The HI DOE letter to the Board recommending adoption of the 2030 Promise Plan.

Click that headline for the PDF document which includes the actual final 2030 Promise Plan– so you can open, download, print, as you wish.

We hope you will read the 2030 Promise Plan, the DOE memo, and the HawaiiKidsCan questions! Click here to email us your thoughts or questions!

Our partner, HE‘E, reports on the February 20th board meeting:

The DOE’s 2030 Promise Plan was introduced at the February 20, 2020 BOE General Business Meeting (GBM). There was an action to approve the plan, but the action was deferred as BOE members wanted further discussion. HE`E, therefore, has an opportunity to comment on the plan. Please see the link to the February 20, 2020 BOE Memo regarding the 2030 Promise Plan here. HE`E member HawaiiKidsCAN submitted compelling testimony at the GBM, which included questions on educational equity that HE`E has been asking for some time. Please see HawaiiKidsCAN testimony here.  We hope to support and refine this testimony for the next opportunity to provide comment to the BOE.

HawaiiKidsCan Executive Director David Miyashiro’s Testimony Included these Six Questions:

We think these are important questions which also came up in our discussions of the 2030 Promise Plan with our members and partners.

  1. What is the role and capacity of the Promise Ambassadors referenced in Superintendent Kishimoto’s memo to the BOE? How much additional funding is needed to ensure these ambassadors are able to provide robust support to schools?
  2. How will the DOE ensure transparency, equity, and urgency around complex area strategic implementation plans? Will these documents be widely available to parents and the public?
  3. What are the DOE’s deeper reflections on the 2017-2020 Strategic Plan and why many key targets have not been reached, including chronic absenteeism, the achievement gap, and foundational academic proficiency? This reflection feels highly valuable and informative as we move ahead.
  4. What is being done to ensure that the most high-need students, such as those who receive Special Education services, are English Learners, are enrolled in Kaiapuni schools, or are living in poverty, are being addressed?
  5. Why does the plan not set explicit goals around subgroup data for all performance measures? For example, it would be informative to set specific goals around disadvantaged student performance on the College Access indicator.
  6. How will the DOE highlight and elevate the practices of schools performing at a high level, especially those schools with high numbers of student subgroups that traditionally struggle in our school system?