001Call the committee this joint committee on education and the committee on government operations to order. Welcome our chair GOV and members. Welcome. So today is Wednesday, April 8th and we're in conference room 229 and this hearing is being streamed live on YouTube. And if we must end this hearing due to technical issues, the committee will not reconvene. No, I'm sorry. The committee will reconvene on What is today? Wednesday? On Friday, although the deadline will be in in fact in conference room 229 and a public notice will be posted on Hawaii State Legislature website at that's at 1:00 p.m. And due to the number of measures, we do have a lot of measures today. Everybody wants their resolutions heard. Trying to accommodate everybody. Each one of the testifiers will have 1 minute. We'll be limited to
0021 minute in testifying. And if any technical issues arise during the Zoom testimony, the committee may need to proceed to the next testifier and we do have your written testimony on file. So here we are starting out with the first joint item which is Senate Concurrent Resolution 201, Senate Resolution 189 requesting the Department of Education to reissue request for proposals for the job order contracting program contractors and pre-qualified small contractors to ensure the continuity of future school now program. And with that, we have Dilly. Good afternoon chair, vice chairs, member of the committees. Jesse Souki, deputy superintendent of operations for the Department of Education. We are standing on our testimony and support. Um we support the a job order job order contract program, and we are actually in the process of issuing uh new RFPs
003for these. Thank you. Okay, why don't you just sit there? Johnny May Perry, individual in support. Not here. Um anyone else wishing to testify on this measure? Hearing none, members, any questions? Chair, questions? Uh no. Okay, I do. I have a number of questions, surprise, surprise. Um okay, so so this program has been in effect, correct? Yes. Okay, how long has it been in effect? Um we have data going back to 2019. Okay. Uh and when did the contract expire? Uh contracts they're in different stages of expiration, but we've continued um them until we can get the new RFPs out. Why is that? Why is it taking you so long? My understanding is an RFP was ready to go, and then it didn't go, and now we're continuing. Well, we put one out, and then
004we have others in line. Um it takes working with the AG to get the terms right, and um we're making some effort there to ensure that it meets more of the um IDIQ requirements that the AG likes to see in these job order contracts, so we're making those changes now. >> happened in the contract prior to the to the the what? I mean, you obviously you obviously worked with the AG on those, so what's different? Um that was um before my time, and um I'm not sure how that was processed, but we work closely with the AG on all of our contracts. >> Right, but in the meantime, this has been ongoing, so you then you guys not have the time to meet with the AG to get this moving? Um we are it is
005moving. Yeah, but after how many how long? It's it well, we put one out, we have others that are going out. Yes. Which is why we support the resolution. >> you do. And why do you think we put the resolution? Because there's been a delay, because you've not been getting it out timely. That's why we have these resolutions. So, I'm glad that you folks are in support of it, but just being in support is not enough. It's like, you know, you guys need to be acting timely. We have such a backlog. Okay, the other question is, does the principals know about this program that they can utilize it? Um they don't utilize the job order contracting directly. The um OFO uses it when it's um responding to projects. No, but I thought that was the
006whole the whole purpose of these small contracts uh that principals can for small items go right to right to the contractors and not have to go through the whole process. Isn't that the whole purpose of this? If the if it's a um school initiative project, um we have guidance out for um the principals and the CASAs that they've reviewed and if it's a school initiated project, they can go through that process and coordinate with our office, OFO, and it might go through a job order contracting which helps expedite the process. >> Right. Cuz I've had heard principals say, "We didn't know about this. We could have this do the door that we needed replaced." Stuff like that. But again, if the people that need it don't know it's there, whose job is it to make
007sure that the principals in the schools know what all the resources so that they don't have to wait. They don't have to have delays. Whose job is that? >> they may or may not know about the particular mechanisms used for procurements for the projects, but they do know about the guidance for school initiated projects which they can um follow and So, but who who ensures that they they understand and know this? Well, we do trade Well, the guidance was sent out. I'm sorry, I don't have the the date exactly. I believe it was November um of last year. It went out to all of the CASAs and uh principals with the guidance for school initiated projects and school initiated um or the CIP process and also um school um ECs. >> it be then the
008CASAs to work with They work the closest with the principals? We also do training. We did some training on this. Yeah. >> to do this? Yeah, we did. Yes. Okay. Well, obviously there's a disconnect because a lot of principals don't realize that they have this available. And if they don't realize that, means somewhere on the wrong on the line, either they didn't get the information, they didn't read it, the CASAS didn't make sure that they got it. And so, those are the kinds of things that we hear. And that's why these resolutions surface because of that. So, I hope you folks look at these resolutions and see what It's not just Oh, yeah, we're doing it or we're going to do it. But, why? Why is it they're bringing it up? Because we're getting complaints.
009No, we take these resolutions very seriously. >> I don't make these things up. It's coming up from from the schools, from the principals, from from your people out there. And supposedly, they're not able to communicate with you guys. I I don't know what it is, but there's obviously a disconnect somewhere. Mhm. Thank Thank you, Senator. So, real quick, a question. I mean, you have existing contracts already through the Jobs program. Why do you discontinue them? Why do you need to redo the contracts into something new? Well, you can only continue them so many times and then you have to send out a new RFP for them. >> you need to do that? Yeah, but but I'm kind of to her point. I mean, it's like we're working on the G's office to include these new
010things. Well, why just put out the proposals that existed under the previous contract? Well, we have to make some changes from the You know, it's always evolving contracting and laws. And so, you know, the the the main point is that the Jobs program is in place and it's being used. But, what's changed? I I don't remember any new laws passing that would or anything that would or what can you point to to say, "Well, because of this law that passed or this federal thing that we now have to change X, Y, or Z?" It's um You know, we we do we do what we're told and we're advised. Um but, it has to do with um sort of how you rank um the um the contractors who are under the contract before you move on
011to a next project and you know, how that scoring goes and so there's some technical things, but we do have the JOC thing in place, JOC program in place. We're working on the new RFPs. We have issued some. We are in line to issue others, which is why we support the reso and can meet that deadline. I just don't I'm I got to disconnect myself. I just don't You got a great one working on Maui. We already have the I won't name them personally, but they're they're they're already under a contract. It's just a matter of issuing the same con unless there's a thing well, you guys passed HRS blank, so therefore we're having to change this, but I haven't seen or heard anything that would warrant a hold up in just saying, okay, we're
012going to basically put out the RFPs existed before knowing that with a very limited base of entities to actually bid on them. They're probably going to be the same entity bidding on it and getting it, you know, getting it again. So I guess that's what my questions were about. Yeah. It seems to be that all the pieces are in place. What new has happened to warrant this new intrusion of the AG's office into the contracts so the world where, right? Yeah. Well, we appreciate the advice. Yeah, but what tweak Every contract or every RFP needs a tweak. Take this long. So I'd like you to show us what the contract is and what's the new contract and where are the changes exactly because my understanding is there's not many changes that really didn't warrant this
013delay. Uh, Senator Moriwaki. Um, I just wanted to know what is the JOC and what how does it operate because my understanding is you have a job order and it should be quick because you have all of these contractors sort of like pre-screened in a sense so that you can actually go in and say I got, you know, a door to fix or whatever and it's not going through a whole RFP process. So So I don't understand when you're saying have to do another RFP. Yeah, that's that's exactly what we have in place now. So that we have the job order contracting in place. We just need to issue new RFPs for the next cycle cuz you know they they are on a cycle you know every so many years you have to renew that.
014>> So the um when when it says that you folks discontinued it, why did you discontinue it then? >> We didn't discontinue it. We have >> So you you've constantly had this JOC in place so that people can come in and say I got this order. >> Yes, at least not a long waitlist. >> At least it's one since 2019. We have not stopped the JOC contract. >> Yeah, the contract ended but they didn't go out with the RFP. And so And so they've extended, extended, extended and then now they're saying it's because the changes, which is really not the changes. And so And the people told me that in fact they had the RFP already to go. It was ready to go and it didn't go. Okay, so I get this information. So I
015hear your excuses but really you know people that were there said it was ready to go and you folks somebody didn't pull the trigger. So isn't it regularly done so that you do have this on an ongoing basis so you don't have to constantly do an update? Because it seems like it's the same process. >> Yeah, it's on it's on a cycle and so we have the contracting in place. We issued a few RFPs and we have others in line that we do. You know, it's capacity there's a lot of these ones that we have to issue. >> So what was changed then if if you do it on an ongoing basis? Seems like it's an automatic renewal and you just get people who can do painting or plumbing or whatever. Well, the big the
016big contract, you know, for fairness and transparency in procurement you want the the businesses to compete for it. So you know, it's on a cycle, you know, several years and then you enter into a new RFP, put a new RFP while the other one's you know, ending. Um but you know, we we never stopped it. We have it. It's an ongoing program. >> So what is the disconnect then because what Jerry is saying is you should have gone out for RFP so there was a lag instead of being continuous because you're going to have all these requests coming in on a continual basis. So, you don't want to have the lag. So, what is done so that you don't have the lag that you constantly have that open share portal for people to come in
017and say I've got, you know, small repairs to do. Yeah, there's no there's no lag. Um it's just the technical document. It's in place the program. It's just that that you updated RFP um for all of them cuz some have, but not all of them have been put out yet for competition. But while that's happening, you know, we have the existing um contracts still in place and working. So, you're doing it before the contract lapses to to be able to have no gap >> There's not going to be a gap in in the job contracting um opportunity. Yeah. How many extensions have you had? Uh jeez, I know one had three extensions. Um I I don't have it all in my head, yeah. >> why he's saying he's extended instead of going out in a
018timely basis. That's why we have this because this next extension ends in 2027, and we want to make sure that you guys are out there before you have to do another extension. Yeah, we're confident we can get it out before then. And you weren't confident. I know you were here, but again, that's no excuse for why this stuff is going on and on. Yeah. Anybody else? Oh, I'm sorry, Senator Hashimoto. So, I'm I'm trying to get this clear in my head. So, so what are we exactly going out for? Are you going out for the B&K portion of the the management of the projects, or are you going out for each of the small vendors? Yeah, so the the the job contract is uh you know, we procure a a contract under which we can
019choose many different contractors as a >> But somebody manages that, right? Doesn't B&K manage that? Well, we we uh manage it the contract through our office. Yeah. B- B&K um does work for us, but we manage the contract. Okay, so you're going out for what? All the small contractors or As as work comes in, yeah, they'll they'll look at, okay, is this one we can do under the JOC uh contract >> right? or or is this a larger project >> I'm talking about what are you going out to RFP though? The the JOC contract itself for each of the areas like, you know, roofing or different areas. Those expire after a period of time because, you know, you cannot have an evergreen contract. So, you have to go out for procurement every so many years
020for a new JOC contract. In in So, so how you set it up? Are you not doing it in smaller pieces or you just is it all in one large contract because if you if you can do it on a rolling basis, so at least you don't, you know, you are not experiencing one large contract that you got to go figure out at one point. Have you guys really thought about what are alternatives? Yeah, it is in smaller pieces focused on particular kinds of work. >> But it doesn't sound like that. It's just it's it's going to be one big, you know, backlog because it's you're doing it all at one time versus you kind of staggering it or you know, going out this year we're going to go out for the roofs. Another year
021we're going to go out for, you know, whatever else that you need under JOC. Yeah, I mean there's no backlog. I mean the projects are being addressed because there's a the JOC contracts are in place. It's just going out for a new contract to replace the old one as they expire. Right, but you know, I I guess So, the question is is when So, when do you go out with the for the contractor then of of B&K? Who's the contractor that in my mind, my understanding is managing all these projects? They do manage. That's yeah, they manage projects, yeah. Right, so when do you go out for that? At the same time with all of these? Um that that's a separate separate contract, yeah. It's a separate contract? Yeah. It So, is it a different
022program or is it it's under JOC? They manage um some of our contracts, but JOC is a separate program for But aren't they managing most of those JOC projects? They are managing some of, yeah, the projects, some of them. And then we have our contract managers in the office managing, yeah. So, so how do you differentiate between what is being K managing and what is DOE managing? Well, DOE has the last say cuz we manage the contract, and we have contractors out in the field, our district project coordinators through, um, BK out in the field managing the contracts in the different districts through our office at 100 Flatbush. Okay, so are they on all projects or is it just select projects? I think we're I think we're just trying to get an explanation of Yeah,
023they're on the they're on sort of, um, smaller projects, you know, but the the large RFP type projects, you know, the the the it's managed differently, yeah. For R&M or for Yeah. Yeah, R&M, so we're talking about CIP and >> moving CIP into the JOC program then? This Sometime, yeah, CIP, yeah. They're they're they're doing so for the new projects, like new schools, it's not that's not a JOC Right. But like a repairing a roof might be a a JOC process, and that that would go through the JOC contracts that we have. Putting in a sink in my office, right? Putting in a sink in the in the classroom and stuff like that. Right. >> Those are the things the principals can do and go to these contractors without going to everything. They might be
024able to do a school-initiated project. >> the whole purpose of this? Yeah. But that's why it's like it's not the bigger projects. Yeah. Right. So, so I think we need to differentiate for us. Yeah, the system has been ignored on all of their R&M stuff, completely ignored, and they're asking us how to do it. Yeah, cuz they're not being they're not being trained or they're not being informed. So, there's a something happening that is not getting through, and maybe there's a confusion between JOCs and what is traditionally a DOE or you know, project. Oh, we can meet. I'd like to learn more about that issue. >> Love to do it. >> Well, I I think the bottom line is if if if there's no clarity to us of what what you're trying to accomplish, then
025I think I'm not sure how there's clarity within the system. Um and so I hope we can figure out how this all connects and and who's in charge of what and when what what needs to go out to RFP and when it needs to go out to RFP by. Um it does concern me a little bit that there is a disconnect of how we're using this program a little bit. Thank you, Chair. Senator Dela Cruz Dela Cruz. Senator Dela Cruz. Go ahead. Oh, good. So so I think the disconnect is also among the principals and those who are using your system. So how does your portal work? I mean, if if I have a request, I put it in. When do I get a response that I'm going to get some work done? And is
026it is it something that's very responsive or I just wait in line? I don't know until you finish your RFP and that process. How can you expedite the user getting the information and getting the work done for the school? Right. So they can put in work orders the at the schools. The work orders go into a system we have which is called Maximo. And that if it's neighbor island is processed through DAGS, if it's Oahu, it's processed through our facilities maintenance branch. And then it's you know, if it depending on what the project is, if it's a large project or if it's repair maintenance, then you know, we might use JOC for that. If it's a project that we can put out that's a smaller project. If it's a larger project, we might have to
027use a longer RFP process. But it all starts with putting a work order into our system. So sometimes we find that there are issues on at schools that you know, we weren't aware of. It wasn't in the work order. And And we are made aware of it, we we go out to the site and and meet with the principals and you know, work with them about okay, how do we get this stuff into the system? Um you know, and if it's really large project, sometimes it ends up on a different maintenance list and then that's a different prioritization process um that we have with the CASAs and the principals when we make budget requests to the legislature for uh you know, money in the um deferred maintenance bucket uh lump sum so that we can
028address those projects that are prioritized um through the system. Um and if it's larger um you know, CIP uh line items, you know, we get uh funding for that and so it just depends on are these the little smaller work order type repair maintenance projects or these uh you know, end up on the deferred maintenance list and So, I guess I'm looking at it from the user's perspective, right? I got I got a roof leak or I've got a a painting job to do and the wall is you know, is is spackling or whatever. And I want I want the job done and and do I put it in a work order and how do I know that it's going to be worked on or I get a response or what is that communication with
029the user or the one who's requesting and the job being done and what is the time frame for that? Like one year? That is that is um definitely something that um I have um looked at and really want us to improve on it which is that um communication and the outward-facing part cuz we do have again the maximal for the work orders where uh you know, principals can get on the system or their staff to see where projects are and sometimes it's not very clear um so we're trying to make it better. We're in a we're in a process now of updating that software. And our um also CPT for CIP tracking and with a focus on the outward-facing so so folks can see in school communities more easily like where these projects are. Um
030otherwise it's a phone call um they can call at FMB branch or work with the DPCs on on in the districts. Is everything that JOC would be a much more expedited here for the for the schools? And you know, what kind of timelines are there? If it is something that could end at least within the next couple of months I get a response that we won't do it. If somebody comes to assess it, whether it's a higher level repair or whether we could send somebody out to do the paint job or whatever. Yeah, and you know, that's the process. If we can get through it really quick with with with JOC, we use that. If it's a longer process, you know, we communicate with the schools. Oh, right now in response to the storms, we
031acting pretty quick on reopening schools and and getting them clean and safe. And that's through the same work order system that we're talking about here. >> But my school needed to have all the mud taken out. I couldn't job a work order or Yeah, some of it is you know, might go through JOC. Some of it might be larger like the Konawaena school is a larger effort which is not through JOC, yeah. Thank you, Janice. Thank you, Donny. Yeah, so what is that threshold as to um cost of a project that they can do it from the school themselves. The principals can order something or it has to come through a contract. Um they have uh the school initiated projects um is a conversation that the school needs to have with our office. And you
032know, there is a threshold but I sorry, off the top of my head I don't have the guidance but there is a threshold. >> a threshold and is it dependent upon the size of the school or elementary, middle, or high school? It's it's a monetary amount. Correct. What is that monetary amount dependent upon? Is Is it Or the the value of the work. The value of the work. The value of It's the That's the of the contract, right? Yeah. Okay. Yeah. So Okay. So if it costs over a certain amount of money to remove mud or mold, you have to go through a traditional project funding process to do that. If it's a larger project, yeah. So um with the So for the storm event, the Konawaena High School reopening, it it's a huge I
033mean there was a lot of damage and so that couldn't be through small contracting. We have to go out for that, yeah. So a lot of time to suspend and meanwhile mold never sleeps. I mean sorry, I jumped to what you were saying. Well, the whole purpose of this is to is to speed up the the repair and maintenance small jobs. And it says here in the whereas whereas job order contracting allows the Department of Education to rapidly procure construction services through pre-qualified contractors, standardized pricing, simplified work order procedures, significantly reducing procurement timelines compared to traditional low bid contract methods. So this whole thing is that if I'm a principal and my door's got to be replaced, I should be able to go to this contractor get it done. Put in a work order, wait,
034find out where it is, go on a line, job tracker not updated, don't know where it's at. It's a mess. It's a complete mess. And the whole purpose of this is to allow the principals to do this. Now does the principals have like a little lump sum that they can spend on these projects? I'm not aware that they have a lump sum. Okay, well, you know, that's something that you I should be looking at. Should they have a certain amount, you know, $5,000? I'm not sure. If if a job can be done and they can deal with it instead of going through this whole bureaucracy that you guys have set up. Because it's that's the whole purpose of this to be simplified, standardized pricing, you know? All of this stuff should be worked in and
035the principals should know about it. But it's not being done and all you're giving us is all this, you know, rhetoric about reasons which I buy into it. So, you know, I'm sorry. This is That's why we have this resolution. Any other questions, members? If you're none, thank you. Thank you. All right, we'll move on to the next resolution SR-25 urging state agencies and the University of Hawaii William S. Richardson School of Law to collaborate and develop externship opportunities for law students to assist in the comprehensive review and much needed review and update of the Hawaii administrative rules. Um we have first up to testify the Hawaii State Commission on the Status of Women. There you are, patiently waiting. Thank you so much. Good afternoon. Yasmin Chiny for the Commission on the Status of Women.
036Uh we stand on our written testimony in support of this resolution as administrative rules shape the implementation of laws and policies that directly affect gender equity, inclusion, and access to resources. We thank the committee for their consideration and support. Thank you very much. That's all the testimony we have received on this measure. Just to do a sweep, is there anybody in the audience or out there in Zoom wishing to testify on this measure? Seeing none, members, are there any questions of this resolution? Seeing none, I guess we'll go right into decision making then. Okay. Are you ready? Okay. The recommendation for SR-201 and SR-189, and this is the job order contracting that we just got to extensively discussing. The recommendation, members, is to pass on SD1. I would like to amend on the last page,
037page four, um there's the one, two, three, and four report that should be given to us. On that, I'd like to include that the report on how are they one, informing the principals, training the principals to make sure they understand this this um this whole job thing and what it is that they're supposed to be doing. Um also possibly putting in there or whether or not the principals should in fact be um have some kind of I think that's a great idea. Yes, one that they can take care of small purchases and do that. And I know there's been a bill that allowed DOE to go from 50,000 to 250,000, but again, I'm not sure how that principle is working. So we do want to get get things down to the school level and to
038the principals. Yes. So I'm thinking that, you know, what they should be doing is streamlining their system because if they're going out to appeal constantly, it's not just a re-point, it's really trying to get the services out. So maybe you could You may have to streamline your system so that principals or users could have more access and Is there something you're hearing this, right? We're adding in via resolve on or or streamlining the system and making sure that the user, the principals, know what what's what's available to them. Yeah, actually can work on this. Is that getting a copy of this resolution? No. You should not have a complete list of them in there because they're not on there. Okay, we'll add that in. Also in the committee report, I would like to to emphasize
039how this should be process should be simplified and how we should be empowered. Any other discussion, questions? Yeah, just so that they have more information and direct access to the job or whatever it is. Okay, good. Direct access. Okay, there are no more discussion. The chair recommends that we pass to SCR 201 and SR 189 with amendments. Chair will sign. Chair votes aye, vice chair votes aye, Senator Fukunaga >> Aye. Senator Hashimoto. >> Hi. Senator before. Excused. Measures adopted. Okay, committee on government operations, same recommendation SR 25 Senate draft one, I vote yes. Uh Senator Gabbard excused, Senator Hashimoto. Hi. Uh Senator Milwaki I, uh Senator O uh excused. Recommendation is >> Okay, thank you very much. Okay, same recommendations for the education committee, to pass as is. Ooh, I I didn't mean recommended to
040do it We're just voting We were voting this is a tail on the first one. Your expediency. We can only have this in the job program when we get stuff done. Okay, uh recommendation on SR 25 members. This is a great reso. I introduced bills like this in the past because we have so many laws that have been passed that are now no longer on the books and they're still making rules on them. It's out of control, so recommendation is as is. Members, questions? Comments? If not Well, it might need some technical nonsense. Nah, it's a reso. Don't worry about it. SR 25. Um if it was a bill I would, but this is a resolution. So SR 25 as is. Okay. Uh Chair votes I, vice chair's excused, Senator Hashimoto. Hi. Uh Milwaki I,
041and Senator O I is excused. Recommendation is adopted. Thank you, members. Okay, same recommendation for committee on education to pass as is. Chair votes I. For SR 25 pass as is, chair votes I, vice chair votes I. Senator Kukana. Hi. Senator Hashimoto. Hi. Senator before. Measures adopted, Madam Chair. Okay, thank you. And that That concludes everything. Concludes side. >> Call to order the Committee on Education. We are on the 103 agenda on Senate Concurrent Concurrent Resolution 140, Senate Resolution 132. This is urging the Department of Education and University of Hawaii at Manoa to adopt energy savings performance contracting pursuant to Section 36-41 Hawaii Revised Statutes as a primary strategy to address deferred maintenance and infrastructure modernization, improve energy efficiency statewide. Um Um K. Hayashi for the Department of Education. Good after Good afternoon, Chair, Vice
042Chair, members of the Committee. Uh Jesse Souki, Deputy Superintendent of Operations, Department of Education. Um we stand on support. Um our testimony was submitted. Thank you. Thank you. Hawaii State Energy Office. Manoa. Good afternoon, Chair, Vice Chair, members of the Committee. Monique Zampis for the Hawaii State Energy Office. Our testimony is on the proposed SD 1 for the energy performance contracting. Um it should be support. I believe it was written as comments. We are supportive of this measure, and I am available for questions. Thank you. And Johnny Mac Perry in support. Not here. Anyone else wishing to testify on Senate Concurrent Resolution 140 or SR 132. Hearing none. Questions. So, uh Dewey. So, is this something that you folks have looked at in the past, or this is new to you, or where what stages
043are you in? I know you're in support, but Yes, we support the measure. Um we're working on um a project an RFP for an energy savings performance contract. Um That's in review now. Okay, so where where where are we Where are we at on that though, Anne? Have you folks got any kind of preliminary um Yeah, it's in It's in review now. Um and like the res says, you know, we're looking at when we put out the RFP to have it include taking care of you know, the roof structure and uh the the facilities um around the units the AC units as part of the performance requirements for the contract. And so we're sort of excited about it. It's going to be very helpful for energy um being more green and having a smaller carbon
044footprint, but also taking care of some of our different maintenance issues. Okay, I know you are new on the position, but this whole whole energy efficiency and savings energy savings performance contract is not new. So I'm just wondering at what point were DOE stepping up to the plate to look at this to ensure savings because it's been instituted at other institutions here in the state. Yeah, I've actually worked on these types of contracts in other institutions in my legal capacity. So I'm not an attorney anymore, but that's why I'm excited to see that DOE had already started on working on this before I got there. So helping to move it forward and hopefully get it get out to bid soon. So when you say soon, what are we looking at? Um you know, I have
045I haven't reviewed the most recent draft, so I I don't want I don't want to say until I see it, but hopefully um by the end of next year or sooner. End of next year? End of this year or sooner, sorry. End of next year? Yeah, sorry. Most Most of the work has been done before I started, so it's just I want to be sure um it's There's a lot of details in these type of agreements that you have to be sure you get right for the long-term cost um of having it. And my staff has been coordinating with the energy office who leads uh or manages the these types of contracts for the state. >> Who's Who's handling Do you have a energy person at DOEE? We do have a office. It's our auxiliary
046uh auxiliary branch in OFO who works on these kinds of projects. And they're not here to to justify. Um no, sorry. Okay. Members, any other questions? Questions, Senator. So, do you have a a list of what you're going to start working on? Like, what are the the important issues or main issues that you start with? Just Just generally? Generally, yes. Well, well, specifically for OFO, I mean, the the top priorities are um We're working on a strategic plan um for OFO to help improve workflows. Um one of the major elements of that plan is how we um communicate uh the work we're doing with the schools and so that they have a better insight into what we're doing. So, those are priorities. We're looking at upgrading our software um for Maximal and CPT, which tracks
047work orders and CIP. Um so, we're working on that. This energy um uh performance contract is one of the things I wanted to see uh put out um you know, as soon as possible. Um they've been working on it for a while. I think we're at a point where we can we can put it out. Um You know, there's been some restructuring um in O'ahu to help it focus more on um project delivery and not other extraneous uh things. Um there used to be uh reprographics in there and and mailroom, and those are things that we were working on moving out so O'ahu can focus on project delivery. Um you know, I'd say those are my top top priorities for O'ahu. I think you should also look at cost to the schools, the ones that
048are at a high energy cost. You know, what could be done almost immediately to fix that? Thank you. Yes, thank you. Thank you. Do we have anybody here from UH? Okay. Why don't you come forward? I do have it up on my computer, though. Deborah >> Deborah Halbert, Vice President Academic Strategy, University of Hawaii System. So, Deborah, are you aware of this of these um solutions and and issues cuz UH is named in in the in the >> In the resolution, yeah. So, are you familiar that the community colleges have instituted this program starting back in 2012? I am generally familiar with our efforts to reduce energy use on the campuses. I don't know any of the specifics about the uh programs that the different campuses are involved in. However, I can communicate back and
049ask for updates from them. >> hope because I understand all of the community colleges instituted this program, and all of them have um um gotten a lot of savings and more efficiency. Um the total cost um for the program uh over the this whole thing over the many years, but it's more than paid off for itself and that, uh, it was recommended for Manoa to do it and Manoa has never done it. So, I'm I'm really wondering why why it's such, uh, success at the community colleges beginning 2012 and seeing the success and seeing the savings happen in the matter of several years, uh, but it's happening and many of those efficiencies are continuing as of today and there's other contracts that have since been, uh, gotten into, but Manoa has not. So, I'm wondering
050why Manoa spends more on electricity and and some of these other areas and certainly could use the efficiencies. So, I'm just, uh, you know, disappointed that nobody here from DOE, uh, I mean, from the university is here to to really explain why it is that we have embarked on it and what are we doing? Uh, I do understand that they are working on something, but I don't know the details. So, I was hoping that they would be here to give me the details. Um, Okay, we're working on it. Okay, that back to them and hopefully we can get those to you as soon as possible. Okay, thank you. >> Thanks. Any other questions, members? Not, we're moving on to Oh my. Senate Concurrent Resolution 197, SR 185, requesting the auditor to conduct a comprehensive performance
051and financial audit of the Department of Education's capital improvement project backlog. And we have, uh, again, uh, DOE. Good afternoon, Chair, Vice Chair. Jesse Souki, Deputy Superintendent of Operations for the Department of Education. Um, the department, um, would stand on its testimony with comments, um, which is the following points to make. Um of course we support transparency, accountability, and effective stewardship of public resources. Um we have some comments on the um the resolution with respect to the audit item one, the department notes that the term capital improvement project backlog is not a uniformly defined and is used in various varying contexts. So, if we could get a better definition of that in the in the resolution, and then regarding item two, um you know, we transferred our current financial system in 2021, and we have
052comprehensive project level financial data readily available for CIP projects for fiscal years '21 to '25, and that's 90% about of all our projects. Um so, we we believe that you know, we have the information and data available um and you know, so, we rest in our comments. Thank you. Thank you. Um members, I did send you out finally a list, a comprehensive list that was finally submitted to us um on all of the CIP, so I hope you got that um and appreciate that having that list, and hopefully that you guys will be updating that on a regular basis, yearly basis for us, and maybe filling in on areas that perhaps um we didn't know we needed. Uh with that, I will call the next testifier, Office of the Auditor. Mr. Kondo, I don't see
053him here. He does have his comments. Um members, Johnny May Perry, individual in support, anyone else here wishing to testify on this measure? Um hearing none, um Jessie, can we have you back? Uh so, I I I I do acknowledge um your statement about clarifying uh what we're defining CIP projects. How does the DOE define it? Uh CIP, so that that would be the bond funded uh projects. Right. Okay. And if it's not bond funded, it's not CIP? Uh, no. It's using operating money. It might not be a capital improvement project in that sense, no. So, deferred maintenance can be capital improvement, you know, bond funded projects. Um, So, so we classify projects by the way it's funded or the type of project it is. So, if we have a building and we ended up
054using cash and there's times where we did supplement cash instead of of the bonds, is that not a CIP project? Yeah, I mean, it could be technically, um, you know, we haven't had cash, um, so Well, again, so is it is it a good policy to to classify a CIP project based on its funding? Shouldn't it be based on uh the type of project it So, we can we can work on a definition, but our thought there was that when we talk about backlog, you know, what kind of what kind of projects are we talking about? Cuz they are they are like um you could talk about like the deferred maintenance backlog. And and those are just estimates. Um, they're they're not >> improvement project backlog. It's clear in the resolution. And so, those projects
055could be capital improvement projects, right? But they're not They haven't been um put into the pipeline for projects because they're waiting on the list for funding. So, if we're going to count that as a capital improvement backlog, then that changes how we're looking at the problem. If we're just talking about like the projects on on this list that we shared, which are projects that are actually, you know, turned into projects and they they sort of waiting in different um you know, in design um for or for completion funding, you know, that's kind of a different, um, look at the term backlog. It just depends on how we define backlog. >> So, if a project has been appropriated funds by the legislature, a CIP project that is appropriated funds, is that not a CIP project? Yes,
056it is. Yeah. >> It is. So, that's what it is. Right? I mean, I don't care if it's waiting for design. I don't care if it's waiting for The fact that it came to us as a CIP, we funded it as a CIP, so therefore, it is a CIP. Right, right. But, and then, so if that's how we're defining it, that's that's fine. Okay. So, I'm going to put that definition in, um, into that. Okay. So, we cleared that up. Um, is there any other questions, members? Any other questions? Hearing none, thank you. Thank you. Okay. We are moving on to Senate Concurrent Resolution 78 and Senate Resolution 8 82. And Sorry, am I good three? That's why I'm sorry. 78 82 urging the Department of Education to strengthen menstrual health education initiatives and to
057adopt a comprehensive menstrual cycle curriculum. We have a number of people here to testify, beginning with Deonna. Who's testifying on this? Sorry. Uh Good afternoon, Chair Kim, Vice Chair Kidani, and members of the committee. I'm Teri Shijima, Assistant Superintendent, testifying on behalf of the Department of Education. The department stands on its written testimony, offering comments on SR SCR 78. We recognize the importance of menstrual health education as part of the sexual health education. The department continues to offer support to complex areas in schools in implementing related board policies and department requirements for puberty and sexual health education. Should this measure resolution move forward, the department recommends the language changes outlined in our written testimony to strengthen the alignment and scaffolding of elementary, middle, and high school content for menstrual health education. Thank you for the
058opportunity to testify. Thank you, Chair. Also to you for HSTA, Milly. Good afternoon, Chair and Vice Chair. Sarah Milly on the line on behalf of Osa Tui and HSTA. Uh this resolution is really exciting to see. Um thank you, Senator DeCadena. In 2022, you were pivotal in getting Act 113 passed to make sure we had free period products in all of our public schools. The cool thing about this reso is this was brought forward by the students who were benefited by that program. So, one thing my employer encourages me to do as a classroom teacher is elevating student voice. We want to make sure we're hearing our students' voices in the classroom um and reflecting on that. So, the students who've been provided these these materials in their classrooms are now asking for better menstrual
059education. Um I got to meet with some of these advocates, and what's exciting now is my eighth graders who were in my classroom, I'm not writing their college recommendation letters for college based on the work that they've done for this. Um we have engaged activists. You see their testimony. You see it moving forward. You also have the data of the mighty movement. Um the best organization locally that knows what's going on with period poverty and education. And what they say is that students are saying they don't know enough about their own bodies, and they want to fix that, and that's why they came to this body. So, please support. Mahalo. Thank you. Uh Yasmin Chaney? Here. Uh Nikki Ann Yee on Zoom. Aloha, Nikki. Aloha, Chair, Vice chair, members of the committee. Mahalo for the
060opportunity to testify. I'm Nikki, co-founder of Ma'i Movement Hawai'i, and I stand on my written testimony in strong support. Over the years, we've made incredible progress making period products easier to access in schools, UH, and public buildings, including the capital. Access is key, and today is a continuation of that work. When we ran the pilots in schools, we realized that having period products alone was not enough. And when given proper education, students' confidence grew and stigma decreased. As a mother, my own children understand menstrual health in much better ways than I ever did, and it's clear in how they show up for themselves and for others. I'm here today because of the youth advocates that are on this call and driving this resolution, because I would have hoped that they would have had the same
061or better experience than my own children. And they did not. We ensured access. Now it's time to ensure education. Every student deserves accurate and comprehensive menstrual health education. I respectfully ask for your support. Mahalo. Thank you. Uh Joelle Watanabe, on Zoom. Maha Joelle. Um good afternoon, everyone. I'm Joelle Watanabe. I am a 2024 graduate of Moanalua High School, and I currently attend Boston University. I stand on my written testimony in support SER 78 and SR 82 in being passed. To begin with, I wish I had known more about what a what a period is at an earlier age, as I got my first period when I was 9 years old. I generally thought I was dying when I went to the bathroom and saw that there was blood in my underwear. I don't remember receiving
062any information about the menstrual cycle in my sex ed course in elementary school, nor in my mandated health classes in middle or high school. I remember attempting to look up information about the menstrual cycle and what it entails myself. However, I felt ashamed about even looking it up due to internalized stigma. I push for menstrual education in Hawai'i DOE public schools, as I didn't have the opportunity to learn at home. Like many students in the DOE public school system, my mother is the main provider of my household of three kids. Like come home from eight hours of work and fall into Hana traffic worrying about putting food on the table for us at dinner, and she relied on our sex ed course in school to teach us. However, it did not teach me anything about
063the menstrual um health and menstrual cycle. Regardless someone has access to menstrual education, the period will come anyway at any age. It's best to go in prepared and to know how to manage one's menstrual cycle. Thank you for your consideration. Thank you, Joelle. Can you imagine some of us here who's been a lot older than you and we went through that. We didn't know anything. There was no There was no Google. There was no internet for us to find out what was happening to ourselves. But But thank you for that. Okay. Um Mahela Kamehameha Kamehameha now O Kalani Matthews. On Zoom. Not present, Chair. Not present. Okay. Uh Leila Mae Gonzales. Not present, either, Chair. Not present. Okay. That's all that I have that asked to testify in person or on Zoom. Anyone else in
064this room? Would you like to testify in this room, too? Hearing none. Members, do you have any questions? Do you hear me? Yes. And then we're going to recess right after this so we can do our joint hearing. Okay. So, at what grade level does um menstrual education start? Okay. This is our health specialist, Nadine Wase. So So, um it's usually in upper elementary school um when we do puberty education and sexual health education. What grade is that? >> Oh, fifth and sixth. Sorry, can you repeat the question cuz I was At what grade level does this education start for menstrual um education for our students? And is it for both boys and girls? Um yeah, so for puberty education, it's a requirement of the department within the grade span 3 to 5. Um, the
065schools can decide which grade level will best suit their um, school design. It's typically occurring in fifth grade, maybe fourth grade at the school, at the school's discretion for the curriculum planning. Um, and that curricula are the requirement includes information about um, physical, social, emotional changes of puberty and adolescence and ways to manage those changes. So, in a nutshell, it typically occurs in fourth and fifth grade. Um, instruction around puberty. Thank you. So, you leave it up to the schools to decide what year? So, I could have two two children, one in two different schools and one will learn it and the other one doesn't learn it till a year later. And does that make any sense? So, for health education, our standards are organized by grade span. So, pre-K to kindergarten through second grade,
066grades 3 to 5, 6 to 8, and 9 through 12. Um, that's the structure within our Board of Education adopted standards. >> that, but why can't we say it should be taught at grade four or grade five? So, so it's it's there's some consistency throughout the system knowing that when you're a certain grade, and it's not that oh, the kids that their fourth grade got it and the fifth grade people didn't get it cuz they're going to get it next year. Or why not? Do you understand what I'm saying at certain schools? There seems to be an inequity there, an inconsistency. Um, for even for friends getting together, girls getting together talking about it and one said, "Yeah, we learned that at school." The other one said, "Well, I haven't learned it cuz they never
067get to that grade yet because their school decided they're going to do it one year later. So, how do we how do we mend that? How do we fix that?" Yeah, we we can look at that. I think we're going to revisit um, our information to schools around puberty and sexual health education. That's one of our um, projects for this spring semester going into summer. So, that is on the slate to to look at. I understand and it's it's sort of a um common common response that oh, it's up to the school to decide how they want to do financial literacy. It's up to the school on the bell schedule. It's up to the school on the teacher waiver days. Up to the school to decide what which grade you're going to teach sexual education.
068Some of these things I think should be systematized across and coordinated across all of the schools. I mean, yeah, we want to empower the schools, but at the same time there's certain things that should be common and and predictable so that no matter what school I put my child in, I'm going to know that at the fourth grade they're going to have this education or the fifth grade they're going to have, right? So, And just to clarify what the importance of that is because Hawaii has a lot of military families Mhm. and if they taught it in the the fourth grade, but in mainland they don't teach it to the to the fifth grade or whatever, that student that it transfers here never never hears it. So, Yeah, they missed it on the on their
069incoming and one year and they missed it here, they never get it, right? Um so, what we're asking in this resolution is it already embedded in what you folks teach? Um it's part of the puberty and sexual health. So, what's what's what is new that you're going to add in based on this resolution? Well, so we've been talking about it and we're considering um doing um some instructional materials that we can provide for schools and have um I guess um spotlight some of the um key concepts that we want teachers to be able to easily uh relate to our students. So, what why does it take a resolution? Why isn't it this this automatic or something that the schools have initiated on their own knowing this there's a lack of whatever. Uh puberty education and
070sexual health education is a expectation for all of our schools. It is a expectation. Yeah. >> So then why isn't some of these things now you're talking about maybe giving them a hand Well, maybe giving them information. >> I I I think because um if the students as our previous testify said and if it's a need then we want to be responsive to some of the needs and um provide additional resources that could be helpful. >> my point. But why isn't this additionally already embedded embedded? Because again, if there's a resolution coming to us obviously the people that want us to have this resolution feels that something's missing. Well, we do have online resource listed on this website that was released in October 2022. So we do have things that are available. We are just
071adding more to that. Okay. I just hope that we don't have to wait till the public doesn't arm want us to do a resolution or want us to do a bill. That these are things that the schools are looking at to be proactive to make sure that we are educating our children in most important areas, not just STEM and how to add and how to subtract and all of that, but also in personal development and hygiene and and stuff like that. >> Yeah, so so we do have but we we just well, enhance it more. Is there anything you'd like to add before we sign out of the call? >> So are you aware at what grade level Mainland schools teach this curriculum? Um Menstrual health education, there's no national data collection through One of
072the key data collections is through the Centers for Disease Control. They don't collect elementary data and menstrual health education is not like that specific topic uh data around that specific topic isn't gathered in relation to what schools implement just like um they don't gather information about whether students talk about body hair or, you know, um body odors that occur um during puberty and adolescence. Um we are aware of a couple states that are implementing menstrual health education. I believe California and Oregon, so we're just starting to look at some of their examples um knowing that this resolution is is um moving through the legislation. Well, that's why I guess I'm concerned because we have a lot of military population and if, you know, um they're not getting this education at all on the mainland and
073they're not teaching it at the appropriate time here. So, I'm not sure if we also teach it in at a high school level or not. Okay, Senator Dela Cruz. Thank you. I have a two-part question, please. So, according to Act 113, do you folks know uh how much money is being appropriated into those products? Oh, I don't uh um have that number um but we can look into it. Okay. >> us. We will work with our office of student support services um and we will get that information. Okay, yeah, uh because it actually taps into the second part of my question, which because your testimony states that uh the department already provides a comprehensive medically accurate sexual sexual health education. Um however, according to the data, it says about 48% of students uh receive little
074or no information before their first period. So, I think it's important to understand that the legislature is appropriating funds so that these products can be available in every school, public school, and charter school, but then if there's no education, then there's not really that process to be followed if they don't know what it's there for. I'm assuming these products are being held in the health room or maybe in even in some classrooms. So, maybe if you go to some state buildings, there are the machines there. Uh so, I think the missing piece of this is the education piece and uh I don't want to speculate, but it sounds a little bit by your testimony that it's kind of like a uh um as needed um uh a form of education as opposed to what um
075vice chair was talking about it being just a blanket education because we're not going to know, they're not going to know until they know and by then it's too late. >> Yes, and um it has been a part of what we teach. I know as a fifth and sixth grade teacher, you know, um and we taught both um puberty as well as sexual health education and um we, you know, coordinated across the different classes in that grade level. So, and that was been a year, you know, years ago. So, um there has been um a focus um on puberty and sexual health education uh throughout the years. Um I think what we what we are hearing is that um although we have things currently, um it would be beneficial to have more. Yeah, well, when
076the data shows that only 48% of students are receiving little or no information, I think there's a huge gap that we're missing. Yet, I'm going to assume that millions of dollars is getting poured into these products. I don't want to speculate, but I believe that when you get me the information, it will validate my concern, which is taxpayers are paying for these products, but the department is not really helping to educate the students for them to use that. But, I guess you can get us that information when you can, but there is a very large gap in the educational piece, which is clear by the data. Thank you, chair. Um last thing I want to say is that according to one of the testifiers, she said she got her period when she was nine. And
077so, if you enter kindergarten at five, you you're you're nine at fourth grade. But if if some schools choose not to teach it until fifth grade, then that student I mean, again, you know, will will have the traumatic experience without being or knowing what it is that that they're going through. So, And also, um yes, that that could be true. And also, I think um there are students who don't have this kind of education and information from their homes. >> Right. That's what I was saying. The earlier the better. I mean, I'm not saying like third grade or kindergarten, but I think fourth grade if if students are getting it from 9 years old, and I know there are, um then, you know, the better that they get ahead of time. So, when when it
078does happen, they're not traumatized. You know, I know I was traumatized and I I I felt embarrassed um about it. So, Yeah. Yes. A follow-up. I think um and because uh we live in Hawaii where it's expensive and a lot of times both parents have to work and mother doesn't get around to give or the father to give this information to their daughters. Um I think it's important and because we have a large military influx, that we're Does DOH know what states uh what level they get this kind of education, health education? Uh states. So, I think um that information, according to me, is not readily available cuz it's not collected nationally. Is that right? health, I don't I'm not aware of any national like comprehensive health education data collection, and I believe there's even
079one state where health education, at least one state where health education's not a required >> There are There are national uh conferences whatever that can help you get that information. >> But my concern is that we have students coming into the state have missed this opportunity. So, we have to figure out what that grade level is that would catch some of these students. Thank you. Okay, with no other questions I'm going to recess the education committee. Thank you both. And we're going to go into our joint committee of Hawaiian Thank you. We are now convening our joint committee on education and committee on Hawaiian affairs with our chair of Hawaiian affairs Senator Richards and his committee. Welcome. We are on 101 agenda item at 2:09. And we are starting out with Senate concurrent resolution 162,
080Senate resolution 153, requesting the Department of Education to convene a shared decision-making committee to develop an action plan to establish K- through 12 Ka Puni school in Kapolei. Testifiers beginning with Carlos Canazola from the University of Hawaii West Oahu. Leeward. Nobody? Okay. Keith Hayashi. DOE. Aloha mai kakahiaka. My name is Kaulana and I am representing the Department of Education today. Um we stand on our written testimony with a few comments about um that would that I would like you guys to uh take a look at the recommendations for language change um to the resolution and I can be available for questions if necessary. Aloha. Thank you. Office of Hawaiian Affairs. Present. Joel Olani Lilly on Zoom. Not present here. Not present. Okay. Andrea Diaz Machado. Aloha. Aloha. Aloha mai uh Chair Kim, Chair Richards, Vice
081Chair Kidani, Vice Chair Lamusao, and members of the Senate Committees on Education and Hawaiian Affairs. I'm Andrea Diaz Machado. I'm the president of Ke Kula O Ka Wahi O Eva. And I'm sharing testimony in strong support of SR 153 and SCR 162. I stand by my written testimony, and I'd like to add that these resolutions provide a pathway for the Department of Education, the UH system, and the community, which is really the key part of of this resolution, um to achieve collective impact together through a common agenda that will center the needs of our Ke Kula Kaiapuni or our our Kaiapuni students. And will create a critically needed K-12 Kula Kaiapuni in Kapolei for generations of Hawaiian immersion learners now and into perpetuity. Mahalo nui for your time, presence, and the opportunity to testify. E
082ola mau ke ola Hawaii. Mahalo. >> Uh Kiana Rodrigues. Present, Kiana. There you go. Aloha mai kakou. O Kiana Rodrigues ko inoa. Noho au ma Halawa me ko ohana. Aloha everyone. My name is Kiana Rodrigues. I live with my ohana in Halawa. Um I am here today to reaffirm my support uh for these resolutions. Accessibility to Hawaiian immersion education is an important issue to my ohana, especially as a Kanaka OEV who was raised in the diaspora. Uh when Ke Kula Kaiapuni O Kapolei opened its doors, my daughter was given back the opportunity to continue her Kaiapuni education after graduating from Waiau. For many Ohana in our position, traveling to Palolo, Kaneohe, or Kahuku to attend other Kula Kaiapuni is not a feasible option due to the distance from home and work. My son will be
083entering kindergarten this upcoming school year, and currently the high demand for Hawaiian immersion in the Ewa Moku means that the only elementary option is at capacity. These resolutions will create an actionable plan so Ohana will not have to face uncertainty around their Kaiapuni as attainable. Mahalo nui for the opportunity to testify. E ola mau ka 'ōlelo Hawai'i. Thank you, Keanu. Let's see. We have um 27 were in support, no opposition, four comments. Uh that is all the ones that signed up to testify in person. But do I have anyone here in the audience wanting to testify on this measure? Just identify yourself, please. Thank you. Aloha mai kākou. Uh thank you for the opportunity. I'm a humble servant from Pauoa Valley, up the valley here. Born and raised here with my grandmother Mariah Namahoe from
084Waiahole. She taught me, "Learn your 'ōlelo because it is the foundation of who you are as a native Hawaiian." And all of that has stayed with me all my life. And I live in Pauoa. I love my valley of Pauoa. And I'm proud to say I'm a proud native of it. I say this because I'm here to lend my leo kākou, my voice of support to the resolution in support of establishing the very first Kula Kaiapuni in West O'ahu, in Kapolei, to benefit all of our Ohana out there, as far as Makaha, Wai'anae, Makakilo, Kalaeloa, Nānākuli, and Ma'ili. I had the opportunity to visit a small group of students there 2 weeks ago at Kapolei High School. These are five young Hawaiians speaking 'ōlelo Hawai'i and being hungry enough to ask Anna Kahalehau Po, tell
085us about your life in Pāhoa. So, I said, "Okay, I'll bring my life stories to Pāhoa from Pāhoa to you, but you have to learn your life stories here." So, I'm hoping that this resolution will help support that initiative moving forward. Mahalo nui. Thank you very much. My kumu was Auntie Maiki Aiu, so thank you so much. Okay, anyone else wishing to testify? All right. Well, members' questions. Any questions? Yes. Yes, DOE? Uh so, in DOE's testimony, um there has been an acknowledgement of teacher shortage uh for Kaipuni teachers. Uh however, this resolution just really calls for a plan, right? And that just is to ensure that we have community input. Correct. Okay. Correct. So, just No, no, no. I have another question. Thank you. Um and so, in that community collective group, um what
086are you envisioning that will be seen? And will there be any part for the department to be at the table? Will this in fact be community driven? The So, historically, the most Kaipuni schools were established at the advocacy of folks in our community. Um and as a result, the there was a the Board of Education worked with a group of parents, and they established what's called the Aha Kū Leo. In Board of Education policy, they identified that the Aha Kū Leo is the advisory committee to the Office of Hawaiian Education on matters related to Kaipuni education. We convene meetings quarterly with all members with the members in the Aha Kū Leo. It's a representative group of all schools including our Hawaiian language immersion charter schools um, that allow for parents, teachers, school administrators, um, and
087Native Hawaiian education support organizations like the Office of Hawaiian Education I'm sorry, the Office of Hawaiian Affairs. I'm so used to saying my own name. The Office of Hawaiian Affairs, community schools, um, and then our university partners, especially those that have um, that are running the two education educator educated preparation programs at UH Hilo and at UH Manoa. Um, we also have um, membership from BYU H as well and they've also helped us to produce some teachers. And so in these convenience quarterly convenience is where we talk about sort of the broad issues that are facing Ka Papahana Education and recently um, the department has approved um, and has started implementation on its on its Ka Papahana strategic planning. And through the Aha Kumu Leo voice is where um, they were able to advocate for
088some of the priorities that we've established in that in that plan. Okay, so you do see that there is an interest Yes. that is being sought out for interested Ka Papahana teachers. Yes. Any idea where there seems to be a lag because um, in my community with teachers who are interested in getting into involved in Ka Papahana projects, uh, there the wall seems to stop at the standards board. So are you noticing that that's where kind of it might get a little delayed? I I think one of the things that we were successful at in working with the Hawaii Teacher Standards Board was the establishment of what we call the Papa Ola Kuikawa or the Hawaiian teacher permit um, which allows us to bring um, folks into the into the teaching pipeline. Um, I think
089we've faced some recent challenges um, just trying to make sure that there's some clarity um, and consistency and transparency in the way in which, um, the policies either, um, in new business items of the Hawaii Teacher Standards Board or in the Hawaii Administrative Rules are actually, uh, implemented and communicated. Um, and so I think we've we've as a part of as a member of the Hawaiian Work Group of the Hawaii Teacher Standards Board, we've met probably about four or five times in the last year just to continue to try and seek that clarity. Um, and we we'll continue to work on that. We do expect that, um, in its, uh, next meeting on April 24th, that we will be able to resolve the issues that have been sort of uh, preventing us from opening up
090that pipeline a little bit more. But absolutely, um, if I can also say that an an additional, um, concern of ours is actually getting people into the teaching pipeline. And so in the Office of Hawaiian Education, one of our strategic priorities is really to focus in on establishing a solid Ka Ka Puni Teacher Pipeline specifically with our educator educator preparation programs. Okay, and I'm really hoping that we can flesh that out because the Standard Board, like the whole idea of Ka Puni is to disassociate. And so it seems like there's been a little bit of a clash there, but um, thank you very much. Thank you, Chair. >> Thank you. We will resolve in the next meeting. Chair, did you have any questions? No. No other questions. Okay, we will move on to the next
091agenda item, uh, Senate Concurrent Resolution 202 and Senate Resolution 190 requesting the University of Hawaii to allow an Olelo Hawaii pathway under the Niihau dialect. Um, testifying on this measure is the University, I hope. Yeah, Deborah Halbert. Good afternoon, Chair, Vice Chair, representing the committee, Debbie Halbert, Vice President for Academic Strategy. We'll stand on our written testimony offering comments and I can answer questions if you so Yes, you don't have questions. >> Okay. Do you want me to stay here? Okay. Julia Alkahone. Support. Cheryl Burkhart. Also in support. Anyone else here wishing to testify on this measure? Hearing none. So, obviously there is some challenges with this, right? And what is um Obviously there's a What is the threshold in beginning a new pathway? What what kind of class and what does it take? And
092do you have a number of students anticipated? Because obviously you can't be everything to everyone. >> Everyone, yeah. So that I mean part of the question is what kind of pathway are we talking about? Is this a concentration? Is it, for example, a micro-credential which could then just be created around a single course? Is it a degree of some kind? And we already have a Hawaiian language degree, so I'm guessing the pathway would be somewhere under a degree path. Um we at the university have lots of lots of pieces to the puzzle about asking for or creating new degrees. As you know, we don't want to have a Oh, I can't say that word. Proliferation of of degrees across the system without some level of control. So if it were to be some degree, it
093would go through much larger scrutiny than if it was a concentration or a micro-credential. Is there um some kind of threshold like the number of students anticipated that you would service because that you wouldn't necessarily teach Russian Well, we did teach Russian Right, we did. two students at one point enrolled, which then was a cost effective and it prevented other types of new new types of pathways and degrees in in the future. So, So, what is the end? So, we do we do report to the board annually on programs with a small number of graduates. We also scrutinize at the course level courses with a small number of students. In this case, I did look up the last time Hawaiian studies or Hawaiian 453 was taught, which is the Alalo Niau class. There were five
094students enrolled in that. That was spring 2024. We wouldn't offer a course like that every year simply because it's not going to draw a huge number of students, but for a course like this because it does serve a very specialized need, we also wouldn't want to preclude it being offered. So, we would look to making sure the enrollments course >> a course is it one year, one semester? >> One semester. >> And that that's it? Yes, that would be it. And that you think satisfy it this pathway? We could well, if there was an interest in creating a credential around it, it would be something like a micro-credential where you would say I have uh this specialized credential that looks specifically at Alalo Niau. >> what kind of time commitment would that entail cost commitment?
095Um I would imagine it could be built around the the existing course that's on the books already, but you know, then it's a matter of if there's interest and whether students would take the course. >> to amend this to say micro-credential That would give us more flexibility in trying to determine what kind of pathway could exist. Question. Question. Question. So, where was this course? At what campus was this course? >> It's at Manoa in Hawaii's in Hawaiian language. It's a 400 level course, so there are some prerequisites. You'd have to be fluent You'd have to have gone through the existing Hawaiian language courses. >> any kind of research as to where there might be more interest whether it's in the uh communities where they have more Hawaiian learners? So, we did reach out to all
096of our vice chancellors for academic affairs when this resolution was posted to find out where everybody was standing in terms of Hawaiian language is specific to this question. Obviously, Kauai has um potentially the most connection to Niihau. However, they expressed that they already have trouble finding faculty to teach uh Hawaiian generally, let alone in the specific interest. But, you're right. Um there is going to be more or potentially more interest in Kauai. >> we have the opportunity to do things online. I'm just saying that True. Yes. if you reached out to, you know, various communities because you could have the entire state online in different locations. >> true. Absolutely. And So, that's what I'm asking. Was that looked at? Um well, since this particular resolution has come out, we have not looked at whether or
097not it could be offered online. I think there's also the concern that one of the faculty that could teach it has retired. So, there's some work to still be done to to build that out. But, absolutely, um online courses, especially in very specialized areas, is one of the things we're looking at more generally so that we can be sure to reach our students that are in rural or remote areas. >> good teachers who would be willing to teach online. So, I think we should look at all various opportunities. Thank you. I can see the challenges online cuz you would have to have somebody that can teach that and also create the online and online is a little bit different in It is. the online like um could possibly you know, have some challenges with the
098technology and and their language. >> Mhm. Yeah. This is a very specialized course in a specialized expertise. Even many Hawaiians don't speak the dialect. >> Exactly. And there is even within that um area where there's controversy as to how certain words are pronounced. Mhm. The words are Mhm. Um yes. Mr. Chairman, uh Yeah, that's a great segue into what I was just going to say. is it's it's got a special unique need based upon this and I get that. But in my experience with Hawaiian we have regional dialects all the way across all the islands and pronunciations, just what you were talking about, different words. Um how do you address that? And if we're addressing that, I I can't think if there's a more standardized Hawaiian taught but then we have regional dialects like you'd
099find in any other language. >> So you're going a little bit beyond my expertise in how we teach Hawaiian, but we do have Hawaiian language taught at University of Hawaii Hilo, University of Hawaii, well, at all of our universities, I believe. And so there are faculty who have been trained in different dialects and then are teaching according to their training. So yes, there are active conversations at the university over how to teach and how and what constitutes the teaching of Hawaiian language, but I can't say more than that because I'm I I just intrigued that this brings up the conversation like for instance, in Kohala we have the rain Naulu which um on the what do you call it, west side of Maui, they they know Naulu but Kahului doesn't necessarily know Naulu. And so
100it just how do you deal with all these different regional differences and this obviously is a special need because of the uniqueness of Nihao. Absolutely. Okay, thank you. Thank you, Chair. >> Thank you. Any other questions, members? Now we are going to go directly into um decision-making. Is that okay with you, Chair? Okay. Members for Senate Concurrent Resolution 162153, this is the question the department convened a shared decision-making committee for Kaipuni School in Kapolei. Recommendations that we amend Senate Concurrent Resolution and this is current Senate Resolution. Starting with page three, members. Um On the top line, lines one, principles from relevant, we're going to include elementary, middle, and high schools. Right now, elementary's not there and and they should be. And then followed up by designees, uh Nanaikapono Elementary, Waiahole Waianae Elementary. And then further
101down on the same page, around line 23, under number six, we'll say instead of three community members, do four community members. And under B, we'll say one parent of an elementary Kaiapuni program. Okay, and I think Oh, one more. Um on page four, uh on line six, uh under five, we will put statewide and up impact on current Kaiapuni schools and programs. Okay. So, with those technical amendments, is there any discussion, members? Mr. I don't have Okay. Okay. We'll We'll go ahead and take our vote then on this side and then discussion? Hearing none, the chair votes I as we amend Voting on 162 and and SR 153 to amend as discussed with certain certain amendments to the measure. Thank you. Chair votes I. Chair votes I. Vice Chair votes I. Senator Gabbard. I. Senator
102Hashimoto. I. Senator Riviere Cole. I. This is adopted in its entirety. Thank you. And for the Committee on Hawaiian Affairs, uh SCR 162 SR 153 passing with amendments. Uh same recommendation, Chair votes I. Okay. For Committee on Hawaiian Affairs, for SCR 162 and SR 153, recommendation of the Chair is to pass with amendments. Chair Richards I. Vice Chair Lumsdale is an I. Senator Ihara is excused. Senator Kilklooney is also excused. Are there four? >> I. Your recommendation is adopted. >> Thank you. Um I have to make one correction members on page three. I said Nana Kuli'i Elementary and Waianae Elementary. It's not Waianae, it's Waialua Elementary. But it's Nana Kuli'i Elementary. So get that. We're going to move on for decision making for SR SCR 202, SR 190. And this is requesting the University of
103Hawaii allow a Leeward Hawaii pathway with under the Niihau dialect. Um members after the hearing the testimony, uh recommendation is that we amend the resolution to uh clarify the pathway could be a micro um credential. So we and then give them the latitude if they want to take it through the process. Any discussion members? Hearing none, um Chair Woolsey. So this is for SR 190 and SCR 202. Correct. Chair Woolsey. I. Vice Chair votes I. Senator Pukunaga. Senator Hashimoto. I. Senator Dela Cruz. >> I. Which is adopted. Okay, thank you. And that ends our joint committee. >> whoa, whoa, whoa, you got to take the vote. Slow down, Chair. Automation. I'm sorry. >> No, automation. Yeah, you're going too fast. Um Committee on Hawaiian Affairs uh for SCR 202, SR 190 accepting the same amendments.
104Chair votes I. Uh Vice Chair votes I. Uh members on Committee on Hawaiian Affairs uh for SCR 202 and SR 190, uh recommendation of the Chair is pass with amendments um with members present. Anyone voting with reservations or no? Hearing none, Chair, your recommendation is adopted. Okay, now. Now, we we journey the joint committee on between education and higher education. Talk to order the joint committee on education and committee on agriculture and the environment. Welcome Senator Gabbard and his committee. We are on our 102 agenda items. One resolution since concurrent resolution 130 and Senate resolution 122 urging Department of Education and Department of Agriculture and biosecurity to jointly develop a farmer to institution coordination plan that is aligned with the Ina kitchen network roll out. Testifying for this measure is DOE. Good afternoon chairs, vice
105chairs, Jesse Souki, Deputy Superintendent of Operations of the Department of Education. We provide testimony with comments and stand on our testimony, but in a short just a summary of what we've had say in there. We believe that we are meeting a lot of the reporting requirements in here. One is that we are entering into into an MOA with several agencies to address some of the issues that you know, DOE alone cannot address. We prepare the menus. We order the food, but CTAHR is helping out with where the produce can be grown. the Department of Agriculture is part of that MOA and several other agencies. And then we have a larger working group that we work with including the Hawaii Farm Bureau and the private sector to figure out how we and farmers to figure out
106how we get food from the farm to the school and on that menu. So, uh regarding the audit, um I see my time's up, but if I We'll call you back for questions. >> Okay, thank you. Can you just get through this? It's really quick. Uh Laura Zerbo on Zoom in support? Not present, Chair. >> Okay. Uh Daniela Spoto from AppleSeed in support and Christine Andrews in support, not here. Anyone else wishing to testify on this measure? Okay, Jesse, you can come back and finish up what you wanted to say. Sure. With regard to the audit, um as part of that, we're preparing a strategic plan um for farm uh to table and to meet our requirements um regarding the K-through-12 food software um starting in June 26th, um that'll replace um any handwritten records.
107Um And uh we believe for these reasons that uh the resolution might not be um necessary. Thank you for the opportunity to comment. Chair, any questions? Go go ahead. I'm sorry, Mike. Chair. Chair. Yeah, um what benchmarks and timelines are in place to ensure that the department gets to 30% by 2030? And to help me answer that question is um one of my staff who's in the weeds on this, uh Anna-Lisa Tanner. If I could call her up? Sure. Hi. Hello. Um Chair, Vice Chair, committees members, um Please introduce yourself. I'm Anna-Lisa Tanner, the School Food Administrator for the Hawaii Department of Education. Um we have our initial plan in place where where where we have updated the menu, are implementing new procurement um methods, and are working on the regional kitchen, as the the
108group is aware, and um are currently working towards our 10% um local purchasing, and then we'll be working towards a 30% by 2030. Um yes, for the benchmarks and the other initiatives, is that is that the question? Um so, those are our three initiatives around menu, procurement, and the regional kitchen. And so, how how will you measure and then report that to the ledge? Annually, we have to provide a report on our local purchasing, and that is including a look at how we have been purchasing our produce, our um protein, and our our groceries overall. Um we will be expanding that as we go forward. Um as I'm now that I'm here, it's been just about 6 months, so it'll be my second report, and I have a better idea of what we need to
109be providing to help everyone understand our progress. Um and so, that reporting is happening annually. Okay. Thank you. Senator Dela Cruz? Yeah. Um I appreciate Senator Gabbard putting this forward because the embracing of local agriculture has been woefully slow. Mhm. Um what I had asked for 2 years ago was a tentative plan of a menu delivered to the legislature by now because farmers need to gear up. Mhm. And if they have an idea, and it's basically forward contracting, which is very common in agriculture. But without that, they don't know what the need is going to be. And so we get into this cycle. And uh having that schedule, is anybody talking to the farmers? Yes, sir. I We are working very closely with the Department of Agriculture, the ADC, and the Farm Bureau on and
110and see to our providing the our menus for next year and for the regional kitchen launch and the volumes of every product that we need for the menu for both for both of those years. Um and then we're actually having an event on May 14th at the Wahiawa Value-Added Center with over 80 farmers and distributors so that we can help connect farmers with distribu- with distribution if they need it. And we're going over what those menus what our menus are and the volumes that we need. So that is absolutely taking place. Okay, and we will get a report on that, Senator Gabbard. We will see that um very shortly. I know you said you've had one report. We'd like to see another one with performance. And I The reason I I'm pushing this a little
111hard is because we all talk about it. You serve 100,000 meals a day, which is a great way forward for agriculture in this state. But there's going to be stutter steps if we don't coordinate. And you talked about Department of Agriculture government. You talked about ADC government. You talked Farm Bureau. Now you're talking to the farmers. And so that's where I'm pushing. >> And I've been speaking with our beef producers on multiple islands in this last week. We've been talking directly with citrus producers and lettuce producers. We've been targeting the farmers who produce and the producers who are growing and producing the items that we buy the most of so that we're making the biggest impact as we shift. Okay, so thank you. Thank you, chairs. I appreciate that. Questions on this side? Senator Kidani?
112So, um when are you planning to meet with the the local farmers, etc. as to what kind of products you're expecting so that they can start planning and growing? Our farmer and distributor event is on May 14th and then we've been talking with May 14th May 14th what time? >> It's at the Wahiawa Value Added Center um from 1 to 3:00 p.m. And you're looking for to attract the farmers and the people who are interested in working at the regional kitchen. It's not for folks who are interested at working in the regional kitchen. This event is specifically for farmers and then we're including distributors so that farmers who don't have the capacity to distribute on their own can make that connection there and we can hopefully sort of fast track the process. >> And that
113will include the types of menus or produce that you're looking Yes, absolutely. We'll be going through the the menus and the volumes of the product that we need for next year and when the regional kitchen launches. Thank you. Further questions? I have a couple of them. Senator question. So so I guess when you're going out to the farmers are those guaranteed that you're going to purchase them? It's not an option to purchase. It depends on the situation so the farms that we're currently working with those are you know guarantees um and then it really depends on the distributor at this point since we're working through distributors since we don't have a warehouse or processing plant yet. Um and so we're helping to facilitate those conversations and we're using our voice with the distributors to help
114them understand this relationship that we're building. Um for the event on May 14th, we can't do any guarantees. We do have to go through the procurement process. And um we have had uh several bills that have um are still in process this session that will help us with the forward contracting and the the small purchases in which we can guarantee. So so where is the What is the distributor's role in all this? Because if you tell them to buy as much local as you can and then they got to supplant the rest give you a constant stream. Uh is that conversation happening? Cuz if it to me it's on them, right? They got to go buy from these farmers if you if you're not planning to directly purchase from the farmers. >> Yeah, so we're
115currently now having our distributors um provide us the local their local purchasing percentages every single month. And then we're doing a comparison against how they performed the month before and how they're performing against the other islands since we have a different distributor on each island. Um and in fact, we had a distributor who didn't provide their local purchasing information for this month and we exercised our contract. We We said, "Let me see the contract language. They're not meeting the contract." And then we immediately got that information. And so I think we're starting to use our voice and and with our distributors to really help them understand how important of an initiative this is and how we can only do it together. It takes the farmers, the distributors, and us all working in tandem. So so
116what is your conversation with I guess the federal government and how and who they're contracting with? Because my understanding is there was some mis- disconnect with whoever the federal distributors were, right? So then they weren't using them so they're just using state dollars because essentially on Maui what happened was they contracted an Oahu company to be a distributor on Maui, right? And they were bringing all this Oahu stuff and so it didn't really make any sense. So I think there needs to be some coordination between USDA dollars and state dollars, right? To to really make this work. Yes, and we have been we've really implemented that this year as well. So the the the USDA commodity program is called FAVORS. We do have a separate FAVORS distributor on each island. They're based on their island
117where they're distributing. Um and >> requirement that they're based on the island that they're distributing? Or because I think even though they have a base there, if they're if they're going to bring in other products from different islands, it doesn't matter if they're local there, right? So we we don't get to select the the DOD FAVORS distributors. >> I get it, but is there but there's some communication though to tell them where we're going and if they're not on the same page, then there's a problem, right? >> Yeah. So the actually on the neighbor islands, the DOD distributors are the same as our supplemental distributors. And so they're doing that um local reporting for both for both streams. And then on Oahu it's two separate distributors. And we're doing the same thing where we're looking
118month at a monthly basis how much of the federal dollars we're spending. We're on track to spend all of our um allocated dollars this year and in fact Kauai and Big Island spent all of theirs and are now drawing down our excess funds. Um and so we're looking each month at how much of our allocation we've used and then how much we have increased in local spend. And I don't remember the numbers off the top of my head, but every single island has made progress in the USDA FAVORS over last year because we've really focused on lettuce and citrus, which are items in the DOD FAVORS that we can push here locally. But is is has there been communication to ensure that what happened in previous years never happens again. I wasn't here so I
119can't speak to that. >> got to learn from what happened, right? So we don't repeat what happened. >> we're on a on a good track where we're we have our distributors by island and we're looking at the local spend and the total spend every month and then follow up >> I think you're not answering my question. You haven't said that you're communicating with them and that's what's concerning me right now. >> The with the distributors? No, with the whatever the USDA funds are, right? You to make sure that yes, you may not directly control it, but I think it the ecosystem has to be going into the same direction. I So we're we are in contact with DLA. They have to add This is very much in the weeds. I'm sorry. >> No, it doesn't
120have to be in the weeds. If we're going to make this successful, it's all about being in the weeds. >> we're in contact with DLA because they have to put the local items on and take them off and they're following up with the distributor so they understand our push towards local. I can't say whether they specifically will always in perpetuity award a distributor on each calendar >> not say that, but I think if you're not on the same page of where you're going Yeah. Right? I I can say with confidence that we're on the same page. Everybody has made a big effort this year and understands um our commitment to local and there's a lot of very a lot of administrative work that goes into having the local food through the USDA commodity program and
121um all of our partners on each person each stakeholder has been working and doing their part to increase our local spending in the DOD program. Okay. Well, my bottom line is we you cannot repeat what was happening, right? And you to say that you weren't here, that's not an excuse either, right? And so I think we just got to be all on the same page of where we're going to be moving forward. So thank you, chair. Can I can I just follow up one quick and I'll get back to you. So is this in line with the nearly $2 million of federal funds of for local produce that was left on the table. So, for the Favors program? Uh I'm not sure if it's a favor Favors program. I would imagine it might be. Oh,
122I think >> was $2 million that was left on the table, wasn't spent. And so, like, Senator Hashimoto, I want to make sure that, you know, this doesn't happen again. Yeah, so we're on track to spend all of our Favors dollars this year. And as I shared >> year we didn't spend the $2 million or what did we spend? Uh I would have to pull the numbers to be exactly sure on what we did last year. I'm very much steeped in this year. Okay, well, you need to be deep in history, otherwise you're not going to, you know, because there's a tendency for uh many of our departments, including the OE, make the same mistakes or repeat themselves, and we don't want that. Senator Deporte. Senator, pivot a little bit, um kind of going to
123the system and the modernization, because the reso actually calls out the DOE's reliance on handwritten records. So, um So, it's a two-part question, but number one, why is DOE still operating without a digital tracking system? And then number two, what is the timeline for you guys to centralize and have a verifiable system? The The procurement process for the software took quite a long time, and we finalized the contract in February. We're currently uh writing the the rollout timeline, and we'll be rolling out our the software through next year. We're starting a pilot this um April and May, and then piloting through the summer at our summer sites, and we'll begin rolling out by complex area in August. Okay, so it will be live in August of this year? Yes, in some complex areas, and then
124fully rolled out by the end of the school year. Sorry, what school year? By the end of next school year, so by the end of >> May 2027. Okay, so it will be live this August 2026. Yes. And then it will be fully functioning next year. 2027 August. And the school year will be school year. The school year will be rolling out by complex area. Okay, very good. Thank you, Chan. Okay, just to follow up on that. Um So, how long ago we set the 10% requirement to meet 10% buying local by 2025? Was it 2020 we said that? mandate 30 by 30, that was the um legislative mandate, right? Right, but then you had to be 10% by 2025, which you didn't hit. You only got what, 5.43%? So, we knew this back in
1252020. Yeah. So, from 2020 to now, only now we're doing some of this stuff? I mean, only now you're talking to the farmers? Only now we're doing these things? I mean, that's probably the reason why you guys only got 5.43% right? But again, this is this is typical of DOE. You guys are so delayed or you don't And according to the audit is that you just didn't take it seriously or you didn't want to do it according to the audit. I'm not saying that, that's what the audit said. So, um you know, the reason that the department is not ready to develop a coordinated plan to align with local farmer capacity with the Aina kitchen network grow up is like So, but why why haven't you done it and developed it sooner? Well, we're doing
126it now and have been. Okay, that's what I keep hearing. We're doing it now when it should have been done yesterday, right? I mean, that's why the goals are set, right? To to you benchmarks. You haven't done it. And what guarantees again, you know, you might be gone well before 2030. You might be gone. You might be gone, too. How do you know? You might not be here. >> I'm not old enough to retire. No, but you might not be here. Trust me. There are changes that go on all the time and people people's jobs somehow gets, you know, um and then we're going to hear again, "Oh, yeah, we're going to start now." I mean, that's what we have until we have a turnover. Oh, I mean, you know, "Oh, I'm going to start
127now." You know, it's like and having been here in the Senate for 20 now what, 26 years in the Senate alone, I've heard all these excuses and that's why sometimes I sound very frustrated and I'm passionate because I'm tired of the same thing. You guys are being paid good money. I'm sorry. You get paid more than a lot of people. So, we expect more. We expect you to be the experts in the field. We expect you to be proactive. We expect these things to happen. And yet, more and more money we spend. Didn't we already have a software for for the the cafeteria workers and half of them never used the software? But that's what the That's what the audit said, yeah. Yeah, that's what the audit said. So, now we're getting this new new
128software. Is that right? That you're going out February contract. Another software. What's the guarantee? And I remember talking about that software that you guys had. Why are we spending all this money on the software? And that software didn't work. Dolores is going to do it. Didn't do it. Cafeteria workers weren't using it. Who was monitoring it? Who are Who are going in and and and teaching the cafeteria workers? And I know you weren't here, but the people behind you have been here. Okay, and whether you've been here or not, responsibility, you know, 6 months ago to get the project going. But that's fair, Senator. We're here now and we're very passionate about this work and I know I know that Anna Lisa is passionate about it, too. And just for the training, it was training
129on the what was going to happen for the new software. Well, just know I'm going to be here. I'm going to be here next year and I'm going to ask the same questions and you better have different answers than we're doing it now. Trust me. It's the truth. It's the truth. It's the truth. Well, I'm going to be here, too, and I will be asking questions. Senator Gabbard, are you going to be here? I'll be here. You're going to be here, right? We're all going to be here. >> to meeting the challenge. I mean, I really do. Okay. Well, I just hope that you're here to meet that challenge. Two quick questions. Senator Kidani. So, regarding the May 14th meeting you're having at the Waiawa Valley Ag Center, 1:00 to 3:00 p.m. This is for
130farmers, distributors, what about daily personnel, cooks, whatever? >> for farmers. No, it's for farmers. Just to get the contracts. Okay. So, you guys already know what the cooks need for the spaces and whatever and We haven't gotten there yet. Well, not not at this particular meeting, but those are those are discussions that have to happen and will happen. Yeah, I just want to make sure you're not putting the cart before the horse. We don't have a cart yet. Hopefully we have the horse. Okay, just checking. Okay. It's getting late, so we kind of got to get to meeting here. So, anybody else have questions? Hearing none, we thank you very much. We are in decision making. What is the pleasure of the chair? Any amendments? Chair, no amendments. We have good good reporting data. Happy
131with the reporting data that's been to be set given. Okay, with that recommendation that we for SR SCR 130, SR 122, that we pass as is. Any discussion? Hearing none. Uh Chair votes aye. Chair votes Aye. Vice Chair votes Aye. Senator DeCoite Aye. Hashimoto Aye. And DeCoite Aye. The measure is adopted. Thank you. Same recommendation for AEM. Any discussion? Chair votes aye. Vice Chair On SCR130, SR122 recommendation of the Chair to pass unamended. Chair votes aye. Vice Chair votes aye. Senator DeCoite is excused. Senator Rhoads >> Aye. Senator Wakai is excused. Chair, you have um The motion is passed. Thank you very much. Okay, thank you. We're going to end the joint hearing. Call to order the Committee on Education. We are on SCR154, SR145, 154, 145. This I think we did that. Urging the
132Department of Education to add tax instruction to its financial literacy graduation requirement. Uh and we have DOE. Heidi Hi, good afternoon, Chair Kim, Vice Chair Kidani, and members of the Committee. I'm Heidi Armstrong, Department of Education. And the Department appreciates the intent of SCR154. Tax education is extremely important. I'd like to note that the requested tax instruction is already embedded within the mandatory financial literacy standards taking effect for the incoming freshmen in the 2026-2027 school year. Thank you. Okay, uh let's see. We have Johnny May Perry. No, I'm sorry. Yeah, Johnny May Perry in support. Anyone else wishing to testify on this measure. Hearing none, members questions. I have a question, Heidi. So, when you say that this tax portion is already embedded in the financial literacy, is that why they have the four choices?
133Well, the financial literacy Well, the the what what standard is is the standards. And so, when um reading this resolution and looking through the standards, um tax information is in included in um theme one, earning income in the standards. Also in theme three, saving. Theme four, investing. So, then I looked at the programs and the curriculum um that can be used that um is vetted to fulfill um what these standards are asking for. And when I looked at the um um Banzai and EverFi and TurboTax, the vetted curriculums, the themes in there that um relate to taxes are what are taxes um and why they exist, federal income tax, tax brackets, filing status, paychecks and withholding, the basic steps of filing a tax return. It doesn't go into advanced um tax returns or they don't
134go into advanced tax returns. Um deductions and tax credits, tax refunds and payments, um planning basics, and then there are real world world simulations for students to practice. Okay, so the last second to last be resolved clause says, resolved that tax instruction should include but not be limited to how to complete a 1040 form. Is Is part of it? Basic, so it's um depending depending on the program. So there it's basic form. One of the programs actually has them fill out a TurboTax form. >> of the one of the the vetted curriculums. Which is dependent upon who? The vetted curriculums that have shown to address all the >> Right, but it's not but your whole literacy program have four choices that the schools can make as to what programs. So you could have an async
135program on how to fill out your tax form. >> Correct. And they have simulations where the students um actually fill out a form. >> we really can just go to TurboTax and not have to advise them to do it if that's the case. Well, if that's your choice. >> No, that's not my choice, but that's what's happening. If that's what you're going to give them, just you know, an async program. Async don't count. We don't We don't We don't look at async courses as being um satisfied for the graduate to graduate. Um So It also says understanding W-4 forms, payroll deduction, federal versus state income taxes, sales, property taxes, and tax brackets. So again, that's all embedded in the different programs. Well, I I gave you the the the general um and as we continue
136to implement these programs, um even in our financial literacy face-to-face classes, um I I do think this um resolution holds great value and we do want our kids um to know this. So that's the feedback and the the monitoring that we can do um to ensure that whatever program is used um we are seeing that kids are getting the exposure and the information and the practice on this. Okay. Thank you. Members, any other questions? Hearing none, thank you. >> Thank you. Okay, I think let's see. We are on our final resolutions, Senate Concurrent Resolution 199 and Senate Resolution 187, requesting Department of Education to establish a framework that places responsibility and accountability for monitoring all capital improvement projects and repairing maintenance projects within each complex area with a complex area leadership. We do have Keith
137Hayashi for DOE. Just that is Jesse. Good afternoon, Chair, Vice Chair, members of the committee. Jesse Souki, Deputy Superintendent of Operations for the Department of Education. Um we submitted testimony with comments. Um in short, um we have concerns. Um the Office of uh Facilities and Operations um serves an important role in coordinating construction across the 258 schools across the state. Um you know, we want to be sure that proper permits are being gotten, that construction is happening safe safely, that the it's meeting the legislative priorities when we get appropriations. Uh we do have a process in place for prioritizing projects, and that that's made uh possible by the from the legislature to have a lump sum fund, and those projects are prioritized every year uh with our CASs and principals. So, we do have an
138ongoing conversation and discussion with uh CASs and principals about these priorities. And um as I mentioned previously, schools do have an opportunity uh to do school-initiated projects in coordination with uh BofO to ensure that um compliance issues are met and that um projects are safe. CAS and districts just don't have the capacity at this point to carry on with the expertise that Oahu has. Okay. >> We'll get back to that. Sit there. Johnny May Perry in opposition. Susan Piccola Davis. Thank you for patiently waiting. Chair Kim, Vice Chair Kidani and the rest of the members of the committee, thank you for your having me or giving me time to testify. Um I'm speaking on my own behalf. My name is Susan Piccola Davis. I I'm not a member of any group or any anything. Um
139I recommend that an amendment that states the Department of Education is requested to establish a framework in the Office of Facilities Management that improves the responsibility and accountability for monitoring all capital improvement projects and repair and maintenance maintenance projects period and cross the rest of it out. Um and I I'm well aware of what you're trying to do. There's been years of problems with the coal issue and it's circles. We keep We keep coming around in circles. But I think it's a misconception that a framework can be established that places the responsibility and accountability for monitoring these projects into the complex area superintendents. And there was something in there that said empowerment. I don't even think that's empowerment. The empowerment is being misplaced. The Office of Facilities Management owns this process. You can't commingle the
140CASAs and the OFO. I respect hearing Jesse's testimonies. However, we're not moving forward. We're stuck. It's quicksand. The um I wouldn't even be able to offer you my opinion of how to fix it because regardless of if it goes to the past, we're still in the present. And what's happened in the past, we're just dragging it along. Nothing's getting done. I appreciate you trying to figure out a way to put this somewhere. I The only thing I can think of is that you guys think the CASAs are doing such a great job that they would be able to fix this. Let me explain. So, um Let me see if I've got some Oh, no, that is pretty much my final. I just >> time is coming to an end. I just don't think that I
141appreciate what you're trying to do. I understand what's been going on uh probably four years of no production. And Thank you, Susan. Thank you. >> Appreciate your So, remember, I want the CASAs crossed out and stuff it back into the Office of uh Facilities Management and get them doing their job. Thank you. >> Okay. The The way And let me just clarify. The intention is not to take it away from the Office of Facilities and Management. And yes, your your recommendation is absolutely spot-on that they need to improve their responsibility and accountability for managing all capital improvement projects and repair maintenance. That's their job. That's what they're getting paid for. We're not taking that away from them. We're not taking away anything. All we're doing is adding to say that if you're a complex area
142superintendent, you should know of these projects. You should be monitoring and know which schools which projects aren't moving. And I'm going to bring up an example on Ka'ala Waiena bridge that the superintendent should have known. Complex superintendent should have known about this project. She was CC'd on it. She They were talked about it. And when I approached her, she goes, "I think I heard about it." No, somebody needs to be on the closer level to the schools have these projects because if you try to go to your tracking, your tracking does not update it. There's no information. So, where do you get that information from? The school should be able to call their their superintendent. And trust me, all the principals came out all saying what a great job the the CASes are doing. So,
143let's give them work to do to monitor, not to be responsible, not to be be responsible in monitoring. That's what it says, not be responsible for the projects, but monitoring to see, "Okay, you know, Farrington High School did not have any lights. They should have lights. How are they going to play night games? Okay, Farrington High School didn't have the bleachers for the visiting bleachers. If we're not going to do it now, no, they don't superintendents don't know anything about that. But that's why they're area complex superintendent. They should know what's going on in their complex. And the principal should be able to contact them and say, "Hey, what's going on? Why is Ka'ala Waiena not having the bridge when the legislature put in $3 million when the money's were released by the governor when
144the DOE went in and made a case for this health and safety. And then the project gets yanked. And the principal is not told. And the CAS is I heard about it." Come on. That's not acceptable. Somebody's got to be monitoring these things. And it should be the CAS. I mean, they're making enough money to have this responsibility. Questions? Um we we should finish we're finished taking um public testimony. Members, any questions? Head Senator Hashimoto. Thank you, Deputy. What I guess I'm trying to like figure out where the DOE is coming from in terms of OFO because part of my confusion a little bit is why doesn't you know facility docs of facilities collaborate more with your business managers and your ASAs, right? Because I think the ASAs are the one in my mind who
145are is supposed to be bird-dogging a lot of these projects because there's just too much for OFO to do. Um, why they're under the CAS, I'm not sure and why they're not under OFO, I'm not sure. But, you know, I think my understanding of and and how I operate with my schools is that I expect at least most of the business managers and the ASAs to understand what's going on at the school level. Because there is no really no interface with OFO. If not, you have one person at OFO you got to call, but at least these ASAs can essentially kind of know what is going on at the schools. They may not be the ASA there in every complex, but at least I think it's they have a vice principal or the principal is
146essentially expected to take on facilities roles. So So, I don't know if what you need to tell us is if you if you don't want, you know, us to move forward with this kind of thing, what is your plan to make sure that there is more accountability? And don't tell me that it's going to be more jock and you're going to have bars and quota go follow the project because you know, I don't you know, I think there's just not enough people around from the DOE to monitor projects. Well, I'm I'm hoping and you know, the goal is of the the modernization of our um IT is to have better tools for CASAs and principals to see and track these projects that are at the campuses. But in addition to that, uh you know, there
147there's always, like you said, folks at the school can always contact us and you know, when we hear about things, we'll contact them and you know, there communication can be better. And and that's what we're striving to do with the with the modernization of the IT. But is there but is there no reorg in how people are are reporting to whom? Right? Because at the at the end of the day, these that's the business manager's job is to know what is going on at the schools, right? And then for them then to have a different reporting line than to O 4, it just never made sense to me. So if you're just saying it's going to be this software that fixes the problem, I'm kind of telling you I don't think that's the problem. I
148think it's I think every complex is essentially doing something different. And I think there needs to be some streamlining, especially on how projects are going to be managed because I will guarantee you that those who have more engaged business managers and ASAs, I think projects move way smoother than those who have those who are disengaged. I'd agree. Yeah. Right? But but you're not taking advantage uniformly across the system to take advantage of those positions to make sure that projects are are you know, gotten to the finish line. And I I want to know why. Mhm. There's definitely a hub and hub and spoke model in a in a um institution this large with so much facilities like over 4,000. >> there for facilities, it needs to be more uniform though. >> Yeah. And and we
149do have, you know, processes in place and you know, maybe we need to do more training, uh more outreach. Um we can do better in that area. Right, but I what I'm asking is what is the HR plan for this? If there is no HR plan, then that that just makes me a little bit concerned. So so are you doubling down and just saying, "Okay, we want we need to wait for the software. That's one tool, you know, that can help. >> Right. >> More training, you know, we have guidance No, I'm talking about reorg. Like if you're not saying that if you're just toying around with training, I'm talking about you got to move bodies to make this. I I that means I'm I'm afraid that you're not getting our whole point here at
150the legislature what we're trying to go with facilities, which is we need to kind of reinvent what facilities is doing. And if you're that's the direction that you're not going, that does concern me. So so so you're telling me that there's no reorg plan for facilities? Well, we we did some reorg right before I came on to help focus OOF on project delivery. So took out some extraneous >> just added another deputy superintendent, right? Okay, is that the whole plan? Like I hope there's more to that plan than just adding another deputy. Yeah, there was more than that, you know, taking out some of the extraneous things that the branch office was doing so they could focus on project delivery. So we're seeing some of those things work its way um training, improving the software,
151filling vacancies, you know, these are all things that we have to get done in order to help improve. But there is no more reorg then that you're you're telling me that we should be able to look forward to. Well, we're in the process of going through a strategic plan, so we may identify different ways we can change workflow, move things around, but at this point I can't say that there's a reorg plan for OOF. Perhaps as we get through the strategic plan we might see where we can move things. I I and I get it. You know, you need to have time, but I think we just don't have time here and I think it I I told you I told the superintendent that facilities is the area that we really want to see reform.
152And I think that is something that we're we're throwing something on the table, but if you're not then giving us something back, how do you think we should react that you're being like, "Okay, we still got to study it some more, study it some more." Right? Where we're throwing you something at least to to to try and adapt to, but if you don't come up with your own plan, we're going to keep throwing stuff back at you and we're going to be unhappy because we don't see the changes that we wish to see. And these are important projects, right? I can't I'm going to you know, you know exactly all my projects at my island that I'm working with right now that I'm becoming a project manager because I'm so unhappy with how DOE is
153moving projects. That should be unacceptable that a senator has to go call to make sure that projects are moving. Right? That should be your job. And your ASA's job and your CA's job, right? Why does it have to be me to make those calls because the air conditioning isn't being turned on for 2 years. Right? Anyway, thank you, Chair. You know, I follow up on that. You know, I'm the one that's calling about the road that needs to be repaired at Farrington High School. I'm the one they called and when I call the facilities person, they don't know what's going on. Yeah, they don't know what's going on at the schools. So, isn't it make sense that the the CA's should be aware of what's going on in their complex? Not necessarily this framework and
154but shouldn't they know what's going on at each of the schools? They should. >> can communicate with with the principals when there is a problem and that's basically what this resolution is saying. Okay? Maybe we can refine that we will refine the language so it's clearer of what we're trying to do. But, you know, we heard the same thing in earlier resolution, the 201, where we talked about this job orders that the principals are not they're not being communicated with. And again, who's the closest person supposedly when they came in and testified is the CA. So, why shouldn't the CA? You've divided up the schools so it's manageable. You guys wanted 15 super area complex superintendents. You got them. So, now they should know what projects are going, what projects are not, what has some
155problems, or at least be knowledgeable, um, to understand that. And so, you know, that communication, as we said earlier, the principals are not getting that information. And so, they got to go somewhere to get it. So, you know, the CAS is the most likely, if you folks want to keep your CASes, you should They should be the ones. And maybe, when they know that they're responsible for monitoring, maybe they'll put the fire under you guys, so you would get your your software and your whatever it is you need, um, to update them, so that they're not going to be in the dark. Mhm. Right? I mean, so that needs to happen. Like, a good example is on this Kalihi-Waena, when they first went out and asked for the money to be released, they CC'd the
156principal, they CC'd all the people. Of course, they never CC'd me. But then, when they when they went out for project, uh, for Mitsunaga to go ahead and spend money for this project, they didn't CC anybody. And then, when they went and lapsed the funds and and canceled the project, because they said that, "Oh, the state doesn't own the bridge. The county owns the bridge." Four years later, after they asked for the release, four years later, only now they know they didn't? And then, Jadine didn't CC anybody, didn't CC the principal, didn't CC the CAS, didn't CC anybody. Okay, so there's no communication going on. Mhm. And then, when we went to this, the tracking is not filled in. It says updated 5 20 2025. No update. No update. From 2021, no update. So, are
157you folks fixing this tracking system? Yes, that's one of the IT upgrades I'm talking about. >> So, when is this going to be online that we can see it? Cuz my understanding is the reason it's not being done is because personnel don't want us to know. They don't want us to They don't want to be Be >> I hope that's not right. >> Um, that's what I'm telling is what I'm hearing. Yeah, that shouldn't be right. From inside inside the DOE, so I'm just relaying to you. You know, this is a small town and people know people and people talk. And so that's what they're telling us. Or telling me. I'll look into that. That's not good. Yeah, then it's not good, but I've been complaining about this for years. It's not been updated. Not
158been updated. I I don't understand. And so then we have this kind of resolution, and if you folks want to make sure that people are doing a good job, then why wouldn't you want them to put them the responsibility to know about these projects and manage help help keep track of it and monitor it for the schools. Wouldn't that make it better? It couldn't hurt. Yeah, but then you guys are opposed. No, we're not opposed. We just Well, that's what you said. >> You don't want to do it. So, okay. Senator Dickerson, thank you. Last year the department was only able to complete 22 CIP projects. Um, and with what my colleague had mentioned about reorging, uh, is is that not a serious, uh, process you folks are looking at pursuing? I need to follow
159up on that number. We we completed hundreds of projects. Well, that was mentioned in a prior hearing. So, that was stated on the record. But if that was inaccurate, 22 CI CIP projects were completed. Is that a particular kind of project? Yeah, I need to follow up on that. Yeah, capital improvement Yeah. projects. Um, and so I think that currently when the department is, um, has unspent CIP funds in the billions of dollars, um, it calls for grave concerns. And so that means that our facilities in our communities are not getting the attention it needs, which poses a safety hazard. And so right now, um these are the projects in my community, okay? That's the deferred maintenance. >> Deferred maintenance, CIP, all of that. I I don't want to get into caught up into the
160semantics cuz I I I feel like you tend to want to stay there, um but basically >> because deferred maintenance are not not projects. They estimated estimates to of what we need to get to. And when we get when it's prioritized by CASs and principals of the district, then we come in and ask for CIP to get those done. And then, you know, they become actual projects, right? So, it it's important to make the distinction cuz we want to get through wall. Okay. Uh so, I think my point that I'm trying to make here is that the department is not uh reflecting confidence to be able to complete these projects. And uh to be able to, I guess, maybe suggest that the CASs might be able to help with that. Uh a lot of the
161projects in my community, I have had to push forward on my own. I would say about a quarter of my office's time, resources, calls, follow-ups are on DOE projects to make sure that it's moving forward. Um and so, I would say my office, 25% of our job is doing your guys' job. So, when we're posing a proposal to reorg, it's because we cannot continue to hire people, at least not in my office, to do your folks' job. And so, as example, our Alps school, Papahanaumokuakea, if it wasn't for me pushing that thing forward, that thing would be dead and gone at this point. And we would have kids still operating out of a temporary space in Nānākuli. So, here I am, in my capacity with my office, having to follow up and make sure that
162the ball continues to move. Because when the department has unspent CIP funds of $2.7 billion, that just reflects that you folks are not responsible enough to move the projects forward. So, we have to find something. Um and adding more positions is not the answer. It's obvious that there has been more positions and the department is top-heavy and our schools are have just not progressed. If anything, we've declined. So, what is your response to that um when we have this resolution and to be fair, your testimony does say with comments, but it leans towards the unsupported tone. Because according to your testimony, it says that you folks and I'm paraphrasing here, that your folks system is in the process and it is working. Um and it's clearly not working. Uh and so, when you have a
163centralized system, as example the CAS, that's uh responsible for moving projects forward, uh you tend to have favoritism issues. You tend to have maybe schools that get more than other schools and that is very >> We have We have a We definitely do not um have a favoritism. The The um board sets a policy that we follow about equity. And when we go through the process of We're just talking about deferred maintenance. When we go through the process of prioritizing deferred maintenance, which the Board of Education approves, we have a table to make sure that all the um complexes get about the same amount of money and the board approves the projects after the CASes and the principals have had an opportunity to prioritize and then we come to the ledge um for an appropriation.
164And if we get the appropriation, we we work on the projects. Okay, let me just trace back to my comment that I made uh with favoritism because that's exactly what's happening in my community. And for you to tell me that that's not happening is very offensive to me because I see it firsthand with my own eyes. I'm in touch with every single head custodian of my class of my district, so they report to me, but they can't do it in public because they're afraid of retaliation. So, if you're here disputing my real-life experience with actual workers on the property, it just goes to show that you're not open to the discussion. So, for you to speak on behalf of my community and say that is not what's happening is very offensive and it's very insulting
165to not just myself, but the people that are on the property and to the parents that have to send their schools. So, I would caution you the next time that you want to uh disregard a senator's comments based on her real-life experiences. So, please reserve your opinions when I'm speaking on facts. >> I'm I'm sorry. I I didn't mean it that way. I was just only talking about the deferred maintenance. And if there's issues other issues with work orders and things, I we want to help and make it better. We really do. I do. Intending on helping and executing are two different things and you folks have proven that you are unable to execute. So, I'll just end the conversation there. Thank you, Chair. Okay, members, any other questions? Hearing none, uh we are going
166That was the last item on the agenda. Oh, goodness. Uh so, we are going into decision-making. Members, I'm going to go right into it. Um starting out with Senate Concurrent Resolution 14132 urging Department of Education and University of Hawaii Manoa to adopt the energy savings performance um contracting uh recommendation. You know, I was just rereading the the Hawaii State Energy Office and they did state that the of Education previously initiated an invitation for proposals, an IFP, for an ESP project in 2024. However, the procurement was canceled due to expiration of the State Procurement Office, SPO, vendor contract list. So again, you know, these are kinds of things that it's it's it's they started and then it didn't get finished. So I'm glad that hopefully we're going to get this going. Recommendation is I don't think
167there's any or technical amendments. Um distinction distinction between energy performance and energy saving performance contracting per the Hawaii State Revised Statutes. Not sure what that means, but to make that distinction. Okay, great. Thank you. Members, any discussion on any recommendations further than what's already in the resolution? Hearing none, the chair will sign. A for SR 132 and SCR 1 10. Chair votes. This is unamended or amended? Um with with with technical amendments. With amendments. Chair votes aye, vice chair votes aye, Senator Fukunaga sent Oh, yes. I'm sorry. We are It is a proposed SD1, so we are adopting the SD1 with further amendments, uh technical amendments. Great. So SD1 is the latest deal. The latest The latest version of the bill is okay. Senator Hashimoto? Aye. And Senator DeCoite? Aye. Measure is adopted. Thank you.
168Uh we are on SCR 197, SR 185. This is asking the auditor to conduct comprehensive performance and financial audit um for the Department's Education's capital improvement backlog. Uh point well taken. The definition, I think we talked about the definition. If there is a CIP project and the legislature approves money for it and there's any kind of appropriation as a CIP project, it's a CIP project. Um and according to the auditor's report, um he says if the committee wants to understand how the Department of Education's Capital Improvement Program is performing, for instance, whether it's performing efficiently and effectively, we can conduct a performance audit of the Capital Improvement Program, which is what we want to go ahead and amend this resolution to make it clear that we just don't want a reporting cuz we do get
169the reporting from the DOE. We want to see whether they're performing and effectively and efficiently. Um and they said they could do that. Also, want to include in there to look at the yearly lapse that happens every year. Um lapse Yeah, people are lapse projects as well. So, if we can amend that. Members, any discussion on the recommendations or any other um suggestions? Hearing none, uh chair votes aye on amending SCR 197 and SR 185. Chair votes aye, Vice Chair votes aye, Senator Fukunaga. Aye. Senator Shimabukuro. Aye. Senator DeCoite. >> Aye. Representative Takumi. >> Thank you. We are on SCR SCR 78, SR 82, urging Department of Education to strengthen um mental health education initiatives and adopt a comprehensive menstrual cycle curriculum. Uh let's see. This is Let's see. This is I wish we didn't
170have to have a resolution, but uh obviously because we need to direct the the OE, we will move on this resolution. I did want to put in there concern having and I'm not sure if we can turn it into a whereas but also in the committee report as that giving the option of fourth or fifth grade that we should have a system common common start date so that there's equity across the board for education for menstrual cycles curriculum. And that um Let's see what was the other thing. I think that was it. Any any discussion members? Any recommendations? Hearing none. Um do we need technical amendments for clarity and consistency as well? Okay. So with that chair will vote I on SB1. For SR82 and SCR79, this is to pass. I'm sorry, 78 to pass
171with amendments. Chair will vote I, vice chair will vote I, Senator Fukunaga. >> Aye. Senator Hashimoto. >> Aye. Senator DeCoite. >> Aye. Measures adopted. Thank you. On SCR154, SR145 to add tax instruction to its financial literacy graduation. On this measure, I certainly want to put make it clear in the committee report that um we would like to have this part of the financial literacy but that that that it would be consistent with other measures that we have passed where we want it to be a standalone or we want it to be embedded into the program and not a sync. Any questions members? Any discussions? Hearing none. I'll also be adding in any technical or non-substantive amendments. Chair votes aye. For SR145 and SCR154 to pass with amendments. Chair votes Thank you. And finally, on the
172last Thank you. Chair votes aye. Vice Chair votes aye. Senator Gabbard votes aye. Senator Dela Cruz votes aye. Aye. Senator Hashimoto Aye. Senator De Corte Aye. Measures adopted. Thank you. Okay, Senate Concurrent Resolution 199, Senate Resolution 187. Certainly would like to adopt the recommendation made by Susan Davis and in stressing that the Department of Education requested to establish a framework in the Office of Facilities that improves the responsibility, accountability for monitoring all capital improvement projects and repair and maintenance. And at the same time, make it clear that we would want we are requesting that the complex area superintendents monitor these things. Not be responsible for the projects, not be responsible for any of that, but just monitoring and and communicating with their principals, their area complex areas, and be knowledgeable about what's happening with the
173program. So there is a communication that goes on and that also to add in here that the principals and the CAS is are educated into the process. Same people. Yes, Chair. Uh I I would like to also recommend if possible if we could have the area legislator be included in that report. And the only reason that I say that is because it seems for the sake of transparency and appropriate communication that we have to tell them to report back to us in a bill in the form of a law so that we also get the right information as well. So I'm just a recommendation however you decide to proceed. Thank you. >> to somehow include the area legislator in the process of the communication on on these projects as they occur. Area legislators? Yes, area
174legislators. Uh and to add in there if we can that they update the this CIP jobs tracker is um tracker that's not tracking. Um so. Any others? Hearing none. Uh any technical announcements of the No, I think we're good on that. So with that, chair votes aye. SR 187 and SCR 199 pass with amendments. Chair votes aye. Vice Chair votes aye. Senator Favela. Senator Hashimoto. >> Aye. And Senator DeCoite. >> Aye. Measures adopted by the chair. >> Okay. And with that, we're done. Thank you, members. Appreciate your patience.