DAVID Y. IGE DR. CHRISTINA M. KISHIMOTO GOVERNOR SUPERINTENDENT STATE OF HAWAI`I DEPARTMENT OF EDUCATION P.O. BOX 2360 HONOLULU, HAWAI`I 96804 OFFICE OF THE SUPERINTENDENT April 27,2020 The Honorable Senator Brian Schatz United States Senate 722 Hart Senate Office Building Washington, DC 20510 The Honorable Mazie Hirono United States Senate 713 Hart Senate Office Building Washington, DC 20510 The Honorable Ed Case United States House of Representatives 2433 Rayburn House Office Building Washington, DC 20510 The Honorable Tulsi Gabbard United States House of Representatives 1433 Longworth House Office Building Washington, DC 20515 Aloha Members of Hawaii’s Congressional Delegation, Thank you for your letter dated April 18, 2020 regarding the Hawaii State Department of Education’s (HIDOE) response to the COVID-19 pandemic. Please find our responses to each question below. I appreciate the phone calls that I have been able to have with each of you concerning our education transition priorities, funding needs and planning processes focused on protecting and advancing a quality instructional design for our haumana during this pandemic period and beyond. Thank you for your continued support of Hawaii’s public education system. 1. Across the state, how many public elementary and secondary students are receiving some kind of consistent education every day? How many students are not receiving this level of education? HIDOE services approximately 180,000 students in 256 public schools and 37 public charter schools. Since the onset of the COVID-19 pandemic, the HIDOE’s intent has always been to provide all students with regular access to educational material for the remainder of the school year to the extent possible. The HIDOE continues to strive to provide equal access for all of its students, but acknowledges certain limitations beyond our control that disproportionately affect our most vulnerable populations. We are currently working to ascertain the exact number of students that are not receiving educational services, but can report that approximately 80%-95% of our student population are receiving consistent access to educational material depending on the school. AN AFFIRMATIVE ACTION AND EQUAL OPPORTUNITY EMPLOYER The Honorable Senator Brian Schatz The Honorable Mazie Hirono The Honorable Ed Case The Honorable Tulsi Gabbard April 27, 2020 Page 2 While we are still determining the number of students by gathering data by Complex Area and school, we do know that many of these students are amongst our most vulnerable populations and we need to continue to diversify our approach to reach them. Currently, the HIDOE has Homeless Liaisons, English Learner teachers, and Special Education providers reaching out to students. School counselors also connected with students during this unprecedented time. The addition of an HIDOE telehealth hotline that will be in place later this week, will organize our Hawaii Keiki Nurses, a partnership with UH’s School of Nursing, and our DOE school counselors, psychologists, and social workers in a triage approach that we hope will engage and capture more students from families who are overwhelmed with medical, psychological and social network needs, and thus may not be engaging in academics. 2. How are public schools collecting information about the needs of students and their families and the ability to engage in distance learning? How many students (and their families) lack consistent internet access? How are schools providing educational material to those students (including laptop computers, instructional packets, and other materials), and what federal resources and flexibilities do you think would be helpful to improve the distance learning experience for students? As previously mentioned, limitations beyond the HIDOE’s control prevent some students from accessing educational material or services. In light of these challenges, teachers have done a tremendous job in regularly connecting with their students to provide learning opportunities and to also check on their well-being and the welfare of their families. Teachers are able to assess their students’ ability to engage in distance learning – whether it is digitally or via instructional packets. This comprehensive student information is compiled by teachers and reported to the principal at their respective school. A perennial challenge in effectively implementing distance learning is providing enhanced learning activities for students in remote areas. The HIDOE is currently able to provide devices to our students, but is unable to guarantee connectivity for online access. The number of students not receiving regular access to educational material closely correlates with the number of students lacking internet access. Please note though, that at some schools where connectivity is a challenge in the community, the teachers have created a system for loading a computer device with curricular materials, with a refresh every couple of weeks. While achieving online access for all students remains the HIDOE’s optimal goal, we have had to pursue creative ways to address this ongoing inequity issue beyond our packet-distribution and electronic device provision efforts. One successful alternative has The Honorable Senator Brian Schatz The Honorable Mazie Hirono The Honorable Ed Case The Honorable Tulsi Gabbard April 27, 2020 Page 3 been the establishment of partnerships with PBS Hawaii, Olelo Community Television, and Kamehameha Schools to employ educational broadcasting to provide students without internet access with supplemental learning activities through television. HIDOE continues to listen to those on the front lines of servicing our students at the school-level in adjusting and innovating the methods of how we connect with all students. Internet platforms continue to be the most efficient and effective methods of distance learning implementation. As such, we will continue to work with and rely on our federal governmental partners in the ongoing quest to improve internet infrastructure to ensure access for all students. Funding through the recently passed Coronavirus Aid, Relief, and Economic Security (CARES) Act and the Education Stabilization Fund (ESF) are examples of federal resources that the HIDOE will leverage to provide better internet access to students, particularly those who live in our remote areas. These sources will allow the HIDOE to purchase and distribute instruments such as mobile wifi hubs, while looking at innovative methods such as digital buses that can be physically posted in rural areas for our students. The HIDOE will also continue its use of existing federal funding sources such as Impact Aid and the Elementary and Secondary Education Act of 1965, as amended by the Every Student Succeeds Act (ESSA) title programs to supplement CARES and ESF resources in achieving better internet infrastructure for our students. Finally, personnel are utilizing the Electronic Comprehensive Student Support System (eCSSS) to document the delivery of vital services to our most vulnerable students. Programs, such as the Education for Homeless Children and Youth, School-Based Behavioral Health, and the English learner programs, provide a more efficient structure for coordinating meal pick-ups, facilitating mental health counseling and treatment, and ensuring the continuity of instruction for our English learners. 3. How many public schools are providing some kind of education? For schools that may not be able to provide distance learning, if any, how is HIDOE directing resources and guidance to those schools? All 293 public schools are providing their students with educational activities, whether these activities are delivered electronically or via instructional packets. To support continued learning during the extended period of school closure, the HIDOE’s Office of Curriculum and Instructional Design has created and launched two resources: An internal website for teachers, administrators, and staff and an external website for students, parents, and caregivers. The external website provides continuity of education resources with tips, best practices, and activities. Both websites are updated daily with adjustments based on feedback received from internal and external users. The Honorable Senator Brian Schatz The Honorable Mazie Hirono The Honorable Ed Case The Honorable Tulsi Gabbard April 27, 2020 Page 4 4. What is your expectation for how often a student connects with an educator? Are there data systems where you are logging these interactions, and, if not, then what federal resources would be helpful to make sure students are connecting with educators? How are non-classroom teachers being used to promote learning? The HIDOE is keenly aware of the diversity of our students and communities. Teachers consistently tailor their lessons and class assignments to the specific needs of their students. The unique character of each classroom is ably guided by teachers and the HIDOE confers wide deference to teachers with regards to implementing their lesson plans, which includes how often interactions occur and what methods teachers utilize to track any progress. The HIDOE does, however, maintain expectations of teachers to regularly engage with their students, which has varied from a few hours daily to longer periods fewer times a week. The goal is to ensure the maintenance of as comprehensive an approach to instruction for enrichment, remedial, or intervention activities. The HIDOE does not currently have a centralized database where educators are logging their interactions with students; however, individual schools maintain this information on each student. The HIDOE continues to research various ways to centrally capture learning experiences of students in light of the strict privacy considerations that we must maintain pursuant to the Federal Educational Rights Privacy Act (FERPA). Additionally, the HIDOE hopes to utilize ESF funds and CARES Act flexibility to explore ways for educators to better connect with students, such as the previously mentioned investment in connectivity instruments and digital buses equipped with Wi-Fi, particularly for remote areas. Non-classroom teachers continue to support classroom teachers with the development and delivery of their learning activities, while helping to connect with students to check on their educational needs and well-being. These individuals are an important component to the effective delivery of a comprehensive education in the era of distance learning and will become more essential to allow teachers to focus on the creation and implementation of their unique lesson plans. 5. How many public schools are going beyond enrichment to provide some kind of education? For schools that may not be able to provide distance learning, if any, how is HIDOE directing resources and guidance to those schools? All 293 public school institutions are providing access to some form of educational enrichment. The provision of this enrichment through distance learning methods is a response to the unprecedented challenges posed on schools by the COVID-19 pandemic. The Honorable Senator Brian Schatz The Honorable Mazie Hirono The Honorable Ed Case The Honorable Tulsi Gabbard April 27, 2020 Page 5 Beyond enrichment activities, the HIDOE high schools are also providing instruction to enable students to earn the credits they need for graduation and successful transition to post-secondary education and careers. While most educators are providing educational activities for their students, students who need more intensive support are being provided with remedial or intervention activities. For the schools that face obstacles in fully implementing distance learning, the HIDOE has worked directly with principals to deliver the necessary resources. Complex Area Superintendents are in constant communication with these schools to receive updates on needs assessments, which is then communicated to the appropriate state office within the HIDOE. To date, all 293 public schools have successfully implemented some form of distance learning. News of the anticipated establishment of COVID-19 as a seasonal illness akin to the flu has compelled the HIDOE to look at formulating a permanent distance learning platform that is integrated parallel to traditional in-class instruction. This will allow for the continuous and uninterrupted delivery of educational instruction for all students, including those with special needs and with limited access. 6. Are there any other school districts across the country that offer effective models and best practices? School districts across the nation are currently experiencing similar challenges in dealing with school closures and issues related to the end of the school year. The HIDOE regularly engages with other states and educational organizations to discuss challenges and effective approaches to address these challenges. All HIDOE staff and faculty are equipped with video conferencing capabilities through platforms such as Cisco’s Webex to allow for virtual meetings, including check-ins between teachers and students. Kansas has provided an effective model in providing stakeholders with clear guidance on implementing various frameworks for the continuity of learning as well as practical implementation guides. The HIDOE continues to review the Kansas framework in addition to other practices and will continue to be part of the network of best practice sharing, borrowing from others while contributing our best practices. As such, the HIDOE will soon be distributing guidance with input from complex areas and school leaders. However, some refining is still required of our frameworks and implementation plans for establishing effective permanent distance learning platforms across our tri-level structure – schools, complex areas, and state offices. The Honorable Senator Brian Schatz The Honorable Mazie Hirono The Honorable Ed Case The Honorable Tulsi Gabbard April 27, 2020 Page 6 Additionally, Gilford, North Carolina has outfitted 75 school buses with wi-fi and strategically deploys the buses throughout their district to provide students with connectivity. The HIDOE is currently meeting with potential partners to engage in discussion for the establishment of similar measures in Hawaii. This will help to address one of the most significant challenges of providing students in remote areas with internet access. Finally, it is worth highlighting that the HIDOE has been experimenting and exploring different models of distance learning and blended learning for our most rural and remote schools (Kau High and Pahala Elementary, Lanai High and Elementary, Hana High and Elementary) prior to the onset of the COVID-19 pandemic. These efforts have aided the expeditious implementation of distance learning to provide the continuity of learning during the abrupt closure of our school facilities. We look forward to building on this success as we progress to the full integration of distance learning into the HIDOE’s comprehensive educational experience for all students. 7. What offices within HIDOE are developing and implementing COVID-19 related guidance? What can we do to support HIDOE and these offices moving forward? ● ● ● ● ● Office of the Superintendent/Office of the Deputy Superintendent o Monitoring, oversight, and guidance for the response to the COVID-19 pandemic to HIDOE leaders Office of Curriculum and Instructional Design: o Guidance on Long Term School Closure (Continuity of learning and student supports, grading, dual credit, graduation and commencement ceremonies, robust online summer learning programs) Office of Student Support Services o Guidance on Long Term School Closure for Students with Special Needs o Guidance on partnership with Hawaii Keiki to provide telehealth services o Coordination with Hawaii Department of Health on COVID-19 issues to inform guidance Office of Talent Management: o Guidance on Telework o Guidance on Evaluations o Agreements with HGEA HSTA, UPW Office of Facilities and Operations: o Guidance on Grab & Go Meal Program o Guidance on Cleaning and Disinfecting Facilities o Providing guidance to bus companies on cleaning and disinfecting buses The Honorable Senator Brian Schatz The Honorable Mazie Hirono The Honorable Ed Case The Honorable Tulsi Gabbard April 27, 2020 Page 7 Office of Information Technology Services: o Guidance for employees on HIDOE Technology ● Office of Fiscal Services o Planning and revisions to the HIDOE Operating and Capital Improvement Projects budgets o Guidance on Refunds (i.e., school breakfast/lunch, student activity fees, A+ program) ● Office of Strategy, Innovation and Performance: o Applying for the Coronavirus Aid, Relief, and Economic Security (CARES) Act Elementary and Secondary School Emergency Relief Funds (ESSERF) o Guidance on US Department of Education waivers for fiscal and programmatic requirements of ESSA o Providing internal and external communications ● The HIDOE is currently planning to transition from the continuity of learning to a robust summer learning program and a new school year of 180 days of formalized instruction, whether this instruction is delivered in our classrooms or through distance learning. We will need to upgrade our infrastructure for the delivery of instruction and data collection, continue to train our staff in preparation for different modes of instruction, prepare our families and students for different modes of learning, and determine how to continue to deliver the educational services as well as meal and health services should we continue with distance learning. Clear guidance will be provided to ensure efficiency and effectiveness. As HIDOE engages in these new endeavors, we will remain in regular contact with Hawaii’s Congressional Delegation to share our progress and any obstacles we may confront. Mahalo for your continuous support of Hawaii’s public schools and please reach out with any additional questions you may have. Sincerely, Dr. Christina M. Kishimoto Superintendent CMK:wk