Department of Education, Office of the Superintendent — Dear Assistant Secretary Rosenblum (June 29, 2021)
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This is a letter from Dr. Christina M. Kishimoto, Superintendent, State of Hawai'i Department of Education, to Ian Rosenblum, Acting Assistant Secretary, U.S. Department of Education, dated June 29, 2021. It thanks the Department for granting the Hawaii State Department of Education an extension to submit its State Plan for the American Rescue Plan Elementary and Secondary School Emergency Relief Fund after the June 7, 2021 deadline and encloses the plan. The enclosed plan is on the Department of Education template issued April 21, 2021, OMB Number 1810-0754, with an expiration date of October 31, 2021.
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“Department of Education, Office of the Superintendent — Dear Assistant Secretary Rosenblum (June 29, 2021).”
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D AV I D Y . I G E 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
June 29, 2021
The Honorable Ian Rosenblum
Acting Assistant Secretary for Elementary and Secondary Education
Office of Elementary and Secondary Education
U.S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202
Dear Assistant Secretary Rosenblum:
Thank you for the continued assistance of the United States Department of Education (USED)
during this national crisis brought upon us by the Coronavirus Disease 2019. We appreciate the
efforts that the Office of Elementary and Secondary Education has made to ensure state
educational agencies have the resources needed to safely resume in-person public education
services and to best address the needs of our students.
Thank you for granting the Hawaii State Department of Education (HIDOE) an extension to
submit our State Plan for the American Rescue Plan Elementary and Secondary School
Emergency Relief Fund (ARP ESSER) after the June 7, 2021 deadline. Please find enclosed
HIDOE’s State Plan.
Should you have any questions or concerns, please contact Wanelle Kaneshiro, Director of
HIDOE’s Policy, Innovation, Planning, and Evaluation Branch, by email at
wanelle.kaneshiro@k12.hi.us or by phone at (808) 586-3800.
Thank you for your support.
Sincerely,
Dr. Christina M. Kishimoto
Superintendent
CMK:wk
Enclosure
AN AFFIRMATIVE ACTION AND EQUAL OPPORTUNITY EMPLOYER
State Plan for the
American Rescue Plan Elementary and Secondary School Emergency Relief Fund
U.S. Department of Education
Issued: April 21, 2021
OMB Number: 1810-0754
Expiration Date: October 31, 2021
Paperwork Burden Statement According to the Paperwork Reduction Act of 1995, no persons are required to
respond to a collection of information unless such collection displays a valid OMB control number. The valid OMB
control number for this information collection is 1810-0754. Public reporting burden for this collection of
information is estimated to average 100 hours per response, including time for reviewing instructions, searching
existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of
information. The obligation to respond to this collection is required to obtain or retain benefit under Section 2001 of
the American Rescue Plan Act of 2021 (ARP Act). If you have any comments concerning the accuracy of the time
estimate, suggestions for improving this individual collection, or if you have comments or concerns regarding the
status of your individual form, application or survey, please contact Britt Jung, Office of State and Grantee
Relations, Office of Elementary and Secondary Education, U.S. Department of Education, 400 Maryland Avenue,
SW, Washington, DC 20202-6450, email: SGR@ed.gov directly.
Introduction
The American Rescue Plan Elementary and Secondary School Emergency Relief (“ARP
ESSER”) Fund, authorized under the American Rescue Plan (“ARP”) Act of 2021, provides
nearly $122 billion to States to support the Nation’s schools in safely reopening and sustaining
safe operations of schools while meeting the academic, social, emotional, and mental health
needs of students resulting from the coronavirus disease 2019 (“COVID-19”) pandemic. It is
particularly important that ARP ESSER funding will enable States and local educational
agencies (“LEAs”), and more directly schools, to support students who have been most severely
impacted by the COVID-19 pandemic and are likely to have suffered the most because of
longstanding inequities in our communities and schools that have been exacerbated by the
COVID-19 pandemic.
The U.S. Department of Education (“Department”) is committed to working in partnership with
States so that these unprecedented resources are quickly put to work to ensure students have
sustained access to in-person instruction and that the resources are used to provide the effective
support students need as they persist through and recover from the impacts of the COVID-19
pandemic. The thoughtful and timely use of these funds will have a lasting impact on our
Nation’s schools and help to address the inequities in resources, services, and opportunities
available to our students.
This template presents an opportunity for States to share their plans for the use of ARP ESSER
funds with the public. The Department must approve a State educational agency’s (“SEA’s”)
plan in order to make the State’s remaining ARP ESSER allocation available for use. Please note
that the Department intends to issue ARP ESSER reporting requirements separately.
Instructions
Each SEA must provide descriptions and other information that address each requirement listed
below. An SEA may use this template or another format as long as every item and element is
addressed in the SEA’s response. Throughout this document, questions that refer to an SEA’s
ARP ESSER funding are referencing the total allocation to be received by the SEA, including
that which it allocates to its LEAs.
Each SEA must submit to the Department by June 7, 2021, either: (1) its ARP ESSER plan or
(2) the State requirements that preclude submission of the plan by that date and a date by which
it will be able to submit its complete ARP ESSER plan.
To submit the SEA’s plan, please email the plan to your Program Officer at
[State].OESE@ed.gov (e.g., Alabama.OESE@ed.gov).
In order to ensure transparency, the Department will post each plan on the Department’s website
when it is received and will indicate each plan’s approval status.
This template also allows States to fulfill the requirement of the Coronavirus Response and
Relief Supplemental Appropriations (“CRRSA”) Act ESSER II 6-month reporting requirement
in section 313(f) of the CRRSA Act.
Hawaii State Plan 2
Cover Page
Grantee and Contact Information
ARP ESSER PR Award Number (e.g., S425U2100XX):
SEA Contact: Wanelle Kaneshiro
Telephone: (808) 784-6161
Email address: wanelle.kaneshiro@k12.hi.us
By signing this document, I agree to each of the assurances listed in Appendix C and
further assure that:
To the best of my knowledge and belief, all information and data included in this plan are
true and correct.
Chief State School Officer or Authorized Representative
(Printed Name)
Dr. Christina M. Kishimoto
Signature of Authorized SEA Representative Date:
June 29, 2021
Hawaii State Plan 3
Contents
Public Education in Hawaii .......................................................................................5
A. Describing the State’s Current Status and Needs ................................................7
B. Safely Reopening Schools and Sustaining their Safe Operations .....................22
C. Planning for the Use and Coordination of ARP ESSER Funds ........................28
D. Maximizing State-Level Funds to Support Students .........................................33
E. Supporting LEAs in Planning for and Meeting Students’ Needs......................42
F. Supporting the Educator Workforce ..................................................................49
G. Monitoring and Measuring Progress .................................................................53
Appendix A: School Operating Status and Instructional Mode Data Template .....57
Appendix B: Reporting Language Included in the Grant Award Notification
(“GAN”) ...................................................................................................................59
Appendix C: Assurances ..........................................................................................60
Appendix D ..............................................................................................................62
Appendix E: General Education Provisions Act (GEPA) ....................................65
Appendix F: Public Input Survey Results................................................................66
Hawaii State Plan 4
Public Education in Hawaii
Hawaii has a unique educational structure as the only state with a P-20 continuum supported by a
single governing body for K-12 public education and higher education: The State of Hawaii
Board of Education (BOE) and the University of Hawaii Board of Regents, respectively.
Ensuring articulation across the P-20 continuum is the Hawaii P-20 Partnerships for Education, a
statewide collaboration between the state Executive Office of Early Learning (established in
2012), the Hawaii State Department of Education (HIDOE), and the University of Hawaii
System with the goal of improving educational outcomes throughout the state.
Article X of the Hawaii State Constitution1 authorizes the BOE as the policy-making body of the
Hawaii K-12 public education system. The BOE consists of nine voting members appointed by
the Governor with the advice and consent of the state Senate and two non-voting members – a
public high school student selected by the Hawaii State Student Council and a military
representative appointed by the senior military commander in Hawaii. As set forth in Hawaii
Revised Statutes 302A-1101 2, the BOE is the governing board for public education and has
statutory responsibility for adopting standards and assessment models, monitoring school
success, appointing the superintendent of education who serves as the chief state school officer
and organizational head of HIDOE, and appointing members of the Hawaii State Public Charter
School Commission responsible for authorizing public charter schools.
HIDOE serves as both the state educational agency (SEA) and the local educational agency
(LEA) and operates as a tri-level system – state office, complex area, and school – with all levels
working in cross-level teams to meet the needs of all students. Led by the Superintendent,
HIDOE consists of seven state offices – The Office of Curriculum and Instructional Design;
Office of Facilities and Operations; Office of Fiscal Services; Office of Information Technology
Services; Office of Strategy, Innovation and Performance; Office of Student Support Services,
and Office of Talent Management. Each state office is led by an Assistant Superintendent.
HIDOE’s 257 K-12 public schools and 37 public charter schools located on seven of Hawaii’s
eight main islands collectively make up the 12th largest school system in the nation, serving
approximately 175,000 students. The HIDOE-operated schools are organized into 42 complexes,
made up of a high school and its feeder middle/intermediate and elementary schools. Complexes,
in turn, are grouped on a geographic basis into 15 complex areas. Each complex area is led by a
Complex Area Superintendent who reports to the Deputy Superintendent.
With the precipitous decline in state tax revenue collections that resulted from the pandemic and
subsequent decline in tourism and other sectors of the local economy, HIDOE has experienced
reductions in the level of state fiscal support. Reductions in Fiscal Years 2019-2020 and 2020-
2021 were managed in large part with one-time program adjustments made possible by either
1
https://lrb.hawaii.gov/constitution
2
https://www.capitol.hawaii.gov/hrscurrent/Vol05_Ch0261-0319/HRS0302A/HRS_0302A-1101.htm
Hawaii State Plan 5
lower costs during school closures (i.e. transportation services and teacher substitutes) and
greater reliance on non-state funds (i.e. Impact Aid and federal coronavirus relief funds). At the
conclusion of the 2021 Hawaii State Legislative Session, HIDOE was left with a projected
$263.5 million budget shortfall for state support over the two years of Fiscal Biennium 2021-
2023 (Fiscal Years 2021-2022 and 2022-2023). This shortfall consists of $200.4 million in cuts
that were imposed in Fiscal Year 2020-2021 as a one-time reduction that is now being applied to
Fiscal Biennium 2021-2023 without discussion on how to implement cuts of this magnitude
without disrupting HIDOE operations and continuity of service. The shortfall also includes $30.1
million of on-going costs transferred from state general funds to federal funds and $33 million of
on-going shortfalls for technology and workers’ compensation.
Federal Education Stabilization Funds provide critically needed fiscal resources to support the
safe reopening of schools, the maintenance of on-going educational programs, and the provision
of evidence-based learning loss initiatives. Without this federal assistance, deep and disruptive
cuts to education program funding and offerings would have been necessary due to the
compromised ability of the State of Hawaii to maintain state support during the Coronavirus
Disease 2019 (COVID-19) pandemic and associated economic slowdown.
With the continued roll out and uptake of vaccinations; the improving local, national, and global
economic outlook; and continued return to normalcy for day-to-day activities, there appears to be
growing optimism that once the stabilization funds are expended, the state will be able to restore
support to at least historic levels to maintain on-going operations of public schools.
Hawaii State Plan 6
A. Describing the State’s Current Status and Needs
The Department recognizes the extraordinary efforts made by States, LEAs, and educators to
support students during the COVID-19 pandemic. In this section, SEAs will describe the
progress they have made, the priorities and student needs guiding their ARP ESSER funding
decisions, and their current and projected operating status.
To communicate timely and effectively with the BOE and the public, HIDOE created an
interactive data dashboard 3 to report the data for the BOE-adopted metrics around seven
priority areas for the reopening of schools:
• Health and Safety of Students and Staff: The availability of personal protective
equipment and cleaning supplies, the ability for schools to adhere to physical
distancing guidelines, and classroom ventilation.
• Students Most Vulnerable to School Closures and Disruptions to Learning: Student
progress towards meeting grade-level standards, student attendance, and high school
student progress towards meeting graduation requirements.
• In-Person Instruction: Student participation in distance learning.
• Access to Connectivity and Devices: Student access to mobile devices and
connectivity.
• Personnel: Teacher participation in telework.
• Food Service: Meals served.
• Confidence and Communication: Student enrollment in and withdrawal from HIDOE
schools.
Data presented in the dashboard are reviewed, analyzed, and summarized in collaborative
efforts by all levels of the tri-level system to ensure accuracy and relevance. The data informs
the decisions made regarding the return of students to school campuses.
1. Progress and Promising Practices: Provide your assessment of the top 2-3
strategies that have been most effective in supporting the needs of students in
your State during the COVID-19 pandemic, especially for students most impacted
by the COVID-19 pandemic. Please include, if applicable, how your State will
submit and encourage its LEAs to submit lessons learned and best practices to the
Department’s Safer Schools and Campuses Best Practices Clearinghouse so that
they can be shared with other States and LEAs.
HIDOE was forced to suspend its in-person educational system in March 2020
due to the COVID-19 pandemic. The sudden closure of HIDOE facilities
3
https://www.hawaiipublicschools.org/ConnectWithUs/MediaRoom/PressReleases/Pages/Return-to-Learn---
Metrics.aspx
Hawaii State Plan 7
necessitated an unexpected and immediate pivot to an online instructional
platform. The transition to online learning highlighted a stark digital divide
amongst our schools and students. Experience, training, and the capacity for
online learning was limited and highly varied amongst users and educators. This
revelation underscored HIDOE’s need to implement a digital platform where both
students and staff were able to effectively learn and teach virtually, while also
ensuring equity in access and connectivity. HIDOE delayed the start of the 2020-
2021 school year by nine days to provide teachers and support staff with
professional development on virtual instruction, strategies and resources through
distance learning training modules.
Ensuring Equity in Access and Connectivity
Many students lacked access to devices and consistent connectivity at home. In
response, HIDOE purchased 52,244 mobile devices and 17,347 hotspots for
students to effectively engage in the online learning platform. Additionally,
HIDOE deployed vans that served as mobile connectivity hubs and opened
limited learning hubs on school campuses to provide students in rural
communities with access to online learning. To assist families with this
potentially unfamiliar mode of learning, HIDOE collaborated with a private
consultant to establish the Ohana (family) Help Desk, a hotline for families to
contact for support with technology issues. Support is provided in multiple
languages to ensure access for all families. The Ohana Help Desk is the first
statewide technology support system for students and their families.
HIDOE serves as a critical safety net for families who require technology access
not only for their children’s learning, but also for their own access to telehealth,
unemployment insurance, cross-island safe travels information, vaccine
registration, COVID-19 testing information, and information on food distribution
sites. Access to devices and connectivity remains an essential equity-of-access
tool.
To mitigate learning loss, HIDOE prioritized in-person learning for vulnerable
students, including students with disabilities, students experiencing homelessness,
and students struggling to access online learning at home. Beginning the 2020-
2021 school year, HIDOE prioritized the return of the youngest learners –
kindergartners, first-graders, and second-graders – to school campuses,
understanding that these students need in-person instruction to develop
academically and socially. Students in transition grade levels – sixth graders
transitioning to middle school, ninth graders transitioning to high school, and
seniors transitioning to post-high school opportunities – were also prioritized for
the return to campus.
Hawaii State Plan 8
Data regarding student performance during the pandemic, student access to
mobile devices and connectivity, and student participation in online learning are
reported quarterly on the BOE metrics data dashboard to allow HIDOE staff and
stakeholders to track progress towards equity in access.
Maintaining Student Well-being
COVID-19 has significantly disrupted student learning, while simultaneously
introducing new levels of stress and trauma into school communities. In response,
HIDOE provides access to various resources and supports to help students and
families cope and alleviate the effects of these challenges. This included the
expansion of health services by creating a student-focused hotline and telehealth
service in partnership with the University of Hawaii School of Nursing and
adding an additional nurse in each of the fifteen (15) complex areas specifically
dedicated to responding to COVID-19 effects on students and school staff. These
nurses are critical in conducting school readiness assessments, creating
contingency plans for medically fragile students, assisting with COVID-19
response at schools and complex areas, providing care management for students
presenting with COVID-19 symptoms or a positive diagnosis, coordinating
COVID-19 testing and vaccination distribution at schools, and serving as health
experts for the implementation of policies and procedures to prevent and contain
the spread of COVID-19 in the school community.
Mobile support was provided for students and families while access to school
campuses was limited. Home visits by the school social work staff, counselors,
school-based behavioral health staff, and school administrators assisted in
establishing communication to determine the scope of existing family needs.
Academic, technological, social, emotional, and basic needs were then addressed
with appropriate school or community-based resources. The YES project, a
mobile outreach initiative, has been instrumental in supporting students and
families experiencing homelessness. The outreach includes identifying students in
unstable housing, delivering meals and supplies to students in partnership with
community outreach providers, and connecting students and families to available
resources and programs. Community homeless liaisons were also able to
determine who lacked internet connectivity and access to devices.
HIDOE also focused on educating all school personnel on identifying students
with mental health needs, understanding the impacts of trauma, self-care, social-
emotional learning, and well-being supports. Professional development initiatives
are also being developed and implemented to increase school-wide assistance and
capacity in delivering evidence-based strategies to address intensive mental health
concerns as schools prepare to transition students back this fall.
Hawaii State Plan 9
Taken together, these strategies and priorities have facilitated the development of
a more effective system in monitoring and addressing the most fundamental
student needs. This lays the foundation for a successful return to in-person
instruction, with equity at the center of the transition of all students back to
classrooms.
2. Overall Priorities: Provide your assessment of the top 2-3 issues currently facing
students and schools across your State as a result of or in response to the COVID-
19 pandemic including, to the extent possible, data illustrating why these are the
most critical and/or most widespread issues facing schools and students.
HIDOE’s most critical issues are (1) learning loss, particularly for students who
were already behind their grade level expectations prior to the pandemic; (2) the
social and emotional effects of the extended closure of school campuses; and (3)
mitigation of the spread of COVID-19 on campuses.
Learning Loss
Based on universal screener data from Quarter 1 of the 2020-2021 school year, 23
percent of our elementary school students were below grade level in language arts
and mathematics, 40 percent of our middle school students were below grade
level in language arts, and 35 percent of our middle school students were below
grade level in mathematics. Additionally, 21 percent of elementary school
students received a well-below standards-based grade in language arts and 16
percent of students received a well-below standards-based grade in mathematics.
At the middle school level, 10 percent of middle school students received at least
one failing mark in language arts and/or mathematics. As of March 2021, 14
percent of our high school students, and 26 percent of our seniors, were in
jeopardy of not graduating on time.
HIDOE has been addressing the student achievement gap and the equity issues
regarding student achievement prior to the pandemic. The impact of COVID-19
has exacerbated these challenges; thus, addressing them must be the focus of the
use of ARP ESSER funds. The gradual, yet eventual, detrimental effects of
learning loss will ultimately affect HIDOE’s graduation rates and overall student
achievement. Mitigating these effects immediately through innovative, high
interest engagement and personalized learning techniques is necessary to offset
the dramatic disturbance to student learning suggested by the data. HIDOE also
has the opportunity to build upon the skills students developed in the use of new
technology, collaboration, and resilience during this time.
Social and Emotional Effects
Hawaii State Plan 10
Anecdotal evidence indicates that some students have found it difficult to
maintain positive mental health during the pandemic. Mental health concerns are
often difficult to identify, even with systematic screening in place. Effective
responses to these concerns require diligence on the part of school staff to not
only recognize warning signs but to establish environments and trusting
relationships where students feel comfortable asking for help. Students
experiencing mental health concerns are at greater risk for absenteeism, learning
loss, impaired relationships with adults and peers, discipline issues, and suicide.
As of April 30, 2021, 21 percent of students are either chronically absent or at risk
of being chronically absent, missing at least 8.3 percent of instructional days
during the 2020-2021 school year. This is a 6 percentage point increase from
previous school years and raises concerns of student disengagement. Early
identification of mental health concerns and intervention are essential to
preventing the establishment of these mental and social impediments and are vital
to ensuring a student’s optimal engagement in classroom and social settings.
Also impacting the mental health of some students are the challenges their parents
and families are experiencing. During the April 2020-March 2021 period, the
average unemployment rate was 13.5 percent. 4 Hawaii lost more than 130,400
non-agriculture payroll jobs during this period as compared with the same period
a year ago. The hospitality industry accounted for 42.2 percent of the total job
losses, with a reduction of 55,000 jobs. Unemployment has placed additional
stress on students and their families.
A survey commissioned by the Hawaii State Department of Health, which was
conducted from December 30, 2020 to January 11, 2021, showed that 42 percent
of the 445 survey respondents began experiencing a mental health condition
during the pandemic. 5 Those who lived with a child under the age of 18 in their
home were more likely to have experienced mental health issues than those who
did not live with a minor. The state crisis line, Hawaii CARES, received 138,856
calls during 2020 compared to 92,258 received in 2019, indicating an increased
need for mental health support. 6 HIDOE staff must be cognizant of the potential
impact that the mental health of family members has on students.
Mitigating the Spread of COVID-19
HIDOE is prioritizing the development of guidance for accelerated learning and
social emotional learning to moderate the impacts of the COVID-19 pandemic.
Prioritizing the return of all students to our school campuses on the first day of the
4
http://dbedt.hawaii.gov/economic/qser/outlook-economy/
5
https://hawaiicovid19.com/wp-content/uploads/2021/02/COVID19-Tracking-Study_DEC20.pdf
6
https://health.hawaii.gov/bhhsurg/all-dashboards/
Hawaii State Plan 11
upcoming 2021-2022 school year is critical in improving student mental health.
While there has been only one cluster where transmission occurred on a school
campus, the on-going risk of transmission which exists in the communities has
significantly impacted campuses. Between June 26, 2020 and May 7, 2021, 881
COVID-19 cases were reported among students, staff, visitors, and contracted
service providers. HIDOE has implemented systems to mitigate and prevent the
spread of COVID-19 on campuses for the safe return of students and staff to
classrooms. The focus remains on ensuring the availability of personal protective
equipment (PPE) and cleaning and sanitizing supplies for all HIDOE facilities
while maintaining adequate air quality in classrooms.
3. Identifying Needs of Underserved Students: Describe your State’s 2-3 highest
priority academic, social, emotional, and/or mental health needs for the remainder
of the 2020-2021 school year (if applicable) and for the 2021-2022 school year
related to the impact of the COVID-19 pandemic on each of the following student
groups:
i. Students from low-income families,
ii. Students from each racial or ethnic group (e.g., identifying
disparities and focusing on underserved student groups by race or
ethnicity),
iii. Gender (e.g., identifying disparities and focusing on underserved
student groups by gender),
iv. English learners,
v. Children with disabilities (including infants, toddlers, children, and
youth with disabilities eligible under the Individuals with Disabilities
Education Act (“IDEA”)),
vi. Students experiencing homelessness,
vii. Children and youth in foster care,
viii. Migratory students, and
ix. Other groups disproportionately impacted by the pandemic that have
been identified by the SEA (e.g., youth involved in the criminal
justice system, students who have missed the most in-person
instruction during the 2019-2020 and 2020-2021 school years,
students who did not consistently participate in remote instruction
when offered during school building closures, and LGBTQ+
students).
To the extent possible, this description should include data on indicators such as
estimates of the academic impact of lost instructional time, 7 chronic
absenteeism, student engagement, and social-emotional well-being.
7
For the purposes of the plan, “academic impact of lost instructional time” refers to “learning loss” experienced by
students as a result of the COVID-19 pandemic, as referenced in the ARP Act and the CRRSA Act.
Hawaii State Plan 12
Complete the table below, adding rows as necessary, or provide a narrative
description.
By the end of Quarter 3, 21 percent of all students were chronically absent or at
risk of being chronically absent. Of the student subgroups, eight subgroups
exceeded the all-student rate – students from low-income families (30 percent),
English learners (32 percent), children with disabilities (31 percent), students
experiencing homelessness (51 percent), migratory students (37 percent),
Hispanic students (24 percent), Native Hawaiian students (31 percent), and
Pacific Islander students (44 percent). The high number of students chronically
absent indicates a need to focus on reengaging students through in-person
instruction to increase attendance and to address the additional loss of
instruction and services due to absences.
HIDOE continues its focus on addressing the needs of students, including
students from low-income families, students with disabilities, English learners,
students experiencing homelessness, students in foster care, migratory students,
and students from major racial or ethnic groups (Asian excluding Filipino,
Black, Filipino, Hispanic, Native Hawaiian, Pacific Islander, and White). With
this central focus, HIDOE has identified the following priority needs:
• Reengagement of students in in-person learning to determine the extent of
learning loss; identify social, emotional, and mental health concerns; and
address absenteeism.
• Acceleration of learning to address learning loss due to lost instructional time
and the extended time spent in online learning.
• Social and emotional supports to address mental health concerns due to
extended distance learning and the need to limit in-person interactions.
Additionally, HIDOE will expand English language development learning time
during the school day and academic year for English learners. This will provide
English learners with opportunities for language and academic enrichment
given that English learners are experiencing higher levels of learning loss in
distance learning than their peers.
HIDOE will work to determine the extent of the learning loss of children with
disabilities by monitoring student progress towards the goals identified in the
Individualized Educational Plan or the Section 504 plan.
HIDOE will monitor students in unstable housing as the moratorium on
evictions is lifted, which may lead to more students experiencing homelessness.
HIDOE will also identify the barriers that may prevent students experiencing
Hawaii State Plan 13
homelessness from accessing the supports and resources provided to mitigate
learning loss and mental health challenges.
HIDOE will focus on improving the educational stability for students entering
foster care and for students transitioning from one foster placement to another.
This includes coordinating services with partner agencies to provide
transportation to and from school regardless of the distance from home to the
student’s current school, allow for participation in afterschool programs, and
ensure additional counseling services if necessary.
4. Understanding the Impact of the COVID-19 Pandemic: Describe how the SEA
will support its LEAs in identifying the extent of the impact of the COVID-19
pandemic on student learning and student well-being, including identifying the
groups of students most impacted by the pandemic. Where possible, please
identify the data sources the SEA will suggest its LEAs use in thoughtfully
diagnosing areas of need, including data on the academic, social, emotional, and
mental health impacts of lost instructional time.
Data sources that will be used to identify the extent of the impact of the COVID-
19 pandemic include the state longitudinal data system, which includes
assessment data, attendance, and course grades; the Hawaii State Board of
Education metrics dashboard, which includes in-person learning data; and the
HIDOE strategic plan dynamic report dashboard, which includes state
accountability data. The following table identifies the data HIDOE proposes to
collect and analyze to identify student needs.
Hawaii State Plan 14
Data Strategy Potential Metrics
Universal screener data for Data will be used to identify students • Improved results for
language arts and who need additional support in language arts and math
mathematics language arts and/or mathematics, Growth as measured by
specifically students who are at least benchmark and progress
one grade level behind. An acceleration monitoring assessments
approach and tiered interventions will
be utilized for targeted skill measures in
reading and math to improve student
performance.
Compare school interventions to
identify scalable bright spots.
Kindergarten enrollment A decrease in enrollment during the • Improvement in first-grade
pandemic may indicate a need for first- readiness assessment results
grade readiness and the need to ensure [need to identify statewide
first graders have the fundamental assessment and establish
reading and writing skills. baseline]
A readiness assessment will need to be • Increased kindergarten
created or procured to measure enrollment
readiness. Results will allow HIDOE to
compare results of students who
attended kindergarten and students who
did not to identify the supports students
and families need.
Kindergarten readiness Data will indicate the readiness level of • Improvement in
incoming kindergarteners in the five kindergarten readiness
readiness domains: Language and assessment results [need to
Literacy, Cognitive Development, identify statewide
Social Emotional, Physical and Health assessment and establish
Development, and Approaches to baseline]
Learning. This will identify the
interventions needed based on the
targeted skill areas in each domain
A readiness assessment that will
provide expected levels of readiness
upon entry to kindergarten will need to
be created or procured. Results would
provide data on the effectiveness of the
early childhood education programs.
Student perception/affect Data will provide schools with student • Improved student
data perception on school climate and their perception/affect data as
classroom experience. measured by a student
Interventions and strategies utilized to perception survey
address student needs will vary
according to needs unique to school
culture and community (e.g., sustained
job-embedded professional
development for staff, whole school
agreements, coaching for staff).
Hawaii State Plan 15
Data Strategy Potential Metrics
Attendance (chronic Data will indicate students who have • Improved student
absenteeism) disengaged from school. This may lead attendance
On track for on time to students falling behind in credit • Improved grades
graduation (credit accrual) accrual or grade level skills and
• Increase in positive
knowledge.
responses on the student
HIDOE will launch a Here to Help Social and Emotional
Campaign to connect every student Learning Survey
with a significant adult. Through the
Hawaii Multi-Tiered System of
Support, schools are able to provide
early and appropriate interventions for
identified students. Progress monitoring
through a data-driven process will help
schools identify the students who are
not responding to interventions to better
meet the needs of these students.
Student exit data (students An increase in student exits will • Decrease in student exits,
leaving HIDOE) indicate an increase in disengagement. specifically those students
HIDOE must employ innovative who drop out or enroll in
programs (e.g., CTE, STEM, computer alternative education
science, project-based learning) and programs
strategies to reengage students. • Improved student
attendance
School health room visits Students need better access to health • Improved student
(number of visits, reason, care at school to reduce missed attendance
disposition) instructional time.
Additional nurse positions and more
comprehensive student health needs
assessment to include social
vulnerabilities would support increased
access to health care.
Percent of students with Students with disabilities who were • Improved results towards
disabilities who have a disproportionately impacted by the meeting IEP or Section 504
COVID Impact Service pandemic require services beyond the goals
Plan school day to address learning loss • Growth as measured by
and/or lack of progress towards goals. benchmark and progress
Accelerated/intensive targeted monitoring assessments
evidence-based interventions will be
implemented during extended learning
time to address student needs.
Professional development specifically
targeted for increasing the Special
Education capacity of educators will be
provided.
Hawaii State Plan 16
Percentage of teachers Data will identify areas of need to • Increase in positive
with five or more years of better retain teachers. responses on the staff
service in HIDOE Staff well-being supports and services school climate survey
must be provided to retain staff. • Decrease in teacher
vacancies
Number of teachers who Data will identify areas of need to • Decrease in the number of
are highly qualified to ensure all students have access to high classes taught by a non-
teach in their assigned quality instruction. highly qualified or out-of-
lines On-going, embedded professional field teacher
development for teachers to strengthen
their assigned subject knowledge will
be provided.
Teacher demographics and Data will identify areas of need to • Increase in positive
student demographics ensure culturally responsive responses on the student
comparison instructional practices. perception survey
On-going, embedded complex or
school-level professional development
for teachers on cultural differences
between individualistic cultures and
collectivistic cultures to build bridges
between the teacher's culture, the
school's culture, and the cultures of the
communities they serve will be
provided.
Statewide professional development in identifying and addressing the impact of
the COVID-19 pandemic on student learning and student well-being and
implementation support will be provided to assist in:
• Establishing foundational beliefs regarding student well-being;
• Fortifying a culturally responsive positive behavioral support system;
• Building a culture of resilience;
• Ensuring early identification and provision of supports;
• Collaborating with students, families, and the community;
• Promoting academic mindsets to meet content standards and the use of
response-to-intervention strategies; and
• Building social and emotional skills of students, staff, and community.
To assess the impact of the COVID-19 pandemic on students with disabilities,
HIDOE has developed guidelines to assist Individualized Education Program
(IEP) and Section 504 teams in identifying any skill loss, lack of adequate
progress, learning loss, or the emergence of new needs that students may have
experienced. Guidance on addressing student needs, including utilizing the multi-
tiered system of supports and COVID-19 Impact Services, is also provided.
Hawaii State Plan 17
COVID-19 Impact Services are services provided to students to supplement
current IEP services and delivered beyond the school day. These services were
designed to quickly improve skill loss and address inadequate progress to help
students return to their pre-pandemic levels. These temporary and specially
designed high-impact instruction or related services can be delivered in a variety
of formats, including in-person learning, homogenous small group, before or after
school intervention sessions, tutoring, online (synchronous) learning, and skill-
based instruction. The student's acquisition rate and learning style are considered
when determining the frequency and duration of COVID-19 Impact Services.
5. School Operating Status: It is essential to have data on how students are learning
in order to support the goals of access and equity, especially for student groups
that have been disproportionately impacted by the COVID-19 pandemic. Describe
the current status of data collection on operational status and mode of instruction
of all schools in your State. This description must include:
i. A description of to what extent, and how frequently, the State
collects now and will collect in the future data for all schools in your
State on:
a. Mode of instruction: The number of schools in your State that are
offering fully remote or online-only instruction; both
remote/online and in-person instruction (hybrid model); and/or
full-time in-person instruction;
b. Enrollment: Student enrollment for all students and
disaggregated for each of the student groups described in A.3.i-
viii for each mode of instruction; and
c. Attendance: Student attendance for all students and
disaggregated for each of the student groups described in A.3.i-
viii for each mode of instruction.
HIDOE collects data on the mode of instruction quarterly beginning
Quarter 1 of the 2020-2021 school year. This data is currently
reported on the HIDOE website 8. Beginning August 3, 2021, all
schools are expected to return to full in-person learning for the 2021-
2022 school year.
Since Quarter 1 of the 2020-2021 school year, HIDOE has been
collecting and reporting data on the number of students participating
in a hybrid model or full online learning quarterly9. Although this
data is currently not reported by student subgroups, the data can be
disaggregated by subgroups.
8
https://www.hawaiipublicschools.org/ConnectWithUs/MediaRoom/PressReleases/Pages/School-Reopening-
Framework---School-Design.aspx
Hawaii State Plan 18
High-risk attendance data is disaggregated by the high-needs
subgroups (students with disabilities, English learners, and students
who are economically disadvantaged) and is currently reported as
part of the BOE high-risk attendance metric 9 to inform the reopening
of school. Chronic absenteeism rates are disaggregated by student
subgroups and reported in the annual Every Student Succeeds Act
(ESSA) reporting 10. Chronic absenteeism is a school accountability
measure and reported annually.
ii. The data described in A.5.i.a. and b. using the template in Appendix
A (and to the extent available, the data described in A.5.i.c.) for the
most recent time period available. Please note that this data can be
submitted separately within 14 calendar days after a State submits
this plan. The SEA must also make this data publicly available on its
website as soon as possible but no later than June 21, 2021, and
regularly provide updated available information on its website. The
Department will periodically review data listed in A.5.i on SEA
websites.
The following table provides the data on student enrollment in each
mode of instruction by high-risk attendance (students who are
chronically absent or at risk of being chronically absent for the 2020-
2021 school year). Approximately 75 percent of students
participated in in-person learning at least part of the time by the end
of Quarter 3 of the 2020-2021 school year.
9
https://www.hawaiipublicschools.org/ConnectWithUs/MediaRoom/PressReleases/Pages/Return-to-Learn---
Metrics.aspx
10
https://arch-prod-reports-repository.s3-us-west-1.amazonaws.com/essa/2020/999ESSARpt.pdf (page 11)
Hawaii State Plan 19
High-Risk Attendance Non-High Risk
Attendance
In- Full In- Full
Student group TOTAL Hybrid Hybrid
Person Distance Person Distance
Students from low-income 86,718 4,535 15,866 5,544 7,744 34,917 18,112
families
Students from each racial or ethnic background used by the State for reporting purposes – please
add a row for each racial or ethnic group (e.g., identifying disparities and focusing on underserved
student groups by race/ethnicity)
Asian (excluding Filipino) 25,256 282 1,067 446 3,824 13,467 6,170
Black 4,160 104 467 146 347 2,207 889
Filipino 38,391 595 3,199 1,144 2,651 20,561 10,241
Hispanic 3,691 113 581 206 236 1,827 728
Native Hawaiian 36,346 1,661 6,947 2,695 2,864 14,042 8,137
Pacific Islander 17,682 1,776 4,760 1,320 1,543 5,353 2,930
White 31,250 787 3,163 1,045 3,448 17,363 5,434
Students by gender – please add a row for each gender (e.g., identifying disparities and focusing on
underserved student groups by gender)
Female 76,345 2,186 9,222 3,446 6,667 36,939 17,885
Male 82,835 3,218 11,250 3,682 8,488 39,089 17,108
English learners 16,467 1,429 3,074 825 2,390 5,934 2,815
Children with disabilities 16,566 1,707 2,617 789 3,430 5,577 2,446
Students experiencing 2,857 378 812 278 276 698 415
homelessness
Children and youth in foster
care
Migratory students 2,146 72 532 184 35 814 509
Source: Quarter 3 HIDOE Return to Learn (as of March 31, 2021)
https://www.hawaiipublicschools.org/ConnectWithUs/MediaRoom/PressReleases/Pages/school-year-
2020-21.aspx
Note: Enrollment counts may appear to be lower than the official enrollment count and special education child
count due to 1) BOE metrics exclude charter schools and 2) not all students have an identified learning
model in Infinite Campus.
iii. To the extent available, a description of the planned operational
status and mode of instruction for the State and its LEAs for Summer
2021 and for the 2021-2022 school year.
HIDOE is offering its largest summer school program across the
state free of charge for students. Summer school programming which
includes academic, social, emotional, and engagement programming
including music, art, and STEM offerings. Five programming
designs have been defined by HIDOE: Official summer school,
school learning hubs, specialized student support, accelerated
Hawaii State Plan 20
learning, and college, career and community learning. 11 All schools
are either offering at least one summer program or, if they are unable
to hold a program on campus, have a summer program being offered
at a neighboring school.
For Summer 2021, HIDOE is prioritizing full in-person learning;
however, some schools are offering online learning through either a
hybrid model or a full online summer program. Complex Area
Superintendents and school principals determine the mode of
instruction that best meets the needs of their students and the current
conditions of their school communities.
HIDOE plans to return students to full in-person learning for the
2021-2022 school year.
11
https://www.hawaiipublicschools.org/TeachingAndLearning/SpecializedPrograms/SummerSchool/Pages/Summer-
Learning.aspx
Hawaii State Plan 21
B. Safely Reopening Schools and Sustaining their Safe Operations
The Department recognizes that safely reopening schools and sustaining their safe operations
to maximize in-person instruction is essential for student learning and student well-being,
and especially for being able to address the educational inequities that have been worsened
by the COVID-19 pandemic. In this section, SEAs will describe how they will support their
LEAs in this vital area.
1. Support for LEAs: Describe how the SEA will support its LEAs in safely
returning to in-person instruction and sustaining the safe operation of schools.
This description must include:
i. How the SEA will support its LEAs implementing, to the greatest
extent practicable, prevention and mitigation policies in line with the
most up-to-date guidance from the Centers for Disease Control and
Prevention (“CDC”) for the reopening and operation of school
facilities to effectively maintain the health and safety of students,
educators, and other staff;
Complete the table below, adding rows as necessary, or provide a
narrative description.
As a unitary SEA-LEA, prevention and mitigation policies and
procedures are implemented statewide. HIDOE continues to
collaborate with the Hawaii State Department of Health and the
Centers for Disease Control and Prevention (CDC) on guidance for
our schools, complex areas, and state offices. Since the onset of the
pandemic, HIDOE has participated in regular collaboration meetings
with the state Department of Health and leadership from local
private schools for on-going review and consideration of CDC
guidance. As HIDOE prepares for the return of more students to in-
person learning, we will continue to diligently monitor developments
related to the COVID-19 pandemic.
HIDOE will enforce the three essential strategies recommended by
the state Department of Health to maintain a safe and healthy
environment: (1) Students, families, and staff will be directed to
remain at home if they are not feeling well; (2) universal mask-
wearing will continue to be mandated in alignment with state
Department of Health guidance; and (3) proper and frequent hand-
washing and sanitizing will be encouraged. Other mitigation
strategies such as cohorting and physical distancing are considered
secondary measures and are to be applied to the greatest extent
possible consistent with current guidance.
Hawaii State Plan 22
Physical distancing of at least six feet will be implemented to the
extent possible. In classrooms, physical distancing of at least three
feet with universal masking will be applied as recommended by the
CDC.
Additional health and safety considerations are implemented for
direct service providers working with students with disabilities or
symptoms of illness. Resources and training provided include
guidance on additional precautions needed when working with
students who are not able to follow stated health and safety
guidelines (e.g., wearing additional PPE, disinfecting procedures) as
well as strategies on teaching students with disabilities how to follow
health and safety rules (e.g., developing targeted programs, working
with and training parents to generalize appropriate health and safety
behaviors in the home).
Facilities are to be regularly cleaned, sanitized, and disinfected.
Frequently touched surfaces are to be cleaned as often as possible
and, at minimum, daily. Masks and disposable gloves should be
worn during the preparation, cleaning, and disinfection of school
facilities. The use of indoor school facilities will be limited to school
operations and after-school services for students enrolled in the
school.
To improve ventilation and air quality in our facilities, HIDOE
promotes outdoor air ventilation, ventilation systems that are
operating properly, and the use of air purifiers. HIDOE is currently
planning to monitor and track the air quality of classrooms by
measuring the amount of air circulation and ventilation and will take
the necessary steps to improve air circulation if needed.
HIDOE has worked with the state Department of Health and local
healthcare providers to host vaccination clinics for staff, students,
and school communities across the state. HIDOE has hosted 45
vaccination clinics since students became eligible for the vaccine.
With the authorization to administer the Pfizer COVID-19 vaccine to
children who are at least 12 years of age, HIDOE has a total of
approximately 87,000 students who are eligible for vaccination. The
goal is to increase the number of fully vaccinated people on school
campuses and in school communities. In addition to hosting
vaccination clinics, HIDOE will participate in a pilot to screen for
COVID-19.
Hawaii State Plan 23
Should there be any positive COVID-19 cases within the
department, HIDOE will work with the state Department of Health
to initiate contact tracing and obtain guidance on who needs to be
isolated and quarantined.
HIDOE provides guidance through the Health and Safety
Handbook 12, which is posted on the HIDOE website. As CDC and
the state Department of Health guidance is updated, HIDOE will
adjust policies and practices to align with the updated guidance.
ii. Any Statewide plans, policies, estimated timelines, and specific
milestones related to reopening and operation of school facilities,
including any mechanisms the SEA will use to track, monitor, or
enforce their implementation;
HIDOE plans to return to full in-person learning and full-service
school operations when the 2021-2022 school year commences on
August 3, 2021. Schools have gradually returned to full in-person
learning during the 2020-2021 school year.
iii. To what extent the SEA and its LEAs consult with Federal, State,
and local health officials. This description should include, if
available, whether the SEA and its LEAs have received support for
screening testing from their State or local health department based
on funding awarded by the CDC; and
HIDOE consults with both the state Department of Health and the
CDC to plan for the return of students to school campuses.
Representatives from the CDC and the state Department of Health
have conducted school visits to assess the policies and procedures
implemented.
Additionally, HIDOE has collaborated with the state Department of
Health to host vaccination clinics on school campuses for staff,
eligible students, and interested members of the community.
12 https://www.hawaiipublicschools.org/DOE%20Forms/2020-
07%20Health%20and%20Safety%20Handbook%20%28SY%202020-21%29%20Version%201.pdf
Hawaii State Plan 24
In June 2021, selected schools will begin participating in a pilot of
the Increasing Community Access to Testing program to screen for
COVID-19.
HIDOE has an ongoing partnership with the Hawaii Emergency
Management Agency, which has been instrumental in securing PPE
and providing emergency management training and support.
iv. Any guidance, professional learning, and technical assistance
opportunities the SEA will make available to its LEAs.
Guidance and technical assistance on health and safety protocols,
online learning, and returning students to school campuses for in-
person learning are available to all state offices, complex areas, and
schools.
Opportunities for professional development on social emotional
learning, trauma-informed care, and curriculum and instructional
strategies will be offered statewide.
2. Safe Return to In-Person Instruction and Continuity of Services Plans: Describe
how the SEA will ensure that its LEAs that receive ARP ESSER funds meet the
requirements in section 2001(i) of the ARP Act and the requirements relating to
the ARP ESSER funds published in the Federal Register and available at
https://oese.ed.gov/offices/american-rescue-plan/american-rescue-plan-
elementary-and-secondary-school-emergency-relief/ (ARP ESSER requirements)
to either: (a) within 30 days of receipt of the funds, develop and make publicly
available on the LEA’s website a plan for the safe return to in-person instruction
and continuity of services, or (b) have developed and made publicly available on
the LEA’s website such a plan that meets statutory requirements before the
enactment of the ARP Act, including:
i. How the SEA will ensure that each LEA plan includes, or will be
modified to include, the extent to which it has adopted policies and a
description of any such policies on each of the strategies listed in
table B1;
ii. How the SEA will ensure that each LEA plan describes how it will
ensure continuity of services including but not limited to services to
address the students’ academic needs, and students’ and staff social,
emotional, mental health, and other needs, which may include
student health and food services;
iii. How the SEA will ensure that the LEA periodically reviews, no less
frequently than every six months for the duration of the ARP ESSER
Hawaii State Plan 25
grant period (i.e., through September 30, 2023), 13 and revises as
appropriate, its plan, and how the SEA will ensure that the LEA
seeks public input, and takes such input into account on (1) whether
revisions are necessary and, if so, (2) the revisions to the plan; and
iv. Describe, to the extent the SEA collects it, information about LEA
implementation, to the greatest extent practicable, of each element of
the most up-to-date CDC guidance listed in table B1 and its LEAs’
needs for support and technical assistance to implement strategies
consistent, to the greatest extent practicable, with relevant CDC
guidance.
HIDOE has made information regarding the procedures and policies adopted to
ensure the safe return to in-person instruction available on its Return to Learn
webpage 14 at hawaiipublicschools.org prior to the 2020-2021 school year and has
updated the guidance throughout the school year as necessary. The webpage
includes health and safety guidelines, information on the school models being
implemented, relevant data reports, resources for staff and families, and
announcements shared with staff and the community. HIDOE has also provided
information about COVID-19 cases within the public school system on its
HIDOE COVID-19 Updates webpage 15. HIDOE has been and will continue to
adjust guidelines and plans as the CDC and state Department of Health update
guidance. HIDOE has dedicated staff to assist schools, complex areas, and state
offices as needed.
HIDOE will also make publicly available the ARP ESSER State Plan and the use
of ARP ESSER funds. HIDOE is prioritizing student and staff needs to facilitate a
successful return to in-person instruction, including the continuity of telehealth
support and access to counseling services. Understanding that the public school
system is more than classroom instruction and is a provider of significant safety
nets for students and families, HIDOE will ensure the continuity of wraparound
services and student meal service and transportation.
HIDOE will review plans quarterly to ensure the efficacy in addressing student
needs and will make revisions as appropriate. Stakeholder input will be solicited
13
ARP ESSER funds are subject to the Tydings amendment in section 421(b) of the General Education Provisions
Act, 20 U.S.C. 1225(b), and are therefore available to SEAs and LEAs for obligation through September 30, 2024.
Review and revisions of these plans, if necessary, are not required during the Tydings period.
14
https://www.hawaiipublicschools.org/ConnectWithUs/MediaRoom/PressReleases/Pages/school-year-2020-
21.aspx
15
https://www.hawaiipublicschools.org/ConnectWithUs/MediaRoom/PressReleases/Pages/COVID-19-Information-
Updates.aspx
Hawaii State Plan 26
through public meetings and surveys to assess the strategies and programs
implemented and to determine the needs that must be addressed.
As needs are identified and programs are defined, program managers will support
the documentation of program guidelines and the distribution of resources to
schools and offices to carry out the work of the program. Program managers will
also monitor program activities and facilitate program adjustments as warranted.
The Office of Fiscal Services will support the program manager with reports that
can be generated to track budget to actual expenditures by program, location, and
detail of expenditure (i.e., classroom supplies). The Office of Strategy, Innovation
and Performance will collect and share out data to help inform decision-
making through periodic convenings of the Complex Area Superintendents by the
Deputy Superintendent. The sharing of systemwide expectations will occur, along
with level setting and support for the establishment, and adjustments will be made
as needed.
Hawaii State Plan 27
C. Planning for the Use and Coordination of ARP ESSER Funds
The Department recognizes that seeking input from diverse stakeholders is essential to
developing plans for the use of ARP ESSER funds that are responsive to the needs of
students, families, and educators. In this section, SEAs will describe their plans for
consultation and for coordinating the use of ARP ESSER funds with other resources to meet
the needs of students.
1. SEA Consultation: Consistent with the ARP ESSER requirements, describe how
the SEA engaged in meaningful consultation with stakeholders, and incorporated
input into its plan, including, but not limited to:
i. students;
ii. families;
iii. Tribes (if applicable);
iv. civil rights organizations (including disability rights organizations);
v. school and district administrators (including special education
administrators);
vi. superintendents;
vii. charter school leaders (if applicable);
viii. teachers, principals, school leaders, other educators, school staff, and
their unions; and
ix. stakeholders representing the interests of children with disabilities,
English learners, children experiencing homelessness, children and
youth in foster care, migratory students, children who are
incarcerated, and other underserved students.
The description must include how the SEA provided the public the opportunity to
provide input in the development of the plan, a summary of the input (including
any letters of support), and how the SEA took such input into account.
The BOE sets educational policy for the state’s public education system,
consistent with state and federal law, through monthly public meetings where the
public’s input is heard and considered in the formulation and adoption of
policies. This includes the adoption of the HIDOE’s state plan for the use of ARP
ESSER funds. Interested stakeholders participate in this public forum to provide
meaningful insight and perspectives on BOE proposals by submitting either oral
or written testimony, which becomes part of the publicly posted BOE
record. These interested stakeholders include, but are not limited to, students,
teachers, school leadership, schools staff, union representatives, legislators, and
community organizations involved with the development or advocacy of
educational policy. The use of ARP ESSER funds was discussed during the April
15, 2021; May 20, 2021; and June 17, 2021 BOE public meetings.
In adherence with state and local policies implemented to mitigate the spread of
COVID-19, HIDOE sought stakeholder input virtually. Virtual meetings were
held internally with state office, complex area, and school leaders to discuss
Hawaii State Plan 28
potential uses of the federal coronavirus relief funds, the needs that must be
addressed to ensure the safe return of students to school campuses, and the
initiatives to consider to address learning loss.
HIDOE conducted an online survey, which was posted on the public website from
May 21, 2021 through June 4, 2021, to solicit input from stakeholders and the
general public on the needs of students, initiatives to implement to address these
needs, and priorities for the use of the ARP ESSER funds. Stakeholders were
informed of the opportunity through emailed invitations; an informational briefing
with the education committees of the state Senate and House of Representatives; a
Board of Education public meeting; announcements to the Hawaii State Student
Council and their student networks; and correspondence with state office,
complex area, and school leadership and the three labor unions representing
HIDOE employees – the Hawaii Government Employees Association, the Hawaii
State Teachers Association, and the United Public Workers.
HIDOE also convened stakeholders through a virtual meeting to gather vital
community input that will help refine this plan’s impact in areas that facilitate
improving student achievement. Included in this discussion were students,
parents, and representatives from local education advocacy groups, civil rights
groups, educational service providers, community foundations, the teachers’
union, and HIDOE leadership. Participants in the virtual convening were directed
to the online survey for an additional opportunity to provide input.
During the 2021 legislative session, state legislators provided their priorities for
the use of the CRRSA ESSER and ARP ESSER funds through a bill passed. Their
priorities for the use of ARP ESSER funds include learning loss mitigation;
school-level needs for safe reopening, including improved air quality, the
continuity of food services and student transportation, and PPE; programs for
social emotional learning and trauma-informed care; innovative initiatives to
reengage students, such as Science, Technology, Engineering, and Mathematics
(STEM) and Career and Technical Education (CTE) programs; and virtual
learning support. The Governor of Hawaii is currently considering this bill.
The input received will inform how HIDOE will prioritize the use of ARP ESSER
funds as it plans for the return of students to its school campuses and the
implementation of educational opportunities to reengage students and accelerate
learning to increase student achievement. HIDOE will continue to consult with
stakeholders to ensure appropriate measures are being taken to promote a safe and
healthy learning environment for students and staff and to assess learning loss
mitigation strategies. HIDOE has committed to providing updates to the BOE and
Hawaii State Plan 29
the public on its use of ARP ESSER funds.
2. Coordinating Funds: Describe to what extent the SEA has and will coordinate
Federal COVID-19 pandemic funding and other Federal funding. This description
must include:
i. How the SEA and its LEAs 1) are using or have used prior to the
submission of this plan and 2) plan to use following submission of
this plan, Federal COVID-19 funding under the Coronavirus Aid,
Relief, and Economic Security (“CARES”) Act and the CRRSA Act
to support a safe return to and safely maximize in-person instruction,
sustain these operations safely, and address the disproportionate
impact of the COVID-19 pandemic on individual student groups
(including students from low-income families, children with
disabilities, English learners, racial or ethnic minorities, students
experiencing homelessness, children and youth in foster care, and
migratory students);
Complete the table below or provide a narrative description.
HIDOE publishes its on-going and planned uses of federal
coronavirus relief funds on its public website. 16
The CARES ESSER I funds were allocated to enable schools to
support distance learning; implement summer programs during
Summer 2020; train staff for COVID-19-related procedures; and
procure PPE and other health and safety items for schools, complex
areas, and state offices. HIDOE has intentionally over-allocated the
ESSER I funds received in anticipation of leveraging available
CARES Coronavirus Relief funds allocated to HIDOE by the
Governor.
As of May 31, 2021, HIDOE expended $24.7 million and
encumbered $6.2 million of the $43.3 million ESSER I award.
Spending against these funds continues for critical needs such as
health and safety supplies and equipment, acquisition of digital
devices, and professional development for distance learning. HIDOE
plans to acquire a learning management system to enhance its online
programming and expand the online educational opportunities
available to schools and students. The anticipated cost of the learning
management system is approximately $5 million.
16
https://www.hawaiipublicschools.org/ConnectWithUs/Organization/Budget/Pages/CARES-spending-reports.aspx
Hawaii State Plan 30
To date, the BOE has approved the use of $129.5 million of the
$183.6 million CRRSA ESSER II grant award to maintain support
for teacher recruitment and retention for hard-to-staff areas and high-
needs programs; maintain operations for school food services by
addressing an anticipated $27 million funding shortfall due to the
temporary loss of revenue from U.S. Department of Agriculture
reimbursements and student meal charges as a result of the lower
number of meals served during the pandemic; Summer 2021
programs that target students in transition and those experiencing
engagement challenges due to the pandemic; and distance learning
support with computer device purchases and internet service.
As of May 31, 2021, $65.7 million of the $183.6 million CRRSA
ESSER II grant award has been expended. HIDOE will use ESSER
II funds to support programs for students in Summer 2022, although
the amount will vary depending upon funding shortfalls that may
arise and the extent to which ESSER III funds are used for Summer
2022 programs.
HIDOE has not yet received GEER funds. GEER I funds will be
awarded by the Governor’s office as innovation grants to public and
private schools, HIDOE complex areas, and external educational
entities. Plans for GEER II funds have not yet been released.
ii. To what extent ESSER I and ESSER II funds have been awarded to
LEAs and, if funds have not yet been made available to LEAs, when
they will be. In addition, please provide any available information on
the total dollar amounts of ESSER I and ESSER II funds that have
been obligated but not expended by the SEA and its LEAs, including
whether the SEA is able to track LEA obligations.
As a unitary SEA-LEA, HIDOE has made all ESSER I and ESSER
II funds received available for the LEA allowable uses.
As of May 31, 2021, HIDOE expended $24.7 million and
encumbered $6.2 million of the $43.3 million ESSER I award. Of
the $183.6 million ESSER II award, $65.7 million has been
expended.
Hawaii State Plan 31
HIDOE has been making publicly available the use of federal
coronavirus relief funds on its website. 17
iii. In supporting LEAs as they plan for the safe return to and continuity
of in-person instruction and for meeting the academic, social,
emotional, and mental health needs of students resulting from the
COVID-19 pandemic, the extent to which the SEA is also using
other Federal funding sources including but not limited to under the
Elementary and Secondary Education Act of 1965 (“ESEA”), IDEA,
Workforce Innovation and Opportunity Act (“WIOA”), funding for
child nutrition services, and McKinney-Vento Homeless Assistance
Act, and the funds to support the needs of students experiencing
homelessness provided by section 2001(b)(1) of the ARP Act. 18
HIDOE plans to maximize the use of all federal funds awarded to
address the academic, social, emotional, and mental health needs of
all students while fulfilling the requirements of all grant programs as
the SEA and LEA. ESSER funds will be used to supplement the use
of ESEA, IDEA, and McKinney-Vento Homeless Assistance Act
funds to provide additional supports to students disproportionately
impacted by the COVID-19 pandemic. These supports include, but
are not limited to, out-of-school time programs, tutoring, and
wraparound services to address students’ social, emotional,
behavioral, and mental health needs.
ESSER funds will also be used to supplement child nutrition funds
to continue to provide all students with school meals. HIDOE has
taken advantage of the Seamless Summer Option since the onset of
the pandemic, providing all students with free school meals. This has
led to the need for additional funding to cover the costs of the meals.
WIOA funds will continue to be used to provide non-traditional
students with career readiness programs.
17
https://www.hawaiipublicschools.org/ConnectWithUs/Organization/Budget/Pages/CARES-spending-reports.aspx
18
Please note that the needs of students experiencing homelessness must be addressed (along with the other groups
disproportionately impacted by the COVID-19 pandemic) through the use of the ARP ESSER SEA reservations and
the required LEA reservation for the academic impact of lost instructional time; the funding provided to support the
needs of students experiencing homelessness by section 2001(b)(1) of the ARP Act is in addition to the supports and
services provided with ARP ESSER funds.
Hawaii State Plan 32
D. Maximizing State-Level Funds to Support Students
The Department recognizes that States have an extraordinary opportunity to address the
disproportionate impact of the COVID-19 pandemic on underserved students through the
ARP Act’s required State set-asides to address the academic impact of lost instructional time,
provide summer learning and enrichment programs, and provide comprehensive afterschool
programs. In this section, SEAs will describe their evidence-based strategies for these
resources.
1. Academic Impact of Lost Instructional Time: Describe how the SEA will use the
funds it reserves under section 2001(f)(1) of the ARP Act (totaling not less than 5
percent of the State’s total allocation of ARP ESSER funds) on evidence-based
interventions to address the academic impact of lost instructional time by
supporting the implementation of evidence-based interventions, such as summer
learning or summer enrichment, extended day, comprehensive afterschool
programs, or extended school year programs, and ensure that such interventions
respond to students’ academic, social, emotional, and mental health needs. The
description must include:
i. A description of the evidence-based interventions (e.g., providing
intensive or high-dosage tutoring, accelerating learning) the SEA has
selected, and the extent to which the SEA will evaluate the impact of
those interventions on an ongoing basis to understand if they are
working;
As an SEA-LEA, HIDOE plans to use no less than 23 percent of the
state’s total allocation of ARP ESSER funds to address the academic
impact of loss instructional time and ensure that interventions
implemented respond to students’ academic, social, emotional, and
mental health needs. HIDOE will implement a number of evidence-
based interventions to address learning loss, including strategies to
accelerate learning such as high-dosage tutoring and extended
learning time, academic coaching, and opportunities for credit
recovery and remediation. ARP ESSER funds reserved for learning
loss will be used to supplement summer learning programs that will
primarily be funded by the summer learning and enrichment
program reserve.
HIDOE is currently finalizing a learning acceleration framework to
provide guidance to schools, complex areas, and state offices in
mitigating the learning loss caused by the COVID-19 pandemic.
Summer learning programs; high-dosage tutoring responsive to
families’ schedules, such as during evenings and weekends;
extended learning time; and academic coaching will be managed by
each school and complex area to allow for flexibility to address their
Hawaii State Plan 33
unique needs. Professional development opportunities will be
provided to educators to ensure they are equipped to address the
array of student needs that have developed since the onset of the
public health emergency.
An accelerated personalized learning program will target students
who are behind grade level in mathematics or language arts skills.
This academic and engagement intervention program includes
individualized tutoring support, academic coaching, and a
personalized approach to engagement and support services. Middle
school students will be targeted to ensure high school readiness and
facilitate persistence through graduation.
School Individualized Education Program (IEP)/Section 504 teams
meet to address skill and learning loss for students with disabilities.
Teams determine necessary IEP/504 revisions and develop plans to
address learning loss which may include the development of a
COVID 19 Impact Plan with compensatory services. Services in the
COVID 19 Impact Plan are in addition to the IEP and can extend
beyond the school day. These services include tutoring, small group
instruction, behavior supports, and other personalized supports as
identified by the IEP team.
Programs targeted to help students transition to their next school
(elementary school, middle school, high school, or post-secondary
institutions) will also be implemented to increase student success at
the next level. One such program is a summer start kindergarten
transition program, a three-week summer bridge initiative that
prepares students for entry into kindergarten.
HIDOE will also be implementing strategies to reengage students in
in-person learning. High-interest programs, such as Hawaiian
Education, performing arts, fine arts, CTE, STEM, and computer
science, will provide students with educational activities that will
engage and encourage them to actively participate in their academic
program. Academic coaches will provide more intensive
individualized supports to students who are struggling to reengage in
learning. The role of the academic coaches is to provide students
with the resources and skills they need to succeed in school.
Middle school students were especially challenged with transitioning
between schools, adjusting to a new mode of learning, and
Hawaii State Plan 34
experiencing the cognitive and physical changes of adolescence.
Thus, reengagement must include high-interest educational
opportunities and comprehensive support services to facilitate
student success. HIDOE will improve middle school designs by
implementing evidence-based practices such as discovery learning,
project-based learning, and multi-sensory instruction to foster
appropriate academic, social, emotional, and behavioral skills. In
addition, highly targeted and purposefully designed leadership
development programs, especially for middle level students will be
designed as a reengagement strategy.
Universal screeners and progress monitoring will be used by schools
to assess student needs. To address students’ academic, social,
emotional, and mental health needs, HIDOE has implemented the
Hawaii Multi-Tiered System of Support, a comprehensive response-
to-intervention continuum of integrated supports for all students.
HIDOE will monitor student data to evaluate the effectiveness of the
strategies implemented to mitigate learning loss. Student data
include, but are not limited to, diagnostic data, statewide assessment
data, student attendance data, quantitative and qualitative student
performance data, and school climate data.
ii. How the evidence-based interventions will specifically address the
disproportionate impact of COVID-19 on certain groups of students,
including each of the student groups listed in question A.3.i.-viii.
When possible, please indicate which data sources the SEA will use
to determine the impact of lost instructional time; and
Student groups who were disproportionately impacted by COVID-19
will be prioritized for learning loss interventions based on their
needs identified by student data and the multi-tiered system of
support. Student data will include, but not be limited to, diagnostic
data, statewide assessment data, student attendance data, quantitative
and qualitative student performance data, and school climate data.
HIDOE provides additional support for students with disabilities,
English learners, economically disadvantaged students, students
experiencing homelessness, and students struggling in the traditional
classroom setting through multiple federal and state programs and
will supplement these supports with ARP ESSER-funded
Hawaii State Plan 35
interventions. These interventions include a comprehensive summer
program targeting these subgroups of students and mobile and
community outreach to provide academic supports and wraparound
services within the communities of need. Mobile learning hubs are
deployed to rural locations to facilitate equitable access to learning
opportunities, providing students with a technology-rich learning
environment.
Complex area leadership will fund specific supports to address the
unique needs for their student groups. Funds will be prioritized to
provide evidence-based interventions for underperforming students
of identified subgroups based on complex area data to address
academic, social, emotional and mental health needs.
HIDOE will continue to provide students with devices to ensure
equitable access to all learning opportunities and to ensure students
have the resources necessary to be successful in school. This will
require HIDOE to invest resources in systems to ensure student
safety, monitor device utilization, and maintain software and
hardware.
Distance Learning will be harnessed to increase the opportunity to
learn challenging content and courses, especially for students in
remote rural areas where offerings may be limited at the home
school. For example, a math collaborative of highly qualified
teachers could provide distance or blended upper level math courses
online, as well as more specialized courses such as fine arts where
instructors may not be available at all schools. This could be a
change strategy that reduces the opportunity gap between schools
and geographic areas.
iii. The extent to which the SEA will use funds it reserves to identify
and engage 1) students who have missed the most in-person
instruction during the 2019-2020 and 2020-2021 school years; and
2) students who did not consistently participate in remote instruction
when offered during school building closures.
In addition to the aforementioned strategies to reengage students in
in-person learning, HIDOE will provide outreach to students who
were chronically absent during the 2020-2021 school year and their
families. These students are at greater risk of learning loss due to
Hawaii State Plan 36
their lack of participation in online learning and may need intensive
student supports to accelerate learning. HIDOE will provide
essential counseling services to help students with social, emotional,
and behavioral support as they readjust to in-person learning on
school campuses. Engaging family members of students who were
chronically absent will allow for a joint effort in identifying the
supports both the students and their families need to facilitate student
success. Comprehensive supports are especially vital for students in
middle school who are not only struggling with engagement, but are
also transitioning from one school to another and adjusting to the
cognitive and physical changes of adolescence.
2. Evidence-Based Summer Learning and Enrichment Programs: Describe how the
SEA will use the funds it reserves under section 2001(f)(2) of the ARP Act
(totaling not less than 1 percent of the State’s total allocation of ARP ESSER
funds) for evidence-based summer learning and enrichment programs, including
those that begin in Summer 2021, and ensure such programs respond to students’
academic, social, emotional, and mental health needs. The description must
include:
i. A description of the evidence-based programs that address the
academic, social, emotional, and mental health needs of students
(e.g., providing intensive or high-dosage tutoring, accelerating
learning) the SEA has selected, and the extent to which the SEA will
evaluate the impact of those programs;
HIDOE will utilize no less than one (1) percent of the state’s total
allocation of ARP ESSER funds for summer learning and
enrichment programs for Summer 2022. Summer 2021 will be
primarily funded with CRRSA ESSER funds as approved by the
BOE.
HIDOE schools will offer an extensive summer learning program to
provide for credit recovery, credit advancement, remediation,
intervention, enrichment, and transition from one grade level to the
next. Schools may offer summer learning hubs designed at the
school and complex area to address the specific needs and interests
of their student population. Secondary schools may offer traditional
summer school programs focused on credit recovery or credit
advancement. Additional summer programs include a kindergarten
transition program to prepare children with little or no preschool
experience for kindergarten; programs to prepare graduating seniors
Hawaii State Plan 37
and rising seniors for college or the workforce; and counseling
support.
HIDOE will monitor student data to evaluate the effectiveness of the
summer learning and enrichment programs implemented. Student
data include, but are not limited to, diagnostic data, student
attendance data, quantitative and qualitative student performance
data, and student feedback.
ii. How the evidence-based programs will specifically address the
disproportionate impact of COVID-19 on certain groups of students,
including each of the student groups listed in question A.3. i.--viii.
When possible, please indicate which data sources the SEA will use
to identify students most in need of summer learning and enrichment
programs; and
Student groups who were disproportionately impacted by COVID-19
will be prioritized for summer learning and enrichment programs
based on their needs as identified by student data and the multi-
tiered system of support. Student data include, but are not limited to,
diagnostic data, statewide assessment data, student attendance data,
quantitative and qualitative student performance data, and school
climate data. HIDOE will prioritize summer programs for students
who are academically behind, students in transition grades
(incoming kindergarten, elementary to middle, middle to high, and
high school to college or career), and students who are identified
with engagement challenges due to the pandemic.
Specialized student support programs will be offered to students as
appropriate. These summer programs target students with
disabilities, English learners, students experiencing homelessness,
and students struggling in the traditional classroom setting.
iii. The extent to which the SEA will use funds it reserves to identify
and engage 1) students who have missed the most in-person
instruction during the 2019-2020 and 2020-2021 school years; and
2) students who did not consistently participate in remote instruction
when offered during school building closures.
HIDOE will provide outreach to students who were chronically
absent during the 2020-2021 school year and their families. These
Hawaii State Plan 38
students are at greater risk of learning loss due to their lack of
participation in online learning and may need intensive student
supports to accelerate learning during the summer. HIDOE will
provide essential counseling services during the summer to help
students with social, emotional, and behavioral support as they
readjust to in-person learning on school campuses.
HIDOE recognizes that extended summer learning is not sufficient
for students who have lost significant instructional time due to
absenteeism; thus, learning loss mitigation for students who are
disengaged and behind grade level academically will require a multi-
year approach to address their academic, social, emotional, and
behavioral needs to ensure student success.
3. Evidence-Based Comprehensive Afterschool Programs: Describe how the SEA
will use the funds it reserves under section 2001(f)(3) of the ARP Act (totaling
not less than 1 percent of the State’s total allocation of ARP ESSER funds) for
evidence-based comprehensive afterschool programs (including, for example,
before-school programming), and ensure such programs respond to students’
academic, social, emotional, and mental health needs. The description must
include:
i. A description of the evidence-based programs (e.g., including
partnerships with community-based organizations) the SEA has
selected, and the extent to which the SEA will evaluate the impact of
those programs;
HIDOE will utilize no less than one (1) percent of the state’s total
allocation of ARP ESSER funds for comprehensive afterschool
programs. HIDOE currently partners with a network of out-of-
school-time service providers to provide afterschool programs
funded through various federal and state programs. ARP ESSER
funds will be used to continue, expand, or enhance these offerings
and establish new complex area- and school-based initiatives.
Afterschool programs will include community learning centers that
provide students with academic enrichment opportunities; programs
that partner with the host school to complement students’ regular
academic programs; and programs focused on enrichment, athletics,
culture, and health for middle school students.
HIDOE will create a tool to evaluate the effectiveness of the
afterschool programs in responding to students’ academic, social,
Hawaii State Plan 39
emotional, and mental health needs. Data will include, but will not
be limited to, diagnostic data, student attendance data, quantitative
and qualitative student performance data, and student feedback.
ii. How the evidence-based programs will specifically address the
disproportionate impact of COVID-19 on certain groups of students,
including each of the student groups listed in question A.3.i.-viii.
When possible, please indicate which data sources the SEA will use
to identify students most in need of comprehensive afterschool
programming; and
Student groups who were disproportionately impacted by COVID-19
will be prioritized for comprehensive afterschool programs based on
their needs as identified by student data and the multi-tiered system
of support. Student data include, but are not limited to, diagnostic
data, statewide assessment data, student attendance data, quantitative
and qualitative student performance data, and school climate data.
Currently, students with disabilities, English learners, economically
disadvantaged students, and students enrolled in our schools
identified for comprehensive support and improvement are
prioritized for afterschool programs funded by federal funds. The use
of ARP ESSER funds will allow HIDOE to prioritize all students
who need additional support.
iii. the extent to which the SEA will use funds it reserves to identify and
engage 1) students who have missed the most in-person instruction
during the 2019-2020 and 2020-2021 school years; and 2) students
who did not consistently participate in remote instruction when
offered during school building closures.
HIDOE will provide outreach to students who were chronically
absent during the 2020-2021 school year and their families. These
students are at greater risk of learning loss due to their lack of
participation in online learning and may need intensive student
supports to accelerate learning. Quality afterschool programs will
help to reengage students into the regular school program.
Funds reserved for comprehensive afterschool programs will be used
to continuously adapt programming for the most struggling students
Hawaii State Plan 40
as the extent of their support needs are revealed over the next school
year.
4. Emergency Needs: If the SEA plans to reserve funds for emergency needs under
section 2001(f)(4) of the ARP Act to address issues responding to the COVID-19
pandemic, describe the anticipated use of those funds, including the extent to
which these funds will build SEA and LEA capacity to ensure students’ and
staff’s health and safety; to meet students’ academic, social, emotional, and
mental health needs; and to use ARP ESSER funds to implement evidence-based
interventions.
HIDOE plans to address any emergency needs that may result from the COVID-
19 pandemic as an SEA-LEA. ESSER funds are currently being used to build
capacity to ensure the health and safety of students and employees; meet students’
academic, social, emotional, and mental health needs; and implement evidence-
based interventions to mitigate learning loss.
To identify the impact of the use of the ESSER funds and determine if the funds
used addressed students’ needs as intended, HIDOE plans to initiate a three-year
study beginning with the 2021-2022 school year. The proposed study will track
over a period of three years the progress of a cohort of incoming first graders,
whose kindergarten year was disrupted by the pandemic. The proposed study will
also track the incoming sixth graders as they progress through middle school. This
will allow HIDOE to assess the impact of the strategies and interventions
implemented on students’ academic, social, emotional, and behavioral
performance.
Hawaii State Plan 41
E. Supporting LEAs in Planning for and Meeting Students’ Needs
The Department recognizes that the safe return to in-person instruction must be accompanied
by a focus on meeting students’ academic, social, emotional, and mental health needs, and by
addressing the opportunity gaps that existed before – and were exacerbated by – the
pandemic. In this section, SEAs will describe how they will support their LEAs in
developing high-quality plans for LEAs’ use of ARP ESSER funds to achieve these
objectives.
1. LEA Plans for the Use of ARP ESSER Funds: Describe what the SEA will
require its LEAs to include in LEA plans consistent with the ARP ESSER
requirements for the use of ARP ESSER funds, how the SEA will require such
plans to be made available to the public, and the deadline by which the LEA must
submit its ARP ESSER plan (which must be a reasonable timeline and should be
within no later than 90 days after receiving its ARP ESSER allocation). The LEA
plans must include, at a minimum:
i. The extent to which and how the funds will be used to implement
prevention and mitigation strategies that are, to the greatest extent
practicable, in line with the most recent CDC guidance, in order to
continuously and safely operate schools for in-person learning;
ii. How the LEA will use the funds it reserves under section 2001(e)(1)
of the ARP Act (totaling not less than 20 percent of the LEA’s total
allocation of ARP ESSER funds) to address the academic impact of
lost instructional time through the implementation of evidence-based
interventions, such as summer learning or summer enrichment,
extended day, comprehensive afterschool programs, or extended
school year programs;
iii. How the LEA will spend its remaining ARP ESSER funds consistent
with section 2001(e)(2) of the ARP Act; and
iv. How the LEA will ensure that the interventions it implements,
including but not limited to the interventions under section
2001(e)(1) of the ARP Act to address the academic impact of lost
instructional time, will respond to the academic, social, emotional,
and mental health needs of all students, and particularly those
students disproportionately impacted by the COVID-19 pandemic,
including students from low-income families, students of color,
English learners, children with disabilities, students experiencing
homelessness, children and youth in foster care, and migratory
students.
As an SEA-LEA, HIDOE will fulfill the ARP ESSER requirements of both the
SEA and LEA. Thus, HIDOE will implement the mitigation strategies described
in section B.1.i and the interventions to mitigate learning loss described in section
D as the SEA and LEA.
Hawaii State Plan 42
Returning students to in-person instruction is a critical component of fulfilling
equity in education. In response to the ongoing pandemic, HIDOE has taken
unprecedented steps in ensuring the safety of all classrooms and campus facilities.
Requiring the use of masks, ensuring adequate spacing for students in classroom
settings, facilitating adequate ventilation, and providing access to necessary
cleaning and sanitizing supplies are the primary health and safety protocols
required of every school. Every effort will be made to ensure the circulation of
outside air where possible. If classrooms are not equipped with windows that
open, air purifiers will be installed and fans will be provided. Additionally,
sanitizing products such as hand sanitizer and disinfecting wipes and sprays will
also be available in all schools.
Addressing learning loss is an immediate concern for HIDOE and it is committed
to utilizing not less than 23 percent of its total ARP ESSER allocation to this
end. Data has shown that students have fallen behind in their academic progress
since transitioning to virtual learning environments over the past year. These
negative impacts on student achievement have disproportionately affected
students from low-income households, students experiencing homelessness,
English learners, and students with disabilities. Efforts have been made to return
most students to school campuses during the fourth quarter of the 2020-2021
school year and to leverage summer school as a tool to gain traction in
reestablishing connections for students to educators and in-person instruction. In
addition, professional development will be considered to address core academic
needs using evidence-based strategies, especially for the transition years.
HIDOE will provide high-dosage tutoring services with flexible scheduling to
help students obtain individualized assistance with tutoring options available
during the evenings and weekends to accommodate families. This initiative would
focus on students who are most vulnerable to being retained or dropping out of
school. The focus will be on complex areas and schools with higher
concentrations of students in need of targeted instruction and services to prevent
further disparities among the HIDOE’s student body.
Equally important to addressing learning loss is meeting students’ social,
emotional, and mental health needs. HIDOE is anticipating numerous physical,
mental, emotional, and social challenges that students will be struggling with
upon returning to campuses. As such, HIDOE is moving quickly to ensure the
provision of essential counseling services to help students with psychological and
behavioral support in readjusting to in-person instruction on school campuses.
Access to devices that will provide students the tools and resources needed to
facilitate success in school as well as enable students to participate in virtual
Hawaii State Plan 43
learning will remain a vital component in ensuring equity. HIDOE will continue
its efforts to distribute the necessary devices, such as tablets and laptops and
related equipment for internet connectivity, to students. HIDOE will also continue
to advocate for the expansion of broadband access to rural communities where
broadband availability is limited.
HIDOE plans to use ARP ESSER funds to promote and expand programs such as
Hawaiian education, performing arts, fine arts, music, computer science, STEM,
and project-based learning to reengage students. Special attention will be given to
reengaging middle school students, who had to adjust to a new mode of learning
while experiencing the cognitive and physical changes of adolescence. HIDOE
will increase opportunities for middle school students to engage in applied
learning opportunities and hands-on learning to increase rigor and relevance.
HIDOE will also provide support and resources for parents and guardians to help
them understand the changes their children are experiencing and acquire the skills
to help them support their children with their schooling.
Additional uses of ARP ESSER funds will include efforts to increase teacher
retention in shortage and hard-to-fill areas to ensure high-quality instruction in all
classrooms; refine virtual learning options in secondary education for students
who thrived with the online mode of instruction; expand access to kindergarten
readiness programs for students who are unable to attend preschool; and maintain
operations and the continuity of services by addressing the anticipated budget
shortfall that HIDOE will experience.
2. LEA Consultation: Describe how the SEA will, in planning for the use of ARP
ESSER funds, ensure that, consistent with the ARP ESSER requirements], its
LEAs engage in meaningful consultation with stakeholders, including, but not
limited to:
i. students;
ii. families;
iii. school and district administrators (including special education
administrators); and
iv. teachers, principals, school leaders, other educators, school staff, and
their unions.
The LEA must also engage in meaningful consultation with each of the following
to the extent present in or served by the LEA:
i. Tribes;
ii. civil rights organizations (including disability rights organizations);
and
iii. stakeholders representing the interests of children with disabilities,
English learners, children experiencing homelessness, children and
Hawaii State Plan 44
youth in foster care, migratory students, children who are
incarcerated, and other underserved students.
The description must also include how the SEA will ensure that LEAs provide the
public the opportunity to provide input in the development of the LEA’s plan for
the use of ARP ESSER funds and take such input into account.
Consultation efforts described in section C.1 applies to HIDOE as both the SEA
and LEA.
In June 2021, HIDOE administered a survey to school communities and interested
stakeholders requesting input on how it should utilize its allocation of federal
relief funds. HIDOE received 4,338 survey responses from students; parents and
family members; school administrators, teachers, and staff; complex area
personnel; state office personnel; public charter school commission personnel;
members of civil rights organizations, school communities, labor unions; and
representatives of business and industry and institutions of higher education
(Appendix F).
Respondents to the survey and various stakeholders indicate that the use of ARP
ESSER funds should focus on directly addressing student needs and reopening
school campuses safely. Recommendations include comprehensive afterschool
programs and extended learning opportunities, more highly qualified teachers to
reduce class size, and daily in-person instruction to meet student academic needs.
Stakeholders also recommend more counseling and behavioral and mental health
support at the school level to address student mental health needs. HIDOE has
incorporated these recommendations as strategies and interventions to address
students’ academic, social, emotional, and mental health needs.
3. Describe how the SEA will support and monitor its LEAs in using ARP ESSER
funds. The description must include:
i. How the SEA will support and monitor its LEAs’ implementation of
evidence-based interventions that respond to students’ academic,
social, emotional, and mental health needs, such as through summer
learning or summer enrichment, extended day, comprehensive
afterschool programs, or extended school year programs – including
the extent to which the SEA will collect evidence of the
effectiveness of interventions employed;
HIDOE will support schools and complex areas as they implement
evidence-based interventions to respond to students’ academic,
social, emotional, and mental health needs. The tri-level structure of
HIDOE enables for more comprehensive monitoring to identify
Hawaii State Plan 45
successes and challenges. Complex area and the Hawaii Public
Charter School Commission leadership and personnel provide
schools with targeted support and monitoring. State leadership and
state office personnel provide complex areas with the resources and
support needed for schools.
HIDOE will monitor student data at the school level to evaluate the
effectiveness of the strategies implemented to mitigate learning loss.
Student data will include, but will not be limited to, diagnostic data,
statewide assessment data, student attendance data, quantitative and
qualitative student performance data, and school climate data.
To ensure that the students most in need are prioritized for services,
statewide universal screener data across the complex areas will be
analyzed to identify the students who are two or more grade levels
behind. Priority will be given to students in middle school,
beginning with grade 8, to students in grade 5 who will be
transitioning to middle school.
Tri-level conversations regarding student achievement and student
access to innovative programs, accelerated coursework, and
academic engagement supports, including college and career
counseling, will identify the gaps in equitable access to high quality
educational opportunities and lead to the design of solutions to
increase such access. HIDOE will design metrics and create a data
collection and reporting process to monitor the supports provided to
disadvantaged students and their families to enable equitable access
to program offerings.
ii. How the SEA will support and monitor its LEAs in specifically
addressing the disproportionate impact of the COVID-19 pandemic
on certain groups of students, including each of the student groups
listed in question A.3.i.-viii; and
HIDOE will prioritize student groups who were disproportionately
impacted by COVID-19 for learning loss interventions and student
support based on their needs as identified by student data and the
multi-tiered system of support. Student data include, but are not
limited to, diagnostic data, statewide assessment data, student
attendance data, quantitative and qualitative student performance
Hawaii State Plan 46
data, and school climate data. Support will be provided through
HIDOE’s tri-level structure.
State and complex area leadership and the Hawaii Public Charter
School Commission will monitor student data at the school level to
evaluate the effectiveness of the strategies implemented to address
student needs.
iii. How the SEA will support and monitor its LEAs in using ARP
ESSER funds to identify, reengage, and support students most likely
to have experienced the impact of lost instructional time on student
learning, such as:
a. Students who have missed the most in-person instruction during
the 2019-2020 and 2020-2021 school years;
b. Students who did not consistently participate in remote
instruction when offered during school building closures; and
c. Students most at-risk of dropping out of school.
HIDOE will support schools and complex areas as they provide
outreach to students who were chronically absent during the 2020-
2021 school year, who struggled with virtual learning, and who are
at-risk of dropping out of school. These students are at greater risk of
learning loss due to their lack of participation in online learning and
will need intensive student supports to accelerate learning. HIDOE
will provide essential counseling services to help students with
social, emotional, and behavioral support as they readjust to in-
person learning on school campuses.
State and complex area leadership and the Hawaii Public Charter
School Commission will monitor student data at the school level to
evaluate the effectiveness of the strategies implemented to address
student needs.
Hawaii State Plan 47
4. Describe the extent to which the SEA will support its LEAs in implementing
additional strategies for taking educational equity into account in expending ARP
ESSER funds, including but not limited to:
i. Allocating funding both to schools and for districtwide activities
based on student need, and
ii. Implementing an equitable and inclusive return to in-person
instruction. An inclusive return to in-person instruction includes, but
is not limited to, establishing policies and practices that avoid the
over-use of exclusionary discipline measures (including in- and out-
of-school suspensions) and creating a positive and supportive
learning environment for all students.
Educational equity is a fundamental principle upon which both the BOE and
HIDOE render policy and funding decisions. HIDOE has prioritized equity as an
area of focus and as a promise to students, ensuring students will experience
strong relationships and supports that mitigate disempowering differences to
enable them to thrive academically, socially, and civically. ARP ESSER funds
will be allocated across the state’s K-12 public education system based on student
need. Returning all students to in-person instruction is a critical component to
reengaging students in learning environments that are most conducive to ensuring
student success. Reestablishing in-person instruction ensures the most equitable
delivery of educational services to students and HIDOE is fully committed to
taking the necessary steps to return students to school campuses and into
classrooms with their teachers. This includes creating a positive and supportive
learning environment, which is vital in reengaging students and facilitating
student success.
HIDOE has established an alternative learning program to provide supportive and
nurturing environments for students who have experienced challenges in a
traditional school setting to help students overcome their challenges and rise
above adversity to succeed. Extensive supports and services are provided to
reengage students in learning and to help them develop appropriate behaviors and
social-emotional competencies. HIDOE will also focus on encouraging parent
engagement, an essential part of the program and critical to student success.
HIDOE will use ARP ESSER funds to address the academic, social, emotional,
behavioral, and mental health needs of students across the state to provide
students with the support and skills they need to be successful in school. Student
data, including student discipline and suspension data, are monitored to evaluate
and refine the strategies and interventions implemented.
Hawaii State Plan 48
F. Supporting the Educator Workforce
The Department recognizes the toll that the COVID-19 pandemic has taken on the Nation’s
educators as well as students. In this section, SEAs will describe strategies for supporting and
stabilizing the educator workforce and for making staffing decisions that will support
students’ academic, social, emotional, and mental health needs.
1. Supporting and Stabilizing the Educator Workforce:
i. Describe the extent to which the State is facing shortages of
educators, education administration personnel, and other school
personnel involved in safely reopening schools, and the extent to
which they vary by region/type of school district and/or groups of
educators (e.g., special educators and related services personnel and
paraprofessionals; bilingual or English as a second language
educators; science, technology, engineering, and math (“STEM”)
educators; career and technical education (“CTE”) educators; early
childhood educators). Cite specific data on shortages and needs
where available.
Complete the table below, changing or adding additional rows as
needed, or provide a narrative description.
HIDOE has always realized that having a qualified and effective
teacher workforce positively affects student learning outcomes. The
percentage of teacher positions filled by a teacher who completed a
state-approved teacher education program have remained steady at
or near 93 percent over the past five years. The percentage of teacher
positions in special education filled by a teacher who completed a
state-approved teacher education program increased from 86 percent
to 90 percent. This may be attributed to the salary differential
qualified special education teachers received for teaching special
education classes during the 2020-2021 school year.
HIDOE is experiencing extreme shortages of bilingual and English
as a second language educators, which have been exacerbated by the
pandemic. Of the fifteen complex areas, seven do not currently have
bilingual support personnel. There are only two full-time bilingual
support staff within our complex areas with the remaining complex
areas staffed with part-time bilingual support. Many English as a
second language educators at the school level are casual employees
and not full-time staff.
HIDOE has also experienced challenges in hiring and retaining
nurses on two islands. To ensure schools have access to healthcare-
Hawaii State Plan 49
related consultation, coverage is provided by nurses absorbing the
additional responsibilities.
ii. Describe how the SEA will assist its LEAs in identifying the most
urgent areas of shortages or potential shortages, with particular plans
for individual LEAs facing the most significant needs (e.g., by
avoiding layoffs, providing high-quality professional learning
opportunities, and addressing the impact of stress or trauma on
educators). Include a description of how other Federal COVID-19
funding (e.g., ESSER and GEER funds under the CARES Act and
CRRSA Act) have already been used to avoid layoffs during the
COVID-19 pandemic.
As an SEA-LEA, personnel management is handled at the state
level. Thus, HIDOE assists state offices, complex areas, and schools
in addressing shortage areas. HIDOE also provides staff with
counseling services as needed and professional development to
increase retention and ensure employee needs are met.
To specifically address the shortage of English as a second language
educators, HIDOE will offer licensure pathways free of charge to
teachers.
The use of federal coronavirus relief funds to avoid furloughs and
layoffs during the COVID-19 pandemic was not necessary.
However, federal coronavirus relief funds may be used in lieu of
general funds to temporarily fund positions that were unfunded at the
conclusion of the 2021 legislative session to ensure continuity of
services to our schools, complex areas, and school communities.
iii. Describe the actions the SEA will take to fill anticipated gaps in
certified teachers for the start of the 2021-2022 school year and to
what extent the SEA will further support its LEAs in expanding the
educator pipeline and educator diversity while addressing the
immediate needs of students disproportionately impacted by the
pandemic (e.g., recruiting teaching candidates to provide high-
dosage tutoring or implementing residencies for teacher candidates).
HIDOE has placed a priority on monitoring potential teacher
shortages and retention annually. Current Hawaii-based teacher
education programs have partnered with schools to provide teacher
Hawaii State Plan 50
candidates with practicum experience. However, they are not
attracting or graduating enough teachers to alleviate the gaps in
certified teachers. The Teacher Education Coordinating Committee,
established by the Hawaii State Legislature to foster open
communication with HIDOE and state-approved teacher education
programs, has created a five-year strategic plan to attract candidates
to the field of education.
To address the gaps in certified teachers, one key component is to
retain veteran teachers who are effective in the classroom and
encourage these teachers to teach in hard-to-staff schools. HIDOE
has offered salary differentials to qualified teachers in hard-to-staff
schools, special education, and the Hawaiian language immersion
program to increase retention and attract teachers to the schools and
programs with such gaps.
HIDOE supports teacher candidates in obtaining certification to
serve as a substitute teacher to address substitute teacher shortages.
Additionally, HIDOE recruits teacher candidates to provide tutoring
and academic coaching to meet the needs of students.
2. Staffing to Support Student Needs: Describe the extent to which the SEA has
developed or will develop strategies and will support its LEAs in increasing
student access to key support staff within school buildings, including school
counselors, special education personnel, nurses, social workers, and psychologists
(e.g. hiring additional personnel or freeing up these staff to focus on providing
services to students).
HIDOE will ensure the provision of essential counseling services to help students
with psychological and behavioral support in readjusting to in-person instruction
on school campuses. As part of the effort to prioritize and address the social,
emotional, behavioral, and mental health needs of students, HIDOE will provide
funding for school counselors and social workers to expand much-needed services
to students during Summer 2021 and Summer 2022.
HIDOE will ensure counseling programs align with the American School
Counselor Association national model framework, which promotes a data-driven
comprehensive school counseling program that addresses student academic,
behavioral, social and emotional needs to maximize student achievement. HIDOE
proposes to provide educational specialists to the complex areas to support school
counseling. The educational specialists will work with school staff to improve the
Hawaii State Plan 51
academic achievement of students through promoting social emotional learning,
trauma-informed practices, mental health supports, safe and supportive school
climates, and positive student-teacher relationships. Educational specialists will
also provide schools with support in truancy diversion and dropout prevention.
HIDOE homeless liaisons will continue to support students in unstable housing
with appropriate wraparound services to increase attendance, including
partnerships with contracted case manager providers. HIDOE currently has 24
homeless liaisons deployed across the state to ensure students experiencing
homelessness not only have the requisite resources and tools to participate in
educational activities but also have their basic needs met. During the closure of
school facilities, the homeless liaisons delivered school assignments, food, and
supplies to students. Liaisons at complex areas will continue to provide schools
support in addressing student needs.
HIDOE proposes to dedicate positions to facilitate equitable access to social and
emotional support for students in foster care. These positions will ensure the
educational stability of students in foster care by monitoring student progress,
identifying needed support, providing professional development for school staff to
increase capacity for support, and connecting community resources.
Additional school nurse positions to address the COVID-19 impact on students in
each complex area as well as the Hawaii Keiki Health Hotline and telehealth
service will continue to be available during the 2021-2022 school year to address
COVID-19 and other student health concerns.
Hawaii State Plan 52
G. Monitoring and Measuring Progress
The Department recognizes that transparency on how ARP ESSER funds are used and their
impact on the Nation’s education system is a fundamental responsibility of Federal, State,
and local government. In this section, SEAs will describe how they are building capacity at
the SEA and LEA levels to ensure high-quality data collection and reporting and to safeguard
funds for their intended purposes.
1. Capacity for Data Collection and Reporting: It is important for an SEA to
continuously monitor progress and make adjustments to its strategies, as well as
to support its LEAs in making adjustments to LEA strategies, based on impact.
Describe how the SEA will ensure its capacity and the capacity of its LEAs to
collect data on reporting requirements, including but not limited to the examples
of reporting requirements described in the SEA’s Grant Award Notification (listed
in Appendix B). Describe the SEA’s capacity and strategy to collect data from its
LEAs (disaggregated by student group, where applicable), to the greatest extent
practicable, including any steps the SEA will take to build its capacity in the
future (which may include the use of ARP ESSER and other Federal COVID-19
pandemic funds at the SEA and LEA levels), on issues that may include the
following:
i. Student learning, including the academic impact of lost instructional
time during the COVID-19 pandemic;
ii. Opportunity to learn measures (e.g., chronic absenteeism; student
engagement; use of exclusionary discipline; access to and
participation in advanced coursework; access to technology,
including educator access to professional development on the
effective use of technology; access to high-quality educators; access
to school counselors, social workers, nurses, and school
psychologists; and results from student, parent, and/or educator
surveys);
iii. Fiscal data that is comparable across the State (e.g., per-pupil
expenditures at the LEA and school levels);
iv. Jobs created and retained (by position type);
v. Participation in programs funded by ARP ESSER resources (e.g.,
summer and afterschool programs); and
vi. Other reporting requirements reasonably required by the Secretary
(please refer to Appendix B of this template; final requirements will
be issued separately).
As an SEA-LEA, HIDOE data reporting in centralized at the state level. Data are
reported through reports and dashboards on the public website 19, the
Accountability Resource Center Hawaii 20, and the internal longitudinal data
19
https://www.hawaiipublicschools.org/Pages/Home.aspx
20
http://arch.k12.hi.us/
Hawaii State Plan 53
system. Access to data allows for the monitoring of progress and informed
decision-making.
HIDOE, at the request of the BOE, currently provides reports on the following:
Each school’s mode of instruction 21; the use of federal coronavirus relief funds 22;
and the status of measures taken to promote health and safety on school
campuses, the impact of COVID-19 on student learning, access to devices and
connectivity, and student withdrawals 23.
As part of the state and federal school accountability system, HIDOE currently
provides data on chronic absenteeism, the use of exclusionary discipline,
participation in advanced coursework, access to high-quality educators, per-pupil
expenditures, and results from student, parent, and educator surveys. 24
To assess the academic impact of the pandemic, HIDOE uses multiple data
sources. Annual statewide assessment data will be used to assess the status and
growth (using student growth percentiles) of students. Annual statewide
assessments for mathematics and language arts were administered in Spring 2021.
HIDOE proposes to establish pre-pandemic student growth percentile baseline
growth norms to evaluate student growth from 2019 to 2021. The observed
differences from the pre-pandemic growth will provide an indication of the extent
that growth, and thus achievement, was impacted statewide and within schools
and student subgroups.
Historically, growth gaps have existed between student subgroups. To examine
the differential effects of the pandemic across the student subgroups, HIDOE will
compare performance gaps between pre-pandemic, pandemic, and post-pandemic
results.
In addition to pre-pandemic, pandemic, and future post-pandemic comparisons
with academic achievement and progress, HIDOE plans to conduct additional
analyses using supplemental items added to its annual statewide assessments.
These will include differences in achievement and growth based on a student’s
primary learning modality this school year as well as a number of self-
performance appraisal items. Individual identifiers will allow for subgroup
analysis as well.
21
https://www.hawaiipublicschools.org/ConnectWithUs/MediaRoom/PressReleases/Pages/School-Reopening-
Framework---School-Design.aspx
22
https://www.hawaiipublicschools.org/ConnectWithUs/Organization/Budget/Pages/CARES-spending-reports.aspx
23
https://www.hawaiipublicschools.org/ConnectWithUs/MediaRoom/PressReleases/Pages/Return-to-Learn---
Metrics.aspx
24
https://www.hawaiipublicschools.org/VisionForSuccess/AdvancingEducation/StriveHIPerformanceSystem/Pages/
home.aspx; arch.k12.hi.us
Hawaii State Plan 54
Currently, HIDOE collaborates with its technical advisory committee, the Council
of Chief State School Officers, and the Center for Assessment to refine its
proposed analyses, identify other potential analyses, and examine the collection of
new data to better inform the pandemic’s impact on achievement in 2022 and
beyond.
HIDOE also has the capacity to report on the jobs created and retained by position
type and student participation in programs funded by ARP ESSER funds to
monitor the use of funds and its effectiveness.
2. Monitoring and Internal Controls: Describe how the SEA will implement
appropriate fiscal monitoring of and internal controls for the ARP ESSER funds
(e.g., by updating the SEA’s plan for monitoring funds and internal controls under
the CARES and CRRSA Acts; addressing potential sources of waste, fraud, and
abuse; conducting random audits; or other tools). In this response, please describe
the SEA’s current capacity to monitor ARP ESSER; steps, if needed, to increase
capacity; and any foreseeable gaps in capacity, including how the SEA will
provide its LEAs with technical assistance in the anticipated areas of greatest
need.
HIDOE’s fiscal monitoring and internal controls are centralized at the state level.
The Office of Fiscal Services will provide state offices, complex areas, and
schools with technical assistance as needed.
The following outlines current fiscal controls:
• HIDOE records the receipt of federal awards in a grant award notice
database and alerts the Budget Branch of the Office of Fiscal Services of
the availability of federal funds.
• The Budget Branch then coordinates with the State of Hawaii Department
of Budget and Finance to ensure accounts are set up within the state’s
Financial Management System to make and record payments against the
grant. Each of the three ESSER awards are established in separate
accounts.
• The Budget Branch then records the total available award in its Budget
System to ensure that the level of allocations made against the award do
not exceed the award, or if allocations are made in excess of the award,
that the over allocation is done intentionally.
• All allocations of grant funds are made with the approval of the
Superintendent or directly by the BOE.
Hawaii State Plan 55
• Once approval is obtained and recorded, a distribution of funds
(allocation) is made through a program account for which a designated
program manager documents the purpose of the use of funds and the
distribution of funds to schools and offices. This information is routed for
approval by an appropriate Assistant Superintendent and reviewed by
Budget Branch staff prior to being issued on an allocation document that is
posted to an on-line system.
• HIDOE’s budget system is loaded up with the funds to the various schools
and/or offices based on the allocation documents.
• Receiving schools and offices are to review the relevant allocation
document to know what the funds are to be used for and then must move
the allocated funds into an expenditure plan in HIDOE’s financial
management system prior to making any expenditures against them. Once
placed into an expenditure plan, these funds are considered as “allotment,”
which the system then allows for expenditures to be made against the
allotment balance.
• There is an administrator at each school and office which oversees the
placement of allocations into the financial management system and
ensures alignment with allowable uses of funds.
• Schools and offices then expend against the available funds. There is
oversight and monitoring provided by Complex Area Superintendents and
Complex Area Business Managers for schools and complex areas and
Assistant Superintendents for state offices.
• Payments for payroll and non-payroll expenses are processed through a
central office within the Operations Branch of the Office of Fiscal
Services.
• Payments are processed with required documentation and audits are
conducted.
• HIDOE has an internal auditor that reviews HIDOE’s fiscal controls for
weaknesses and performs audits based on an annual risk assessment that is
shared with the BOE.
Hawaii State Plan 56
Appendix A: School Operating Status and Instructional Mode Data Template
Table 1
In the most recent time period available, how many schools in your State offered each mode of
instruction or learning model described below? Each row should account for all schools in your
State, so that, for each row, the sum of the numbers in the “offered to all students,” “offered to
some students,” and “not offered” columns is equal to the number in the “all schools” column.
The following data represents Quarter 4 of the 2020-2021 school year.
All schools Offered Offered
Not
Number of schools to all to some
Elementary Middle High Multilevel offered
students students
Remote or online only 0 1 0 0 1
School buildings open
with both remote/online
101 39 33 40 210 3
and in-person
instruction (hybrid)
School buildings open
with full-time in-person 71 1 1 7 80
instruction
Source: HIDOE School Year 2020-2021 Quarter 4 School Models
https://www.hawaiipublicschools.org/ConnectWithUs/MediaRoom/PressReleases/Pages/School-
Reopening-Framework---School-Design.aspx
To the extent data are available, please complete the above table for 1) all schools in the State,
and 2) separately for each instructional level (e.g., pre-kindergarten/elementary schools, middle
schools, high schools).
Hawaii State Plan 57
Table 2
In the most recent time period available, what was the enrollment and mode of instruction for the
schools in your State?
The following data represents Quarter 3 of the 2020-2021 school year.
High-Risk Attendance Non-High Risk Attendance
In- Full In- Full
Student group TOTAL
Person
Hybrid
Distance Person
Hybrid
Distance
Students from low-income
86,718 4,535 15,866 5,544 7,744 34,917 18,112
families
Students from each racial or ethnic
background used by the State for
reporting purposes – please add a
row for each racial or ethnic group
(e.g., identifying disparities and
focusing on underserved student
groups by race/ethnicity)
Asian (excluding Filipino) 25,256 282 1,067 446 3,824 13,467 6,170
Black 4,160 104 467 146 347 2,207 889
Filipino 38,391 595 3,199 1,144 2,651 20,561 10,241
Hispanic 3,691 113 581 206 236 1,827 728
Native Hawaiian 36,346 1,661 6,947 2,695 2,864 14,042 8,137
Pacific Islander 17,682 1,776 4,760 1,320 1,543 5,353 2,930
White 31,250 787 3,163 1,045 3,448 17,363 5,434
Students by gender – please add a
row for each gender (e.g.,
identifying disparities and
focusing on underserved student
groups by gender)
Female 76,345 2,186 9,222 3,446 6,667 36,939 17,885
Male 82,835 3,218 11,250 3,682 8,488 39,089 17,108
English learners 2,815
16,467 1,429 3,074 825 2,390 5,934
Children with disabilities 16,566 1,707 2,617 789 3,430 5,577 2,446
Students experiencing
2,857 378 812 278 276 698 415
homelessness
Children and youth in foster care
Migratory students 2,146 72 532 184 35 814 509
Source: Quarter 3 HIDOE Return to Learn (as of March 31, 2021)
https://www.hawaiipublicschools.org/ConnectWithUs/MediaRoom/PressReleases/Pages/school-year-2020-
21.aspx
Note: Enrollment counts may appear to be lower than the official enrollment count and special education child
count due to 1) BOE metrics exclude charter schools and 2) not all students have an identified learning
model in Infinite Campus.
Hawaii State Plan 58
Appendix B: Reporting Language Included in the Grant Award Notification (“GAN”)
As described in the Grant Award Notification (“GAN”), the SEA will comply with, and ensure
that its LEAs comply with, all reporting requirements at such time and in such manner and
containing such information as the Secretary may reasonably require, including on matters such
as:
• How the State is developing strategies and implementing public health protocols
including, to the greatest extent practicable, policies and plans in line with the CDC
guidance related to mitigating COVID-19 in schools;
• Overall plans and policies related to State support for return to in-person instruction and
maximizing in-person instruction time, including how funds will support a return to and
maximize in-person instruction time, and advance equity and inclusivity in participation
in in-person instruction;
• Data on each school’s mode of instruction (fully in-person, hybrid, and fully remote) and
conditions;
• SEA and LEA uses of funds to meet students’ social, emotional, and academic needs,
including through summer enrichment programming and other evidence-based
interventions, and how they advance equity for underserved students;
• SEA and LEA uses of funds to sustain and support access to early childhood education
programs;
• Impacts and outcomes (disaggregated by student subgroup) through use of ARP ESSER
funding (e.g., quantitative and qualitative results of ARP ESSER funding, including on
personnel, student learning, and budgeting at the school and district level);
• Student data (disaggregated by student subgroup) related to how the COVID-19
pandemic has affected instruction and learning;
• Requirements under the Federal Financial Accountability Transparency Act (“FFATA”);
and
• Additional reporting requirements as may be necessary to ensure accountability and
transparency of ARP ESSER funds.
Hawaii State Plan 59
Appendix C: Assurances
By signing this document, the SEA assures all of the following:
• The SEA will conduct all its operations so that no person shall be excluded from
participation in, be denied the benefits of, or be subject to discrimination under the ARP
ESSER program or activity based on race, color, national origin, which includes a
person’s limited English proficiency or English learner status and a person’s actual or
perceived shared ancestry or ethnic characteristics; sex; age; or disability. These non-
discrimination obligations arise under Federal civil rights laws, including but not limited
to Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments Act of
1972, section 504 of the Rehabilitation Act of 1973, and the Age Discrimination Act of
1975. In addition, the SEA must comply with all regulations, guidelines, and standards
issued by the Department under any of these statutes;
• The SEA will comply with all ARP Act and other ARP ESSER requirements and all
requirements of its Grant Award Notification, including but not limited to:
o Complying with the maintenance of effort provision in section 2004(a)(1) of the
ARP Act, absent a waiver by the Secretary pursuant to section 2004(a)(2) of the
ARP Act; and
o Complying with the maintenance of equity provisions in section 2004(b) of the
ARP Act, and ensuring its LEAs comply with the maintenance of equity provision
in section 2004(c) of the ARP Act (please note that the Department will provide
additional guidance on maintenance of equity shortly);
• The SEA will allocate ARP ESSER funds to LEAs in an expedited and timely manner
and, to the extent practicable, not later than 60 days after the SEA receives ARP ESSER
funds (i.e., 60 days from the date the SEA receives each portion of its ARP ESSER
funds). An SEA that is not able to allocate such funds within 60 days because it is not
practicable (e.g., because of pre-existing State board approval requirements) will provide
an explanation to the Department within 30 days of receiving each portion of its ARP
ESSER funds (submitted via email to your Program Officer at [State].OESE@ed.gov
(e.g., Alabama.OESE@ed.gov)), including a description of specific actions the SEA is
taking to provide ARP ESSER funds to LEAs in an expedited and timely manner and the
SEA’s expected timeline for doing so;
• The SEA will implement evidence-based interventions as required under section 2001(f)
of the ARP Act and ensure its LEAs implement evidence-based interventions, as required
by section 2001(e)(1) of the ARP Act;
• The SEA will address the disproportionate impact of the COVID-19 pandemic on
underserved students (i.e., students from low-income families, students from racial or
ethnic groups (e.g., identifying disparities and focusing on underserved student groups by
race or ethnicity), gender (e.g., identifying disparities and focusing on underserved
student groups by gender), English learners, children with disabilities, students
experiencing homelessness, children and youth in foster care, and migratory students), as
required under section 2001(f) of the ARP Act, and ensure its LEAs address the
disproportionate impact of the COVID-19 pandemic on underserved students (i.e.,
students from low-income families, students from racial or ethnic groups, gender, English
learners, children with disabilities, students experiencing homelessness, children and
Hawaii State Plan 60
youth in foster care, and migratory students), as required by section 2001(e)(1) of the
ARP Act; and
• The SEA will provide to the Department: (1) the URL(s) where the public can readily
find data on school operating status and (2) the URL(s) for the SEA and/or LEA websites
where the public can find the LEA plans for a) the safe return to in-person instruction and
continuity of services required under section 2001(i) of the ARP Act, and b) use of ARP
ESSER funds. SEAs should consider ensuring a standardized URL format in all cases
(e.g., xxx.gov/COVIDplan).
Hawaii State Plan 61
Appendix D
OMB Control No. 1894-0005 (Exp. 06/30/2023)
NOTICE TO ALL APPLICANTS
The purpose of this enclosure is to inform you its application a description of the steps the
about a new provision in the Department of applicant proposes to take to ensure equitable
Educations General Education Provisions access to, and participation in, its Federally-
Act ("GEPA") that applies to applicants for assisted program for students, teachers, and
new grant awards under Department other program beneficiaries with special
programs. This provision is Section 427 of needs. This provision allows applicants
GEPA, enacted as part of the Improving discretion in developing the required
America's Schools Act of 1994 (Public Law description. The statute highlights six types
(P.L.) 103-382). of barriers that can impede equitable access
or participation: gender, race, national origin,
To Whom Does This Provision Apply? color, disability, or age. Based on local
circumstances, you should determine
Section 427 of GEPA affects applicants for
whether these or other barriers may prevent
new grant awards under this program. ALL
your students, teachers, etc. from such access
APPLICANTS FOR NEW AWARDS
to, or participation in, the Federally-funded
MUST INCLUDE INFORMATION IN
project or activity. The description in your
THEIR APPLICATIONS TO ADDRESS
application of steps to be taken to overcome
THIS NEW PROVISION IN ORDER TO
these barriers need not be lengthy; you may
RECEIVE FUNDING UNDER THIS
provide a clear and succinct description of
PROGRAM.
how you plan to address those barriers that
(If this program is a State-formula grant are applicable to your circumstances. In
program, a State needs to provide this addition, the information may be provided in
description only for projects or activities that a single narrative, or, if appropriate, may be
it carries out with funds reserved for State- discussed in connection with related topics in
level uses. In addition, local school districts the application.
or other eligible applicants that apply to the
Section 427 is not intended to duplicate the
State for funding need to provide this
requirements of civil rights statutes, but
description in their applications to the State
rather to ensure that, in designing their
for funding. The State would be responsible
projects, applicants for Federal funds address
for ensuring that the school district or other
equity concerns that may affect the ability of
local entity has submitted a sufficient section
certain potential beneficiaries to fully
427 statement as described below.)
participate in the project and to achieve high
What Does This Provision Require? standards. Consistent with program
requirements and its approved application, an
Section 427 requires each applicant for funds applicant may use the Federal funds awarded
(other than an individual person) to include in to it to eliminate barriers it identifies.
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What are Examples of How an Applicant (3) An applicant that proposes to carry
Might Satisfy the Requirement of This out a model science program for
Provision? secondary students and is concerned that
girls may be less likely than boys to enroll
The following examples may help illustrate in the course, might indicate how it
how an applicant may comply with Section intends to conduct "outreach" efforts to
427. girls, to encourage their enrollment.
(1) An applicant that proposes to carry (4) An applicant that proposes a project to
out an adult literacy project serving, increase school safety might describe the
among others, adults with limited English special efforts it will take to address
proficiency, might describe in its concerns of lesbian, gay, bisexual, and
application how it intends to distribute a transgender students, and efforts to reach
brochure about the proposed project to out to and involve the families of LGBT
such potential participants in their native students.
language.
We recognize that many applicants may
(2) An applicant that proposes to develop already be implementing effective steps to
instructional materials for classroom use ensure equity of access and participation in
might describe how it will make the their grant programs, and we appreciate your
materials available on audio tape or in cooperation in responding to the
braille for students who are blind. requirements of this provision.
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Estimated Burden Statement for GEPA Requirements
According to the Paperwork Reduction Act of 1995, no persons are required to respond to a
collection of information unless such collection displays a valid OMB control number. Public
reporting burden for this collection of information is estimated to average 3 hours per
response, including time for reviewing instructions, searching existing data sources,
gathering and maintaining the data needed, and completing and reviewing the collection of
information. The obligation to respond to this collection is required to obtain or retain
benefit (Public Law 103-382). Send comments regarding the burden estimate or any other
aspect of this collection of information, including suggestions for reducing this burden, to the
U.S. Department of Education, 400 Maryland Ave., SW, Washington, DC 20210-4537 or
email ICDocketMgr@ed.gov and reference the OMB Control Number 1894-0005.
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Appendix E: General Education Provisions Act (GEPA)
The Hawaii State Department of Education (HIDOE) adheres to Section 427 of the General
Education Provisions Act (GEPA) and will take the steps necessary to ensure equitable
access to and participation in the included programs for students, teachers and other
program beneficiaries with special needs for federally funded programs.
Under Hawaii State Board of Education Policy 305-10, a student shall not be excluded
from participating in, be denied the benefits of, or otherwise be subjected to harassment,
bullying, or discrimination under any program, services, or activity of HIDOE because of
their race, color, national origin, sex, physical or mental disability, and/or religion.
Examples of steps HIDOE is taking to meet GEPA Section 427 requirements include:
• printing materials in multiple languages;
• offering multilingual services for participants and others as needed and appropriate;
• conducting outreach efforts and target marketing to those not likely to participate; and
• transportation assistance, on an as needed basis, to qualified students who face a
barrier to participation in school activities due to lack of transportation.
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Appendix F: Public Input Survey Results
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