001[Music] Good afternoon and thank you for joining us for the Committee on Education. Today is Monday, March 20th, 3 o'clock PM. We will be recessing the committee on education hearing until 3:17 to hear the joint committee on higher education and education at 3:15 and then the joint committee on agriculture and environment, education, and higher ed at 3:16. Once again, the committee on education will reconvene at 3:17 following the conclusion of the aforementioned joint committee hearings. to call the joint committee hearing for with the committee on higher education and the committee on education to order. Today is March 20th. It's uh 3:16 p.m. Conference room 229. Uh we have our 3:15 agenda item on House Bill 12:04, House draft 1. But first, uh this meeting is being streamed live on YouTube. I'm not sure why we
002don't have a recording on this, but in the likely event, we must abruptly end this hearing due to technical difficulties. The committee will reconvene to discuss any outstanding business at 3 pm on Thursday, March 23rd in this room 229. And a public notice will be posted on the legislaturator's website. Uh for those of you who are participating remotely, all testifier audio will be muted and video disabled until shortly before it's your turn to testify. And testifiers will be limited to one minute at the end of which the audio will be automatically muted. And if there's any other temporary technical glitches during your turn, we may have to move on to the next person due to time constraints. And we appreciate your understanding. Uh the committee does have your written testimony. And so uh let's see
003in the committee hired myself as chair, vice chair, senator Kanani, and on the education. In any event, we will start with 1204, House draft 1. Uh, first to testify on this measure is Keith Hayashi, superintendent. Good afternoon, chair, vice chair, members of the committee. Kurt Ulturo, deputy superintendent, uh, testifying on behalf of our superintendent, Kayashi. Uh the department has submitted its written testimony. We we are in support of uh HB 1204. Uh we are happy to answer any questions that you may have. Uh thank you for the opportunity to testify. Nathan Morata, College of Dean, College of Dean Dean, College of Education. Afternoon chair, vice chair, members of committee. Nathan Morata, Dean, College of Education, uh Mano. Uh we stand in support with intent of House Bill 1204 HD1 and we've offered comments. I'll be
004around for questions if needed. Thank you. Sure. We have questions. Thank you. Uh Ivon Lao testifying for Hawaii State Public Charter School Commission. Good afternoon, Chair Makim, Chair Kanani, members of the committee. Thank you for the opportunity to testify. Ivon Lao on behalf of Charter School Commission. We stand on our written support of bill House Bill 1204, House. Thank you. Thank you. Leverne Moore for HSTA. Aloha chairs, vice president, vice chair, and members of the committee. Leverne Moore speaking on behalf of Osatoui Jr. President of the Hawaii State Teachers Association. We tr strongly support this resolution. We truly need teachers in in our schools and this is one way of doing it to to get more teachers into the school because we have such a shortage and it's not fair to have substitutes who really
005don't know what they're doing. So we this bill is really important. So please pass it. Thank you. Thank you. Christian Fern. Good afternoon, chairs, members of the committee. Sarah Beamer for Christian Fern at UHPA. We stand on a written testimony. Thank you. That's all the testimony that was signed up for person or in Zoom. Is anyone here in this room that would like to testify on this measure? If not, um members questions. I do have questions. Sure. [Music] uh you talked in your testimony that the COE offers a suggestion whereby a ratio or years of service for each year be the foundation. So it's for example ratio of 2:1. Yes. So you're saying that instead of seven years it should be eight if it's a four-year degree. Well I I think the uh thank you
006for that question. The seven years I think would be a good um ceiling. Uh I was were referring to more specifically if a student were to enter not so much as a freshman but sophomore junior senior year then to have a ratio of the amount of years funding to equate to two years of service evolution. I see. So you're assuming that this measure will allow one to enter at any point and not necessarily from as a ninth grader or I mean freshman because the bill is does not say that at all. Yeah. Uh you also talk about the monitoring monitoring system needed to ensure candidates are completing their service obligations. So is that your responsibility uh's responsib? So I think during the time when the students are at the university, it would be the university's
007responsibility to monitor to ensure that they're taking courses, their grades are appropriate, adequate, and to continue to monitor and if they're falling behind to do the necessary interventions to get them back up to speed. So you have other programs where this is the case where they get a tuition waiver and they have to abide. Yes. What has been the track record of students completing or students not completing and have Oh, we we we have a very high percentage of completers. We do have a few that um for some uh rhyme reason are unable to complete but I I we're probably in the high 90 percentile for both our general special education all the types of funding that we receive from department from the LED general. So what happens how do what kind of collection rate
008do you have? collection rate. Um ones that don't don't finish or don't Yeah. Then we we work with the department of education and them helping us to uh because a lot of them are are teaching in the field as well help us with the um what is that the collections if you will sending out the bills and helping us. So what's been your record on that? We have a few that uh we've had to have the attorney general help us to do a collection. And then what have we been successful? I think some folks have have paid back the funds that they received. Uh there's a few that I know of that have contested some of that. Uh because I know even with overp payments, we have a bad bad of being able to collect
009that money, right, once they leave or once they decide they're not going to do it. Um and I'm not sure how extensive you folks are at making sure that those payments are made or given back because once you give somebody something, it's very difficult to get it back. That's true. That's correct. So, how many How many students do you folks have that is on this kind of scholarship for different programs? Oh, I would say we have at least anywhere from 75 to 100 that they have to pay back that they have some form of service obligation. So if they don't fulfill that then yes they have to do that portion. You found that during that period of time of first you have the period of while they're in school. That's correct. Correct. Y and if
010they don't complete or they don't have a good record or they drop out and it's very difficult if they're in school and they're not working to pay back. That's correct. Yes. And then you have the issue of after they they get their degree and they start teaching. That's correct. They go to work for one year and then they stop and they leave the state. Yes. Then um so that's where we we work closely with the department to help right together. Together to get us to in those cases the collection agency, right? I believe it's it's been a challenge to get some of this payment back. Yeah. So, do you have any suggestions on how we do that? If we're going to do a system like this on on a regular basis, I think for us
011at the university, I can only speak for the university, not the college, we need we need to do a much better job of our intake screening requirements. So even if we we need to make sure that we do a better job there from the preliminary intake and the monitoring and the support the students receive throughout their program because right now the university has a poor record of just collecting tuition on a regular basis of kids who come in and I've I've heard that they've had some challenges. Yes. Yes. So everybody have that problem. So then who will monitor them after Well, because they would have to teach in the private p excuse me, public or charter school system and that's when we would work with the department to uh help facilitate some of that um
012service obligation. And should there be a cap on this cap being a cap on tuition cap? tuition. I mean on on how much money we actually have and how you know if we only have x amount of dollars and say you have a hundred students apply but we only have enough for 25 is there a cap and how do you how do you then screen who gets it? Well, I think it's like if you only have a certain amount, then I think it would be very competitive from the standpoint of the students trying to receive some of these funding. So, again, that's where we would have to do a much better job of the intake, the monitoring uh and maybe even looking at the specific criteria, adding perhaps more criteria criteria to the normal admission
013process to make it very uh competitive. if it's uh funding so once you admit the students and you commit to this program it's a four year or however long it takes right that's correct program so you can't say oh after two years sorry you're not going to get a tuition waiver so the the legislature is actually hopefully committing if if we don't they turn out that there's not enough funding for the last two years then is the university gonna then take that on well I do know um that there are are some of our funding sources that we work closely with the department. We try to maintain some level of reserve for that particular purpose where uh funding just doesn't uh materialize but yet we're still on the hook. We're committed to these students. So
014we would we the university college would have to find a way to get them done. That is our commitment to the students that we bring in. Hence the reason why I think the intake of who we bring in is critical. In your experience, is it the cost of college tuition that is keeping not having enough people go into teaching or is it other things such as the role of a teacher has expanded so far that we have nurses and psychologists and caretakers and so forth. uh and so their role in the classroom has expanded to degree that I don't know that some teachers feel that they signed up for that or is it the the tuition barrier you know I I'm not I don't think it's the tuition barrier I think uh I think the
015a lot of intake that we do have with candidates very excited about the profession u and uh by the time I think there's multiple reasons perhaps they decide to realize at the end that this may not be for them um we do have those Uh but yeah, for the most part, I think there's multiple uh I don't know if you can really just pinpoint one thing that prohibits a person to continuing on. That's my sense because you're hearing it people think that oh just if we're going to give tuition waiverss that we're going to be flooded with a lot of people going into that profession, but that's not necessarily true. Correct. Okay. Members, any other questions? Thank you Dean Mora for being here. Oh yeah. So we have a similar program a grow our own
016program that's right at your college that's right uh education and um do you have an idea of how many students have gone through the program from the start oh my gosh at least over 150 plus students and that has a very we we do have a few that couple that I know of that have not gone through but finished but 99 98% have completed and are doing extreme extremely well. Extremely well. And what is the amount or percentage of funding that um we're giving them for the tuition? They average about 16,000 for three semesters. And what's is that the total cost or for an individual? Yeah, but that's the that covers the full cost. That's the full cost. Thank you. So, what would be the difference between that program? Well, um that this would this
017I don't know if there would be any major difference. I think where I think the difference would be the current situation or the level of the candidate if they're already have received a college degree. I think that'll differ than those that are coming in as without a college degree and trying to complete one. So that would be your first difference. the ones that already have the degree like our grow our own already have some level of of of content knowledge um and therefore their program will be a little bit different from the undergraduates because the ones that this bill is referring to would have to take enroll in all these content area courses and all so the part that with the grow which is the beauty of it is because we're just focusing in on
018the teaching and and or the pedagogy piece with the understanding that they already possess the content knowledge So um when sorry when and if the student doesn't finish and they need to be collected and if the monies are collected back then who gets the money the university or the legislature who gave the money to to the university or in this case for specifically for the grown the money would go back to the department of education. Okay. for this program? Yes. Oh, for this program? Um, oh, that's a good question. I would think that um the university would have to be the one that monitoring. Yeah, but we provide the funds. So, if they don't fulfill and they don't get it, then should the funds go back to the it should it should go back to
019the legislature. That is correct. That's not what the bill says. Okay. Thank you. Question for So do you are you folks able to monitor these students I mean these students who become teachers for be it seven years six years eight years whatever that is um and keep track of them and then if they don't complete or teach or fulfill the obligation then you're able to find them and and go after them for the payment there would have to be a system center to that have to be built that's the only way I think we can track So you don't have a system down not anything automated because you guys can't even collect the back the pay overpayments right I mean millions of dollars and over payments that are uncollected from you you know the the
020other way that maybe as as you were talking and I'm listening that the structure of of this kind of tuition reimbursement could be that like a scholarship but it's a declining balance so that the student who takes on this scholarship has 100% and every year of credit, every month of credit, however you want to credit them, for every year that they work, you credit them down. And so at the end of that term, the balance is zero. Just the opposite. It's it's more of an accounting thing, but that will give maybe the student that incentive to keep working because they can see a declining balance on the amount of the scholarship. At the end, it's the same thing. We got to collect. Uh but psychologically, we may want to consider a different mechanism. But you
021have to automate this. So a simple program could be written to do that. So should this be only limited to residents or to instate instate or because right now the bill is also silent on that our own. I would hope that we would yeah focus on local local students. Okay. Members, any other questions for not? Thank you. Okay, take a This is going back to order the joint committee on higher education and education. We are on House Bill 04, House draft one of the CARES have conferred and you know we we recognize that we have a shortage of teachers. So I'm not sure that just a tuition waiver alone is going to solve that. However, we do want to uh do as many things as possible to support that endeavor. The recommendation, however, members, is
022that we amend this to address some of the issues that was raised. One, that we limit this to Hawaii residents. Uh that the amount be capped uh and that would be up to the finance and ways and means committee to make that determination. So, it'll be blank. That the seven years also be a cap. That it would be no more than seven years. Um and that we also get hear from DOE as to their recommendations on how they're going to be able to monitor this. So I need to put in a program that you're not able to to monitor or to be able to collect and also any other recommendations that we are able if the requirements or the obligation is not met because there's so much evidence on overpayments of all state employees that
023go uncollected millions and millions of dollars and somebody's funding that. There's issues of tuition already at the University of Hawaii that they cannot collect years and years. The only way they can try to collect if a student comes back in and try to register again. Um but that hardly happens. So we just don't want to keep putting us in that kind of a situation. So hopefully um we'll get more info. So this matter also will have a defective date and we'll send it on to ways and means for more discussion and hopefully we'll hold back from DOE. So members any other discussion any other amendments? No sheet for this one. You don't have to. Okay. So chair's recommendation higher ed is to vote is to pass amendments. Chair Kim I. Vice Chair Kanani. Hi. Senator
024Pukanag is excused. I vote I senator. Recommendation adopted. Thank you. For education. Recommendation of the chair is saying as with amendments. Chair votes I. Vice chair votes I. Senator I Senator for education education Richard I senator I okay five members present all voting is affirmative to pass amendments Okay, that is the joint committee on higher education and education. Mark and welcome to the joint hearing of the committee on agriculture environment committee on education and committee on higher education. We have one measure on the agenda and that is HB247HD1. Increases the percentages of local a products that certain departments are required to purchase by certain deadlines. Expands annual reporting requirements to include the total spending by certain market channels. Requires uh system to include a corrective action plan in its respective report to the legislature should
025it not meet its benchmark. repeals the separate benchmark for the Department of Education that requires 30% of food served in public schools to consist of locally sourced products by 2030 and appropriates funds for the establishment of farm state leaison within the office of the governor. First up to testify is department of education. Good afternoon, Chair Gabard, vice chair, members of the committee. Colonel Turo, deputy superintendent uh testifying on behalf of Superintendent Hayashi for the Department uh stands on its written testimony in opposition to this uh measure. Uh we are absolutely in favor of buying local. Um there's no question about that. We're absolutely in favor of buying local from our farmers. As we've testified in the past, our concern is simply adding four other departments to the goal uh with the limited capacity that we
026believe is happening right now with certified farmers uh will be problematic. Uh the the percentage increases look pretty with 25 30 matching the years and that's that's fine. Our only concern here is that if the farming community would and we'd have to work with the Hawaii Farm Bureau and others uh to make sure that these farmers can not only produce what we need, but they commit what we need. And that's been the the challenge with some of the smaller farmers. Uh we realize that we want to localize and regionalize some of the purchases which which occurs today. Uh but when we're talking about um compliance with on the federal level, uh there is some concern with this bill and the way it's written in in terms of requiring that kind of uh percentage mandatory especially
027when you start adding for other state departments. So happy to ask you any further questions if committee members have. Thank you. [Music] Morris done yet. Yes. Uh Morris, would you like to come share your comments, please? Share your comments. Oh. audience here. Okay, sorry about that. Okay, more with the department. So, the department is uh supportive of the state's goals of increasing local food self-sufficiency, but uh we would defer to the state departments and the University of Hawaii whose food purchases are directly affected by this measure. Thank you, Daniel from Hawaii. Apple Seed Aloha, Chair Richards, Chair Gabard, Chair Kim, um members of the committee. My name is Nellisto. I'm with White Apples Seed. We stand on our supportive testimony. Um I think we would be fine with I think adjusting the um alignment of
028the benchmarks from the Farm to State Act 175 and 176. If the department of education is has um you know hesitations about being able to achieve those goals, I think the most important thing is aligning them so there's not two separate sets of goals for the different um different agencies. We think that the position in the governor's office is going to be very important and making sure that there's an accountability and that there's you know the same benchmarks and the same sort of accountability for all of the departments across the the state. So we think that piece of it is really important and also the accountability clause that we'll have you know in case they don't meet the benchmarks some kind of a remediation plan. So we do think that those components are important but
029I think maybe if we needed to adjust the different um actual benchmarks that that would be probably um still effective. Thank you so much. Thank you Monata from Initiative Chair Gabbert, Chair Kedani, Chair Kim, members of the committees. Mike Monikati here on behalf of the Lupon Initiative. We'll stand on our testimony in support of this bill. Um like previous testifiers mentioned, we're all supportive of getting more local food into our meal programs across the state. um a lot of great work and a lot of great policy passed in 2021 through acts 175 and 176. So really do appreciate this legislative body to move those things forward. Um I think this bill is just looking to sort of align goals. Um I but but really I think one of the main things is is creating a
030resource within within the governor's office as well to to really support some of the collaboration that's needed some of the difficulties that even DOE just mentioned in their testimony. I think a a resource in house would help to um alleviate some of those concerns and really to speak with farmers to get them on board um to meet some of the needs that are that are um currently being sought out with these various meal programs across the state. So um we look forward to working very closely with the departments and including the DOE on on anything we can do to be supportive as a community um whether that's um potentially some funding or even supporting some of their plan making. Um, we we'd definitely be open to those conversations as well. Thank you very much, chair.
031Thank you, Nicole Galass from the Hawaii Catalance Council. Thank you, chairs, vice chairs, members of the committees. I'm Nicole Galassi on behalf of the Hawaii Cattleman's Council. We're in support of this bill and increasing local food purchasing allows for more of a stable market and that's an important factor for our producers to plan for their operations. Um and tracking that product or tracking that progress is key as we move forward uh to make sure that the producers can meet all of these needs. Mahalo. Thank you, Nicole. Next is Hunter Heavlin from Hawaii Farmers Union United. In support, Dennis Chase from the Hawaii Public Health Institute. Chair, vice chair, committee members, thank you for giving me the opportunity to speak today. My name is Dennis Chase. I work for the Hawaii Public Health Institute as the
032program manager for the farm-toschool hoie which consists of over 40 organizations statewide that are interested in supporting and helping to increase the farm-to-school capacity in the state. Um, we are in support of this bill and as some of my predecessors in this testimony have said, 30 for 2030 sounded nice, but if it's 28% or 26% then then that's fine. That's not a not a big deal. We can figure out the correct number. What we're concerned with is that we have a good way to measure the progress and to understand what the different departments are doing. In that view, I think a very important aspect of this bill is that it requires a corrective action report, not just from uh but from all of the departments if they do not meet the goal. And we think
033this is really critical. Um in the previous three hearings for this bill, members of all of those committees asked for a plan from the Department of Education and are still waiting for that plan. So I think that this very important aspect of the bill really helps us to get an idea of what is going on, what the challenges are for the department and how we can support the department in reaching these challenges because ultimately we all have the same goal. Thank you. Thank you. Okay. Anyone else wishing to testify on this measure, please come forward either online or in person. Okay, members, any questions? Senator Richards, Department. Thanks, Morris. Um, question I have is I completely agree with the intent. I am sensitive to what DOE is talking about and I appreciate the little bit
034of latitude. My concern is if we're going to be able to get enough farmers approved for food safety to actually get this thing rolling and I think that's something that we're going to have to figure out how to get that done. Um comments on that one, Morris, please. totally agree that um part of the the the complexity of achieving these goals um you know fall on the on the supply side of of this whole setup and there is concern about whether or not we can get uh the the the smaller farmers you know up to speed on the uh certifications that may be needed by these larger institutions. um uh it's uh it's a very complex you know supply and demand uh situation with um aggregators and um and food distributors involved in in uh
035getting the food from the producers to the various institutions. So we do know that um there is a concern whether or not we do good but there are measures and efforts currently happening to try and trying to implement that uh capability of um training and getting you know GAP certification and and food safety training out there. um um and it's a collaborative effort with uh and and um our department and uh the industry. So the concern is definitely there. I and I'm not sure how to answer your question in terms of how to fix it but I do know the efforts are you know happening. So this question, do we have enough resources in department of a right now to administer and help bring these programs up? I would say we definitely could use uh
036you know quite a bit more. Our food safety program uh in our you know quality assurance division is is the section that handles that and we are definitely um in need of additional staffing. But but uh we do have um you know our um our quad program that is working on that and I I I would say if you were to ask me you know what my personal opinion is I you know I would say I think we're understaffed but um I am asking you that I also want a number Morris give me an idea um and you may not have it right now but I think we as we're standing up agriculture to do this. There's an initiative for locally raised food, right? Fully supported. No supports it more than I do, but we
037also have to be mindful that we have to support what that's going to take. So, um I do want your personal opinion, but I also need a number attached to that and may not be here. I like the concept, but um that's what I have. Thanks, chair. Yeah, I I would have to go back to staff and get uh numbers for you, but definitely get that to me. if we could get that and then commute it to all three committees I think is on this. Oh, definitely. Thank you. Hi. Um I'm also very supportive of our farmers and supportive of growing our own and being able to feed our people, but looking at these numbers and in your capacity and understanding the farmers and the amount of land that we have, is that is these
038percentages and dates realistic? Could you repeat the the latter part of that? I didn't quite based on you know you have an idea of our farmers amount of land that we have for agriculture and the kinds of products that we can produce are these numbers realistic the date and the percentages are those realistic I I'm not sure how to answer that but I I because you know we have a struggle with you know uh the amount of um when we're talking about numbers, we're talking about numbers of farmers, farming operations in terms of active producers and and volume and quantity to meet these thresholds that we're talking about. I I think it's challenging because our our numbers include um questions of agriculture that don't include food production and they they form significant you know uh
039questions of that of our of our department of a uh production numbers. So, I'm not sure because you we have to consider, you know, the nurseries. Um, well, that's what I'm asking. You know, based on everything that you're aware of um and then we don't even know what mother nature is going to do, how realistic are, you know, I'm all for setting goals, but you know, you can't set them to the point where then they're going to be busy always trying to figure out how are they going to correct action if they don't meet these numbers. Now these numbers are put together by Hawaii Apple Seed Center or is this a collaborative number or do you know how the percentages were were I'm not sure where the numbers came from. Um I I do know
040that um in our I guess and and I don't have exact numbers to to give you that could you know um I guess substantiate what what I'm saying but but if you're writing in support with comments I mean I would think that you have some more. The numbers come from Hawaii Apple City. It's part of their testimony, right? But that's what's in the bill, right? Those numbers, those percentages. Is that right? It's from Yeah, it's in the bill. And they used the they used the bill and put together this um graph so we can see it visually. So, I'm not sure who who actually came up with these numbers. If anybody knows based on what I would love to hear from them up the actual numbers but um I do you know believe it's it
041is going to be challenging um based on our you know the makeup of our who the producers are and the volume that they produce and how much of it actual food that can go into you know the the school systems or or the larger institutions that would utilizing this. Is there anyone here from your university can speak on this me? Um I'm surprised them being, you know, a major someone that has to abide by this. They're not here to even offer testimony. Okay. Thank you. Thank you. Do So you guys have opposed this bill. Yeah. Um so if you guys don't have the consistency or the um amount of produce, you know, based on weather related issues, um pest, disease, what you guys going to feed the kids? If we didn't have to do federal
042compliance, we could feed them something nutritious, right? So, we balance what is available to prepare the menus, which we are trying to get regionalized, but there are certain requirements that we have to comply with um to provide a meal and get reimbursed otherwise jeopardize the reimbursement process, which is about 40 45% of our total cost. So, so how much locally sourced produce do you have today or beef? It's not nearly 30%, the last re was about 6.2% in in in general, but as a flip side, I'm told by food ser food services that 100% of the ground beef hamburger is sourced locally. So, it depends by by product. We are working as Tanaka is working very closely with producer on Maui, Mahip Pono, to see if they can provide that scale, but that'll take some
043time. But there are plans in in works working with some of these farmers producers to produce the kind of violent that would be needed. So do you guys know that the bulk of the farmers and ranchers in Mali have been impacted by access here? Yes. So, if you have 50,000 pounds of produce or beef here and that 50,000 pounds have been taken out of your supply that you guys have commitment to, I guess my question goes back to how what do you guys feed them? That that always puts everybody at the point that I don't think you guys will be holding this much reserves. Right. For example, we just had an incident several months ago where lettuce was damaged and and could not be provided and we're stuck with 100,000 pounds of lettuce that we
044got to we got to get someplace and and so but the the supplier could not produce that. So food services had to make that adjustment. So were you guys part of putting any of these numbers together or not to my knowledge. Thank you. Thank you chair. Thank you. Um Kurt, I guess, um my dilemma is I totally support the idea, but to ask the biggest restaurant in the state of Hawaii that feeds I don't know how many thousands of kids, hundred thousand. Yeah. Daily, five days a week. And even breakfast. Yeah. Breakfast and lunch. Um I don't know how you could do that in seven years. Um I don't know if you have to have the same menu for all all uh islands or even districts. So those are some of the things I think
045that we would like to know and um given some idea of if this bill were what you had to do what is the earliest that you guys could start to do this and it could be rolling out by islands or whatever. Okay. But I do know not every island has the same crops um or or the cattle or you know beef and pigs whatever. So I think um for myself my recommendation is going to be to defer because this is such a a big issue and I don't think we've given you the the proper amount of time. However, I think you guys need to start thinking about this because it is to help not just our local farmers, but getting the fresh fruits and vegetables to our students is also important. You're absolutely right. And
046I have spoken to the superintendent about engaging with um private sector people, large produce companies who have experience uh because they also want to buy local, but they also have the same challenges as a buyer, a wholesaler. And so this is a absolutely a problem or a challenge I think not a problem it's a challenge that the state needs to come together to to work with the industry and find those solutions not just for certified farmers but for the capacity and backup really that's what we're after as quite said you know we're going to be stuck if we don't have the backup and the commitment because we can't go up what we going to tell the farmers well you know I think most people realize that being an island state, we're stuck in the middle
047of the Pacific and we can't ask the trucks to all their produce across the state line. So, um or even depend on getting uh flights to to bring it in on short notice. So, so this is a a dilemma and I believe the Senate has vision for food hubs for food zones to to provide that back backbone for the industry to rely on government. So the partnership between government and the farming industry to subsidize that so we can make it more affordable for them to produce. Yes. Knowing that I think you guys to work on some um timelines for us. All right. Because while I I'm probably I am going to defer this bill. I'm not it's going to come back. Yes. Thank you. Thank you. Okay. I guess there was some testimony that said
048that we haven't filled the school position. What what's been the what's been the difficulty of filling the position or is that just a position you don't need? Uh it's a position that's necessary working with um assistant superintendent Tanakaco. We believe that what we we're looking at the needs as to how to be more effective to the industry and what what has been discussed and decided is that we actually want a food buyer uh someone who can reach out to the industry. Um as Tanaka can serve is that we only have one position. We got to make the best use of it. So decisions made that rather than fill it with an administrator to fill it with someone that can get out in the field uh and talk to the the farmers and the buyers. So
049we want to re probably re redescribe it if if that's what you want to call it um and use that position more wisely. I don't we don't think we need an administrator right now. Eventually we will um but Senator I think what we need are boots on the ground to talk to the industry people. All right. So what have you done so far? Anything? we uh department well Mr. Asanaka has discussed that with me so we we just need to redescribe it we're late in doing that we need to get on that and again talking to industry professionals private sector to help us get there okay [Music] Nice. [Music] Look. These are the numbers, right? Here's the exemption of benchmark. I just want to get clarification. But in the bill anyway, just check it out.
050Okay. [Music] So, um, it are we still on it? Yes, chair. We're still on. Okay. All right. The chairs have conferred and we could not reach agreement. So, the bill will be deferred now. And I'd like to make a request in the meantime because as um Senator Kedani said, Chair Kadani said that this measure will come back and so we'd like to know what um rationale and how was the numbers and the percentages arrived at because certainly we want to be able to have um goals, but we also want to be able to hopefully uh be able to strive to achieve them. If they're so far off, then it's not going to help us or the farmers. So certainly need to know what went into the percentage. So whoever it bill, this is from the
051house, whoever put these numbers together would certainly like to get some kind of um information back. Okay. Thank you very much. And let's journ the joint. Afternoon. We're reconvening the committee on education, the 3:00 agenda. And our first bill is House Bill 260 HD1 relating to education. requires the DOE to develop and implement safety training for all cafeteria student helpers and ensure the student helpers receive the training prior to them volunteering. Requires DOE to provide personal protective equipment for all cafeteria student helpers. Prior to the student helpers volunteering requires all cafeteria student helpers to be directed and supervised supervised by trained personnel at all times. and to testify. Superintendent Hayashi. Thank you, Chair, Vice Chair, members. Colonel Tro, deputy superintendent testifying on behalf of Department of Education. Um, department stands in written testimony. We are
052we we support the intent. Um the bill is necessary because this is already in effect today. We can already revise our policies, procedures, and safety measures, which we will do. But to to already manage food services and safety, we're doing we're practicing what this bill is already saying. Thank you for the opportunity to testify. Thank you. testimony, written testimony from John White in support. Members, is there anyone else here wishing to testify? Angela, please. Aloha, chair, vice chair, and the education committee. Angela Melanie Young testifying on behalf of CARES um and in strong support while providing comments. So um do is being tasked tasked with developing and implementing safety training for cafeteria student helpers. And if you read the committee report, the House education chair comments, "Students who volunteer to help in school cafeterias are
053not given sufficient safety training prior to volunteering and are not under constant supervision by trained personnel during their time volunteering. Without the proper safety training and supervision, student volunteers may unknowingly place themselves in danger when interacting with potentially hazardous or dangerous equipment." Um so that's from the um chair from the house education committee. So um I'm going to provide a comment to say because food safety is a responsibility within the purview of do um perhaps this task should be delegated to do as well. It should be a collaboration of DO and DOE. Um because currently DO has a food sanitation branch and um the instructors or food sanitarians um have extensive field experience and provide real world insight. Um and the participants are usually chefs, cooks, dieticians, manager managers, um stewards, waiters, waitresses, um food
054trucks, farmers market vendors. They have to go to the class to get certified. Okay, Angela. Oh, okay. Thank you. Thank you. Anyone else here to testify on this mission? Questions on this? I have a quick question for Julie. So, Kurt, you're saying that you folks are already doing this. You already have safety measures in place. Yes. How many students have gotten hurt by doing cafeteria duties that you're aware of? Um, I don't have a specific number. I'm aware that some some accidents have occurred in the past. I can get you that number. Yeah. I mean, and we have a testimony submitted where a student was not even wearing shoes. Is that allowed in the case? That is not going to put you that needs that needs more oversight. Yeah. So, again, um, you say that
055it's already being done and you don't need this. It's like, well, I mean, who's going to monitor? Who's monitoring and making sure that our students are safe? They can't even require the student to say, you know, you need to put on shoes because he hurt his Achilles heel according to this and couldn't play sports and so forth. And I'm not sure what the other other accidents, so-called accidents and he was doing he was doing a job that wasn't even something that the student should be doing, right? Was a union job. So again, um it's one thing to say you have these safety measures and these training. It's another thing that there's no oversight. there's no accountability. Um he was not given any received any render aid. I mean there's a lot of violation just this
056one accident or mishap. I really sad. It's incumbent on us as leadership to enforce to to make sure that our food services managers and cafeteria managers are are enforcing what is already in place. So, can you provide us with a report as to based on this accident as well as any others on what what you folks ended up doing? Was there any recommend? Was there any additional training? Was there I mean, what just like, oh, too bad it was an accident. Sorry. I I know in that particular case, the principal and and the food services manager was was talked to. how we can follow up as to specific actions taken. That's what you're asking for. Yeah. And and also how many accidents and the nature of it? Yeah. So my question Kurt is is there
057a specific uh rule for um all of your schools for your cafeteria helpers? there is a procedure and then there's a um HR that we need to adapt by that. So you're right the in terms of putting it top of mind and enforcing and retraining and and and pointing out these thing that's something that's incumbent on us chapter 37 the school lunch program and then we have our own internal policies for the student helpers. So when was the last time that was updated? It's been a it's been a while. So uh like I said we this is a good reminder for us to continue to keep this top of mind and updated which the department will do. Thank you. Further questions members? Thank you. Okay. U moving on to House Bill 388 relating to education
058adopts the national instructional materials accessibility standard. requires the Department of Education to obtain instructional materials in access accessible formats for eligible students to testify. Superintendent, please. Hello, Chair Kadani, Vice Chair Mado Kim, and member of the committee, Mr. Sakurai, director in the in the office of curriculum and instructional support. Uh the the department stands on his written testimony offering comments um on this measure and we stand by for questions. Thank you for the opportunity to testify. Thank you. Testifying for the National Federation of the Blind of Hawaii, James Gashel, please. Thank you. Uh chair, vice chair, and members. I'm James Gashel representing National Federation of the Blind of Hawaii. Um now this bill is really important. it uh as it comes to you from the house, it was amended to um slightly narrow the definition
059of print instructional materials to get down to just the textbooks that the the school buys that students use and and related core materials. So, it leaves out bulletin boards, posters, maps, graphics, um, handouts of all kinds, and we know those are instructional materials, but this bill now doesn't speak to them. It did in the form that it was introduced in the Senate SB 108. So, the House narrowed it up a little bit. National Federation of the Blind of Hawaii submitted some amendments that would bring it back to emphasize both print instructional materials and other instructional materials which I listed um some of them and of course there's audiovisisual as well and digital now when I went to school it was just print textbooks that's all it was but it's different now so we urge you
060to come back with offering or accepting amendments that cover all instructional materials and mahalo for hearing this bill. Thank you, James. Members, questions. Thank you, James. Next to testify for the National Organization of Parents of Blind Children, Hawaii, Representative Tabitha Mitchell. Aloha. Thank you, Chair, for the opportunity to testify today. I brought with me an example. Um, my name is Tabitha Mitchell. I'm a parent of a blind child and I also serve the state of Hawaii and I support parents throughout all of the islands with their blind kids. And um I know it's very common for the parents to kind of understand the technology and and the tools and the things that we talk about when we talk about educating blind kids. I have five kids and Emmy is my only um blind daughter and
061so everybody else is cited in our family. So this is a whole new industry for us, a whole new level of understanding. So, I brought with me today a textbook that is one of the the textbooks that she uses in class and it will it's kind of here just to illustrate for you guys what the difference is and and the importance and the value. And I'm just going to show you a graph. And so, this is a tactile graph that is in a textbook. And so, as you can see the illustration there, it's put under their fingertips so that they can read this graph. And this is a very different interpretation than if someone is just telling you what that graph says. So this graph actually uh represents I believe the age of mothers and
062the onset of Down syndrome if I'm not mistaken. And so this is just a I just wanted to bring this as an opportunity to show you guys that as as parents of blind kids, we're in the trenches honestly. And so we're trying to try to supplement and to bring education into the kids using whatever tools that we have. And quite honestly in the education system the books being provided in their classroom that is in their language that they can use is just very basic and fundamental and we struggle to just get the books that our daughter needs in her education. And I know that the other parents throughout Hawaii have the same struggles. So that's why I wanted to come and testify. I'm available for questions and thank you very much for hearing this bill.
063Thank you. Members questions. I don't have a question, but I just want to share that when I was first elected the House of Representatives, I served with a blind representative, Representative Tense Tom. And um this the legislature didn't provide anything special. We were all treated the same. He had his own little um braille typewriter. He had to type all the bills, everything, the testimony, they had to transcribe it and type it all into braille for him. Not his staff had to do that. And yes, so I got to see how difficult it would be for somebody to be able to do what we do. They're not cited and these materials were not provided for him. He has to provide but he did an excellent job doing so. But so we hear you. Thank you. Your
064testimony. Thank you members. Further questions, comments. Next testifier, Emory Mitchell Butler. He is a blind student at Kalah Hill High School. [Music] Um, good afternoon. My name is Emry Mitchell Butler and I don't know where my mic is. All right. My name is Emry Mitchell Butler and I am a, as she said, blind student at Kalo High School over on the Windward side. Um, and well, textbooks are extremely important to me. I read them a lot. I read them more than I should, but I I appreciate the ability to look backward and review past units and and look forward at future ones. And I'm not always provided that opportunity. Um, just as a an example, um, I never received a textbook for, uh, nth grade biology, chemistry, physics, both of my Spanish classes, and I
065didn't receive my AP biology textbook until second semester as long as my as well as my trigonometry textbook until second semester. So, something is very wrong with the system and I, it's no fault of any particular person. In fact, um the teachers and staff surrounding me have done an excellent job of accommodating and for example my AP biology teacher is very good or has been very good at at describing various graphs and diagrams that weren't that I didn't have because I didn't have the textbook until very recently. Um and uh I also wanted to point out the importance of other kinds of instructional materials. For example, last semester I took Modern History of Hawaii, which is a required course for every student in Hawaii um in order to graduate. And there were lots of posters
066on the walls. It was incredibly informational. Unfortunately, I didn't get those posters. And again, I don't fault her at all. She's very busy and she actually did an amazing job of telling me of all those things on the wall. But it was very disappointing that I didn't get access to them unless I asked. and they weren't considered a a required instructional material even though every student except me had access to them. So, thank you for the opportunity to testify and I als I'm in support of this bill and I'm support in full support of the amendments proposed by the National Federation of the Blind of Hawaii. Please consider them and thank you for hearing this bill. Thank you, Emily. Members questions. Thank you, Emily. Next to testify, Brandon Young, also a blind student. Uh, good
067afternoon. Um, thank you for hearing our our bill this afternoon. Um, so I'm not a student in the Department of Education right now, but I did go through the of education. And so, um, I would mostly just stand on my written testimony. Um, I am in favor of this bill. Um, getting accessible material for blind students is very important. Um, and they are often left behind and so it's a struggle to constantly be keeping up. Um so this is an important measure. Um there's some amendments that the different bills have and we look forward with uh passing this bill forward and we're in support of the measure. Thank you so much. Thank you Brandon questions. We also have about 20 written comments in support. questions. Angela and we have one minute because we are running
068out of time. We have to be out of here by 4:40. I don't think we're going to make it first. Thank you for your patience. Angela Melody Young testifying on behalf of CARES in strong support. Um so the um idea act requires public schools to make available um to all eligible children with disabilities a free appropriate public educ umation in the least restrictive environment appropriate to their individual needs. Um and the purpose of this is so that blind students can access material. Um so according to the ADA, its provisions for disability rights and um it kind of outlines that um communicating effectively with people with disabilities is a goal. However, you know, it's kind of just the nature of disabilities that it's frustrating because disabled people um are not um communicating in the same language
069as regular people. Oh, okay. So um I'm just going to conclude and say that um when the ADA is implemented correctly um for disabled people it should achieve a over sense overall sense of well-being um and um yeah it should also help them achieve a sense of dignity. So thank you for the opportunity to testify. Thank you Angelo. members questions. Just just a quick quick comment. Um, you know, I wasn't I wasn't here real quick. Yeah, I wasn't here all through the beginning, but you know, I just I just feel bad because we just take advantage that we always productive and survive and not knowing this and thank you guys for educating me and my colleagues, but I didn't realize how bad it was that it you know, we we we leaving you guys out
070and um you know, I sorry for that and u I'm glad to be educated and thank you guys for educating me. Appreciate it. Thank you, Chair. Um, moving on to House Bill 1046 relating to educational health services replaces the term school health aid. It's school health assistance to reflect recent changes to the job title to testify. Superintendent, please. Hello, Cherani. Vice Chair Kim, members of the committee, Keith Aayashi, superintendent, testifying on behalf of the Department of Education. The department stands on its written testimony in support of this measure. Thank you very much for the opportunity to testify. Thank you, Superintendent. Testify Kenneth B, director, Department of Health. Aloha. I'm Joan Takamorei, public health nursing branch chief. On behalf of Dr. Can I think for the department of health? We stand on our written testimony and
071support and I'm available for any questions. Thank you very much. Members questions. We have two written testimonies in support. Moving on. House Bill 1329 relating to education required Department of Education to work with certain organizations to develop and implement an active shooter training program in all public schools under the jurisdiction of the department. Testify superintendent please. [Music] Good afternoon, chair, vice chair, committee members. Colonel Turo, deputy superintendent, department stand written testimony in support of this bill. Uh we're happy to answer any questions that you may have. Thank you. Thank you, Ivon Lau, interim executive director state public charges. Chair, vice chair, members of the committee, thank you for the opportunity to testify. Um, we offer our our support for this bill and we offer comments and simply to ask that our charter schools not be
072left out. They also need support in this very important measure as well. Thank you. Written testimony, one in support, one in opposition. Members questions of the testifiers. Moving on to our last item on the agenda. House Bill 55 requires the Department of Education to establish grant programs to provide funds for the planning and implementation of community schools. To testify, superintendent, please. Aloha Chair Kanani, Vice Chair Mako Kim, and members of the committee. Cara Taniura, interimm assistant superintendent, testifying on behalf of the Department of Education. We stand on our written testimony in support of the intent and with we offer some comments as well. Thank you for the opportunity to testify. Thank you. Osatu Jr. President HSTA Moore speaking on behalf of Osatoui Jr. President of the Hawaii State Teachers Association. The HSA stands in support
073of this bill. The NEA has worked over 10 years state I mean nationwide with over a thousand community schools and it works. It it would work. So thank you so much for the opportunity to testify. Thank you. Lei deputy attorney general. Good afternoon, Chair Kani, Vice Chair Kim, members, and Huchi Department of the Attorney General. As stated in our uh testimony, the bill does not state what monies are to be used to fund the grant program. If general funds are to be used, we've um provided some suggested language in our testimony. I'm available for questions. Thank you. Thank you, Ann. Next to testify, Jennifer Masatani, testifying for Hawaii After School. Hi, Chair Kadani. Chair Mako Kim and members of the committee. I'm Jennifer Mosatutani testifying on behalf of the Hoya After School Alliance in support
074of HB55. We stand on our written testimony and ask that you consider revising the bill to make it less prescriptive. Also just want to offer some quick comments that community schools is a proven time-tested strategy that can bring forth short-term results like improving family engagement and attendance and decreasing behavioral referrals. It is also proven to show long-term results like closing the achievement gap, improving academic scores and graduation rates. And I just will share a couple quick examples of impact from the continent. So first, Cincinnati's community schools were able to close achievement gap between black and white students by 10% in 9 years. And then in Durham public schools in North Carolina, they found that teacher turnover rate dropped from a high of 32% to 5% over seven years. So ask that you support HB55. Thank
075you for the opportunity to testify. Thank you, Jennifer. We also have three written comments in support. Members, any questions of the testifiers? It's not I will call a short recess. Okay. Um the chair's recommendation for House Bill 260 uh to develop safety training for all cafeteria student helpers. The recommendation of the chair is to defer to another date. I would like to see um that the uh the training program is being updated and something in writing from the DOE for House Bill 388. We are going to this uh recommendation of the chair will be to pass with amendments. I want to adopt the testimony of um James Gashelle and um of the DOE also for their section 2 and subsection C2 and adding sub section C3 and I think that will um bring us all
076up to the federal standards. That correct James? Thank you. Okay. So um recommendation is to pass House Bill 388 House draft 1 with amendments. Chair votes eye. Chair votes I. Vice chair votes I. Senator Koha I. Senator Richards excuse. Senator Favlla I. Four members voting in the affirmative. One excused. Recommendations adopted. Thank you for House Bill 1046 HD2 relating to educational health services. Recommendation of the chair is to pass with amendments and we're going to defect the date to July 1, 2050 to give ways and means a chance to look at any uh financial issues. Pass with amendments. Chair vai. Okay. For house bill 1046 with amendments. Any member voting in opposition? Any members voting with reservation? Hearing none. Four members voting I. Recommendations adopted. Thank you for house bill 1329 and this is rel
077relating to uh the department of education and to develop and implement an active shooter training program in all public schools. Recommendation is to pass with amendments and we'll we'll adopt the testimony of the Hawaii State Public Charter Schools Commission to include the public charter schools. Chair votes eye. Okay. House bill 1329 pass with amendments. Any member present voting in opposition. Any members voting with reservations? Hearing none for members all voting I. Recommendations adopted. Thank you. For House Bill 55 HD1 uh Department of Education to establish grant programs um to provide funds for planning and implementation of community schools. I'm going to defer this as the DOE is currently in in in the implementing this program. So to defer this measure members, we also have a couple of deferred measures from our last meeting that I'd
078like to vote on. Double sheet for that. Yes. Okay. This is from our um previous agenda. So, House Bill 960, this is relating to the school facilities authority transferring the $200 million of general funds previously appropriated to the school facilities authority. Um, the recommendation are we going to defer this again? We don't have the information we need. Okay, sorry. We're going to defer that again to March 22nd at 3:00 in this room. House Bill 961 relating to early learning. We're also we have not received the necessary amendments from um DHS. So, we're going to have to defer decision making on this one also to Wednesday, March 22nd, 3:00 in this room. The final one uh was H bill 503HD2 relating to computer science education. Um requires a board of education to work with the department
079of education to conduct an analysis on the need impact and feasibility of making computer science and graduation requirement. Recommendation is to pass with amendments and we will defect the date to July 1, 2050. Chair both side recommendation is to pass HP503 with amendments. Any member voting with resations? Any opposition? Hearing none for members present voting I recommendations. Thank you. This concludes our meeting.