Care oversee the daycare, it would be the school committee overseeing it with me as director, Lindsay also as director. Um but we would take out the early education and care piece, that the EEC piece and the fingerprinting piece for our students, which I'll get more into. If I'm going too fast, just please Um why does school committee oversight matter?
You know, that's a to me I think just a wonderful sign to know that there's something happening you know, before that. So, I hope that they'll continue, you know, in other areas for alerts. Yes. >> Cuz sometimes we don't know what's [clears throat] happening in an off ramp or you know, another area like I noticed recently on Punchbowl, I think um there was one uh and and it could be on a on a rainy crazy day, you know, over the week weekend coming out of Punchbowl going on to the freeway um and going um everybody had to turn left on Vineyard. So, if you're going up to the tunnel up on Punchbowl, it was crazy because some of the cars were still coming on ramp off Punchbowl. So, that cars were coming down, you couldn't take a right lane going on to the on to the freeway, but you had to make a left on Vineyard.
Maybe it's time to because that's what I like when I get progress monitoring reports. I'll pull the last three and I'll compare them to the one that I have in friendly, right? And that's how I try to see, oh, where have we changed or what strategies have we done differently and for the last few reports they have been kind of the same language and it doesn't detect that. And yes, I know that we have these board meetings and we have our one ons, but this is still um uh documents that go out on public. And it's nice to see a little bit of the difference of what we're doing internally when we're having those conversations. Even if it's a quick leadership, this is what happened. This is what we're doing differently. We, you know, it just kind of brings in more than just saying conversations, conversations, no.
So we're asking you to consider to step in and replace EEC with your oversight. Um this matters for our students because of equity purposes. So um I think it's the next slide. I'll go back if I need to. Right now um only 21% of our students are able to be in the daycare that were fingerprinted, which means almost 80% of our students are not able to access their shop at all. Um some of the barriers that we've seen from our students between cost, transportation because their parents need to be with them because they're minors to get their fingerprints done, and then there's the piece where some families' citizen status might prevent them from bringing their children to get their fingerprints done. Um so what we're finding is 80% of our kids have nowhere to go. They have no shop to attend. They're They're sitting in classrooms all day um because of this barrier that we're that we're facing.
That was kind of scary, but I guess you all did what we had to do because of the the weather, I guess. Okay. Um But anyway it's good to have some warning signs around. >> Okay, thank you. >> But get that >> the portable message signs. Yeah, that's great. Great to have. Good job on that. Thank you. Okay. Um Aloha Independent Living Hawaii, Mel and Brady in support. Ample, I think I did call that. Am I going into the right direction? That was 1692. Okay. Okay. Yes. All right. Okay, let's go say aloha to 1692 and move to HB 2030 and this is relating to transportation affordability um and uh taxation DOT Good afternoon again, Garrison Department of Taxation.
That's what's been told the last 34 meetings. So it sounds kind of like the same. >> Yeah. share all the detail and so I understand that that was as a result of results that he was looking out to implement something different was also based on his assessment of some of the structuralies that he had concerns related and so sometimes we put things in here and they're under a category but not all of the students >> well I'll say this I mean moving forward I know we're like this is probably I would say you know if you have a point that you want to elaborate or articulate. whatever you have to do to maybe articulate a little more about what those treaties are because you know otherwise we're just you know and it helps us understand then a little bit better even if it's a small adjustment or small I think much more explicit about that being doesn't seem like Well, and I think it's important for us to change.
Um So what we're asking again is if you guys would step in and oversee Nothing is really going to change and I'll go over that. Um but it would align our chapter 74 program, which we approved to to bring to the school and allow kids to experience these things. Now we're finding that they they can't experience and are not getting the practicum hours, they're not getting the hands-on experience. Um None of that. So we're just We're asking for your oversight. Um Again, this is our current program model. So here are two of my sophomores. I only have six sophomores out of 18 that are in that daycare and only three juniors out of the total number of students that we have, out of 32 um at this moment. And then we're getting ninth graders any week now. So our program is growing and we don't have anywhere to send these kids and give them the experience we we told them we would when we brought this program on.
We'll stand on our written testimony for HB and I'm available for any questions. Thank you. Okay, your your testimony on this was similarly to um the version we heard um in uh in in the Senate as well. And then if you can uh help us clear this um because it's kind of like a heavy bill. >> [clears throat] >> Correct. >> Okay. And you talked about the different uh different sections, right? Um I think, you know, at least on this bill our big concern was just the the allocation of funds cuz tax systems are set up to be kind of back end after the fact. So, after tax returns are are submitted, then you start working on it and so it makes it very difficult because things don't match up and you have to go through the whole process of trying to figure that out, which can take time and sometimes years depending on what's going on.
>> Yeah. A lot of the things from our very first place we may not assuming that those report might also not see statistically significant improvement between two and three of these things and then sometimes the changes were actually causing You need to be very cautious because apologize this earlier today. A lot of things take three to five years to really kind of see the long impact of the paper. I'm not suggesting the sit back and wait for three or five years to see this. But at the same time, I also don't want us to say, "Hey, we put certain things in place and we're seeing promising them, but we're not seeing a lot of video change just yet." Sometimes it takes time, sometimes it takes proficiency and sometimes um the way we initially implement it, we're not sufficiently expert because it's new to us. And that's why you hear the team talking a lot about we had a conversation saying we just now having done it for a while it's still a valid strategy but we can do it a little bit better a little bit differently.