House Standing Committee on Education

Aloha. Good afternoon, everybody. Welcome to your committee on education. Today, we are hearing about 14 resolutions in tandem on the agenda. Today's date is Tuesday, March 31, and it is 02:11pm.

So in Conference Room 309. So we're gonna get started with HCR 11, HR 14, requesting the Board of Education in partnership with the State Public Charter School Commission submit a report on increasing access to stable, suitable, and affordable facilities for public charter schools. First up, we have board of education providing comments. We have, Hawaii State Public Charter School Commission.

Hello, chair, vice chair, members of the committee. Edna, executive director of the Hawaii Public Charter School Commission, and we'd stand on our written testimony in in support. This has been a very important issues for many decades since the Charter School law has passed, so we find this to be very good news and a good step forward. So appreciate it. Thank you.

Thank you so much. Next up, we have Office of Hawaiian Affairs offering comments on Zoom.

Sorry. Present but muted. Okay.

Miss Fridas, are you there?

Sorry. My computer is glitching. Can you hear me okay?

Yes. Go ahead.

Thank you for your patience. Aloha, chair Woodson, vice chair LaChica, and members of the committee. OHA provides comments on this measure. OHA appreciates the intent of this measure and also wants to provide some background and context regarding charter school facilities. OHA has long advocated for charter school facilities specifically.

And over ten years ago, this very body called upon the charter school commission to develop criteria to outline the distribution of appropriated funds for charter school facilities. As part of that working group's report, which successfully includes its findings of a prioritization framework, it also is contingent upon an appropriation from the legislature. Unlike DOE schools, public charter schools have been forced to use funding for facilities without a dedicated appropriation.

Especially after these tornado storms, there are likely impacts to makeshift and temporary structures that charter schools often use. And so for considering our comments.

Thank you.

Thank you so much. Next, we have Kalia Academy offering testimony and support and Hawaii Technology Academy offering testimony and support. Also have six individuals offering testimony and support, both for the hHR 11 and HR 14. Is there anyone else wishing to testify in person or in line on these measures? K.

Seeing none. Members, Chair, any questions? K. Seeing none, we will move on to the next, items in tandem. HCR181 HR171 requesting the Department of Education to convene a shared decision making committee to develop an action plan to establish a key through 12 high up when he's school in Kapolei.

First up, we have, Hawaii State Board of Education offering comments. We have sorry. I think I'm reading up the wrong one. First up, we have the Department of Education offering comments.

Good afternoon, Vice Chair La Chica, Chair Woodson, members of the committee. I'm Tammy Chun, Deputy Superintendent. We're offering comments on this resolution. I wanted to inform, the committee that Kailani education has been something that we've worked very hard on and, put a lot of, effort into in terms of strategic planning.

The Department of Education developed a strategic plan for Kailani education, which would address our medium to long term plans for enrollment, accommodating the interest of families for having their children in Kailani education, and better developing the capacity are one of our main constraints to further expansion is the number or the number of qualified teachers.

We are, operating in a situation where we rely on a Hawaiian permit for unlicensed teachers who are proficient in Hawaiian to be able to teach our students because, there's just a shortage of teach licensed company teachers. And, actually, we also have a limitation on the number of, permit holders as well. So just a couple of stats to share with you.

Over the last ten years, we've increased enrollment in our DOE Kaiopuni programs by a thousand students and are currently at about 2,600 students enrolled in Kaiopuni education in DOE schools. There are also charter public charter schools that are Hawaiian immersion.

In DOE, we have expanded the number of schools with the Kaye Upuni program from 14 to 26 over the last ten years, and we are opening two school two new programs next year. We in January, we issued both interim guidance, which addresses immediate needs and the strategic plan, which will address long term, longer term growth. And in regards, and we really wanted to focus on how do we accommodate, growth and then also make sure that students are getting a quality education.

So with regard to Kapolei specifically, which is the focus of this resolution, Kapolei has newly established programs for Kayapuni at Kapolei Middle and Kapolei High School. This is the first year at Kapolei High School.

The nearest elementary schools are at Waial Elementary and Nanakoli Elementary. And so, you know, we'd be happy to share the strategic plan for anyone who hasn't already seen it and, engage in conversations not just about Kapolei but archivali statewide. Thank you. Okay.

Thank you so much. Next, we have Pearl City Neighborhood Board, miss Durant offering testimony and support. And we have, a few individuals representing Kea Lojio Eva, starting with Miss Andrea Diaz Machado offering testimony and support.

Chair Woodson, Vice Chair La Chica, and the Members of the House Committee on Education. I am sharing testimony in strong support of policy resolution 171 and HCR181. Meaning the brilliance of Eva celebrates the majesty and of the Eva Moku. Our name connects us directly to Keawalau or Pu'uloa, the many Harvard seas of Pu'uloa. Pu'uloa was once known for its rich abundance of marine resources, in particular, the pearl oysters that are known as, the silence fish.

These prized characteristics of reflect the vision we see in our keiki's potential. Our keiki and opio are the momi, the pearls that glisten and shine with the brilliance and the emanating light of 'ike from our kupuna. Plus, our purpose is to illuminate the brilliance of our keiki through a system of Hawaiian education that is place based and delivered Maha'olalo, Hawaii. We envision a system of Hawaiian education where all learners achieve academic excellence through an ancestral connection to the stories, traditions, and practices of their place.

The establishment of a k twelve Kula Kaiakuni in Kapolei will bring this vision to life.

Our kula and the Haumana who will be educated there will be a living manifest manifestation of the O'lelo no eau, Oalehulehu a manomano kaikena aka Hawaii. Great and numerous is the knowledge of the Hawaiians. Mahalo nui for your time, presence, and opportunity to testify. I strongly urge the committee to vote in favor of these resolutions for the mauli ola well-being of our Kayoglu. Hola.

Next, also from Keilalio Eva.

Aloha mai kakou, Chair, Vice Chair, distinguished Members of the Committee. My name is Kaiponohea Hale. I'm a proud native of Powwow. I don't even come from Kapolei, but I live in Powwow all my life, and I'm surrounded by Nuuanu, Matiki, Papakolea, and the beautiful Valley Of Powwow.

I lived with my grandmother, Mariah from Hawaii Island, and she taught me and instilled in me the pride of knowing who you are as a native Hawaiian and to learn your language well because it is the foundation of our lahui.

It is also important for me to know that around my area in Powo, there are, Wahi Kupuna that I honor. The rain of Popo Capa that comes from the valley of. The beautiful wind, the winds. These are all things relevant to my area of of. I say this as my Leo Kakou to you today in support of the very first establishment of Ekula Kaiapuni in West Oahu in Kapolei.

Why? I sit on the board as an executive director to help support this initiative.

And for the first time in a long time, I realized there is an opportunity for this haumana to understand and learn our and to be surrounded by areas such as Makaha, Waianae, Makakilo, Kalailoa, Ma'ili, Nana Kuli, and come to this area in Kapolei where they can embrace our Olelo, Hawaii through immersion programs and classes to learn about their areas that surround them, to honor and embrace the of our ancestors and be proud as a lahui, who we are.

And my grandmother always mentioned to me, remember where you come from and remember who you are. But first and foremost, embrace the because it is the foundation, it is the lifeblood of our people.

So I stand here or I sit here to ask for your encouragement to hopefully embrace this new initiative in Kapolei, Oahu.

Thank you so much for your testimony. Next, we have missus Kiana Rodriguez also providing testimony and support. Got here. We have Changemakers Community and Economic Development Corporation offering testimony and support, and association of Hawaiian civic clubs also offering testimony and support. And members we have, for HCR181 and HR17132 individuals also test testify in support of these measures.

Is there anyone else wishing to testify on these measures before us here in in person or online? Okay. Seeing none, members questions?

I'm gonna ask Anila Imone who's our education specialist for California Education Teaching.

You're from [unintelligible]? Hi. Okay. Thank you.

What is what is the demand for Kailh Pune Education in this area, geographic area?

So we're currently the department just launched a a priority priority placement process, or it's a mouthful, process to kind of understand and see where families would like to attend. And so we just launched the first phase in February, and we're in the second phase of it. So we don't have that data just yet, but that is something that we hope to do through the strategic action of understanding demand of classes needed.

So for Kapolei in particular, for our middle school and high school, I think where those programs are new and small, so they can accommodate any additional interest that families may have for students who are prepared for those programs. For elementary program that has been the nearest ones I mentioned are at YAL. And Nanakuli has space for additional students to enroll. YAL has been kind of at capacity for a long time, but we are through this process new process that Anela shared about.

We're doing our best to accommodate all those who've expressed interest early in newly enrolling in the school.

We're we're optimistic.

What was the process for establishing those particular schools in at

at those periods? So there was for the, for the middle and the high school? So for the middle school, the process for establishing it was there was a clear interest, coming, especially for students coming out of White Isle to have something more, closer to to to the Leeward side, for secondary school. So it took several years of planning and we started out about three or four years ago with a satellite program from Anewenewe serving our students at Kapolei.

And then this is the first year that Kapolei Middle has their own program.

That's a program of Kapolei, at the school after we had that partnership with the two schools for a few years to stand up the program. Kapolei High School just opened this year with ninth grade because we saw the eighth graders rising above out of the middle school program.

If you were to move forward with this proposal, is there is there a possibility, though, that there would be more families that would be interested in going in this direction?

It's possible. I do think that the priority placement process, which was essentially a a early offer to an opportunity for families who are whose children are newly entering into a coyote program to, identify which schools they prefer because is an open enrollment process statewide. Through that process, we're starting to better understand, where the families live and where they want to go their children to be in school. So, I do think and it's possible.

There's always a growing, interest in our Coyote programs, but, we do know that this is the first time we're systematically seeing statewide what the level of interest, say, in kindergarten entry would be for our programs, and doing our best to accommodate, the every family we can to the extent as possible.

Thank you. Thank you, Chair.

Thank you. Thank you, Chair. Quick follow-up. So in the past, what has been the structure in order to be able to determine when a program still be offered the following years as a student is in the program and then continues to get placed into the next program, as you mentioned, for

a while.

Right? It suddenly stops, after in middle school. And so what is what has been the structure before to kind of have them be in a sustainable pathway?

So I'm going to answer in a slightly different way.

We the interim guidance that just came out provides a little more structure for planning on how our schools are going to be expanding and to be more clear about the kinds of resources that are available as schools start up new programs, and then also to be able to describe what happens, say, when students are at six they at Kai Fu Nying programs or programs of a school, and then what happens when students of that school are at the final grade level of that school, say if they're fifth or sixth grade, and they need to get to middle or middle school, for example.

And so we we now have more of an organized process of thinking, identifying ahead planning ahead for when we need to open, say, a middle school program or a high school program for students that are rising. So when we look at our students in we look at our capacity of our existing programs. So, for example, Kapolei Middle has space to accommodate more students.

We know that in Leeward area, there are least options for families who live in that area.

Thank you so much. Thank you. One question for Pablo. Pablo, if you will answer, please. Yes, please.

Whoever would like to go.

Thank you. Thanks for being here. So, I know you've done a lot of the community work, community engagement work. Have you gotten a chance to take a look at the new strategic plan that was just released by the department? And what—if you can kind of comment or share what your experience has been in working with them on this process.

And, also, if you have any comments on, what they shared that it really is incumbent upon having established qualified teachers proficient in or let them to be able to even offer a classroom.

Yeah. I mean, I agreed that there aren't enough teachers, and that's why Keanu Heo Elva is committed to creating the system of Hawaiian education because we, we need to solve the problem. Right? This problem has been going on for far too long. So, one of our strategies is to create a Kumu recruitment and retention program that would train Kumu from our side of the island and working with LCC and UH West Oahu now that there is a dual chancellor.

Pendolosa is overseeing both campuses and we've had conversations with him. We, we feel like we, we have all of the pieces, but we need to work together. So, community working with the department of education and the UH system which is why we advocated for this shared decision making committee so that we can create collective impact together.

I, I come from you know, I was a long time educator in the community, so, I see, I see this work from the ground up as well from the top down. And I, I see the pukas, and I believe that we have all of the ingredients we need to address these pukas.

And it really does take us, us bringing and weaving all of our strengths together because we, in the community, we have, we have relationships. We're the lifeline of community. We have and then the resources that institutional resources are very much needed in order to bring this all to fruition. I haven't worked directly with their strategic plan. I know of it very at a surface level with this new rollout of—I think you called it a preference.

What what is it called? Priority placement. This is for a kindergarten. Correct? This is a kindergarten rollout?

Okay. So, yeah. So, so, when our, our students come to middle school, why the numbers are so small is because they're already in the pipeline. Right? So, you cannot start immersion in seventh grade.

You have to start it when you're young. So, these kids are already in. But if we if we establish an elementary, which is why the K-12 is so important because that's where we're gonna get the numbers of students. When you look at Kapolei's numbers of Hawaiians that live there, there are over 700 school age homestead children at the time of 2020 census data. So, we know there's much more.

Right? So, at that time, we already had enough to create a school. Right? If we look forward to the continued development of Hawaiian homestead, there is anticipated to be 2,000 Hawaiian homes built, which will make Kapolei the highest native Hawaiian population in the world. Right?

So, I was a part of the group that advocated for the establishment of Kekula Kaiopuni o Kapolei. I don't believe it would have happened without that community advocacy, and Kaiopuni is—has been birthed from Makua, from parents. We, we, we continue to be a part of a genealogy of parents that have fought really hard to have this access to Hawaiian education. And when we think about that and where we're at right now, we've come a long way and it's been hard work.

And in, in, in terms of how do we take what we've learned in establishing Kapolei, we also have a road map of how we can help other communities establish what they want and understanding that there aren't teachers.

So, when we decided that we wanted it to have—happen—in Kapolei and we worked with Anela to have that happen and we appreciate the Office of Hawaiian Education and in in that coordination it was we chose Kapolei because we understood how many Hawaiians would live there and how many Hawaiians could be served there. Right? So, I came from Pearl City. We didn't say, oh, we're gonna have it in Pearl City. That would have been easy.

But we chose Kapolei because we believe that Kapolei can serve three land districts in a centralized area. Right? So, with transportation, with creating a cool recruitment and retention program, we can solve this problem. It is possible.

So, I, I'm very, very passionate about this and, and know that the community is very excited about what we've created in Kapolei and that future parents that wanna send their kids to the future K-12 for Kapolei, they, they're, right now, one parent is going to Wai'au, one parent is going to Ma'ili for Puneaneleo.

They're sacrificing their life so that their kids can continue to access Hawaiian education and we don't ask that of the English side schools. Right? So, it is just an injustice for Hawaiian education in the indigenous place of Hawaiians. Thank you.

Thank you so much for your testimony. Mahalo.

Follow-up, Vice Chair.

Yes.

For Adria.

You mentioned that there is gaps. What gaps do you see in the build out?

Well, I I think the, the, the gaps are and, and, again, like, I, I don't know everything. Right? I only see what I see, but I, I do feel that whatever, whatever is happening with training and recruiting...it, it's just not working because we continue to have and I'm not putting blame on anybody. I'm just saying that that's the reality. If we don't have enough licensed teachers, so I'm wondering, like, what, what solutions and what barriers can we remove so that more teachers can be licensed?

Like, what what is what is that solve? Right? I just think, like, when you think of secondary Kumu and Kayakuni, they're like unicorns because they have to be proficient in the language and licensed in a content area. Okay? So, those—both of those things are important, but is there a way, or I believe there's a way that how do you crosswalk both of those, those requirements into one license.

Right? So, I'm about how do we solve problems that exist and think differently and act differently? So, I would say that's a gap because when we think about Wai'au being established for almost forty years ago, we're still here. Right? And, and we shouldn't be.

So, I would say—I would say having community voice as, as a decision making part of the system of education is a gap and that's why I wanted to create a shared decision making committee because we are often asked or advised after the fact, but not actually having voter decision making power at the table. Right?

So, we create our own tables, but for us to be truly effective is for all of us to be at the same table and to really see the wealth of resources that we all have and braid them all together with the interest of the keiki in the center always.

So, how would you set up this kumu retention program that she referred to earlier?

Oh, great question. Okay. So, so, so, one of one of our strategies is kukulukumu. Right? So, so, building this program is having Kumu in training as well as current Kumukaiapuni working with cultural practitioners to create K-12 scope and sequence, academically aligned curriculum of Eva.

Right? So, the stories of Eva, like, how Kaipo shared stories of Pauoa, like, I talked about Pu'uloa. We there are so many stories that can really be, like, really on the undergirth of, of really what they're learning. So, they're learning through culture, not about culture, but they're learning about math and they're learning about science. They're learning all the academic content areas, but they're learning it through the eyes of our kupuna and through the stories of our kupuna.

So, I see that we get those experts to create the curriculum. And then, the teacher, the kumu in training, as they're going through the program, they're actually applying their lessons as, like, a lab school at Kikula Kaiopunio Kapolei. So, they're experimenting their lessons at the kula. They're iterating those lessons based on feedback and based on observations and based on meeting the standards. And they're also implementing these lessons with families, as well as community.

So, I, I see that that we can address the gap that we have with curriculum by Kumu creating curriculum and then testing it out with the students at Kapolei. So, Kapolei becomes a lab school, in a sense, in that they're, they're applying what they're, what they're creating, and then, they're iterating those lessons based on feedback and ensuring that those lessons are scaffold to academic standards.

Thank you. Thank you, Chair.

Thank you, chair members. Any other questions? Thank you. Let's move on to the next measures in tandem. Htr 187 hr 177 urging the Department of Education to begin initiatives to address teacher retention in the state.

First up, we have Department of Education offering testimony in person with comments.

Good afternoon, chair, vice chair, members of the committee. Sean Bacon speaking on behalf of the department. We stand on our written testimony offering comments on this. We really support the intent of this resolution to really focus on teacher retention. There are multiple initiatives that the department and the state has really been working on.

One of the things is we have the teacher education coordinating committee that is already currently in statute that we're meeting closely with the universities, the standards board, and others to really look at this. There is a five year plan that the the teach the TECC has developed, talking about building capacity, increasing satisfaction, and looking at compensation.

We've also recently had, multiple other work groups, but one of the things too is that department recently or the board of education recently, this past meeting in March, just approved a new human resources plan for the department. We've been working on about a over the past year of iterating different versions, really seeing how we can better support some of our locals here and build our workforce from some of our local, high school students in the pipeline. So, we're available for any other questions.

Thank you.

Thank you so much for being here. Next up, we have Dean Murata from University of Hawaii offering, testimony in person.

Good afternoon, chair, vice chair, members of committee. Nathan Morata, Dean, Manoa College of Education. You Thank you for the opportunity to provide offer comments to this particular bill. The University of Hawaii College of Education, you know, believes that teacher retention strategies are necessary, to address the teacher shortages. As my colleague just mentioned, there are there is a a TCC committee that we already cochair with the superintendent and I.

And one of our strategic initiatives deals specifically with the we call it in service teacher retention, but it's basically a retention measure. I'm also here to to mention too that we look forward to working with you and partnering with the Department of Education to have some of these strategies, teacher shortage strategies come to fruition. So I'm available for Compass. Thank you.

Thank you so much. We also have, Kumu Connect offering testimony and support, and five individuals offering testimony and support both for htr 187 hr 177. Anyone else wishing to testify in these measures? K. Seeing none, members, questions?

I'll put back a question here. For Department of Education, please. Hey, Brit. Thank you for being here again. So per your testimony, you say that you folks are working on through the TECC committee. But you're building capacity for for teacher for EEP programs, you're also providing increased satisfaction. So say increased satisfaction for service teachers. I don't know what that means or how you're doing it. And you're also looking at more competitive compensation. Where are you with those three variables that you're looking at?

Okay. So thank you for the question. Again, so our board of education just recently approved the new human resources plan. I think, some of the things that we're really looking at is trying to provide better data to some of our principals on why some of our teachers may be exiting.

We currently right now do an employment report on an annual basis. However, at this point, some of that data is not disaggregated low enough down to the principal. So we'd like to be able to get specific school level data to some of our principals and then also provide guidance and feedback on how they can address some of the data that's specific to their, actual, school and locations.

We are currently right now going to be starting the process, the Hawaii State Teachers Association and the department the contract that we currently have with the teachers union set to expire June '27. So we should be starting negotiations here probably within the next three to four months to start that process to look at ways that we can improve the contract and also possibly look at compensation for the next contract.

Were you just referring to the apprenticeship program?

The which one?

The apprenticeship program.

So the apprenticeship program, I didn't talk about the apprenticeship program. There was a grant that was given to the Hawaii Teachers Standards Board. We are in the process of working to get that grant moving at this point. We were in a consultant confer process with the unions. We have concluded that consultant confer process recently, and we need to just begin working on the next steps on, the implementation of that and working closely with the standards board and also the DLIR.

When does that grant expire?

I'd have to check. I believe there's one additional year on the grant, I believe. I I don't have the exact date in front of me, representative.

Thank you.

Thank you.

Follow-up, please state. And then can I also have Dean Morata come up? This is where the the HR plan, you said? Is that separate from the strategic plan that tech has for teacher retention?

Okay. So the the Board of Education has a strategic plan, and built in the strategic plan is local to a high quality workforce, which is the human resources plan, which is part of the the board's strategic plan.

Okay. So separate separate then from what TEC is currently developing?

So, yes, the the board's plan and then TECC has a separate plan. Yes.

Dean, can you share a little bit about the plan? When did you start developing it? Is it ready to be shared with the public, or what's currently happening with your strategic plan?

Thank you for that question. The TCC actually we've been working initially started as a five year strategic plan. It actually had more than three objectives. We actually ended started off with about five or six.

Two years ago, we brought it down to three major buckets, initiatives of which you, is in our testimony. One is is that it's the building capacity. That's your pipeline. The and the in service retention piece is number two, and compensation was number three. Right now, because it's more high level because the TECC is made up of members that are also from the private sector.

The Chaminade University, HPU, BYU Hawaii, so and standards board and HSTA. And so a lot of the conversations are are centered around priorities from the department and how all the EPPs can address the needs of of of teachers for the public schools and some of our private char I mean, our our charter schools.

So, right now, we're at a a point where, you know, we we we are trying to make some recommendations to to to you all, but we are we're also finding that these three buckets are also still somewhat, not in a in a space where we can share out exactly what we have, but we may have to look at getting together and just focus on one instead of three in order for us to really get to to a space where we can actually come up with a a very strong and and and positive kinds of of recommendation.

And so that's what we're dealing with this year as I chair the TECC because the superintendent and I alternate who the TECC chairperson is. So from the membership, we were the discussion is centering around the fact that we from these three, we may have to come up with one.

And to me, the lowest hanging fruit is appears to be the teacher retention space to our objective number two. Objective number two. Because I think we have strategies that we're discussing to how to increase compensation, how to keep our teachers in our classrooms. Teacher housing is something that might be beyond our wheelhouse, but we can also advocate for that as a TECCC group.

So we're looking at all these different things right now and working closely with the department to come with these recommendations so that they they can be real and come to fruition at one point, some point.

So how long have you been working on the current plan?

Oh, gosh. We started this back in probably '20 we have records going back to probably '28, right around pandemic time. So it's been a

'20, but you're still working on the plan, and you may still yet to identify what rises to the top as a As

a group.

Strategy.

Yeah. Yes. And and, again, because it's not only system and the department. It includes the private sector. So it includes the union. So it takes a the PCC is relatively large.

Continues to morph over the years. Yes. Yes. There are things that we have completed in the plan, and there are new things that come up. So with the the plan continually changes on a year to year basis.

Is the direction then that TCC will step up to do more and ask and could include some of these additional factors that the, res was asking for such as housing challenges. Right? Like, that's also contributing to attrition. But or are you saying you need to scale back and redirect your focus on either compensation, in service satisfaction, or Yeah. Teacher prep?

Yeah. Rebuilding capacity. Yeah. Well, I think right now, I think the retention piece would probably be the area that we could really gain some traction on quicker than perhaps our advocating for teacher compensation, You know, because there are things that Manoa is currently doing to address the retention issue. And there are others that are doing things to address the retention issue.

And so we are probably looking at that at this point, and we're right in the midstream of the this current TCC year. So but in year's end, we should have something very more concrete to to deliver as far as the annual report to the legislature.

Do you have any objections on the information that the Perez was asking for? Factors contributing to teacher retention, including educator experiences, compensation, which you already include, housing challenges, and regional workforce. Yeah.

Well, I think the regional workforce, I think a lot of us are doing that already, looking at where, you know, grow our own and keeping people, the the candidates, you know, in their communities. I think we're doing that. I think the housing and the compensation piece, we can just be more of a sounding board to advocate for that, to be in support of, but to actually come up with some concrete strategies of what to do to keep teachers in the classroom.

I think the retention piece is, at least from Manoa's perspective and part of the t TCC is to look at specific things that we can do, that we can control, such as providing, you know, very limited or free tuition to in service teachers so that they can move up the salary scale for salary reclassification as a as as an example in order for them to stay in the classroom. So that's the strategy that we're working on that ties into our second bucket.

So that's why I'm saying that would probably be from a TEC standpoint an area that we would certainly be, like a low hanging fruit that we could address. So

But the Department of Education did do a survey, right, a workforce survey on housing challenge, housing?

Yes. There there was a Interest. Survey that was done year last year. Yes.

Okay. Thank you so much. Any other questions? Sure. Okay.

Thank you.

Thank you. Okay.

Let's move on to our next tandem the agenda. We are at HCR 47 HR 43 requesting the Department of Education to support the establishment of foundations in public high schools to offer scholarships and financial aid to graduates and provide financial support to the schools. First up, we have DOE, testifying, with with comments.

Aloha chair, vice chair members of the committee. It's a big Kigashi on behalf of the department providing comments, just stating, reinforcing at this time that in order to implement such a program, we would definitely need additional support and resources. Thank you.

Thank you so much. And that's all we have signed up to testify in person.

We have also one individual submitting testimony for both measures in support. Anyone else wishing to testify? Oh, please. Go go ahead. Please identify yourself.

Chair, vice chair, committee members, dedicated staff. My name is Alan Awaya. I've I'm a graduate of Kalani High School in 1966. Do the math at sixty years ago. When I graduated, it would you would be very fortunate to get a scholarship, maybe a $100.

But at that time, when I attended the University of Hawaii, tuition was $116.25, and it didn't change for the six and a half years that I attended But still, I had to work every year I was in school. I was fortunate to be able to go to graduate school, which was $3,200 a year on the Mainland. I depleted my savings. I borrowed money. I took out student loans.

I, asked my sister $4,000. And Aye, again, worked every year that I was in grad school. Took me ten years to pay it off. Now, is not a $116.25 anymore. And when students graduate from high school, except for a very few schools, they don't have the resources that are offered to them.

Like, you would find maybe at McKinley High School, Farrington High School, and a few other places. So what I'm asking for now as the president of the Connie High School Foundation is to help be make this a a reality. I've been at it now for a year and a half. I have a a board, finally, of five people. We have yet to fundraise.

The funds we have are $5,000, which I pledged in 2012 in this building, when I introduced, a Senate Concurrent Resolution. I promised Kalani High School I would give them $5,000 when they established an endowment fund. Well, here we are. And when it came down to 2024, my that $5,000 still sat in my savings account. And so I said, well, I guess I'm gonna have to be the one that starts this foundation.

And it's been very frustrating. And mostly it's because I'm mostly clueless. I I'm just a guy off the street, a former teacher of twenty years, trying to do something that requires legal knowledge, technology knowledge, accounting, investment, fundraising, event planning, all those kinds of things, which I don't have the experience yet. And what I'm asking for in this, Rezo, is is there a source I can tap into? Oh, Tammy just gave me her phone number.

So Tammy's gonna get calls from me, and she said she would be able to answer my questions. But I I need to be able to I should have been able to ask somebody to call, get on the phone, and say, here's a question I have. Or do you have a template that I can create the 501 c three, the charter, the bylaws, all those kinds of things, which we have to do from scratch, not knowing how to do it. Thank you.

Thank you so much, miss Arroya, for being here. The first question is just

quick quick question from the department. Hi, Beth. Hi. Just in response to miss Erwias' comments, will the department is it something that the department can provide him technical assistance on specific to his high school?

So I I I think that's a challenging question. I and, usually, what I can say is when schools do create their foundations, they oftentimes reach out to one their alumni base. And I think, usually, in your alumni base, you look for people who have legal expertise, accounting expertise. We often, as a department, remain very separate because they are separate entities. I am aware that sometimes some of our foundations reach out to Hawaii Alliance of Nonprofit Organizations, Hano, in addition to I do know that Hawaii Community Foundation also does some support. So oftentimes, we may redirect when principals or, we get those kinds of requests.

We try to redirect to other organizations that have that expertise around nonprofits that we just don't have, and we don't wanna get misguided information in regarding these areas of expertise that we just don't possess.

Thank you so much. Thank you. Any questions? Okay.

See, now let's move on to HCR 44, HR 40 urging the DOE to co develop a six to twelfth grade AI literacy and usage curriculum with teachers. First up, we have DOE offering comments.

Hello, Chair, Vice Chair, Members of the Committee. Winston Sockwright representing the department. We stand on a written testimony offering comments and just wanted to share. We believe the expertise of teachers is super important when developing curriculum, especially with artificial intelligence. Thank you.

Thank you so much. Next up, we have Kulia Academy offering testimony and support. Democratic Party of Hawaii Education Caucus offering testimony and support, and one individual testifying on both measures and support. Anyone else wishing to testify on HCR 44, HR 40? Seeing none.

Thank you.

Members, questions? Seeing none, let's move on to HCR 161, HR 151 requesting the DOE to establish a swimmer classification framework for public schools. First up, we have DOE offering comments.

Good afternoon, Chair Woodson, Vice Chair La Chica, Heidi Armstrong, Department of Education. Testimony. We support the intent and we've explained our comments and, concerns in our written testimony. Thank you. Thank you so much.

We also have Department of Health offering testimony and support on both measures. Anyone else wishing to testify on HCR 161 HR 151? Seeing none. Members' questions? Okay.

Seeing none, let's move on to HCR 102 HR 94, urging the Department of Education, Department of Health, and Office of Wellness and Resilience to establish a statewide peer counselor program to establish to address youth loneliness and social disconnection in Hawaii schools. First up, we have Department of Education offering comments.

Good afternoon. The department stands on its written testimony, offering comments with this supporting the intent of this, resolution. Thank you.

Thank you so much. We have office of wellness and resilience offering testimony and support.

Thank you so much. And we also have testimony in support from Hawaii State Youth Commission via Zoom.

Oh, Tara, vice chair members of the committee. Not only light bulb with the Office of Wellness and Resilience, we stand on our testimony of support, and we also want to uplift, our colleagues at Department of Education's their recommendation for a phased approach, and we support that as well. Thank you for hearing us.

Aloha, Chair Woodson, Vice Chair La Chica, and Members of the House, Committee on Education. The Hawaii State Youth Commission's Education Legislative Committee is in strong support of HR and UNECOR. While challenges stemming from loneliness, isolation, and anxiety in Hawaii's youth existed before the COVID nineteen pandemic, the loss of in person connection and growing reliance on social media and digital communication have worsened these issues. Many students feel disconnected from their peers' school communities and support systems.

As youth leaders, we know that students are more likely to talk to a trusted friend or peer before seeking help from an adult.

When students know there's someone their age who is trained to listen, support, and refer them to additional help if needed, it can reduce stigma and create a stronger sense of belonging in schools. This reso takes an important step by encouraging a statewide peer counselor program that is both standardized and locally responsive, Training and active listening trauma informed practices, ethical boundaries, and cultural responsiveness would ensure that peer counselors are equipped to support fellow students in a safe and meaningful way.

It is especially important that the program reflects what is unique cultures and communities recognizing that native Hawaiian and local values are deeply rooted in relationships, connection, and caring for one another. We also appreciate the inclusion of youth voice in the development and evaluation of this program. We should not only be the recipients of support, but also partners in shaping solutions.

By involving students from different islands, communities, and backgrounds, the state can ensure that this program meets the real needs of Hawaii's youth. For these reasons, the HIYC respectfully urges the adoption of HR 94. Mahalo for the opportunity to testify.

Thank you so much. We also have testimony and support from Aloha Independent Living Hawaii, offering testimony and support on both measures. Anyone else wishing to testify on HR 102 HR 94? Okay. Seeing none, member's questions?

Seeing none, let's move on to HCR107HR99, urging the DOE to support academic flexibility and equity for students with chronic and autoimmune illnesses. First up, we have Department of Education offering testimony in support. Good afternoon. The department stands on its written testimony in support. Thank you so much.

We have Aloha Independent Living Hawaii offering testimony in support. We have Hawaii Disability Rights Center offering testimony in support. We have one individual offering testimony in support via Zoom, miss Sarah Adler re refund.

Aloha, chair, vice chair, and distinguished members of the committee. I'm sharing testimony and strong support of HCR107 and HR99. I'm somebody who personally lives with an autoimmune chronic illness, and I'm also a social worker who works with children who experience chronic and autoimmune illnesses. So I've seen the impact this has on their lives and just how disabling it really can be. And I believe that these children deserve accommodations to have the same, chances for success as any other child. Mahalo.

Thank you so much. We also have testimony and support from four individuals on both measures. Is there anyone else wishing to testify on hcr 107 hr 99? Seeing none. Members, questions?

Seeing none, let's move on to the next tandem, HCR 118 HR 110 urging the DOE to strengthen menstrual health education initiatives and to adopt a comprehensive menstrual cycle curriculum. First up, we have DOE offering comments.

Department stands on our written testimony, supporting the intent and offering our comments and our testimony. Thank you.

Thank you so much. We have Hawaii State Commission on the Status of Women offering testimony and support. We have Maui Movement Hawaii offering testimony and support via Zoom.

Aloha, Chair Woodson, Vice Chair La Chica, and Members of the Committee. I'm Nikki Ani, cofounder of Movement Hawaii. Mahalo for the opportunity to testify, and I stand on my written testimony in strong support of the measure. Four years ago, in this very committee under your leadership, we passed landmark legislation making period products free in all schools. We are forever grateful to the legislature and the DOE for all that they have done and continue to do.

We're here today not in criticism, but as a continuation of that work. When we ran the plan in the six schools, we knew even then that education and access went hand in hand. At the time, we assumed that menstrual health education was already in place, but schools kept asking us for educational materials, and it was clear that students did not receive or were not receiving adequate education. Some were opening tampons because they didn't know what it was. Others mistook pads for candy because of their packaging.

But when they did receive education, and we did everything that we could to supplement with, how tos and flyers in Canva or sending out our educational booklets, and we noticed that it gave students confidence, empathy, and the knowledge to support themselves and their peers. I can talk more on data points, but I don't need to look further than my own family. When I started my movement with my sisters in 2020, my son was seven, and my daughter was 11 at the time.

Six years later, I can see how the education that we gave them has changed and shaped their understanding of themselves and how they show up for others. They know more about the menstrual cycle and management than myself or even my husband knew at their age.

If we can create that environment in our homes, then we can and should do the same in our schools. We've already taken the first step together by giving by ensuring and giving access to free period products. This resolution is a natural next step, and we respectfully ask for your support. Mahalo for the opportunity.

Thank you so much. We also have testimony and support from She's in Office, Maui. And, Democratic Party of Hawaii Education Caucus also submitted testimony and support. We also have testimony in support from Alliance, testimony in support from the Hope Initiative Hawaii, and we have individuals signed up to testify via Zoom starting with miss Joelle Watanabe in support.

Aloha, everyone. My name is Jewel Watanabe, and I'm a 2024 graduate of Moanalua High School, and I currently attend Boston University. I send them my written testimony and support HCR 118 and HR 110 in being passed. To begin with, I wish I had known more about what a period is at an earlier age as I got my first period when I was nine years old.

I genuinely thought I was dying when I saw that there was blood in my underwear as I was using the bathroom.

I don't remember receiving any information about the menstrual cycle in my sex ed course in elementary school, not 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 pushed for menstrual education in Hawaii public schools as I didn't have the opportunity to learn it at home.

Like many students in the Dewey public school system, my mother, the main provider of my household, two to three kids, including one who had a disability, would come home from eight hours of work and traffic worrying about putting food on the table for us for dinner, then doing chores afterward before the next day, and other parental duties.

She obviously didn't have the time or emotional capacity to sit down with her kids to talk about a sensitive and important topic such as this. She relied on my sex ed class in fifth grade to teach me, but as I said earlier, menstrual education was not in the topics. Regardless if someone has access to menstrual education, the period will come anyway at any age. It's important to go and prepared and to know how to manage one's menstrual health. Thank you for your consideration.

Thank you so much. We have miss Yuka Polovina offering testimony and support via Zoom.

Not present.

Not present. Miss Jenny Brown offering testimony and support via Zoom.

Hello, Chair and Committee Members. My name is Jenny Brown. I'm a current student here at the University of Hawaii, a resident of Kapahulu Kaimuki District, and testifying in strong support of the resolution. And, you know, as a student advocate within higher ed, I've witnessed the powerful trickle down effect that I believe this resolution will have an impact on.

Within higher education, I serve as a student advocate and a similar resolution to provide free period products free of charge to students at all the campuses within the system.

As a student, that resolution itself allowed us to go to administrators with the necessary leverage to open that discussion that would later secure, budgets and resources we now see on our campuses. So at Leeward Community College, Kapiolani Community College, and Manoa. So by simply stating in this resolution, hey we need to address this in our education. You empower those similar, like, to myself and education, sorry.,

getting a little nervous, but administrators to push for funding and prioritization necessary to address this basic need. This issue is also deeply personal to myself. You know, I thought it was, like, one of the joys of being a woman. It turned out that was not normal. And this education, I strongly urge the committee to respectfully support the resolution.

Thank you for your time. Have a wonderful day.

Thank you so much. We also have testimony in opposition from Theresa R Brewster in person. Okay. Members, we also have testimony from 18 individuals in support for both measures. Is there anyone else wishing to testify on HCR 118 HR 110?

One on Zoom. Hi.

Oh, there's one on Zoom. Please go ahead.

Thank you. Aloha, Chair and Committee Members. My name is Leila Mae Gonzalez. I am a 2024 graduate of McKinley High School, and I currently attend the University of Hawaii at Manoa. I am testifying in support of my written testimony for HR 110 and HCR 118.

I got my first period when I was in third grade. Everything was fine until it was the summer before seventh grade where I was menstruating for thirteen days straight. I was running out of so much blood that I had to be taken to the ER. For a middle schooler, this was beyond what I what I had known regarding the menstrual cycle. My periods have gone back to regular cycles, but that experience will forever stick with me.

For something that girls experience even much earlier than me and will have to live with for a significant portion of our lives, why aren't we taught more about menstrual health? Noting that education should be tackling issues such as stigma and serious conditions like PCOS or reproductive cancers.

Because menstrual health and its complexities should be clearly defined and taught in the curriculum of K to 12 schools, stressing the need for what needs to be achieved in terms of what students should be aware of when they graduate elementary school, then middle school, and then high school, because the curriculum shouldn't generalize menstrual health, but come to terms to accept that more needs to be done towards a bodily process that continues even much longer than the time we finish school by.

That continues even much longer than the time we finish school by. Mahalo for the opportunity to testify.

Anyone else wishing to testify on these measures? Anyone in person? Okay. Members, any questions? Okay.

Seeing none, let's move on to hcr 42, hr 38, urging the Department of Education to meet the criteria necessary to officially recognize cheerleading as a title nine sport in Hawaii. First up, we have DOE offering testimony and support.

Aloha, chair, vice chair, members of the committee. Sean Bacon on behalf of the department. We stand in support of this measure and are available for any questions. Thank you.

Thank you for being here. Next, we also have testimonies apart from the Hawaii State Commission on the Status of Women. And that's it. Anyone else wishing to testify in HDR 42, HR 38? Seeing none.

Member's questions? Seeing none. We let's move on to the next measures. Hcr 176 hr 166 requesting that Department of Education to adopt policies and procedures regarding the storage and administration of oral antihistamines in public schools. First up, Department of Education in opposition.

Good afternoon. The department stands on its written testimony. Thank you.

Thank you so much. We also have testimony in support from Kimber an individual two individuals on both measures. Is there anyone else wishing to testify on these measures? Okay. Seeing none, members questions?

Okay. Seeing none, let's move on to htr 84, hr 76 requesting the Department of Education to create a plan that removes carcinogens from school meal. First up, we have DOE offering testimonial and media providing offering comments. DOE. School meals, those carcinogens. No worries. No pressure.

Hello, chair Wooten, vice chair LeChica, members of the committee. Shanta Jim will testify on behalf of the Department of Education. The department stands at its written testimony with comments on this measure. The department is already transitioning away from processed meats. Currently, there are only three processed meats on the menu.

There's breakfast sausage, pepperoni, and hot dog. We've already removed pepperoni from next year's menu. So next year we'll only have two. Deli meat is already is also used for sandwiches just for field trips and emergency situations. In addition to this, we're moving toward more whole food and plant based options, some more scratch cooking.

The plan for next year is to offer a second entree that's vegetarian or vegan. We're implementing these changes when our school food service branch and our school cafeterias are short staffed right now. So we really want to prioritize our efforts into executing our current plan to integrate more scratch cooking and adding the second daily vegetarian or vegan option rather than doing this through a specific mandate of this resolution at this time. Thank you for this opportunity to testify. We stand up for questions.

Thank you. We have Kauai Women's Caucus offering testimony and support. We have Rabbit Investment and World Works Entertainment offering testimony and support by ASU. Not present. We have miss Victoria Anderson offering testimony and support via Zoom.

Aloha, committee members. I'm Victoria Anderson, and I live in Palolo. Thank you for this opportunity to testify. Every school day, tens of thousands of students in Hawaii rely on school meals for a significant portion of their daily nutrition. For many Keiki, what they eat at school matters deeply, not just on the day, but on the for their long term health.

That's why it's concerning. Processed meats like hot dogs, bacon, ham, and deli meats are still being served in our public schools. The World Health Organization has classified processed meat as a group one carcinogen, meaning there's clear evidence it causes cancer. These foods often contain preservatives like nitrates and nitrites which are prone to form cancer causing compounds in the body. To be clear, this resolution doesn't call for an overnight ban.

It takes a thoughtful, practical approach asking the Department of Education to study turnt menus, identify healthier protein alternatives, consider costs, and develop a plan to phase out processed meats by 2032 or ensure that healthier options including fiber rich proteins are always available. Hawaii has already made meaningful progress for our children's health by expanding access to school meals and by working to incorporate more fresh local foods. This resolution is a natural next step that builds on that momentum.

Other school systems across the country are already moving in this direction, showing that healthier meals can be both feasible and well accepted by students. Our keiki are especially vulnerable to the long term impacts of diet.

Habits formed in childhood go deep and can last a lifetime. By improving school meals, we support not only their ability to learn and thrive today, but their future health and longevity. This is a measured, science based step to better protect our children. I respectfully urge your support of HCR 84 and 76. Mahalo.

For your testimony, we have Gordon Labetz offering testimony and support. Mister Lavets, I think you're on mute. Unable to hear you.

I need his microphone where he is.

Okay. Mister Lebitts, we might need to get back to you. I think your it might be your microphone on your end. Is that okay? K.

We have mister John Kawamoto offering testimony and support. In person. K. Not present. We have Climate Protectors Hawaii offering testimony and support, and 18 individuals offering testimony and support for both measures.

Let's try one more time with mister Mabe. I'm so sorry. We're unable to hear you at this time, but we have I think we have your testimony. Thank you so much. Okay.

Anyone else wishing to testify on htr 84 hr 76? K. Seeing none. Members' questions? Seeing none, let's move on to Htr 94, hr 86.

Urging the 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 rollout. First up, we have Department of Education offering comments.

Hello, chair. We'll see in question of the Chico and members of the committee. Shantajima testifying on behalf of the Department of Education. The department stands on its written testimony with comments on this measure. The department supports the intent of this measure and is already addressing the recent audit findings through a multi agency work group and the rollout of a new school food service software for next school year.

The multi agency work group with the Department of Agriculture, DBED, Department of Health, Department of Transportation, the Agribusiness Development Corporation, University of Hawaii College of Tropical Agriculture, New York Community College, and the Department of Labor will be formalizing an MOA sometime very soon. We appreciate the proposed resolution acknowledging the situation of under staffing both in DOE, food services, and the Department of Agriculture. We further appreciate funding and personnel to develop and execute a new formal plan beyond the strategic partnerships and modernizations already underway.

Thank you for this opportunity to testify. We stand by for questions. Thank you.

Thank you so much. We have Hawaii Farm Bureau offering testimony and support. You okay, mister Miyamoto?

Good afternoon, chair, vice chair, members of the committee. Brian Miyamoto here on behalf of the Hawaii Farm Bureau. I hope there's video. I think that guy pushed me. Okay. Because I almost fell.

Got yourself briefly. Great.

I'm not sure. Good balance. Great flexes like a sloth.

Thank you for the opportunity, to testify. You have our written testimony. We absolutely support any effort that's going to help with our farm to school, help with the Ina Kitchen network, help with the regional kitchens. But we do agree with the comments of the department education. There is an ongoing effort, nurturing Hawaii's future. So what we wanna see if if this resolution goes through that it complements and there's no overlap. Again, you heard department education education AS Tajima, you know, with the first lady, Senator Dela Cruz representing Colorado. These are the agencies. DBEDT, ADC doing some of the mapping along with CTAHR, LCC, and Department of Labor doing workforce development, KCC menu development with Ag Foundation, department of health, food safety, department of education, just the procurement issues, the regional kitchen, the farmer events that they're holding to to connect farmers with DOE on on some of the products that they wanna purchase from them, Department of education with the data and imported foods, pest management, regulatory, and financial need for farmers, even DOT talking about logistics as far as transportation and supply chains. So, again, there's a lot of work being done. We wanna compliment that work. We believe that DOE we're very optimistic. Again, I'll repeat it. I say all the time. This is the most engaged in my 21 years that I've seen at the Farm Bureau that DOE been with the leadership, with the support they're given. And if this was an easy task, it would have taken us decades and decades to get where we are, and we still have a long way to go. So, again, support the intent, support the efforts, but we don't wanna send any duplication. And we do support DOE's efforts along with all the other agencies, and we we believe that there is a path forward. And we are still optimistic that we will achieve the 30 by 30 goal. So thank you for the opportunity to testify.

Thank you so much for being here. We have Hawaii Food Industry Association offering testimony and support.

Not present.

Not present. We also have testimony and support from Hawaii Appleseed, from the Hawaii Agricultural Foundation in support, and one person offering testimony and support on both measures. Is there anyone else wishing to testify on HCR 94 hour 86? Seeing none, members, questions? Okay.

Seeing none, we let's move on to the final 200 measures on our agenda. HCR 195, HR 185 requesting the DOE to convene a working group to address the findings and recommendations of auditors report number 2608 regarding the implementation of Hawaii's farm to school and local food procurement initiatives. First up, we have DOE offering comments.

Chair Wooten, vice chair of the Chico, and members of the committee, Shantaejima, testifying on behalf of the Department of Education. The department stands on its written testimony with comments on this measure. The department supports the intent of this measure, but notes that it is already executing a comprehensive response to the recent audit findings. The audit report is dated March 2026. And as of 03/19/20264 of the 20 corrective actions have already been completed.

16 are already in progress. The department will will also be rolling out a new school food service software next year. The department is already engaged in a multi agency workshop with the agencies I mentioned in the previous testimony. A formalized MOA will be signed sometime very soon. We appreciate the legislature's support.

The department would like to emphasize that the strategies in place and the addressing of the audits corrective actions are well underway to increase progress towards our goal to increase locally sourced food on our school meals. Thank you for the opportunity to testify. We stand by for questions. Thank you.

Thank you so much. We have Department of Agriculture and Biosecurity offering testimony offering comments.

Hello, chair, vice chair, members of the committee. Riley Yu from the Department of Agriculture Biosecurity. We stand on our written testimony with comments. We're here for any questions.

Thank you so much. We also have one individual submitting testimony in support on both measures. K. We anyone else wishing to testify on htr 195 hr 185? K.

Seeing none, members' questions? K. Seeing none, we are going to take a short recess recess. Okay. Reconvening the committee on education for decision making.

First up, we have, hcr 11, hr 14. This is on increasing access to facilities for public charter schools. We are going to pass out on HD one. We're gonna update the title so that instead of the board of education, state public charter school commission take the lead in this effort. On page 196 the measure's author requests a typo be corrected from 1,300 to 13,000 students.

On page two, line 21, we will amend the request for the state public charter school commission to conduct a study rather than submit a report, and we're gonna amend the title accordingly. We will also add an additional, be it further resolved clause to request a report on the study, be submitted to the legislature prior to the next session.

On page two, lines 39 to 40, we will also add that the Department of Accounting and General Services, DAGS, be added as an agency for the commission to obtain an updated list of unused or underutilized facilities pursuant to HRS three zero two d dash twenty five. Finally, we will update the distribution list to include the comptroller of tags and technical amendments for clarity, consistency, and style. That's it.

Members, comments, questions, concerns? Seeing none, chair for the vote, please.

Thank you, madam chair. Members voting on hcr 11 and HR14, Chair and Vice Chair vote aye. Representative Amado?

Representative Heslin?

Aye.

Representative Garrett? Excused. Representative Coppella?

Aye.

Aye.

Representative Kila, excused. Representative Olds?

Aye.

Representative Perpoca, excused. Representative Souza, excused. Your recommendation is adopted.

Thank you, Chair. Next up, we have HCR 181, HR 171. This is on the Kailhoni, establishment, access in Kapolei. So for this one, we are gonna pass out an HD 1.

We are gonna request for the resolution to extend that instead of the full report being due prior to the regular session of 2027, we'll be asking instead for a progress report provided by the decision making committee on the status of the action plan to be submitted prior to the regular sessions of 2027 and '28, and then make the final report due prior to the regular session of 2029.

This is just to give them more time to convene as a group, work with the Department of Education. And we are also going to add a clause on page four on the be it further resolved on line 11. We're gonna take the what was noted in the testimony by the Department of Education and say that addressing the hiring and recruitment of qualified teachers proficient in Honolulu, Hawaii is also necessary to inform the action plan. And that's it for the amendments. Comments, questions, concerns?

Seeing none, Chair for the vote, please.

Thank you, Madam Chair.

Members voting on HCR 1H1, HR 171, noting the excused absences of representatives Garrett, Keila, Muraoka, and Souza. Members, are there any reservations or no's? Recommendation adopted.

Thank you, Chair. On HCR 187, HR 177, on addressing teacher retention in the state, we are going to pass out an HD 1. We are gonna add a new whereas and be it resolved clause to include the teacher education coordinating committee, TEC. And we're also going to delete a second to the last be it further resolved, which establishes the advisory board because it's already in existence via TEC.

We are also gonna replace the language and have TEC provide an update on the strategic plan that they're working on to include the information requested in this resolution and submit it to the legislature before the 2027 session.

State for amendments. Comments, questions, concerns? Seeing none, Chair for the vote.

Thank you, Chair. Members voting on HCR 187, HR 177. Chair and Vice Chair vote aye. None in the excused absences of representatives Garrett, Kila, Muraoka, and Souza. Members, are there any reservations or noes?

Seeing none, recommendation adopted.

Thank you, Chair. For the next items, HCR 47 HR 43, this is on the establishment of foundations and public high schools. Members, we appreciate the testimony and discussion today and mister Awaiya's dedication and commitment to Kualani High School. I think at this time, it might be too premature to get this done statewide, and we ask that the Department of Education provide them with resources and connecting them to the appropriate organizations such as Hanoi and HCF to assist in the establishment of patients.

So we will defer these measures at this time.

Okay. Next up, we have HCR 44, HR 40. This is to establish a AI intelligence artificial intelligence literacy curriculum with teachers. For this Members, we will pass as is. Comments, questions, concerns?

Seeing none, Chair votes, please.

Thank you, Madam Chair. Members, putting on HCR 44 HR 40. Chair and Vice Chair vote aye excuse me. Recommendation is to pass unamended. I'll I'll shut that over.

Members voting on HCR 44 HR 40. The recommendation is to pass as is. Chair and Vice Chair vote aye. Noting the excused absences of representatives, Eric, Kila, Muraoka, and Souza. Members, are there any reservations or noes?

Recommendation adopted.

Thank you, chair. For the next measures, HCR 161, HR 151 on swimmer classification framework. Same recommendation, pass, as is. Comments, questions, concerns? Seeing none, chair for the vote, please.

Thank you, members. Putting up HCR 161, hr 151. The recommendation is to pass as is. Notated the excused absences of representatives Garrett, Keila, Maroka, Eyad Souza. Members, are there any reservations or noes?

Your recommendation is adopted by the chair.

Thank you, chair. Next up, we have h c r one zero two h r 94, establishing the peer counselor program to address youth loneliness and social disconnections in Hawaii schools. We will pass out on h d one. We will amend the title to match the first be it resolved clause, simply adding, urging the Department of Education in collaboration with the Department of Health and Office of Wellness and Resilience to the title.

And we will also take the suggested testimony from DOE, which Office of Wellness and Resilience supported, which is to add a be it further resolved recommending a phased approach.

This is in the DOE testimony to begin with the pilot peer counselor programs and then extending the timeline. So we will take that. And that's it. Any comments, questions, concerns? It's in that chair for the vote, please.

Thank you, chair. Members putting on HCR 102 HR 94, the recommendation is to pass, not amendments. Noting the excused absences of representatives Garrett, Keila, Maruoka, and SUSA members. Are there any reservations or no? Chair, your recommendation is adopted.

Thank you, Chair. Next up, we have HCR 107 HR 94, urging DOE on equity for students with chronic and autoimmune illness. We are going to pass this as needed. Comments, questions, and concerns? Seeing none, Chair for the vote, please.

Thank you, Chair. Members voting on HCR 107 and HR 99. The recommendation is to pass as is, noting the excused. Abstances of representatives Garrett, Kila, Muraoka, and Souza. Members, are there any reservations or noes?

Your recommendation is adopted.

Thank you, chair. Next up, we have hcr 118 hr 110 urging DOE to adopt a menstrual comprehensive menstrual health cycle curriculum. We are going to make several amendments. So bear with me, please. We'll pass on an HD one.

I appreciate this measure because I am one of those students. I was raised by a single dad, so can't imagine how that conversation was when I got my period myself and having to figure out navigating the grocery store together was a very, very awkward situation. So appreciate this, being introduced, so appreciate the author. So we will adopt some of the suggested amendments from DOE.

First, on page three, lines six to nine, we will include skills based content on comprehending concepts, on health promotion, analyzing influences, accessing information, communication, decision making, goal setting, healthy behaviors, and advocacy.

On page three, lines 20 to 21, item five will state that it's age appropriate and provides defined goals for students in grades three to five, comma, six to eight, comma, and ninth through 12. On page four, lines one to three and 25 to 27 to state culturally relevant views and practices related

to the menstrual cycle, culturally relevant views and practices related to the menstrual cycle, including native Hawaiian views and cultural practices related to the menstrual cycle along with related western views and practices. And then finally, we will also include in the third b a further resolve clause to include under item three. This is page three lines eight through 41, a new clause, e, to include how to manage menstruation related pain. That's it for the amendments. Comments?

Questions? I'm sorry. Please.

Thank you. Members voting on HCR 118 HR 110. The recommendation is to pass with amendments. Nothing to excused. Absences of Representatives Garrett, Keila, Marabolta, and Souza.

Members, are there any reservations or no's? Your recommendation is adopted.

Okay. Thank you, Chair.

Next up, HCR 42, HR 38, recognizing cheerleading as a Title IX sport. We are going to pass this as is. Comments, questions, concerns? Seeing none, chair physical, please.

Thank you, members voting on HCR 42, HR 38. Recommendation is to pass and amend it. None of the the excused absences of representatives Garrett, Keila, Maruoka, and Souza. Are there any reservations or no? Your recommendation is adopted.

Thank you, chair. Next item is hcr 176 hr 166 policies and procedures on the oral antihistamines in public schools. For this one, we are just going to add one amendment on item two, page two, lines 10 to 11 to read, to have a current individualized physician directed allergy response protocol that explicitly authorizes the use of oral antichristamines on file developed by a licensed physician or authorized healthcare provider. Comments, questions, concerns? None.

Chair for the vote.

Thank you. Members voting on hcr 176 hr 166. The recommendation is to pass with amendments, chair and vice chair will aye. Members, are there any reservations or no? Representatives Garrett, Keila, Maroka, and Susan Hsuz.

Recommendations adopted.

Thank you, Chair. HCR 84, HR 76, removing percentages from school meals. We will pass this as is. Comments, questions, concerns? None, Chair for the vote, please.

Thank you, Madam Chair. Members voting on HCR 84, HCR 76, the recommendation is to pass unamended. Chair and Vice Chair vote aye. Noting with excused absences of representatives Garrett, Kila, Muraoka, and Souza. Members, are there any reservations or news?

Your recommendation is adopted, Madam Chair.

Thank you, chair. We are on htr 94, hr 86 on farmer to institution coordination plan aligned with Ina Kitchen. We are going to pass out a h t one, simply adding a new whereas whereas clause and be it further resolved clause, noting Hawaii Farm Bureau's testimony that the plan be complementary or should complement should complement the Nourishing Hawaii's future initiative. Comments, questions, consent? Seeing none, chair for the vote.

Thank you. Voting on HCR 94, HR 86. The recommendation has to pass with amendments. Chair and vice chair go aye. Are there any reservations or no's?

Representatives Garrett, Keila, Myrtlekop answers our excuse. Recommendation is adopted, madam chair.

Thank you so much, chair. And final measures on our agenda, htier 195 hr 185 on responding to the auditor's report. We are going to pass out an h d one simply adding to the distribution list the speaker of the house and Senate president of the Hawaii state legislature. That's seeing as they would designate working group numbers. That's it.

Comments, questions? I'm sorry. Z measure for the vote.

Thank you, Madam Chair. Members voting on HCR 95, HR 185, recommendations to pass with the new mix, Noting excused absences of representatives Eric, Keila, Barboca, and Souza. Members regarding any reservations are noes. Madam Chair, your recommendation is adopted.

Thank you, chair. Thank you, members. We are adjourned.