fy 2021 supplemental budget operating budget adjustment request … forms/budget/consolidated form...

35913/6334

A. Personal ServicesA1. Other Personal ServicesB. Other Current ExpensesC. EquipmentL. Current Lease PaymentM. Motor Vehicles

TOTAL REQUEST

Program ID / Org Code: EDN400 / MD Request Category:

Program Title: FOOD SERVICES i. Trade-Off_Transfer (+)

FORM ADate Prepared/Revised: 10/7/2019

FY 2021 Supplemental BudgetOperating Budget Adjustment Request

Department of Education

Department Priority: FA-1

iv. Fixed Cost/EntitlementI. Title of Request INCREASE FEDERAL FUND CEILING TO ACCOMMODATE

ADDITIONAL FUNDING FOR FRINGE BENEFITSix. Second Year Funding

Department Contact: Akana, Ronald ii. Trade-Off/Transfer (-)Phone: 784-6023 iii. Conversion of Unbudgeted Positions

($ thous) ($ thous)

Description of Request: Increase federal fund ceiling to accommodate additional funding needed for fringe benefits.

v. Federal Fund Adjustment Req X

vi. Governor’s Initiatives

vii. Health, Safety, Court Mandates

viii. Full Year Funding for New Positions

x. Other

xi. N/A

N 0.000 0.000 0 0.000 0.000 0

II. Operating Cost Summary

FY20 FY21 FY22 FY23 FY24 FY25MOF FTE (P) FTE (T) ($) FTE (P) FTE (T) ($) ($ thous) ($ thous)

0 0 0 0N 0.000 0.000 0 0.000 0.000N 0.000 0.000 0 0.000 0.000 0

0 0 0 01,000,000 1,000 1,000 1,000 1,000

N 0.000 0.000 0 0.000N 0.000 0.000 0 0.000

0.000 0 0 0 0 00 0 0 0 00.000

N 0.000 0.000 0 0.000N 0.000 0.000 0 0.000

0.000 1,000,000 1,000 1,000 1,000 1,0000 0 0 0 00.000

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III. Operating Cost Details

FY20 FY21 FY22 FY23 FY24 FY25

FTE (T) ($) ($ thous) ($ thous) ($ thous) ($ thous)MOF FTE (P) FTE (T) ($) FTE (P)

A1. Other Personal Services0.000 1,000,000 1,000 1,000 1,000 1,000FRINGE BENEFITS (2702) N 0.000 0.000 0 0.000

0.000 1,000,000 1,000 1,000 1,000 1,000SUBTOTAL N 0.000 0.000 0 0.000

IV. Justification of Request Request increase in covering fringe benefit cost. Fringe benefit increase by four (4) percent from FY 18 to 19 with no increase in FY 20 to help offset these increase.

V. Relationship of the Request to State Plan or Functional Plan

VI. Information Systems and Technology

0.000 1,000,000 1,000 1,000 1,000 1,000TOTAL REQUEST N 0.000 0.000 0 0.000

X. Required Legislation

XI. Other Comments

VII. Impact on Other Programs/Agencies

VIII. Impact on Facility Requirements

VI. External Conformance Requirements

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EDN400 / MD ATTACHMENT FOR REQUEST Date Prepared/Revised: Oct. 7, 201935913/6334 Department Priority: FA-1



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42100/6270


TOTAL REQUEST

Program ID / Org Code: EDN100 / AA Request Category:

Program Title: WEIGHTED STUDENT FORMULA i. Trade-Off_Transfer (+)




Department Priority: 1.01

iv. Fixed Cost/EntitlementI. Title of Request REQUEST FOR ADDT'L WSF FUNDS FOR ELL ix. Second Year Funding

Department Contact: Kubota, Stanley ii. Trade-Off/Transfer (-)Phone: 784-6027 iii. Conversion of Unbudgeted Positions

($ thous) ($ thous)

Description of Request: Requesting additional funds to support ELL by increasing the weights for these students through Weighted Student Formula (WSF), per Committee On Weights (COW) X and COW XI recommendation.

v. Federal Fund Adjustment Req




x. Other X

xi. N/A

A 0.000 0.000 0 0.000 0.000 10,000,000



0 0 0 0A 0.000 0.000 0 0.000 0.000A 0.000 0.000 0 0.000 0.000 0

10,000 10,000 10,000 10,0000 0 0 0 0

A 0.000 0.000 0 0.000A 0.000 0.000 0 0.000

0.000 0 0 0 0 00 0 0 0 00.000

A 0.000 0.000 0 0.000A 0.000 0.000 0 0.000

0.000 10,000,000 10,000 10,000 10,000 10,0000 0 0 0 00.000

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B. Other Current Expenses0.000 10,000,000 10,000 10,000 10,000 10,000CLASSROOM SUPPLIES (3006) A 0.000 0.000 0 0.000

0.000 10,000,000 10,000 10,000 10,000 10,000SUBTOTAL A 0.000 0.000 0 0.000

IV. Justification of Request a. What is the need? Provide facts, workload statistics, needs assessment data, and other program information to clarify the need. Increasing the level of funding at the school level has been a stated priority of the Governor, Board of Education, and Department of Education. Increasing the appropriation for the Weighted Student Formula (WSF) will assist in addressing the need for adequate funding in our schools to support that shared priority and demonstrate a commitment to invest in our keiki. Increasing funding for WSF will better equip schools to provide students with the necessary resources to grow, develop, and succeed. An evaluation of the Department’s implementation of WSF conducted by the American Institute for Research (AIR) in 2013 identified some challenges to WSF, the most prevalent being lack of funding. Funding for WSF has been deemed insufficient by most Principals, schools and SCCs. While many schools have been able to "get by", they have done so by drastically cutting back on staffing, supply purchases, and other expenditures that could be made to support the school. The Department had planned to contract for second study to investigate the issue of adequacy of funding for WSF. Ironically, that project has been put on hold for the time being due to fiscal conditions. The Department will make efforts to increase awareness and improve understanding of the formula, the methodology for allocating funds to schools, and the laws that define the purpose and implementation of WSF. The WSF program serves all facets of the school community, including students, faculty, staff, and the general public. The use of WSF funds at each school is determined in collaboration with the school's School Community Council (SCC). The use of WSF funds includes, but is not limited to: • providing support for student instruction consistent with the standards specified in the Hawaii Content and Performance Standards III and the Common Core for English Language Arts (ELA) and Mathematics; • providing instructional support for English Language Learners (ELL) and Gifted and Talented (GT) as well as Career and Technical Education (CTE) Student Organizations (i.e. DECA, HOSA, FFA, etc.); and • funding the positions to operate the school including the Principal, Vice Principal, SASA, custodial staff, etc. This request for additional funding is being made so the current weights for the ELL population can be increased, providing additional resources to support those students. If approved, it is estimated that the current weights will increase as follows: See attached table * The dollar value above is an estimate, based on current counts and appropriation. b Wh t i th d l ti ? E l i h th d l ti l th bl E l i h th d l ti i th b t

0.000 10,000,000 10,000 10,000 10,000 10,000TOTAL REQUEST A 0.000 0.000 0 0.000

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b. What is the proposed solution? Explain how the proposed solution resolves the problem. Explain why the proposed solution is the best. Adding funding for WSF will provide schools with much needed additional resources to increase the staffing at their schools, decrease class sizes, and explore and implement new and innovative ways to engage their students, thereby increasing student success and graduation rates. c. What amounts of funding and resources are already being used to address this need? What are the sources of these funds? List by means of financing (MOF). List, if any, other expenditures being deferred to fund this program? In FY2016-17, Impact Aid funds were provided to schools to assist with supporting the implementation of their Academic Plans. The level of Impact Aid funds available each year is neither predictable nor guaranteed. Relying on this source of funding is not feasible. d. What resources are required for the proposed solution? State the purposes for which funds are to be used. How much is needed, what is to be purchased, and how the resources are to be used to address the need. Describe the numbers and types of personnel, types of supplies and other current expenses, and types of equipment requested. This description should match the details entered on the budget request forms. The allocation of the funds is determined by the weighted student formula itself. The variables used in the formula, and their corresponding weights, are recommended to the Board of Education by the Committee on Weights (COW) on a bi-annual basis. The Board will then approve the recommendation, or elect to make amendments to the recommendation prior to approval. Each school develops an annual Financial Plan to detail how those funds will be spent (number and types of positions, supplies, equipment, etc.) to operate the school while meeting the goals and objective identified in their respective Academic Plan For more information, refer to the following: http://www.hawaiipublicschools.org/VisionForSuccess/SchoolDataAndReports/StateReports/Pages/Weighted-Student-Formula.aspx http://www.hawaiipublicschools.org/Reports/FY20WSFWeights.pdf e. Describe how successful outcomes will be measured. What measurable or observable evidence would indicate the extent to which the proposed solution “works?" What are the measures of effectiveness? What indicators will be collected to provide evidence on the measures of effectiveness? As mentioned in (a) above, in 2013, the Department contracted the American Institute for Research (AIR) to conduct an evaluation of the Weighted Student Formula. The evaluation concluded that the Department's implementation of the WSF is meeting the original intended goals of increasing transparency and equity of funding, increasing discretion of the use of funds, and empowering Principals while making them more accountable for the results in their school. The conclusions of this study have provided validation that the Department is moving in the right direction. The evaluation report may be found here: http://www.hawaiipublicschools.org/DOE%20Forms/WSF/WeightedStudentFormulaEval061913.pdf f. Identify feasible alternatives? What are the advantages and disadvantages of these? Include a comment regarding reallocation of existing funds to address this need (e.g., decrease funding for a specific program) and the reasons why it could or could not be done. Other existing categorical funds have been moved / added to WSF over the years giving the schools added responsibility and potential burden of ensuring those programs continue to exist with the limited funds provided. After visiting and polling nearly all Principals last spring, an overwhelming majority have expressed that they do not want the added burden of maintaining and managing budgets for School Food Service,

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p g p g y p p g, g j y p y g g g g , School Transportation, Utilities or Athletics from within the WSF allocation. Resources are currently provided to schools, or expended on behalf of the schools, for these services that are more efficiently managed centrally (Food Service, Transportation, Utilities), or distributed in an equitable manner (Athletics). Moving other existing funds from within the Department’s budget to WSF simply shifts the responsibility of these administrative tasks to the school level, overburdening the Principal and school staff. g. What would be the consequences of doing nothing? Explain what would be the impact if nothing is done to address this need. If additional funds are not provided, schools will need to continue operating with limited funding. There will be less opportunity for implementing or exploring new and innovative ideas in the schools. Staffing will remain at a lower than preferred level and class sizes may remain higher than ideal or desired in some schools.



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X. Required Legislation None known at this time.

XI. Other Comments Schools currently have the flexibility to fund the number and type of positions needed to meet the goals and objectives of their Academic Plan, provided they do not exceed their total WSF allocation. They also have the ability to buy additional positions throughout the school year, if their funding allows. The Department does not limit the number of FTEs the school may fund, therefore there may be a number of temporary positions established in excess of the Department's appropriated TEMP FTE count

VII. Impact on Other Programs/Agencies Funding for WSF impacts almost all other general funded programs within the Department. Any reduction in funding or personnel in other programs may require the schools to absorb that cost and/or function through WSF. Likewise, an increase in funding in other programs could reduce the burden on schools to fund costs / functions via WSF.

VIII. Impact on Facility Requirements Major R&M and CIP are not funded through WSF. Minor R&M projects are the responsibility of the school and are typically paid for using WSF funds.

VI. External Conformance Requirements The additional funds will help continue and further the progress made in areas of equity, flexibility, and transparency as envisioned upon the implementation of Act 51, as amended by Act 221, SLH 2014.

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EDN100 / AA ATTACHMENT42100/6270

* The dollar value above is an estimate, based on current counts and appropriation.



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42100/6271


TOTAL REQUEST

Program ID / Org Code: EDN100 / AA Request Category:

Program Title: WEIGHTED STUDENT FORMULA i. Trade-Off_Transfer (+)





iv. Fixed Cost/EntitlementI. Title of Request REQUEST FOR ADDT'L WSF FUNDS FOR HOMELESS ix. Second Year Funding


($ thous) ($ thous)

Description of Request: Requesting additional funds to support the creation of a weight of 0.20 for Homeless Students in the Weighted Student Formula (WSF) , per the COW X and COW XI recommendation.





x. Other X

xi. N/A

A 0.000 0.000 0 0.000 0.000 3,215,000



0 0 0 0A 0.000 0.000 0 0.000 0.000A 0.000 0.000 0 0.000 0.000 0

3,215 3,215 3,215 3,2150 0 0 0 0

A 0.000 0.000 0 0.000A 0.000 0.000 0 0.000

0.000 0 0 0 0 00 0 0 0 00.000

A 0.000 0.000 0 0.000A 0.000 0.000 0 0.000

0.000 3,215,000 3,215 3,215 3,215 3,2150 0 0 0 00.000

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B. Other Current Expenses0.000 3,215,000 3,215 3,215 3,215 3,215CLASSROOM SUPPLIES (3006) A 0.000 0.000 0 0.000

0.000 3,215,000 3,215 3,215 3,215 3,215SUBTOTAL A 0.000 0.000 0 0.000

IV. Justification of Request

a. What is the need? Provide facts, workload statistics, needs assessment data, and other program information to clarify the need. Increasing the level of funding at the school level has been a stated priority of the Governor, Board of Education, and Department of Education. Increasing the appropriation for the Weighted Student Formula (WSF) will assist in addressing the need for adequate funding in our schools to support that shared priority and demonstrate a commitment to invest in our keiki. Increasing funding for WSF will better equip schools to provide students with the necessary resources to grow, develop, and succeed. An evaluation of the Department’s implementation of WSF conducted by the American Institute for Research (AIR) in 2013 identified some challenges to WSF, the most prevalent being lack of funding. Funding for WSF has been deemed insufficient by most Principals, schools and SCCs. While many schools have been able to "get by", they have done so by drastically cutting back on staffing, supply purchases, and other expenditures that could be made to support the school. The Department had planned to contract for second study to investigate the issue of adequacy of funding for WSF. Ironically, that project has been put on hold for the time being due to fiscal conditions. It has also been observed that there is a general consensus that many policymakers lack a full understanding and appreciation of the formula, the methodology for allocating the funds to schools, and the laws that define the purpose and implementation of WSF. The Department will make efforts to increase awareness and understanding of the WSF by the policymakers and the public in general. The WSF program serves all facets of the school community, including students, faculty, staff, and the general public. The use of WSF funds at each school is determined in collaboration with the school's School Community Council (SCC). The use of WSF funds includes, but is not limited to: • providing support for student instruction consistent with the standards specified in the Hawaii Content and Performance Standards III and the Common Core for English Language Arts (ELA) and Mathematics; • providing instructional support for English Language Learners (ELL) and Gifted and Talented (GT) as well as Career and Technical Education (CTE) Student Organizations (i.e. DECA, HOSA, FFA, etc.); and • funding the positions to operate the school including the Principal, Vice Principal, SASA, custodial staff, etc.

0.000 3,215,000 3,215 3,215 3,215 3,215TOTAL REQUEST A 0.000 0.000 0 0.000

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This request for additional funding is being made to create a weight of 0.20 for those students identified as homeless. This will provide schools with additional resources to help support this population of students. If approved, it is estimated need will be approximately as follows: See attached table. * The dollar value above is an estimate, based on current counts and appropriation. b. What is the proposed solution? Explain how the proposed solution resolves the problem. Explain why the proposed solution is the best. Adding funding for WSF will provide schools with much needed additional resources to increase the staffing at their schools, decrease class sizes, and explore and implement new and innovative ways to engage their students, thereby increasing student success and graduation rates. c. What amounts of funding and resources are already being used to address this need? What are the sources of these funds? List by means of financing (MOF). List, if any, other expenditures being deferred to fund this program? In FY2016-17, Impact Aid funds were provided to schools to assist with supporting the implementation of their Academic Plans. The level of Impact Aid funds available each year is neither predictable nor guaranteed. Relying on this source of funding is not feasible. d. What resources are required for the proposed solution? State the purposes for which funds are to be used. How much is needed, what is to be purchased, and how the resources are to be used to address the need. Describe the numbers and types of personnel, types of supplies and other current expenses, and types of equipment requested. This description should match the details entered on the budget request forms. The allocation of the funds is determined by the weighted student formula itself. The variables used in the formula, and their corresponding weights, are recommended to the Board of Education by the Committee on Weights (COW) on a bi-annual basis. The Board will then approve the recommendation, or elect to make amendments to the recommendation prior to approval. Each school develops an annual Financial Plan to detail how those funds will be spent (number and types of positions, supplies, equipment, etc.) to operate the school while meeting the goals and objective identified in their respective Academic Plan For more information, refer to the following: http://www.hawaiipublicschools.org/VisionForSuccess/SchoolDataAndReports/StateReports/Pages/Weighted-Student-Formula.aspx http://www.hawaiipublicschools.org/Reports/FY20WSFWeights.pdf

ib h f l ill b d h bl b bl id ld i di h hi h h d l i k h h f ff i

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e. Describe how successful outcomes will be measured. What measurable or observable evidence would indicate the extent to which the proposed solution “works?" What are the measures of effectiveness? What indicators will be collected to provide evidence on the measures of effectiveness? As mentioned in (a) above, in 2013, the Department contracted the American Institute for Research (AIR) to conduct an evaluation of the Weighted Student Formula. The evaluation concluded that the Department's implementation of the WSF is meeting the original intended goals of increasing transparency and equity of funding, increasing discretion of the use of funds, and empowering Principals while making them more accountable for the results in their school. The conclusions of this study have provided validation that the Department is moving in the right direction. The evaluation report may be found here: http://www.hawaiipublicschools.org/DOE%20Forms/WSF/WeightedStudentFormulaEval061913.pdf f. Identify feasible alternatives? What are the advantages and disadvantages of these? Include a comment regarding reallocation of existing funds to address this need (e.g., decrease funding for a specific program) and the reasons why it could or could not be done. Other existing categorical funds have been moved / added to WSF over the years giving the schools added responsibility and potential burden of ensuring those programs continue to exist with the limited funds provided. After visiting and polling nearly all Principals last spring, an overwhelming majority have expressed that they do not want the added burden of maintaining and managing budgets for School Food Service, School Transportation, Utilities or Athletics from within the WSF allocation. Resources are currently provided to schools, or expended on behalf of the schools, for these services that are more efficiently managed centrally (Food Service, Transportation, Utilities), or distributed in an equitable manner (Athletics). Moving other existing funds from within the Department’s budget to WSF simply shifts the responsibility of these administrative tasks to the school level, overburdening the Principal and school staff. g. What would be the consequences of doing nothing? Explain what would be the impact if nothing is done to address this need. If additional funds are not provided, schools will need to continue operating with limited funding. There will be less opportunity for implementing or exploring new and innovative ideas in the schools. Staffing will remain at a lower than preferred level and class sizes may remain higher than ideal or desired in some schools.




None known at this time.XI. Other Comments

Schools currently have the flexibility to fund the number and type of positions needed to meet the goals and objectives of their Academic Plan, provided they do not exceed their total WSF allocation. They also have the ability to buy additional positions throughout the school year, if their funding allows. The Department does not limit the number of FTEs the school may fund, therefore there may be a number of temporary positions established in excess of the Department's appropriated TEMP FTE count.


Funding for WSF impacts almost all other general funded programs within the Department.Any reduction in funding or personnel in other programs may require the schools to absorb that cost and/or function through WSF. Likewise, an increase in funding in other programs could reduce the burden on schools to fund costs / functions via WSF.VIII. Impact on Facility Requirements

Major R&M and CIP are not funded through WSF. Minor R&M projects are the responsibility of the school and are typically paid for using WSF fundsVI. External Conformance Requirements

The additional funds will help continue and further the progress made in areas of equity, flexibility, and transparency as envisioned upon the implementation of Act 51, as amended by Act 221, SLH 2014.

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EDN100 / AA ATTACHMENT42100/6271

* The dollar value above is an estimate, based on current counts and appropriation.



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33021/6257

\


TOTAL REQUEST

Program ID / Org Code: EDN300 / UA Request Category:

Program Title: INFORMATION & TECHNOLOGY SERVICES i. Trade-Off_Transfer (+)





iv. Fixed Cost/EntitlementI. Title of Request FMS REPLACEMENT ix. Second Year Funding


($ thous) ($ thous)

Description of Request: Add funds for annual, recurring licensing costs for the FMS replacement. v. Federal Fund Adjustment Req




x. Other X

xi. N/A

A 0.000 0.000 0 0.000 0.000 0



0 0 0 0A 0.000 0.000 0 0.000 0.000A 0.000 0.000 0 0.000 0.000 0

0 0 0 00 0 0 0 0

A 0.000 0.000 0 0.000A 0.000 0.000 0 0.000

0.000 0 0 0 0 02,935,000 2,935 2,935 2,935 2,9350.000

A 0.000 0.000 0 0.000A 0.000 0.000 0 0.000

0.000 2,935,000 2,935 2,935 2,935 2,9350 0 0 0 00.000

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C. Equipment2,935

SUBTOTAL A 0.000 0.000 0 0.000 0.000 2,935,000

0.000 2,935,000 2,935 2,935 2,935COMPUTER SOFTWARE (7801) A 0.000 0.000 0 0.000

2,935 2,935 2,935 2,935

TOTAL REQUEST A 0.000 0.000 0 0.000


Description: Pay for the annual costs associated with the replacement to the incumbent Financial Management System (FMS). The newer system is a Commercial off the Shelf (COTS), Software-as-a-Service (SaaS) solution which includes annual license as well as operations and maintenance costs associated with a hosted service. Background: The DOE's Financial Management System (FMS) is an automated, integrated, multi-user accounting and financial system which performs financial and school-based accounting functions. The following sections discuss several questions regarding the who, what, when, where, and why of FMS. Who Uses FMS? ?? FMS is used at the schools, district offices, and state offices. FMS has special features specifically designed for the unique needs of a wide range of users. The users include Secretaries, School Account Clerks, SASAs, School Lunch Personnel, Vice Principals, Principals, District Account Clerks, District Business Specialists, District Accountants, Program Managers, Assistant Superintendents, Superintendents, State Office Account Clerks, Central State Office Personnel, State Executives, and the Board of Education. What is FMS? FMS is a single integrated financial management system that is installed on a mainframe computer at ETS in Honolulu. All data entered into FMS Statewide is posted to a central set of ledgers on the computer. The data can be retrieved and reported by various organization levels, program levels and other levels within the account code structure. The functional areas supported by FMS are: • General Accounting — Serves as the center of FMS, which is integrated with all of the separate FMS modules. This module maintains a self-balancing set of general ledger accounts and all other records required to perform on-line funds control and to meet the diverse financial accounting requirements of the Department and its individual schools. • Purchasing — Supports the purchasing functions within DOE, from initial request through receipt of goods. • Fixed Assets — Provides for monitoring equipment inventory and other fixed assets, from acquisition through maintenance and disposal. • Vendor Payments — Serves as the center of the expenditure and check writing process, with data integrated to Purchasing, Accounting, and Fixed Assets. • Cash Receipts — Supports the tracking of cash, with links to the accounts receivable and accounting processes. • Plan Adjustments — Supports the maintenance of DOE's School, District, Budget Branch, and State level budgets.

0.000 2,935,000 2,935 2,935 2,935 2,935

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http://www.hawaiipublicschools.org/ConnectWithUs/Vendors/Pages/FMS-outage.aspx
















































































j pp , , g , g When is FMS Used? Data is entered as the users perform their daily functions of purchasing supplies, tracking fixed assets, vouchering payments, receipting cash, depositing receipts, tracking non-appropriated moneys, monitoring available funds for encumbrances and expenditures, and adjusting budget expenditure plans. Data is used as the DOE's financial managers plan budgets, evaluate expenditures, and monitor progress. Its on-line capabilities allow it to be available during working hours to obtain up-to-the-minute financial information. Where is FMS Used? School administrative offices, District offices, and State offices use FMS to perform their daily tasks related to purchasing and accounting. As the DOE network grows, FMS could be accessed by terminals used by DOE executives, program managers, department heads, grade level chairpersons, and others whose jobs require access to financial information. Why Do We Have FMS? Because FMS is an on-line, integrated system, there are many benefits that save time for users. For example, some benefits are: • When a state office requires statewide accounting information, it can be obtained through FMS without the schools having to prepare special reports. • When purchase orders are entered by schools or office units, the availability of funds is checked on-line and the purchase order is processed more quickly. • When a program manager needs to know the available allotment balance, it can be looked up with an online inquiry. • When a vendor calls a school to inquire about invoice payment, the user can look at the document on-line and determine its status. • When payments are made at the sub-school level, the specific grade level or department is charged, thereby eliminating the need to maintain manual records in the schools. FMS Outage October 2018 On Saturday, October 6, 2018, the Hawaii Department of Education (HIDOE) Financial Management System (FMS) encountered multiple complications following a critical upgrade. A planned outage that should have lasted no more than 8 hours resulted in a disruption of service spanning several weeks. HIDOE schools, district offices, and State offices were unable to perform purchasing, fixed assets, cash receipts, check writing, and inquiries and reports functions. Moreover, payments to vendors -- nearly 2,000 checks totaling approximately $15 million in payments -- were impacted including high priority school facilities vendors, workers compensation claims, and special education vendors. This put HIDOE at risk of incurring late-payment penalties and other adverse conditions. (Note: The ETS system supporting FMS is a combination of an IBM DB2 v10 database, CICS v4.2, Enterprise COBOL V4.2 application, and IBM z/OS v2.2 System and JCL software. The age of the IBM DB2 database, CICS, and COBOL are beyond the support-life provided by the software vendors. Maintaining the status quo is not an option.) The Office of Information Technology Services (OITS) technology staff, along with experts from the State's Office of Enterprise Technology Services (ETS) and contracted teams, actively and urgently worked to bring this critical system back up. Once FMS was adequately restored, the Department phased in access to all districts, schools, and State offices to begin processing Purchase Orders and payments. Users were instructed to limit transactions to high priority payment processing plus two days of backlogged workload, and repeat this pattern until caught up with the backlogged workload. The phased, roll out approach was necessary to not overwhelm the system and to also ensure all aspects of the system were functioning properly.

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y p y g p p y Beginning Wednesday, October 31, 2018, the normal weekly schedule resumed. All districts, schools, and State offices were able to access FMS without restricted access or processing rules. FMS continued (and still continues) to experience some system issues but so far with minimal impact. Reference List: (2018, October 19). Statement on the outage of the Department's financial management system (FMS) . Retrieved from http://www.hawaiipublicschools.org/ConnectWithUs/Vendors/Pages/FMS-outage.aspx Essoyan, Susan. (2018, October 22). Vendors waiting after DOE payment system crashes. Star Advertiser . Retrieved from https://www.staradvertiser.com/2018/10/22/hawaii-news/vendors-waiting-after-doe-payment-system-crashes/ Morales, Manolo. (2018, October 25). DOE pushes through delayed payments to vendors after financial system crash. KHON2 . Retrieved from https://www.khon2.com/news/doe-pushes-through-delayed-payments-to-vendors-after-financial-system-crash/ (2018, October 25). HIDOE NEWS RELEASE: HIDOE BEGINS PROCESSING PAYMENTS TO VENDORS AFTER RESTORING FINANCIAL PLATFORM . Retrieved from https://governor.hawaii.gov/newsroom/latest-news/hidoe-news-release-hidoe-begins-processing-payments-to-vendors-after-restoring-financial-platform/ Justification: What is the need? We are replacing the incumbent FMS. FMS development started in 1998 and became HIDOE's financial system of record in 1991, 28 years ago. We need to pay for the ongoing software licenses and professional services in support of the replacement. What is the proposed solution? HIDOE is seeking to acquire a fully integrated modern Core Financial Management Solution that will fully replace existing functionality in HIDOE’s current FMS and may provide a limited amount of new and/or improved functionality. HIDOE intends to acquire a complete solution consisting of software, related cloud hosting and support services. Purchasing a modern, commercial off the shelf (COTS) software product, hosted by a Software-as-a-Service (SaaS) provider, leveraging a product used by Fortune-500 scale companies and organizations will provide HIDOE a robust, proven, and tested solution. The new solution will mitigate the risk we have of another catastrophic disaster like what happened in October 2018. A large number of customers use these SaaS solutions. HIDOE has positive experience working with SaaS vendors for our comprehensive Student Information System. Having this broader community of users exposes issues or bugs in the system much earlier than only having one customer such as HIDOE. The more extensive collection of customers also distributes the expense of correcting the issues across all customers and not just HIDOE. This SaaS platform also provides a much more natural means of making continuous improvements to the software as there is no software to be installed on end-user computers or other HIDOE systems to enable the upgrade. Moving to a modern financial platform with advanced tools will allow HIDOE to provide: • Improved access to accurate, timely, and meaningful fiscal data for all stakeholders — both internal and external to the HIDOE organization • Enhanced efficiency and effectiveness of technology support to schools, offices, and administration with the implementation of a solution aimed at modernizing and automating workflows, improving data quality, and decreasing administrative burden (e.g., eliminating double entry due to disparate data systems). • Expanded access to complete and consolidated information, that’s up to date in real time, that will enable users at all levels of the organization to work together collaboratively to support data-driven decisions • Reduced administrative burden on our staff and supplier partners through the introduction of easy to use self-service tools, web-based portals, and mobile capabilities • Improved financial reporting, giving detail drill-down and up-to-the-minute data, improved fiscal transparency and fidelity, provide more self-service tools letting schools drive needs.

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What amounts of funding and resources are already being used to address this need? The Department has looked into the existing centralized costs associated with the current FMS system. There have been no direct/hard-costs identified for expenses such as system development, licensing, or maintenance. The Department has determined that the cost of operating the current FMS is largely borne by the HIDOE staff and end-users, meaning the schools and offices that must perform their business transactions through the current system with its short-comings. As such, there are no general funds in the Department’s budget that could be readily repurposed to meet anticipated costs associated with • the acquisition or, • the annual license/maintenance of the new financial management system. Given the critical nature of FMS as the system of record for HIDOE accounting, the limitations of the system, and the urgency is driven by its inherent and demonstrated unreliability: • to meet the significant initial costs associated with the acquisition, the Department is looking to obligate federal indirect overhead reimbursements received by the Department pursuant to Hawaii Revised Statute Section 29-25, • to meet the annual licensing/maintenance of the new financial system the Department is preparing a Fiscal Year 2020-21 Supplemental Budget Request for additional general funds, to be present to the Board of Education this Fall. What resources are required for the proposed solution? This request for funding is to pay for the annual software license and professional services necessary to support the FMS replacement. This replacement is an entirely off-site hosted solution commonly referred to being "in the cloud." Professional services include hosting and ongoing support services. Describe how successful outcomes will be measured. What measurable or observable evidence would indicate the extent to which the proposed solution "works?" This project will be a success when we have a replacement FMS system which is a commercial off the shelf software product, hosted by a Software-as-a-Service provider, which fulfills the business capabilities which are provided by the incumbent FMS. Identify feasible alternatives? There is one option to replacing the incumbent FMS, which is to continue to operate it as is. This was proven to be a failed approach in October 2018 when the system crashed; it took 3-weeks to restore functionality to the system. The fact of the matter is that this is not a feasible alternative to replacing the incumbent FMS. The vendor no longer supports the software which is required to run FMS. This unsupported software is planned on being removed by ETS from the IBM mainframe hosting the incumbent FMS sometime in the calendar year 2020. The only real alternative for HIDOE is to replace the incumbent solution with a modern financial management solution. HIDOE is currently in the process (August 2019 - July 2020) of procuring and implementing the FMS replacement system given the extreme risk of continuing to operate the current FMS. What would be the consequences of doing nothing? Maintaining the status quo is no longer a possibility. The software infrastructure hosted by ETS is no longer supported. The versions of the IBM DB2 database, CICS, and COBOL software necessary to operate the incumbent version of FMS is planned to be replaced in the calendar year 2020. It is not possible to continue to run the current version of FMS in this updated ETS environment. The system suffered a catastrophic failure in October 2018 while attempting to upgrade software components of FMS.

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XI. Other Comments

VII. Impact on Other Programs/Agencies This project will serve as a pilot for other state agencies, in particular ETS's effort to modernize its own accounting system.



of 166

25760/6321


TOTAL REQUEST

Program ID / Org Code: EDN200 / MK Request Category:

Program Title: TITLE IX COMPLIANCE i. Trade-Off_Transfer (+)





iv. Fixed Cost/EntitlementI. Title of Request ADD FUNDS FOR TITLE IX PHASE II TRAINING ix. Second Year Funding


($ thous) ($ thous)

Description of Request: Add Funds for Title IX Phase II training to include teachers, counselors, students, and to extend the training and consultation for Equity Specialists.





x. Other X

xi. N/A

A 0.000 0.000 0 0.000 0.000 750,000



0 0 0 0A 0.000 0.000 0 0.000 0.000A 0.000 0.000 0 0.000 0.000 0

750 750 750 7500 0 0 0 0

A 0.000 0.000 0 0.000A 0.000 0.000 0 0.000

0.000 0 0 0 0 00 0 0 0 00.000

A 0.000 0.000 0 0.000A 0.000 0.000 0 0.000

0.000 750,000 750 750 750 7500 0 0 0 00.000

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B. Other Current Expenses0.000 750,000 750 750 750 750SVC FOR FEE-MISC (7104) A 0.000 0.000 0 0.000

0.000 750,000 750 750 750 750SUBTOTAL A 0.000 0.000 0 0.000

IV. Justification of Request Title IX Expansion, knowledge and training pertaining to the Education Amendment of 1972, renamed as the Patsy T. Mink Equal Opportunity in Education Act. a. Through an appropriation from the legislature, the Civil Rights Compliance Branch (CRCB) was able to procure the services of ATIXA (Association of Title IX Administrators) and Good Sports (Val Bonnette). ATIXA professional development training and ATIXA Certification was provided to at least one administrator in all of HIDOE's 256 K-12 public schools. Through the ATIXA training, all of our Equity Specialist and at least one administrator in each of our schools in the HIDOE should be able to recognize, understand, and take appropriate action regarding the compliance requirements and obligations under Title IX, specifically how to respond appropriately to reports of sexual harassment and sexual violence against a student, and strategies to stop, prevent, and remedy sexual harassment and discrimination in our public schools. However, this important training needs to be expanded and targeted for our teachers, counselors, and students in our schools. It is critical that the knowledge base provided to administrators be expanded and brought closer to the students themselves. Likewise, compliance training was provided to Principals, Athletic Directors, and facility engineers in all 43 of our public high schools in classroom sessions and on-site sessions at each of our high schools. The trainer, Val Bonnette, customized data collection materials and worksheets specifically for Hawaii. Good Sports participants learned about gender equity program access for the underrepresented gender, scholarships, coaching, recruitment, travel, facilities, equipment, participation, publicity and more. However, there is much work to be done. For example, analyzing the data for planning purposes needs to be expanded and customized. Equity Specialists need intensified training so that they can assist in analyzing the data to plan for participation and program and facility improvements thoughtfully and expeditiously. Student participation in athletics needs to be encouraged and interests needs to be initiated in the middle schools and possibly the elementary schools to increase participation rates. Student voice through interviews and surveys need to be expanded and thoughtfully incorporated into program planning. b. ATIXA is the "gold standard" in training for Title IX. The momentum and knowledge base should be continued and expanded to engage our teachers, counselors and students in order to bring information and understanding closer to the students themselves. Good Sports, Val Bonnette, was employed for 15 years at the Office of Civil Rights, U.S. Department of Education, in OCR's headquarters office in Washington D.C, where she was senior program analyst and co-author of OCR's Title IX Athletics Investigator's Manual. She has now stepped on the campus of all 43 of Hawaii's high schools to train Athletic Directors and Principals. Now, intimately familiar with our programs and facilities, we must continue the momentum to engage our students; train our Equity Specialist to be able to analyze the data from her customized worksheets; develop strategies to improve access to programs and services; and expand participation rates for the underrepresented gender, by expanding athletic interest and programs for the middle school, and perhaps the elementary schools. c. The appropriation from the legislature which procured the services of ATIXA and Good Sports expires in December 2019. All funds have been encumbered and will be expended.

0.000 750,000 750 750 750 750TOTAL REQUEST A 0.000 0.000 0 0.000

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d. This request is for an additional one-time appropriation of $750,000 to continue the work initiated as described above. e. The knowledge base will be expanded closer to the students and schools, which will be shown through greater participation in sports, student surveys and interests, and greater understanding and information pertaining to stopping and preventing sexual harassment and sexual violence. f. The growth of our programs and services pertaining to Title IX will be slower and the momentum which has been initiated through the current training may be less effective. g. Critical loss of expertise from ATIXA and Good Sports in supporting our schools and programs for Title IX initiatives.




XI. Other Comments




of 166

18864/6301


TOTAL REQUEST

Program ID / Org Code: EDN100 / BJ Request Category:

Program Title: AT-RISK PROGRAMS i. Trade-Off_Transfer (+)





iv. Fixed Cost/EntitlementI. Title of Request ADD 6.0 PERM ED SPEC II POSITIONS FOR STATEWIDE SUPPORT

OF ALTERNATIVE LEARNING PROGRAMSix. Second Year Funding

Department Contact: Takehiro, Jade ii. Trade-Off/Transfer (-)Phone: 784-6028 iii. Conversion of Unbudgeted Positions

($ thous) ($ thous)

Description of Request: Add 6.0 Perm Ed Spec II positions for Statewide Support of Alternative Learning Programs Branch to align with previous funding support received to plan an expansion of the Alternative Education Program.





x. Other X

xi. N/A

A 0.000 0.000 0 0.000 0.000 0



582 582 582 582A 0.000 0.000 0 0.000 0.000A 0.000 0.000 0 6.000 0.000 583,212

0 0 0 0-583,212 -582 -582 -582 -582

A 0.000 0.000 0 0.000A 0.000 0.000 0 0.000

0.000 0 0 0 0 00 0 0 0 00.000

A 0.000 0.000 0 6.000A 0.000 0.000 0 0.000

0.000 0 0 0 0 00 0 0 0 00.000

of 166

97,202 97 97 97 97

97,202 97 97 97 97

97,202 97 97 97 97

97,202 97 97 97 97

97,202 97 97 97 97

97,202 97 97 97 97




A. Personal Services

EDUCATIONAL SPEC II (56526)Pseudo #99689E

1.00 0.000


1.00 0.000

0.000


1.00 0.000


1.00 0.000


A 0.000 0.000 0 1.00


1.00 0.000

PART-TIME TEACHER (2744) A 0.000 0.000 0 0.00 0.000 -583,212 -582 -582 -582 -582

SUBTOTAL A 0.000 0.000 0

0 0 0

IV. Justification of Request What is the need? Provide facts, workload statistics, needs assessment data, and other program information to clarify the need To meet the program goal of providing alternative learning environments to remediate disparities in students’ experience and outcome, and to create opportunities for equitable access for students who are at-promise and unsuccessful in their traditional classroom settings. The current Alternative Learning Programs Branch of the Director and recently added staff of 1 12-month state office teacher and 1 secretary and are in need of additional support to enhance the provision of statewide services and supports to ALPs. Schools, Complexes, Complex Areas and Districts are identifying the increasing need for alternative learning programs on and off campus. Currently, nearly all high schools provide opportunities for students to access an Alternative Learning setting. The Alternative Learning Programs are on the continuum of Multi-tiered Support System and to truly have tiered support for students who may be at risk of failure, drop-out and incarceration, the ALPs need to be proactive to provide early intervention and prevention supports and services prior to high school. What is the proposed solution? Explain how the proposed solution resolves the problem. Explain why the proposed solution is the best. Alternative Learning Programs (Prog ID 18864) is requesting 6.0 PERM FTE Educational Specialist II positions. The Education Specialists will be located on Oahu and support Kauai (1), Maui (1), Big Island (2), and Oahu (2); and focus on the following:

0

TOTAL REQUEST A 0.000 0.000 0 6.000 0.000 0 0

6.000 0.000 0 0 0 0

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1. Program Design: The primary responsibility of this position is to use the School Design model to support ALPs to develop into robust and rigorous alternative paths for student success and to provide services and supports to improve academic performance and graduate from high school. This position will also be responsible for program development that includes student voice, community engagement and innovation. 2. Accountability and Program Monitoring: The primary responsibility of this position is to develop and implement strategic plan goals and accountability measures for all Alternative Learning Programs to ensure the provision of an alternative path that provides a well-rounded education that meets the needs of students in the Alternative Learning Programs. This position will support the collection and analysis of student and program data for reporting, program monitoring and to influence data informed decision making with statewide implications. This position will also collaborate with other state branches to refine student information and data collection systems to support the ALPs. 3. Staff Support: The primary responsibility of this position is to enhance statewide teacher, school and complex area leadership and empowerment. This position is to provide support to programs and program staff to enhance the ALP statewide network of support, articulation and teacher collaboration through Professional Learning Communities and Professional Development.This position will also provide technical assistance for ALPs using project-based learning to engage students in experiential, rigorous and innovative curriculum and curriculum development for transition to post-secondary careers. Included within the staff support scope is to ensure that staff is engaging community and families as a part of the students’ well-rounded education. 4. Student Engagement: The primary responsibility of this position is to provide support to schools and ALPs to ensure the provision of services and supports to students to develop appropriate social, emotional, behavioral, life/citizenship and career competencies.This position will also include the responsibility of ensuring programs have student mentoring and student voice and choice in the design of the individual student educational paths in the ALP setting and student showcases. 5. Expansion Design: The primary responsibility of this position is to use the ALP Design model to support ALPs at intermediate/middle and elementary levels, where data indicates the need and to support these programs as an early intervention and prevention of student disengagement and withdrawal. What amounts of funding and resources are already being used to address this need? What are the sources of these funds? List by means of financing (MOF). List, if any, other expenditures being deferred to fund this program? These would be newly established positions. Funds for these 6.0 positions $583,212 will be transferred from Olomana School Program ID #18206 A1 Part-time teacher to Alternative Programs Program ID#18864. What resources are required for the proposed solution? State the purposes for which funds are to be used. How much is needed, what is to be purchased, and how the resources are to be used to address the need. Describe the numbers and types of personnel, types of supplies and other current expenses, and types of equipment requested. This description should match the details entered on the budget request forms. These would be newly established positions. Funds for these 6.0 positions $583,212 will be transferred from Olomana School Program ID #18206 A1 Part-time teacher to Alternative Programs Program ID#18864. Describe how successful outcomes will be measured. What measurable or observable evidence would indicate the extent to which the proposed solution “works?" What are the measures of effectiveness? What indicators will be collected to provide evidence on the measures of effectiveness? Increased Staff Success: Statewide professional development and professional learning communities for Alternative Learning Staff to support and train ALP staff. Increased ALP (school, Complex Area, Complex, District) programs statewide (that provide increased opportunities for all students). Student participation data will be collected. Student outcome data will be analyzed. Staff support satisfaction data to be collected and analyzed. Identify feasible alternatives? What are the advantages and disadvantages of these? Include a comment regarding reallocation of existing funds to address this need (e.g., decrease funding for a specific program) and the reasons why it could or could not be done. Using funds for contract or part-time support. May not be cost effective and lead to inefficient services and supports to programs and schools.

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What would be the consequences of doing nothing? Explain what would be the impact if nothing is done to address this need. ALP growth and expansion may be detrimentally affected as the current ALP Branch staff is minimal.




XI. Other Comments




of 166

16807/5333


TOTAL REQUEST

Program ID / Org Code: EDN100 / CJ Request Category:

Program Title: HAWAIIAN STUDIES i. Trade-Off_Transfer (+)

FORM ADate Prepared/Revised:




iv. Fixed Cost/EntitlementI. Title of Request 16807 - OFFICE OF HAWAIIAN EDUCATION REQUEST FOR 3.0 FTE

PERM POSITIONS ONLYix. Second Year Funding


($ thous) ($ thous)

Description of Request: THE OFFICE OF HAWAIIAN EDUCATION IS REQUESTING 3.0 PERM FTEs ONLY - 1.0 PERM ACCOUNT CLERK, 1.0 PERM SECRETARY, AND 1.0 PERM EDUCATIONAL SPECIALIST - TO SUPPORT THE FULL IMPLEMENTATION OF BOE POLICY E-3 NA HOPENA A`O, BOE POLICY 105-7 AND HAWAII STATE CONSTITUTION, ARTICLE X, SECTION 4.





x. Other X

xi. N/A

A 0.000 0.000 0 0.000 0.000 0



0 0 0 0A 0.000 0.000 0 0.000 0.000A 0.000 0.000 0 3.000 0.000 0

0 0 0 00 0 0 0 0

A 0.000 0.000 0 0.000A 0.000 0.000 0 0.000

0.000 0 0 0 0 00 0 0 0 00.000

A 0.000 0.000 0 3.000A 0.000 0.000 0 0.000

0.000 0 0 0 0 00 0 0 0 00.000

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A. Personal Services0.000 0 0 0 0 0ACCOUNT CLERK II (01337)

Pos. #803800A 0.000 0.000 0 1.000

0.000 0 0 0 0 0EDUCATIONAL SPEC II (56526)Pos. # 602220

A 0.000 0.000 0 1.000

0.000 0 0 0 0 0SECRETARY I (01147)Pos. #803870

A 0.000 0.000 0 1.000

0.000 0 0 0 0 0SUBTOTAL A 0.000 0.000 0 3.000


a. OHE has outlined new work required to meet BOE Policy E3, 105.7 and 105.8 through the design of Strategy Map (attachment) and the OHE Delivery Plan (most updated plan in attachments). The addition of new work includes plans for evaluating strategies and tasks for impact. There is currently no budget for implementation. b. Utilize current funding (payroll placeholder) to support the establishment of 3.0 PERM FTE positions. c. Program 16807, total amount $162,782 d. Position Request: • Educational Specialist II is currently an unbudgeted position and the only staff member administering the system-wide implementation of Na Hopena'o across the DOE in alignment with BOE Policy E-3. • Account Clerk II is currently an unbudgeted position that provides program support at the State Office, system-wide level. • Secretary I is currently an unbudgeted position that provides program support at the State Office, system-wide level.

e. Deliverables are identified in the OHE Delivery Plan. The plan shall be updated quarterly and any new updates can be requested through the OHE Director. f. Should this not be provided, the work flow to achieve agreed upon Department goals will be significant impeded. g. If nothing is done to address this, the Department will not meet its obligations. V. Relationship of the Request to State Plan or Functional Plan


0.000 0 0 0 0 0TOTAL REQUEST A 0.000 0.000 0 3.000



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XI. Other Comments


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EDN100 / CJ ATTACHMENT FOR REQUEST Date Prepared/Revised: Oct. 7, 201916807/5383 Department Priority: 1.09



of 166

of 166

DOE 25222/6347


TOTAL REQUEST

Program ID / Org Code: EDN100 / BX Request Category:

Program Title: TEACHER RECRUITMENT AND RETENTION i. Trade-Off_Transfer (+)




Department Priority:

iv. Fixed Cost/EntitlementI. Title of Request TEACHER SHORTAGE DIFFERENTIALS ix. Second Year Funding

Department Contact: Akana, Ronald ii. Trade-Off/Transfer (-)Phone: iii. Conversion of Unbudgeted Positions



x. Other X

Description of Request: The Department believes that a labor shortage exists within the Department for licensed special education teachers, licensed teachers to teach in hard-to-staff geographical locations, and licensed Hawaiian language immersion program teachers. The Department wishes to pursue offering shortage differentials to these positions to address the high number of vacancies in these areas.



xi. N/A


FY 20 FY 21 FY 22 FY 23 FY 24 FY 25

A 0.000 0.000 0 0.000MOF FTE (P) FTE (T) ($) FTE (P)

0.000 0 0 0 0 0($) ($ thous) ($ thous) ($ thous) ($ thous)FTE (T)

A 0.000 0.000 0 0.000A 0.000 0.000 14,498,250 0.000

0.000 0 0 0 0 026,769,500 32,714 32,714 32,714 32,7140.000

A 0.000 0.000 0 0.000A 0.000 0.000 0 0.000

0.000 0 0 0 0 00 0 0 0 00.000

A 0.000 0.000 14,498,250 0.000A 0.000 0.000 0 0.000

0.000 26,769,500 32,714 32,714 32,714 32,7140 0 0 0 00.000

1


FY 20 FY 21 FY 22 FY 23 FY 24 FY 25

A1. Other Personal Services


0.000 0.000 14,498,250 0.000

32,714 32,714 32,714 32,714

32,714

SUBTOTAL A 0.000 0.000 14,498,250 0.000 0.000 26,769,500

0.000 26,769,500 32,714 32,714 32,714BONUS/INCENTIVES (2803) A

32,714

IV. Justification of Request There is currently a nationwide shortage of Special Education teachers. Providing all students with disabilities access to a qualified, prepared special educator continues to be a challenge in every state. Hawaii is no different, and it has been experiencing shortfalls in Special Education teachers for over the past decade. The data table depicts the data taken over the last three school years. The statistics reveal an increasing number of special education teacher positions, a lack of special education teachers with a state-approved teacher education program (SATEP) willing to fill those positions, the increasing number of non-SATEP teachers assigned to these positions; and the number of vacancies within the Department. In 2007, the HSTA and the Department negotiated and continued to renew a Memorandum of Understanding (MOU) for a recruitment/retention incentive that today provides an annual differential of $3,000 for qualified and licensed teachers employed in hard-to-staff locations. This MOU was agreed upon by the parties in attempts to provide stability and continuity in the learning communities of hard-to-staff schools by providing a recruitment/retention incentive for qualified licensed teachers employed at identified hard-to-staff locations, based on geographic locations. (Attachment A) While this recruitment/retention incentive has relatively helped in filling vacancies in these locations, it hasn’t reduced or made any significant impact and/or change as vacancies continue to increase, especially in certain geographical areas. The Department believes that a shortage does exist, and the labor shortage is more severe in certain geographic locations. The Department believes that a new recruitment/retention model should be implemented via a shortage differential. The Department believes that a shortage differential should be provided to certain identified schools and complex areas in geographically isolated locations to address areas that have higher rates of non-certified teachers and higher teacher vacancies. The following are the proposed tiers, rationale of the tier, the criteria, and amounts for these shortage differentials: Criteria Levels: a) Complexes required under the current contract; b) Complexes whose rate of teachers with a SATEP has been under the state SATEP average for the last three years; c) Geographically isolated (more than 25 miles from an urban center) complexes; and d) Complexes whose combined vacancy and emergency hires were higher than 10% in SY 2016-2017 and 2017-2018. Tier 1 ($3,000): Complexes required under the current contract (this applies to only schools who are required under contract and meet no other criteria). Tier 2 ($5,000): Complexes who meet two (2) of the criteria levels. Tier 3 ($7,500): Complexes who meet three (3) of the criteria levels. Tier 4 ($8,000): Complexes who meet four (4) of the criteria levels and Olomana School and Hawaii School for the Deaf and Blind. Attached are tables (Attachment C) reflecting the percentage of positions filled by a SATEP teacher for the last three school years. Although the data shows a positive trend in many areas, areas such as the Hana-Lahainaluna-Lanai-Molokai and Nanakuli-Waianae complex areas continue to show lower percentages of positions filled by SATEP teachers and have persistent vacancy rates. Hawaiian language immersion teachers are also a large shortage category of teaching positions within the Department. Of the Department’s 161 total positions, 107 (66%) are filled; however, 54 of the 161 (34%) are filled with qualified and licensed Hawaiian language immersion teachers. Qualified and licensed Hawaiian language immersion teachers require fluency in the Hawaiian language as well as licensure by the Hawaii Teacher Standards Board, which makes finding interested and qualified candidates very challenging for the Department. As recently determined by the Hawaii State Supreme Court in August of this year, Hawaii’s constitution requires that the Department make “reasonable efforts” to provide students access to Hawaiian language immersion education. Currently, there are a total of eighteen (18) Department operated Hawaiian language immersion programs. The Department believes that due to the recent Supreme Court ruling and the number of vacancies already beleaguering the Department, the Department needs the flexibility to attract qualified and licensed Hawaiian language immersion teachers to fill the labor shortage as the demands for Olelo Hawaii or Hawaiian language education increases. In addition, per BOE Policy 105-8, the BOE recognizes the additional demands and qualifications of Hawaiian language immersion teachers and directed the Department to address compensation accordingly. “The Department will establish professional qualifications and develop training programs internally and/or in cooperation with stakeholder groups/universities. The goal is for program professionals to be qualified in both English as a medium of instruction and Hawaiian as a medium of instruction and appropriately compensated for these additional qualifications.” The Department is seeking approval from the BOE to provide an annual shortage differential of $8,000 per each qualified and licensed Hawaiian language immersion classroom teacher.


0.000 26,769,500 32,714 32,714 32,714TOTAL REQUEST A 0.000 0.000 14,498,250 0.000



XI. Other Comments




37720/5354


TOTAL REQUEST

Program ID / Org Code: EDN400 / OE Request Category:

Program Title: UTILITIES i. Trade-Off_Transfer (+)





iv. Fixed Cost/EntitlementI. Title of Request ELECTRIC UTILITIES ENERGY COST ADJUSTMENT CHARGES ix. Second Year Funding


($ thous) ($ thous)

Description of Request: $5,000,000 increase in FY 2021 for higher energy cost adjustment charges by HECO due to monthly adjustments in fuel oil purchased to produce electricity. In addition, agencies like the DOE that perform energy efficiency and renewable energy system retrofitting are entitled to electricity budget appropriations tied to the before retrofitting consumption levels. This allows agencies like the DOE to continue to invest in energy efficiency and renewable energy to achieve net-zero goals.



vii. Health, Safety, Court Mandates X


x. Other

xi. N/A

A 0.000 0.000 0 0.000 0.000 5,000,000



0 0 0 0A 0.000 0.000 0 0.000 0.000A 0.000 0.000 0 0.000 0.000 0

5,000 5,000 5,000 5,0000 0 0 0 0

A 0.000 0.000 0 0.000A 0.000 0.000 0 0.000

0.000 0 0 0 0 00 0 0 0 00.000

A 0.000 0.000 0 0.000A 0.000 0.000 0 0.000

0.000 5,000,000 5,000 5,000 5,000 5,0000 0 0 0 00.000

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B. Other Current Expenses0.000 5,000,000 5,000 5,000 5,000 5,000Electricity (5001) A 0.000 0.000 0 0.000

0.000 5,000,000 5,000 5,000 5,000 5,000SUBTOTAL A 0.000 0.000 0 0.000


a. DOE needs additional $5,000,000 in FY 2021 to pay electricity bills. b. Electricity bills have increased due to higher energy cost adjustment charges that change monthly due to higher fuel oil prices for the past two years. c. DOE has been delaying payments of utilities bills until the next fiscal year incurring late charges. d. Additional Justification. Electricity appropriations pursuant to HRS, requires: "Agencies that perform energy efficiency and renewable energy system retrofitting may continue to receive budget appropriations for energy expenditures at an amount that will not fall below the pre-retrofitting energy budget but will rise in proportion to any increase in the agency's overall budget for the duration of the performance contract or project payment term."

Appropriations FY2021 = 146,113,081 kWh x $0.3491 = $51,009,404 Projected FY2020 = 146,113,081 kWh x $0.3423 = $50,009,219 Projected

Actuals FY2019 = 134,672,129 kWh x $0.3165 = $42,618,994 FY2018 = 140,385,995 kWh x $0.3021 = $42,418,633 FY2017 = 142,942,299 kWh x $0.2801 = $40,045,926 FY2016 = 146,113,081 kWh x $0.2723 = $39,787,921 Retrofitting Baseline HRS 302A-1510 Sustainable schools initiative

[§302A-1510] Sustainable schools initiative. (a) The department shall establish a goal of becoming net-zero with respect to energy use, producing as much renewable energy as the department consumes across all public school facilities, by January 1, 2035. (b) The department shall use the amount and value of energy consumed by the department across all public school facilities during the 2015-2016 fiscal year as the benchmark for measuring the department's progress toward the energy usage goal set forth in subsection (a).

HRS 36-41 Energy retrofit and performance contracting for public facilities

0.000 5,000,000 5,000 5,000 5,000 5,000TOTAL REQUEST A 0.000 0.000 0 0.000

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(a) All agencies shall evaluate and identify for implementation energy efficiency retrofitting through performance contracting. Agencies that perform energy efficiency retrofitting may continue to receive budget appropriations for energy expenditures at an amount that shall not fall below the pre-retrofitting energy budget but shall rise in proportion to any increase in the agency's overall budget for the duration of the performance contract or project payment term. (b) Any agency may enter into a multi-year energy performance contract for the purpose of undertaking or implementing energy conservation or alternate energy measures in a facility or facilities. An energy performance contract may include but shall not be limited to financing options such as leasing, lease-purchase, financing agreements, third-party joint ventures, guaranteed-savings plans, or energy service contracts, or any combination thereof; provided that in due course the agency may receive title to the energy system being financed. Except as otherwise provided by law, the agency that is responsible for a particular facility shall review and approve energy performance contract arrangements for the facility.

HRS 196-21 Financing mechanisms

(a) Agencies shall maximize their use of available alternative financing contracting mechanisms, including energy-savings contracts, when life-cycle cost-effective, to reduce energy use and cost in their facilities and operations. Energy–savings contracts shall include: (1) Energy performance contracts; (2) Municipal lease and purchase financing; and (3) Utility energy-efficiency service contracts. Energy-savings contracts shall provide significant opportunities for making state facilities more energy efficient at no net cost to taxpayers. (b) Agencies that perform energy efficiency and renewable energy system retrofitting may continue to receive budget appropriations for energy expenditures at an amount that will not fall below the pre-retrofitting energy budget but will rise in proportion to any increase in the agency's overall budget for the duration of the performance contract or project payment term. A portion of the moneys saved through efficiency and renewable energy system retrofitting shall be set aside to pay for any costs directly associated with administering energy efficiency and renewable energy system retrofitting programs incurred by the agency.

HRS 196-65 Hawaii green infrastructure special fund

§196-65 Hawaii green infrastructure special fund. (a) There is established the Hawaii green infrastructure special fund into which shall be deposited: (1) The proceeds of bonds net of issuance costs and reserves or overcollateralization amounts; (2) Green infrastructure charges received for the use and services of the loan program, including the repayment of loans made under the loan program; (3) All other funds received by the department or the authority and legally available for the purposes of the green infrastructure special fund; (4) Interest earnings on all amounts in the green infrastructure special fund; and (5) Such other moneys as shall be permitted by an order of the public utilities commission. The Hawaii green infrastructure special fund shall not be subject to section 37-53. Any amounts received from green infrastructure charges or any other net proceeds earned from the allocation, use, expenditure, or other disposition of amounts approved by the public utilities commission and deposited or held in the Hawaii green infrastructure special fund in excess of amounts necessary for the purposes of subsection (b) shall be credited to electric utility customers as provided in a green infrastructure loan program order or orders. Funds that are transferred back to the electric utility in order to credit electric utility customers under this subsection shall not be considered revenue of the electric utility and shall not be subject to state or county taxes.

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(b) Moneys in the Hawaii green infrastructure special fund may be used, subject to the approval of the public utilities commission, for the purposes of: (1) Making green infrastructure loans, including for installation costs for energy-efficient lighting and other energy-efficiency measures; (2) Creating a $50,000,000 sub-fund, as a revolving line of credit within the Hawaii green infrastructure special fund, for any state agency to obtain financing to implement cost-effective energy-efficiency measures; (3) Paying administrative costs of the Hawaii green infrastructure loan program; (4) Paying any other costs related to the Hawaii green infrastructure loan program; or (5) Paying financing costs, as defined in section 269-161, to the extent permitted by the public utilities commission in a financing order issued pursuant to section 269-163.

(c) The authority may invest funds held in the Hawaii green infrastructure special fund in investments as permitted by law, and in accordance with approved investment guidelines established in one or more orders issued by the public utilities commission pursuant to section 269-171. All amounts in the Hawaii green infrastructure special fund shall be exempt from all taxes and surcharges imposed by the State or the counties. [L 2013, c 211, pt of §2; am L 2017, c 57, §2; am L 2018, c 121, §5]




Schools will not have electricity.



Electric utilities have an Energy Cost Adjustment charge that reflects changes in fuel prices since the time the Base Fuel Energy charge was set. Oil prices have increased significantly since the last appropriation. As a result, the cost of electricity will increase significantly in the upcoming budget cycle. The projected cost is estimated at $0.3355/kWh for the next FY2020-21. HRS applicable provisions: HRS 36-41 Energy retrofit and performance contracting for public facilities(a) All agencies shall evaluate and identify for implementation energy efficiency retrofitting through performance contracting. Agencies that perform energy efficiency retrofitting may continue to receive budget appropriations for energy expenditures at an amount that shall not fall below the pre-retrofitting energy budget but shall rise in proportion to any increase in the agency's overall budget for the duration of the performance contract or project payment term.(b) Any agency may enter into a multi-year energy performance contract for the purpose of undertaking or implementing energy conservation or alternate energy measures in a facility or facilities. An energy performance contract may include but shall not be limited to financing options such as leasing, lease-purchase, financing agreements, third-party joint ventures, guaranteed-savings plans, or energy service contracts, or any combination thereof; provided that in due course the agency may receive title to the energy system being financed. Except as otherwise provided by law, the agency that is responsible for a particular facility shall review and approve energy performance contract arrangements for the facility.

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XI. Other Comments

HRS 196-21 Financing mechanisms(a) Agencies shall maximize their use of available alternative financing contracting mechanisms, including energy-savings contracts, when life-cycle cost-effective, to reduce energy use and cost in their facilities and operations. Energy–savings contracts shall include:(1) Energy performance contracts;(2) Municipal lease and purchase financing; and(3) Utility energy-efficiency service contracts.Energy-savings contracts shall provide significant opportunities for making state facilities more energy efficient at no net cost to taxpayers.(b) Agencies that perform energy efficiency and renewable energy system retrofitting may continue to receive budget appropriations for energy expenditures at an amount that will not fall below the pre-retrofitting energy budget but will rise in proportion to any increase in the agency's overall budget for the duration of the performance contract or project payment term. A portion of the moneys saved through efficiency and renewable energy system retrofitting shall be set aside to pay for any costs directly associated with administering energy efficiency and renewable energy system retrofitting programs incurred by the agency. HRS 302A-1510 Sustainable schools initiative[§302A-1510] Sustainable schools initiative.(a) The department shall establish a goal of becoming net-zero with respect to energy use, producing as much renewable energy as the department consumes across all public school facilities, by January 1, 2035.(b) The department shall use the amount and value of energy consumed by the department across all public school facilities during the 2015-2016 fiscal year as the benchmark for measuring the department's progress toward the energy usage goal set forth in subsection (a). §196-65 Hawaii green infrastructure special fund. (a) There is established the Hawaii green infrastructure special fund into which shall be deposited: (1) The proceeds of bonds net of issuance costs and reserves or overcollateralization amounts; (2) Green infrastructure charges received for the use and services of the loan program, including the repayment of loans made under the loan program; (3) All other funds received by the department or the authority and legally available for the purposes of the green infrastructure special fund; (4) Interest earnings on all amounts in the green infrastructure special fund; and (5) Such other moneys as shall be permitted by an order of the public utilities commission. The Hawaii green infrastructure special fund shall not be subject to section 37-53. Any amounts received from green infrastructure charges or any other net proceeds earned from the allocation, use, expenditure, or other disposition of amounts approved by the public utilities commission and deposited or held in the Hawaii green infrastructure special fund in excess of amounts necessary for the purposes of subsection (b) shall be credited to electric utility customers as provided in a green infrastructure loan program order or orders. Funds that are transferred back to the electric utility in order to credit electric utility customers under this subsection shall not be considered revenue of the electric utility and shall not be subject to state or county taxes. (b) Moneys in the Hawaii green infrastructure special fund may be used, subject to the approval of the public utilities commission, for the purposes of: (1) Making green infrastructure loans, including for installation costs for energy-efficient lighting and other energy-efficiency measures related to heat abatement at public schools;

Finally, the GEMS Loan payment of $2.3M/year must be paid from the electricity utilities appropriation.

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EDN400 / OE ATTACHMENT FOR REQUEST Date Prepared/Revised: Oct. 7, 201937720/5354 Department Priority: 2.01



of 166

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12642/5273


TOTAL REQUEST

Program ID / Org Code: EDN100 / BY Request Category:

Program Title: RESOURCES FOR NEW FACILITIES i. Trade-Off_Transfer (+)





iv. Fixed Cost/EntitlementI. Title of Request EQUIPMENT FOR NEW FACILITIES ix. Second Year Funding




x. Other X

Description of Request: Funding for equipment for new facilities. v. Federal Fund Adjustment Req


xi. N/A





A 0.000 0.000 0 0.000A 0.000 0.000 0 0.000

0.000 900,000 900 900 900 9000 0 0 0 00.000

A 0.000 0.000 0 0.000A 0.000 0.000 0 0.000

0.000 0 0 0 0 01,100,000 1,100 1,100 1,100 1,1000.000

A 0.000 0.000 0 0.000A 0.000 0.000 0 0.000

0.000 2,000,000 2,000 2,000 2,000 2,0000 0 0 0 00.000

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B. Other Current Expenses525

OFFICE SUPPLIES (3201) A 0.000 0.000 0 0.000 0.000 75,000

0.000 525,000 525 525 525CLASSROOM SUPPLIES (3006) A 0.000 0.000 0 0.000

0.000 0.000 0 0.000

75 75 75 75

85 85 85 85

215

OTHER MISC SUPPLIES (3401) A 0.000 0.000 0 0.000 0.000 85,000

0.000 215,000 215 215 215AUDIO VISUAL SUPPLIES (3002) A

900

C. Equipment

0.000 900,000 900 900 900SUBTOTAL A 0.000 0.000 0 0.000

COMPUTER EQUIPMENT (7708) A 0.000 0.000 0 0.000 335

OFFICE EQUIPMENT (7704) A 0.000 0.000 0 0.000 0.000 100,000

0.000 335,000 335 335 335

0.000 0.000 0 0.000

100 100 100 100

535 535 535 535

130130 130 130

OTHER EQUIPMENT (7713) A 0.000 0.000 0 0.000 0.000 535,000

0.000 130,000TELECOMMUNICATIONS EQUIPMENT A

1,100

TOTAL REQUEST A 0.000 0.000 0 0.000 0.000 2,000,000

0.000 1,100,000 1,100 1,100 1,100SUBTOTAL A 0.000 0.000 0 0.000


Funds are needed to equip schools with the necessary supplies and equipment as new buildings and classrooms are being constructed to address issues such as overcrowding. This request will ensure that all projected new buildings and classrooms will be sufficiently equipped when the projects are completed and turned over to the schools. There are CIP funds and some general funds that address the furniture needs of the projects, however no other funding source addresses the incidental supplies and equipment. The effectiveness of funding this request will be reflected with the opening of new buildings/classrooms that are fully furnished and addresses all the needs and requirements for the teachers. If there is no funding available, the DOE will either have to find other sources of funding, open the new building/classroom with inadequate supplies and equipment, or choose not to open the new facilities.V. Relationship of the Request to State Plan or Functional Plan


2,000 2,000 2,000 2,000


N/A XI. Other Comments

N/A


If funds are not appropriated for equipping the new facilities, the DOE will have to identify other funding sources. The DOE cannot open new buildings or classrooms with no equipment and supplies for the teachers and students. VIII. Impact on Facility Requirements

N/A VI. External Conformance Requirements

N/A

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EDN100/BY Date Prepared/Revised: 12/19/201912642/5273 Department Priority: 2.03

School Project EstimatePearl City Highlands Elementary

Portable Classrooms $20,000

Maui High Weight Training & Wrestling Facilities $10,000 Makawao Elementary Covered Playcourt $10,000 Laupahoehoe CPCS Learning Environment Expansion $10,000 Maui High Bldg J - Expand-Renv Band-Choir Bldg (ph3) $10,000

Moanalua High Performing Arts Center Ph 2B $80,000 Noelani Elementary Library Building $30,000 Waimea Canyon Middle Covered Playcourt $10,000

Waimanalo Elementary & Intermediate

Science, Technology, Media Building $60,000

Solomon Elementary Campus Improvements (Phase 2) $10,000 Niu Valley Middle 4 World Language Classrooms (Ph 1 & 2) $80,000 Mililani Middle Classroom Bldg $200,000 Aiea Intermediate Applied Technology Center $20,000 Kapaa Elementary Library (interior build out) $30,000 Momilani Elementary Portable Classrooms $20,000 Lahainaluna High New Classroom Building $200,000 East Kapolei Middle Phase 2 (2nd Classroom Bldg) $200,000 Kihei High New School - Phase 2 (1st phase of bldgs) $1,000,000

$2,000,000

ATTACHMENT FOR REQUEST



25237/6284


TOTAL REQUEST

Program ID / Org Code: EDN200 / GD Request Category:

Program Title: SCHOOL LEADERSHIP AND IMPROVEMENT i. Trade-Off_Transfer (+)





iv. Fixed Cost/EntitlementI. Title of Request ADD 2.0 PERM FTE AND FUNDS FOR YOUTH SUICIDE AWARENESS

AND PREVENTION PROTOCOL ACT 270, SLH 2019ix. Second Year Funding


($ thous) ($ thous)

Description of Request: Add 2.0 PERM FTE (1.0 Behavioral Health Specialist IV and 1.0 Office Assistant IV) and funds for positions, substitute teachers, and training to administer Youth Suicide Awareness and Prevention Protocol. Act 270, SLH 2019 directs the department to develop a "mandatory youth suicide awareness and prevention training program and model risk referral protocol for Complex Areas and Charter Schools", and provide it "to Teachers, Teacher Assistants, Administrators, and Counselors".





x. Other X

xi. N/A

A 0.000 0.000 0 0.000 0.000 755,000



85 85 85 85A 0.000 0.000 0 0.000 0.000A 0.000 0.000 0 2.000 0.000 84,012

755 755 755 755140,000 140 140 140 140

A 0.000 0.000 0 0.000A 0.000 0.000 0 0.000

0.000 0 0 0 0 00 0 0 0 00.000

A 0.000 0.000 0 2.000A 0.000 0.000 0 0.000

0.000 979,012 980 980 980 9800 0 0 0 00.000

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A. Personal Services0.000 52,956 53 53 53 53BEHAVIORAL HLTH SPCLT IV (8C454)

Pseudo #99359EA 0.000 0.000 0 1.000

0.000 31,056 32 32 32 32OFFICE ASSISTANT IV (8A018)Pseudo #99360E

A 0.000 0.000 0 1.000

0.000 84,012 85 85 85 85SUBTOTAL A 0.000 0.000 0 2.000

A1. Other Personal Services0.000 140,000 140 140 140 140SUBSTITUTE TEACHER (2769) A 0.000 0.000 0 0.000

0.000 140,000 140 140 140 140SUBTOTAL A 0.000 0.000 0 0.000

B. Other Current Expenses0.000 400,000 400 400 400 400SVC FOR FEE-MISC (7104) A 0.000 0.000 0 0.000

0.000 220,000 220 220 220 220PROFESSIONAL DEVELOPMENT

A 0.000 0.000 0 0.000

0.000 25,000 25 25 25 25PRINTING & BINDING (3901) A 0.000 0.000 0 0.000

0.000 110,000 110 110 110 110CLASSROOM SUPPLIES (3006) A 0.000 0.000 0 0.000

0.000 755,000 755 755 755 755SUBTOTAL A 0.000 0.000 0 0.000

IV. Justification of Request Justification: What is the need? Suicide is a significant public health problem in Hawai’i. It was the most common cause of fatal injuries among Hawai’i residents over the five (5) year period 2012-2016, accounting for over one-quarter of all fatal injuries, equal to nine hundred thirty (930) deaths or twenty-six percent (26%) of all fatal injuries. Suicide was the leading cause of injury-related death for most age groups — all but the very young and the very old — outpacing car crashes, homicide, unintentional poisoning, and drowning. It was the second leading cause of death in Hawai’i for those age 15-34. On average, one (1) person dies by suicide in Hawai’i every two (2) days. Suicide Prevention Training is a best practice for suicide prevention and one of the objectives found in the 2017 Prevent Suicide Hawaii Task Force Strategic Plan to reduce suicides in Hawaii 25% by 2025 (see attached DOH Youth Suicide Statistics). In the State of Hawaii, Act 270 became effective on July 1, 2019 to be applied beginning with the 2019-2020 school year which mandates that: “The department, in collaboration with the department of health, shall develop a mandatory youth suicide awareness and prevention training program and a model risk referral protocol for complex areas and charter schools… which shall be provided to teachers, teacher assistants, administrators, and counselors.” (see attached Act 270) The Student Support Section facilitates the infrastructure, delivery, and program support to assist districts, complex areas, and schools to provide a rich array of student support services and training in suicide prevention and a risk referral protocol that enables all schools to achieve compliance with federal and state mandates and to insure student safety. Currently there are no funds allocated for such training, no additional personnel. What is the proposed solution?

0.000 979,012 980 980 980 980TOTAL REQUEST A 0.000 0.000 0 2.000

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What is the proposed solution? The proposed solution is to provide the additional personnel, funding, and resources to be able to work with our state and community partners as well as train a cadre of instructors within the Hawaii Department of Education (HIDOE) to fulfill the requirements of Act 270 and to do so in a safe manner. Due to the subject matter, training and a safe referral protocol are of the utmost importance. Safe messaging is an important component of an effective Suicide Prevention Program as well as supports in place for staff and students who have experienced suicide in their professional and/or personal lives. Also, this solution would help to build capacity and sustainability as this is an on-going training program in which it is important to have vetted curriculum and an array of services available to schools on an annual basis. What amounts of funding and resources are already being used to address this need? Currently, there are no funds attached to Act 270 and no funds allotted for such training. The resources being used are HIDOE personnel in charge of other programs and volunteer services or free available training from the Prevent Suicide Hawaii Task Force (see attached) which is the Department of Health Curriculum as mentioned in Act 270. What is currently in place cannot meet the capacity of training for all of the teachers, teacher assistants, administrators, and counselors in the entire HIDOE (to include charter schools). The proposed plan should be able to fill these needs and create the sustainability to address the requirements of Act 270 on a yearly basis. What resources are required for the proposed solution? The proposed budget for year one to meet the needs of the schools and complex areas to both provide youth suicide awareness and prevention training which is evidence based and/or evidence researched, includes safe messaging and adequate training as well as implementing a state wide risk referral protocol would entail a budget of approximately one million dollars. This includes providing an array of services and programs available to schools for training, providing adequate support from the state level to coordinate efforts, create procedures, institutionalize protocols, oversee mandates at the complex and school level, and create a sustainable system of support for continued training and implementation of suicide prevention efforts throughout the state. To provide the array of training programs to reach the capacity of all school teachers, teacher assistants, administrators, and counselors, the proposed budget allots for contracted fees to provide for online training for HIDOE Employees ($250,000). Also, as part of the array of services, there would be the initial Professional Development/Training Series for State & Complex Area Team Trainer of Trainers School level staff (Goal: at least 90 instructors) ($150,000). And lastly, once a cadre of instructors have been established, providing the on-going Peer-to-Peer Training in Suicide Prevention ($200,000). To support the training efforts, it is important to allot some substitute teacher pay for classroom teacher participation in suicide prevention training ($140,000) and training materials of Suicide Prevention curriculum such as manuals and workbooks required in training ($80,000) as well as to provide training supplies and other expenses ($20,000). To support the risk referral protocol, establishing a mandatory DOE staff beginning of the year video on suicide prevention reporting procedures and policies ($20,000), and also to provide printing of informational brochures for parent/guardians and community member meetings and/or training ($25,000) are ways to ensure that knowledge and information is disseminated to all stakeholders. And lastly, in order to support the implementation of policy, procedures, vetted programs, collaboration, and tri –level supports associated with Act 270, it is requested that a budget be allotted for Statewide Travel for Training and Collaboration ($10,000) and that a Program Specialist IV or Resource Teacher for program coordination (BHS IV position) ($52,956) be assigned to assist in overseeing and supporting the fifteen complex areas designated liaisons to ensure proper implementation of Act 270 as well as an Office Assistant IV for data entry, monitoring, accountability, and materials preparation ($31,056). Describe how successful outcomes will be measured. What measurable or observable evidence would indicate the extent to which the proposed solution "works?" As stated in Act 270: “By September 15 of each year, each complex area shall report to the department on prior school year training prevention activities completed as described by this section.” The schools will be responsible for ensuring all staff are trained in Suicide Prevention and are following the risk referral protocol. The complex level will assist in the training efforts and oversee adherence to the law. The State level will coordinate complex area and charter school training, gather the data of training and activities by September 15th of each year and analyze the results as far as accountability, impact, and next steps for improvement of the training system in place and the risk referral protocol. Identify feasible alternatives? Due to the requirements mandated in Act 270 the proposed personnel and resources are needed:

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ue to t e equ e e ts a dated ct 0 t e p oposed pe so e a d esou ces a e eeded:

- Behavioral Health Specialist IV will provide program coordination to support training and resources for complex areas and schools - Office Assistant will provide data entry, clerical and accounting duties - Substitute Teachers to fill in for teachers attending mandatory suicide training - Service for Fee for contracted out services for training and online services - Professional Development Courses for mandatory training video development and peer-to-peer training - Printing and Binding for Parent and Student Brochures - Classroom Supplies for training materials, curriculum and supplies What would be the consequences of doing nothing? If HIDOE did not go through with these efforts, then we would be out of compliance of Hawaii State Law Act 270 regarding Mandatory Youth Suicide Awareness and Prevention Training. Training educators in identifying signs and symptoms of suicidal thoughts and the referral process to get youth to the resources and services they need may save a life. V. Relationship of the Request to State Plan or Functional Plan



XI. Other Comments




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EDN200 / GD ATTACHMENT FOR REQUEST Date Prepared/Revised: Oct. 7, 201925237/6284 Department Priority: 2.05



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EDN200 / GD ATTACHMENT FOR REQUEST Date Prepared/Revised: Oct. 7, 201925237/6284 Department Priority: 2.05



of 166

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33722/5395


TOTAL REQUEST

Program ID / Org Code: EDN300 / KO Request Category:

Program Title: HUMAN RESOURCES i. Trade-Off_Transfer (+)





iv. Fixed Cost/EntitlementI. Title of Request PERM OFFICE ASSISTANT TO PROVIDE RECEPTIONIST COVERAGE

FOR FOYER AREA AT DOLE CANNERY SITEix. Second Year Funding


($ thous) ($ thous)

Description of Request: Request for 1.0 permanent FTE position to provide receptionist coverage for the foyer area at Dole Cannery site.



vii. Health, Safety, Court Mandates X


x. Other

xi. N/A

A 0.000 0.000 0 0.000 0.000 0



0 0 0 0A 0.000 0.000 0 0.000 0.000A 0.000 0.000 0 1.000 0.000 0

0 0 0 00 0 0 0 0

A 0.000 0.000 0 0.000A 0.000 0.000 0 0.000

0.000 0 0 0 0 00 0 0 0 00.000

A 0.000 0.000 0 1.000A 0.000 0.000 0 0.000

0.000 0 0 0 0 00 0 0 0 00.000

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A. Personal Services0.000 0 0 0 0 0OFFICE ASSISTANT III (8A017)

Pos. #803709A 0.000 0.000 0 1.000

0.000 0 0 0 0 0SUBTOTAL A 0.000 0.000 0 1.000


Prior to the creation and filling of this position, the Office of Information Technology Services (OITS) and Office of Talent Management (OTM) sections provided receptionist coverage for the foyer area at Dole Cannery on a rotational basis. To ensure each section was still able to complete all normal and customary duties, current employees provided receptionist coverage at the front desk for approximately two (2) hours at a time. Although this worked to provide basic receptionist coverage, the arrangement created inconsistencies in the daily operations of the receptionist desk, including delays to visitors / guests. Additionally, the rotating staffing for the receptionist desk did not allow for a consistent customer service agent to respond to general OTM inquiries via phone. Without this position, the AS of OTM Private Secretary would become responsible for responding to and directing these phone inquiries, thereby delaying responsiveness of the AS office on urgent matters.



0.000 0 0 0 0 0TOTAL REQUEST A 0.000 0.000 0 1.000


Not Applicable.

XI. Other Comments

None. (SA)


Not Applicable.


Not Applicable.


Not Applicable.

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18863/6296


TOTAL REQUEST

Program ID / Org Code: EDN100 / BJ Request Category:

Program Title: AT-RISK PROGRAMS i. Trade-Off_Transfer (+)





iv. Fixed Cost/EntitlementI. Title of Request ADD 4.5 PERM FTE FOR HICORE PROGRAM ADMINISTRATION AND

SERVICESix. Second Year Funding


($ thous) ($ thous)

Description of Request: Add 4.5 Perm FTE for HICORE Program Administration and Services1.0 12-month Complex Area Teacher1.0 General Educational Officer2.0 Secondary Teachers0.5 Office Assistant IIHIGH CORE (STOREFRONT) is an Alternative Learning Program that serves Central District on Oahu. The PERM FTE position counts will stabilize program expansion being implemented beginning with SY 2019-20.





x. Other X

xi. N/A

A 0.000 0.000 0 0.000 0.000 0



218 218 218 218A 0.000 0.000 0 0.000 0.000A 0.000 0.000 0 4.500 0.000 217,870

0 0 0 0-217,870 -218 -218 -218 -218

A 0.000 0.000 0 0.000A 0.000 0.000 0 0.000

0.000 0 0 0 0 00 0 0 0 00.000

A 0.000 0.000 0 4.500A 0.000 0.000 0 0.000

0.000 0 0 0 0 00 0 0 0 00.000

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PART-TIME TEACHER (2744) A -217,870 -218 -218 -218 -218




A. Personal Services41

*GENERAL EDUCATIONAL OFFICER (56001) Pseudo #99626E

A 0.000 0.000 0 1.000 0.000 97,202

0.000 41,016 41 41 4112-MO COMPLEX AREA TEACHER (57074) Pseudo #99349E

A 0.000 0.000 0 1.000

0.000 0.000 0 2.000

98 98 98 98

13 13 13 13

66

OFFICE ASSISTANT II (8A016)Pseudo #99625E

A 0.000 0.000 0 0.500 0.000 13,254

0.000 66,398 66 66 66SECONDARY TEACHER (50000)Pseudo #99351E & 99600E @ $33,199

A

0.000 0 0 0 0 0SUBTOTAL A 0.000 0.000 0 4.500

IV. Justification of Request What is the need? HICORE (STOREFRONT) is an Alternative Learning Program that serves Central District on Oahu. HICORE provides student academic, social-emotional/counseling, and parent engagement supports, as well as, case management of child serving agencies, community agencies, and juvenile justice/family court. The objectives of the program are: 1) To assist students in improving their academic competencies and enable them to meet the requirements of the Common Core State Standards and meet the high school graduation requirements; 2) To assist students in developing the appropriate behavioral, social and emotional competencies through guidance and counseling activities; and 3) To enable students to return to their regular school program and provide transitional support services to students. Due to the nature and needs of the population served, as well as the academic recovery for students to graduate on time

What is the proposed solution? HICORE is requesting approval for PERM FTE only: One full time (1.0 FTE) 12 month Complex Area Teacher to report directly to its Complex Area Superintendent as the HICORE Program Lead that coordinates all facets of HICORE (direct student support, counseling and instruction, college and career readiness, parent outreach and engagement, family court involvement, student intake/transition, communication with 7 Central District High schools (attendance, behavior, credits, etc.), community agency/treatment referrals, student outcome monitoring, etc.). One full time (1.0 FTE) Educational Officer to report directly to its Complex Area Superintendent. Due to the intensive needs of students referred to the HICORE program and the number of students supported yearly in HICORE, an Educational Officer would have administrative duties and responsibilities of the oversight of HICORE. Oversight of the program would include, but not limited to, staff supervision, program advocacy, liaison to the CAS and district schools, technical assistance to the program, data analysis, etc.) Two full time (2.0 FTE) Secondary Teachers to report directly to the HICORE program to provide instructional, academic, and social-emotional supports and services to students. A part-time .5 FTE Office Assistant II to report directly to the HICORE program to provide additional clerical and office administrative assistant support to the program.

0.000 0 0 0 0 0TOTAL REQUEST A 0.000 0.000 0 4.500

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These staff will provide program and student support to the Complex Area Superintendent and the HICORE (STOREFRONT) program in Central District. What amounts of funding and resources are already being used to address this need? Prog ID 18863: HICORE will transfer Character A1 funds to A to fund the cost of the additional positions. What resources are required for the proposed solution? State the purposes for which funds are to be used. How much is needed, what is to be purchased, and how the resources are to be used to address the need. Describe the numbers and types of personnel, types of supplies and other current expenses, and types of equipment requested. This description should match the details entered on the budget request forms. 1.0 TEMP FTE 12-mo District Office Teacher in Charge ($41,016) 2.0 TEMP FTE Secondary Teachers ($66,398 total or $33,199 each) 0.5 TEMP FTE Office Assistant ($13,254) 1.0 TEMP FTE Education Officer ($97,202) Describe how successful outcomes will be measured. What measurable or observable evidence would indicate the extent to which the proposed solution “works?" What are the measures of effectiveness? What indicators will be collected to provide evidence on the measures of effectiveness? The measures of success that will indicate positive outcomes from this proposed solution: Students continue to be successful during placement at HICORE, student outcomes post-HICORE will be positive (graduate on time, transfer back to homeschool), student to staff ratio will be reduced. Identify feasible alternatives? What are the advantages and disadvantages of these? Include a comment regarding reallocation of existing funds to address this need (e.g., decrease funding for a specific program) and the reasons why it could or could not be done? Continue with current staffing at HICORE. Advantage: cost of positions would be saved. Disadvantage: students may not have as many opportunities due to limited staff to run the program. What would be the consequences of doing nothing? Explain what would be the impact if nothing is done to address this need. By doing nothing, the HICORE program may experience a possible reduction in the number of students served or opportunities provided.





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XI. Other Comments


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16158/6302


TOTAL REQUEST

Program ID / Org Code: EDN100 / BS Request Category:

Program Title: JROTC i. Trade-Off_Transfer (+)





iv. Fixed Cost/EntitlementI. Title of Request ADD 2.0 PERM FTE FOR ROTC INSTRUCTORS AT MOANALUA AND

WAIPAHU HIGH SCHOOLSix. Second Year Funding


($ thous) ($ thous)

Description of Request: Add 2.0 Permanent FTE for ROTC Instructors at Moanalua High School (1.0 FTE) and Waipahu High School (1.0 FTE).





x. Other X

xi. N/A

A 0.000 0.000 0 0.000 0.000 0



180 180 180 180A 0.000 0.000 0 0.000 0.000A 0.000 0.000 0 2.000 0.000 180,000

0 0 0 00 0 0 0 0

A 0.000 0.000 0 0.000A 0.000 0.000 0 0.000

0.000 0 0 0 0 00 0 0 0 00.000

A 0.000 0.000 0 2.000A 0.000 0.000 0 0.000

0.000 180,000 180 180 180 1800 0 0 0 00.000

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A. Personal Services0.000 90,000 90 90 90 90ROTC INSTRUCTOR (54000)

Pseudo #99605EA 0.000 0.000 0 1.000

0.000 90,000 90 90 90 90ROTC INSTRUCTOR (54000)Pseudo #99627E

A 0.000 0.000 0 1.000

0.000 180,000 180 180 180 180SUBTOTAL A 0.000 0.000 0 2.000


a. What is the need? Funding for one additional Army JROTC instructor annual salary (Minimum Instructor Pay – MIP) at Waipahu High School. Waipahu High School’s current JROTC cadet (student) enrollment is 187 cadets/students. Since SY 16-17, their program has grown and excelled tremendously in the following ways: • Waipahu Army JROTC has averaged 150 cadet enrollment each year • Waipahu Army JROTC averages over 3,000 community service hours each year • An average of 2 cadets per year earn college scholarships • An average of 75% of graduating cadets per year pursue military enlistments • Multiple inter-island and mainland competitions in last 3 years requiring at least one instructor supervision • Provided over 3,000 community service hours during SY 18-19 • 25 separate community service events - 4 involving outside agencies during SY 18-19 • Instructors provided over 4,000 co-curricular hours requiring cadet supervision after school • 12 competitions requiring 2-instructor cadet supervision • 1 curriculum-in-action trips requiring 2-instructor supervision • 1 inter-island competition requiring 2-instructor supervision • Competed in National Drill Competitions in the mainland during SY 17-18 and SY 18-19. Funding for one additional Air Force JROTC instructor annual salary (Minimum Instructor Pay – MIP) at Moanalua High School. Moanalua High School’s current JROTC cadet (student) enrollment is 179 cadets/students. Since SY 14-15, their program has grown and excelled tremendously in the following ways: • Moanalua AFJROTC has averaged over 175 cadets each year • Moanalua AFJROTC averages over 3,000 community service hours each year • An average of 2 cadets per year earn ROTC college scholarships

0.000 180,000 180 180 180 180TOTAL REQUEST A 0.000 0.000 0 2.000

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g p y g p • Two service academy appointments in the last three years • An average of 4 cadets per year earn military enlistments • Unit awarded Distinguished Unit with Merit during Jan 2019 headquarters inspection • Automatically qualifies our unit to nominate 5 individuals for service academy appointment • Unit has participated in off-island competitions every year since our arrival • Multiple inter-island and mainland competitions in last 5 years requiring 2-instructor supervision • Provided over 3,800 community service hours during SY 18-19 • 26 separate community service events - 5 involving outside agencies during SY 18-19 • Provided over 4,000 co-curricular hours requiring cadet supervision after school • 14 competitions requiring 2-instructor cadet supervision • 3 curriculum-in-action trips requiring 2-instructor supervision • 1 inter-island competition requiring 2-instructor supervision • 1 mainland competition • Numerous pop-up requests to support school priorities to include assisting with campus supervision and security during VP or security personnel shortages. • Supports the annual Out of Darkness Walk for Suicide Prevention event, where Moanalua High School Air Force JROTC program provides approximately 75-100 cadet supporters.

Given the very high operations tempo of Waipahu High School and Moanalua High School JROTC instructors, coupled with the high numbers of cadets enrolled in the program, it is highly desired for the safety and security of cadets that a third instructor is hired immediately. They have been operating too lean for too long and place themselves and their students at risk, if the current operation tempo continues at its current pace and with the significant amount of cadets enrolled in their JROTC program. Funding salary requirements to hire a thire a third Army JROTC instructor at Waipahu High School and a third Air Force JROTC instructor at Moanalua High School will help mitigate current risk factors for students and instructors. b. What is the proposed solution? Provide additional permanent positions and funds to allow Waipahu High School to hire an additional Army JROTC instructor and allow Moanalua High School to hire an additional Air Force JROTC instructor to realize a more manageable instructor to student ratio and better ensure student safety with adequate instructor oversight in the classroom and off-campus JROTC activities. c. What amounts of funding and resources are already being used to address this need? Other than current HIDOE funding (Program 16158) to cover salaries for two Army JROTC instructors at Waipahu High School and two Air Force JROTC instructors at Moanalua High School, no other funding and resources are being used to address this need. d. What resources are required for the proposed solution? Appropriate instructor salary (based on retired military rank/pay grade) is required to affect the aforementioned solution. e. Describe how successful outcomes will be measured. What measurable or observable evidence would indicate the extent to which the proposed solution “works”? Successful outcomes will be measured via the following JROTC program data, formally identified during each SY: • Cadet enrollment rate

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• Cadet enrollment rate • Cadet high school graduation rate • Average GPA of JROTC cadets versus their high school counterparts • Average SAT and ACT scores of JROTC cadets versus their high school counterparts • Cadet Scholarships and Awards • Cadet Community and School Service Man-hours • Instructor Community and School Service Man-hours • Instructor JROTC Co-Curricular Activity Man-hours • Number of Community and School Service Events supported • Number of JROTC-related Serious Incident – Less is Better f. Identify feasible alternatives? The only feasible alternative for Waipahu High School Army JROTC and Moanalua High School Air Force JROTC, will be to effect a enrollment cap or limit. This alternative is not desired by the current JROTC instructors nor school Administrators and Staff. g. What would be the consequences of doing nothing? In the absence of hiring a third instructor, Waipahu High School Army JROTC and Moanalua High School Air Force JROTC may have to begin limiting the amount of students who can enroll in their program. This will not only be detrimental to the students who want to take JROTC but will also impair our ability to provide support to the school and community. Waipahu High School Army JROTC and Moanalua High School Air Force JROTC have built a reputation that is known island-wide, especially within their local community. Waipahu Army JROTC and Moanalua Air Force JROTC want to continue to provide the exceptional level of support that their school and local community have come to depend on annually, and an additional instructor will ensure this support is provided safely and securely.V. Relationship of the Request to State Plan or Functional Plan



XI. Other Comments




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EDN100 / BS ATTACHMENT FOR REQUEST Date Prepared/Revised: Oct. 7, 201916158/6302 Department Priority: 3.03

JUSTIFICATION for 1.0 FTE ROTC Instructor

a. What is the need?.

Since SY 14-15, their program has grown and excelled tremendously in the following ways: • Moanalua AFJROTC has averaged over 175 cadets each year• Moanalua AFJROTC averages over 3,000 community service hours each year• An average of 2 cadets per year earn ROTC college scholarships• Two service academy appointments in the last three years• An average of 4 cadets per year earn military enlistments• Unit awarded Distinguished Unit with Merit during Jan 2019 headquarters inspection• Automatically qualifies our unit to nominate 5 individuals for service academy appointment• Unit has participated in off-island competitions every year since our arrival• Multiple inter-island and mainland competitions in last 5 years requiring 2-instructor supervision• Provided over 3,800 community service hours during SY 18-19• 26 separate community service events - 5 involving outside agencies during SY 18-19• Provided over 4,000 co-curricular hours requiring cadet supervision after school• 14 competitions requiring 2-instructor cadet supervision• 3 curriculum-in-action trips requiring 2-instructor supervision• 1 inter-island competition requiring 2-instructor supervision• 1 mainland competition• Numerous pop-up requests to support school priorities to include assisting with campus supervision and security during VP or security personnel shortages.• Supports the annual Out of Darkness Walk for Suicide Prevention event, where Moanalua High School Air Force JROTC program provides approximately

75-100 cadet supporters.



Funding for one additional Air Force JROTC instructor annual salary (Minimum Instructor Pay – MIP) at Moanalua High School. Moanalua High School’s current JROTC cadet (student) enrollment is 179 cadets/students.

Given the very high operations tempo of Moanalua High School JROTC instructors, coupled with the high numbers of cadets enrolled in the program, it is highly desired for the safety and security of cadets that a third instructor is hired immediately.

They have been operating too lean for too long and place themselves and their students at risk, if the current operation tempo continues at its current pace and with the significant amount of cadets enrolled in their JROTC program.

Funding salary requirements to hire a third Air Force JROTC instructor at Moanalua High School will help mitigate current risk factors for students and instructors.

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b. What amounts of funding and resources are already being used to address this need?

c. What resources are required for the proposed solution?

d. Describe how successful outcomes will be measured. What measurable or observable

Appropriate instructor salary (based on retired military rank/pay grade) is required to affect the aforementioned solution.

e. Describe how successful outcomes will be measured. What measurable or observable Eevidence would indicate the extent to which the proposed solution “works”?

Successful outcomes will be measured via the following JROTC program data, formally identified during each SY:

• Cadet enrollment rate• Cadet high school graduation rate• Average GPA of JROTC cadets versus other high school counterparts• Average SAT and ACT scores of JROTC cadets versus their high school counterparts• Cadet Scholarships and Awards• Cadet Community and School Service Man-hours• Instructor Community and School Service Man-hours• Instructor JROTC Co-Curricular Activity Man-hours• Number of Community and School Service Events supported• Number of JROTC-related Serious Incident – Less is Better

f. Identify feasible alternatives?

Other than current HIDOE funding (Program 16158) to cover salaries for two Air Force JROTC instructors at Moanalua High School, no other funding and resources are being used to address this need.

The only feasible alternative has already been utilized by Moanalua High School Air Force JROTC, that is to effect a enrollment cap or limit. This alternative is not desired by the current JROTC instructors nor school Administrators and Staff.

Provide appropriate funding to allow Moanalua High School to hire an additional Air Force JROTC instructor to realize a more manageable instructor to student ratio and better ensure student safety with adequate instructor oversight in the classroom and off-campus JROTC activities.

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g. What would be the consequences of doing nothing?

In the absence of hiring a third instructor, we will have to begin limiting the amount of students who can enroll in our program. This will not only be detrimental to the students who want to take JROTC but will also impair our ability to provide support to the school and community. Moanalua High School Air Force JROTC has built a reputation that is known island-wide, especially within the military community and even extending to the Governor's office through our support of previous parades in which the Governor has participated, at Aiea and Waikiki. Moanalua Air Force JROTC wants to continue to provide the exceptional level of support that their school and local community have come to depend on annually, and an additional instructor will ensure this support is provided safely and securely.

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EDN100 / BS ATTACHMENT FOR REQUEST Date Prepared/Revised: Oct. 7, 201916158/6302 Department Priority: 3.03

JUSTIFICATION 1.0 FTE ROTC Instructor

a. What is the need?

• Waipahu Army JROTC has averaged 150 cadet enrollment each year• Waipahu Army JROTC averages over 3,000 community service hours each year• An average of 2 cadets per year earn college scholarships• An average of 75% of graduating cadets per year pursue military enlistments• Multiple inter-island and mainland competitions in last 3 years requiring at least one instructor supervision• Provided over 3,000 community service hours during SY 18-19• 25 separate community service events - 4 involving outside agencies during SY 18-19• Instructors provided over 4,000 co-curricular hours requiring cadet supervision after school• 12 competitions requiring 2-instructor cadet supervision• 1 curriculum-in-action trips requiring 2-instructor supervision• 1 inter-island competition requiring 2-instructor supervision• Competed in National Drill Competitions in the mainland during SY 17-18 and SY 18-19.

b. What is the proposed solution?

c. What amounts of funding and resources are already being used to address this need?

Other than current HIDOE funding (Program 16158) to cover salaries for two Army JROTC instructors at Waipahu High School, no other funding and resources are being used to address this need.



Funding for one additional Army JROTC instructor annual salary (Minimum Instructor Pay – MIP) at Waipahu High School. Waipahu High School’s current JROTC cadet (student) enrollment is 187 cadets/students. Since SY 16-17, their program has grown and excelled tremendously in the following ways:

Given the very high operations tempo of Waipahu High School JROTC instructors, coupled with the high numbers of cadets enrolled in the program, it is highly desired for the safety and security of cadets that a third instructor is hired immediately. They have been operating too lean for too long and place themselves and their students at risk, if the current operation tempo continues at its current pace and with the significant amount of cadets enrolled in their JROTC program. Funding salary requirements to hire a third Army JROTC instructor at Waipahu High School will help mitigate current risk factors for students and instructors.

Provide appropriate funding to allow Waipahu High School to hire an additional Army JROTC instructor to realize a more manageable instructor to student ratio and better ensure student safety with adequate instructor oversight in the classroom and off-campus JROTC activities.

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d. What resources are required for the proposed solution?

Appropriate instructor salary (based on retired military rank/pay grade) is required to affect the aforementioned solution.

e. Describe how successful outcomes will be measured. What measurable or observable evidence would indicate the extent to which the proposed solution “works”?

Successful outcomes will be measured via the following JROTC program data, formally identified during each SY:

• Cadet enrollment rate• Cadet high school graduation rate• Average GPA of JROTC cadets versus their high school counterparts• Average SAT and ACT scores of JROTC cadets versus their high school counterparts• Cadet Scholarships and Awards• Cadet Community and School Service Man-hours• Instructor Community and School Service Man-hours• Instructor JROTC Co-Curricular Activity Man-hours• Number of Community and School Service Events supported• Number of JROTC-related Serious Incident – Less is Better

f. Identify feasible alternatives?

g. What would be the consequences of doing nothing?

The only feasible alternative for Waipahu High School Army JROTC, will be to effect a enrollment cap or limit. This alternative is not desired by the current JROTC instructors nor school Administrators and Staff.

In the absence of hiring a third instructor, Waipahu High School Army JROTC may have to begin limiting the amount of students who can enroll in their program. This will not only be detrimental to the students who want to take JROTC but will also impair our ability to provide support to the school and community. Waipahu High School Army JROTC has built a reputation that is known island-wide, especially within their local community. Waipahu Army JROTC wants to continue to provide the exceptional level of support that their school and local community have come to depend on annually, and an additional instructor will ensure this support is provided safely and securely.

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16817/5462


TOTAL REQUEST


Program Title: OTHER INSTRUCTIONAL SERVICES i. Trade-Off_Transfer (+)





iv. Fixed Cost/EntitlementI. Title of Request ADD ED SPECIALIST FOR EARLY COLLEGE ix. Second Year Funding




x. Other X

Description of Request: This request is for an Educational Specialist II position to manage the Early College program. Request for position count only as funds approved by 2019 LEG and moved internally for salary.



xi. N/A





A 0.000 0.000 0 0.000A 0.000 0.000 0 0.000

0.000 0 0 0 0 00 0 0 0 00.000

A 0.000 0.000 0 0.000A 0.000 0.000 0 0.000

0.000 0 0 0 0 00 0 0 0 00.000

A 0.000 0.000 0 1.000A 0.000 0.000 0 0.000

0.000 0 0 0 0 00 0 0 0 00.000

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A. Personal Services0.000 0 0 0 0 0EDUCATIONAL SPEC II (56526)

Pseudo #99399EA 0.000 0.000 0 1.000

0.000 0 0 0 0 0SUBTOTAL A 0.000 0.000 0 1.000


Description of the request The Educational Specialist II position will manage and support the Department's Early College High School program, one of the nation’s most effective and proven strategies to increase the number of high school graduates that enroll in post-secondary institutions, including students identified as low social economic status. The Early College program also contributes to the State of Hawaii “55 by 25” goal. 55 percent of Hawaii's working age adults with a two- or four-year degree by the year 2025. Purpose of the Early College program The purpose of the Early College program is to increase the college and career readiness of high school students including lower-income youth, first-generation college goers, and other underrepresented students to be prepared for higher education with accelerated learning opportunities through college classes. Background From a national perspective, the birth of the Early College High School Initiative began in 2002 with support from the Bill and Melinda Gates Foundation and numerous other philanthropic foundations. The goal of the Early College High School Initiative is to afford all students the opportunity to simultaneously earn a high school diploma and an Associate’s degree or up to two years of credit toward a Bachelor’s degree - -tuition free. According to Agenblick & Palaich (2006), it is an investment that yields a $400 return over the course of one’s work-life for every $100 spent on an Early College program.

In 2012, a few public high schools in Hawaii began to offer college courses on their campuses to provide dual credit opportunities for students who faced financial, scheduling, and transportation difficulties getting to a college campus.

In 2014, Hawaii P-20 Partnerships for Education, funded by grants, launched the Early College High School program by funding dual credit courses for three years in 12 high schools across the state. Many more high schools began offering dual credit courses at their campuses by utilizing federal and private philanthropic funds. As a result of these endeavors by the Early College High School program and leading high schools such as Waipahu, Waiakea, Kapaa, Farrington, Kaimuki and others, early data is showing that students with dual credit/early college courses are more than 50% more likely to attend college than those who do not. Each school year since the start of the Early College program the number of schools and students participating in the program has steadily increased (Took Dual Credit). In school year 2016-2017 the legislature approved funding of one million dollars to the Hawaii DOE for the Early College program. This was in response to grant funding from Hawaii P-20 expiring, and would no longer be able to assist the high schools with the cost of offering college courses on campus.

0.000 0 0 0 0 0TOTAL REQUEST A 0.000 0.000 0 1.000

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http://hawaiidxp.org/quick_data/ccri/ccri_grad_class





























































































In school year 2017-2018 the Early College program utilized the legislature approved funding to continue the program. With the funding now being administered in the Hawaii DOE instead of Hawaii P-20 as well as the expansion of participation by schools and students, it became apparent that a program manager will be required to adequately administer the responsibilities that accompanied the establishment of the Early College program in the Hawaii DOE. 29 high schools participated in Early College during school year 2017-2018 and student participation increased from 1,823 in 2016-2017 to 2,649 (all dual credit participation). A GEAR UP grant funded position was used to administer the program in the Hawaii DOE during this time with support from Hawaii P-20, however, the GEAR UP grant ended August 30, 2018, and the position is no longer funded.

a. What is the need? The need is management of the Early College program to ensure students have the maximum opportunity to participate successfully in the program especially economically disadvantaged students. The program currently involves 38 high schools and 7 UH Community College (UHCC) campuses offering approximately 1,029 college courses to 11,203 high school students. Data is from the Hawaii DXP dashboard http://hawaiidxp.org/quick_data/ccri/ccri_grad_class. The partnership between the Hawaii DOE and the UHCC is maintained through a Memorandum of Agreement and addenda for each high school and UH Community College partner. The program operates on a 2.5 million dollar budget which involves the distribution, monitoring, and reporting of the funds for 38 high schools. The program is in need of developing data systems to inform and improve program outcomes with high schools and UH Community Colleges through reports. As well as ensuring equity to economically disadvantaged students and other special populations by prioritizing access and providing the necessary supports. Early College opportunities will also need to reach rural and small high schools with online course delivery systems through pilot programs and innovative technology platforms. b. What is the proposed solution? The proposed solution is to establish an Educational Specialist II position in the Career Readiness Section of the Office of Curriculum and Instructional Design to lead and manage the Department's Early College program, one of the most effective and proven strategies nationally to increase the number of high school graduates that enroll in post-secondary institutions, including students identified as economically disadvantaged. c. What amounts of funding and resources are already being used to address this need? The need is currently being addressed by the administrator position of the Career Readiness Section absorbing the duties until an Educational Specialist II position is filled. Funding for the Ed Spec II position was provided internally, thus this request is only for a PERM FTE only and not funds. d. What resources are required for the proposed solution? The resource required for the proposed solution is 1.0 permanent full time employee position for an Educational Specialist II. e. Describe how successful outcomes will be measured. Successful outcomes will be measured by the number of students who participate in the Early College program and who place in post-secondary education after graduation. Post-secondary placement is also a STRIVE HI accountability system indicator and strategic plan indicator. Other indicators of success include the following. • The number of Early College program participants that place in post-secondary education compared with students that did not participate in the Early College program. • The number of Early College participants who are economically disadvantaged that place in post-secondary education compared with economically disadvantaged students that did not participate in the program. • The number of Early College participants that successfully complete the course compared with all Early College participants. f. Identify feasible alternatives? Feasible alternatives may include seeking federal funds to support the Educational Specialist II position.The disadvantage of this is sustainability. Depending on the type of federal funds, long term use of the funds is not

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permitted. Another feasible alternative may be to use an existing position and modify the job description to be program manager of the Early College program. The disadvantage is finding an existing position where the current duties assigned to that position are no longer required. g. What would be the consequences of doing nothing? The consequence of doing nothing is the possibility that the program does not reach the intended desired outcomes which is to increase post-secondary placement of students who are economically disadvantaged. Funds could potentially not be maximized because of a lack of oversight, coordination at the state level may be minimized and continuous quality improvement not be put in place.




XI. Other Comments




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B1009/6345


TOTAL REQUEST


Program Title: OTHER INSTRUCTIONAL SERVICES i. Trade-Off_Transfer (+)





iv. Fixed Cost/EntitlementI. Title of Request INCREASE CEILING DUE TO INCREASING REVENUE ix. Second Year Funding




x. Other X

Description of Request: Increase in special fund ceiling to align with increasing revenue v. Federal Fund Adjustment Req


xi. N/A



B 0.000 0.000 0 0.000MOF FTE (P) FTE (T) ($) FTE (P)


B 0.000 0.000 0 0.000B 0.000 0.000 0 0.000

0.000 70,000 70 70 70 700 0 0 0 00.000

B 0.000 0.000 0 0.000B 0.000 0.000 0 0.000

0.000 0 0 0 0 00 0 0 0 00.000

B 0.000 0.000 0 0.000B 0.000 0.000 0 0.000

0.000 70,000 70 70 70 700 0 0 0 00.000

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B. Other Current Expenses0.000 70,000 70 70 70 70CLASSROOM SUPPLIES (3006) B 0.000 0.000 0 0.000

0.000 70,000 70 70 70 70SUBTOTAL B 0.000 0.000 0 0.000


Section 302A-420, Profits to pupils. All net profits arising from agricultural and industrial pursuits under sections 302A-420 to 302A-431 at any school, under the rules of the department: (1) Shall be used by the school for the purchase of equipment and material, not otherwise provided for in the school budget, that will be of general benefit to the pupils; or (2) May be distributed among the pupils actually engaged in the pursuits.

Fund/Appropriation Code: S-301



0.000 70,000 70 70 70 70TOTAL REQUEST B 0.000 0.000 0 0.000


XI. Other Comments




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25234/5371


TOTAL REQUEST

Program ID / Org Code: EDN200 / GJ Request Category:

Program Title: LEADERSHIP DEVELOPMENT i. Trade-Off_Transfer (+)





iv. Fixed Cost/EntitlementI. Title of Request ADD 3.0 PERM FTE FOR SCHOOL LEVEL LEADERSHIP

DEVELOPMENT AND CAPACITY BUILDINGix. Second Year Funding


Description of Request: Add 3.0 PERM FTE for Educational Spec II positions for school level leadership development and capacity building. Additional positions will facilitate improvements and expansion of the school level leadership pipeline, support leadership capacity building, certification of new school administrators, and provide counseling and other support to new school administrators and teacher leaders to further develop the school level leadership continuum.





x. Other X

xi. N/A


FY20 FY21 FY22 FY23

A 0.000 0.000 0 3.000 0.000 0

FY24 FY25MOF FTE (P) FTE (T) ($) FTE (P) FTE (T) ($) ($ thous)

0 0 0 0($ thous) ($ thous) ($ thous)

A 0.000 0.000 0 0.000A 0.000 0.000 0 0.000

0.000 0 0 0 0 00 0 0 0 00.000

A 0.000 0.000 0 0.000A 0.000 0.000 0 0.000

0.000 0 0 0 0 00 0 0 0 00.000

A 0.000 0.000 0 3.000A 0.000 0.000 0 0.000

0.000 0 0 0 0 00 0 0 0 00.000

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0.000 0.000 0 3.000

0 0 0 0

0

SUBTOTAL A 0.000 0.000 0 3.000 0.000 0

0.000 0 0 0 0EDUCATIONAL SPEC II (56526)Pos. #'s 99692E, 99693E, 99694E

A

SUBSTITUTE TEACHER (2769) A 0.000 0.000 0 0.000 0.000 0


0.000 0.000 0 0.000

0 0 0 0

0 0 0 0

0

SUBTOTAL A 0.000 0.000 0 0.000 0.000 0

0.000 0 0 0 0PDERI EDUCATOR (2750) A

TRANSPORTATION INTRA-STATE (4201) A 0.000 0.000 0 0.000 0.000 0

B. Other Current Expenses

0.000 0.000 0 0.000

0 0 0 0

0 0 0 0

0

SUBTOTAL A 0.000 0.000 0 0.000 0.000 0

0.000 0 0 0 0OTHER MISC CURRENT EXPENSES (7207) A

0


Professional Development and Educational Research Institute (PDERI) utilized a combination of General Funds and Title II funds to support school level leadership development for the HIDOE. Three positions, two Educational Specialists and one State Office Resource Teacher, were funded through Title II. As Title II funds are reduced, PDERI is requesting three Education Specialist II positions. The positions are essential to continue the work of PDERI as described in the Program Narrative. With three Educational Specialist positions, PDERI will be able to further develop the school level leadership continuum, with the goal of having highly qualified and highly effective administrators in all positions at all DOE schools throughout the state. In addition to its current work, PDERI plans to: 1. Expand opportunities for teacher leader development, especially in areas that are difficult to staff. 2. Expand the current HICISL Program to better address the needs of schools. Many vice principal positions remain vacant and are filled with temporarily assigned teachers. 3. Support principals around talent development of all staff, including the development of potential school administrators. 4. Strengthen coaching for novice school leaders around problem solving and decision making.

0.000 0 0 0 0TOTAL REQUEST A 0.000 0.000 0 3.000

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One of these positions will continue to build and improve PDERI's efficiency and capacity through the effective use of technology, support the needs of everyone in PDERI, and provide professional learning opportunities for staff through "Tech Tuesdays". In this weekly webinar, this resource will provide instruction on how to more effectively use software and other applications to do our work. Topics are determined based on staff's needs; staff can also request training around a specific issue or concern. This resource will be the lead for the Leadership Symposium, managing most aspects of the Symposium which attracts approximately 450 teacher leaders and administrators from across the state. This resource will also assists with the Educational Leadership Institute by managing the entire registration process for over 900 attendees. FTE only requested. Funding for positions will be determined once monies become available.




XI. Other Comments (SA)




of 166

25229/6289


TOTAL REQUEST

Program ID / Org Code: EDN200 / GJ Request Category:

Program Title: LEADERSHIP DEVELOPMENT i. Trade-Off_Transfer (+)





iv. Fixed Cost/EntitlementI. Title of Request HAWAII STATE TEACHER FELLOWS PROGRAM ix. Second Year Funding


($ thous) ($ thous)

Description of Request: Hawaii State Teacher Fellows (HSTF) will continue the essential work that Hope Street Group (HSG) began to build local, regional and national networks on behalf of HIDOE teacher leaders.





x. Other X

xi. N/A

A 0.000 0.000 0 0.000 0.000 0



0 0 0 0A 0.000 0.000 0 0.000 0.000A 0.000 0.000 0 1.000 0.000 0

0 0 0 00 0 0 0 0

A 0.000 0.000 0 0.000A 0.000 0.000 0 0.000

0.000 0 0 0 0 00 0 0 0 00.000

A 0.000 0.000 0 1.000A 0.000 0.000 0 0.000

0.000 0 0 0 0 00 0 0 0 00.000

of 166





0.000 0.000 0 1.000

0 0 0 0

0

SUBTOTAL A 0.000 0.000 0 1.000 0.000 0

0.000 0 0 0 0*GENERAL EDUCATIONAL OFFICER (56001) Pseudo #99576E

A

STIPENDS (2802) A 0.000 0.000 0 0.000 0.000 0


0.000 0.000 0 0.000

0 0 0 0

0 0 0 0

0

SUBTOTAL A 0.000 0.000 0 0.000 0.000 0

0.000 0 0 0 0SUBSTITUTE TEACHER (2769) A

DATA PROCESSING EQPT CONTR (5893) A 0.000 0.000 0 0.000 0.000 0


0.000 0.000 0 0.000

0 0 0 0

0 0 0 0

0

FACILITY RENTAL (5502) A 0.000 0.000 0 0.000 0.000 0

0.000 0 0 0 0TRANSPORTATION INTRA-STATE (4201) A

0

PROFESSIONAL DEVELOPMENT

A 0.000 0.000 0 0.000 0.000 0

0.000 0 0 0 0MEALS (3301) A 0.000 0.000 0 0.000

0.000 0.000 0 0.000

0 0 0 0

0 0 0 0

0

SUBTOTAL A 0.000 0.000 0 0.000 0.000 0

0.000 0 0 0 0DATA PROCESSING EQPT NON-C (5894) A

COMPUTER EQUIPMENT (7708) A 0.000 0.000 0 0.000 0.000 0

C. Equipment

0.000 0.000 0 0.000

0 0 0 0

0 0 0 0

0

SUBTOTAL A 0.000 0.000 0 0.000 0.000 0

0.000 0 0 0 0TELECOMMUNICATIONS EQUIPMENT A

00.000 0 0 0 0TOTAL REQUEST A 0.000 0.000 0 1.000

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a-b. The Hope Street Group - Hawaii State Teacher Fellows Program launched in 2014 with outstanding educators from across the state's islands. Since the program has engaged over 60 teachers in public education to train and equip them with leadership skills based on a competency framework. Teacher Fellows expand their professional learning network in order to collaborate and mobilize their peers to positively impact students and their communities. Teacher Fellows are empowered to leverage their professional experience and voice their expertise along with feedback from other teachers on key education issues. Teacher Fellows take on leadership roles with a solutions-oriented approach and work to elevate the profession and dialogue about public education. c-d. A memo was issued by Superintendent Kishimoto on July 30, 2019, requesting funding for an EO-7 FTE Salary ($98,952) and fringe benefits at 63.08% ($62,419) to address the fact that Hope Street Group is no longer supporting their education arm of the organization.They have dissolved all of their positions as of June 30, 2019. With the help of the Harold K.L. Castle Foundation, funding for the Hawaii Hope Street Group Executive Director was secured through August 31, 2019. Dr. Christina Kishimoto met with the Harold K.L. Castle Foundation and the Hawaii Community Foundation to determine how to continue the Hawaii State Teacher Fellows Program in SY2019-20. It was determined that HIDOE would provide funding for the program supports and the foundations would assist with funding for the EO-7 FTE including fringe benefits costs, laptop, and a cell phone for a year. e. Several program outcomes will continue with this funded position: Teacher Fellow professional development and coaching through convenings and monthly webinars, quarterly coaching and work groups; Teacher Voice through writing and speaking with one educational published piece, two focus groups; Teacher Collaboration through participation in quarterly meetings via "Twitter Chats" and meet ups for advocacy and policy, and teacher-led conferences/convenings; Support HIDOE Professional Development by designing and providing PD sessions during the SY2019-20. f-g. FTE only requested. Funding for positions will be determined once monies become available. V. Relationship of the Request to State Plan or Functional Plan







of 166

33034/6295


TOTAL REQUEST







iv. Fixed Cost/EntitlementI. Title of Request ADD 2.0 FTE PERM 12 MO STATE OFFICE TEACHER FOR TEACHER

MENTOR PROGRAMix. Second Year Funding


($ thous) ($ thous)

Description of Request: Add 2.0 FTE PERM 12 MO State Office Teacher for the Teacher Mentor Program. To lead the expansion of the SPED beginning teacher and mentor support.





x. Other X

xi. N/A

A 0.000 0.000 0 0.000 0.000 0



0 0 0 0A 0.000 0.000 0 0.000 0.000A 0.000 0.000 0 2.000 0.000 0

0 0 0 00 0 0 0 0

A 0.000 0.000 0 0.000A 0.000 0.000 0 0.000

0.000 0 0 0 0 00 0 0 0 00.000

A 0.000 0.000 0 2.000A 0.000 0.000 0 0.000

0.000 0 0 0 0 00 0 0 0 00.000

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A. Personal Services0.000 0 0 0 0 012-MO STATE OFF TCHR (57002)

Pos. #'s 75103, 75104A 0.000 0.000 0 2.000

0.000 0 0 0 0 0SUBTOTAL A 0.000 0.000 0 2.000


Justification: This request is to add 2.00 PERM FTE 12MO SOT positions to in the Teacher Mentor Program. FTE only requested. Funding for positions will be determined once monies become available. Description: The request is to sustain the current growth of work done across the state to improve induction supports for special education beginning teachers and mentors and ultimately increase equitable access to a highly effective teacher for special education students. Background: Teachers are the single most important factor in determining student success. If we expect all students to succeed, it is imperative that we accelerate our efforts to ensure every student has a highly skilled teacher. The Department’s vision of teacher induction is that every beginning teacher will participate in a comprehensive three-year induction program. The program will engage beginning teachers in a system of support that includes working with a highly skilled, trained instructional mentor to accelerate teacher effectiveness and student learning. The induction program will also improve the retention of quality teachers in the profession and strengthen teacher leadership. This vision is shared by both the BOE and HSTA as demonstrated by the following to policies: BOE policy 204-1 :"All probationary teachers shall participate in the Department's mentoring program, as guided by the Hawaii Teacher Induction Program Standards.” HSTA Contract, Appendix IV - MOU (Teacher Evaluation): "Probationary teachers in their first and second year will be provided a dedicated teacher mentor in accordance with their complex area's induction and mentoring program and as required by Board Policy 204-1." Position Numbers: PN 75103 and PN 75104 What is the need? Provide facts, workload statistics, needs assessment data, and other program information to clarify the need. Varied data sources raise the concern for more specialized support needed for our educators working with special needs students. A needs assessment conducted in SY2016-17 in two complex areas with special education beginning teachers, identified 5 top areas beginning teachers reported wanting more support in: 1) data collection & analysis 2) inclusion strategies 3) breaking down standards to individualized student levels 4) IEP support 5) building positive & productive relationships with parents, general education teachers, service providers, para-professionals and education assistants. In that same year, special education beginning teacher focus groups highlighted a number of needs including: consistent, timely mentoring by a special education mentor, consistency in IEP processes, training and ongoing supports for special education beginning teachers, and belonging to a special education community of practice. Mentoring from a licensed special education mentor would ensure timely support with special education related issues, systems, awareness of special education law, protocols and procedures, and support with effective and appropriate instructional strategies aligned to IEPs and student intervention plans. In SY 2018-19, 26% (370) of our total beginning teachers statewide were special education beginning teachers. Of those special education beginning teachers, 41% were licensed in special education, while 59% of them were not licensed. Additionally, of the 580 mentors statewide, only 14% (84) were licensed in special education. As a result many of our beginning teachers working with special needs students were receiving support from a mentor without expertise in special education.

0.000 0 0 0 0 0TOTAL REQUEST A 0.000 0.000 0 2.000

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In the May 17, 2018 Superintendent’s Special Education Task Force Report, the need for improvement in this area is validated by the committee’s recommendation to expand mentoring and networking for special education teachers. Evidence indicates that teachers who are provided access to a Special Education mentor feel more supported, successful and are more likely to remain in the Department as a Special Education teacher. What is the proposed solution? Explain how the proposed solution resolves the problem. Explain why the proposed solution is the best. In order to provide customize support to complex area special education beginning teachers and the mentors who support them, a comprehensive system of support is needed to ensure conditions for success are in place in order to impact to special education teacher retention, effectiveness and student learning. The approach includes four main components: With no permanent solution in place to implement this approach, the Teacher Mentor Program is requesting the establishment of 2.00 PERM 12MO FTE State Office Teacher positions to continue the work that has grown since SY2016-17. The implementation of this specialized work can only be done with the expertise of special education teacher mentors. What resources are required for the proposed solution? State the purposes for which funds are to be used. How much is needed, what is to be purchased, and how the resources are to be used to address the need. Describe the numbers and types of personnel, types of supplies and other current expenses, and types of equipment requested. This description should match the details entered on the budget request forms. FTE only requested. Funding for positions will be determined once monies become available. Describe how successful outcomes will be measured. What measurable or observable evidence would indicate the extent to which the proposed solution “works?" What are the measures of effectiveness? What indicators will be collected to provide evidence on the measures of effectiveness? Success outcomes will be measured through the collection and analysis of impact and implementation data collected (quantitative and qualitative) as well testimony from stakeholders. Evidence of success includes: • Improved collaboration with internal and external stakeholders to improve I & M supports for special education beginning teachers. • Increased support to beginning special education teachers • The development of Special Education Mentors • Impact of mentoring on teacher practice and student learning Identify feasible alternatives? What are the advantages and disadvantages of these? Include a comment regarding reallocation of existing funds to address this need (e.g., decrease funding for a specific program) and the reasons why it could or could not be done. The program does not have feasible alternatives to fund this request as it maintains a lean budget to cover basic operational needs and receives no Title II funding. The use of existing positions are not feasible as they do not have the special education expertise to design and deliver the work. What would be the consequences of doing nothing? Explain what would be the impact if nothing is done to address this need. Without permanent positions, there is a risk of failure to be responsive to supporting Complex Areas to ensure special education students are taught by teachers who are supported by carefully selected, well-prepared instructional mentors who focuses on accelerating the teacher development in order to accelerate the development of their students. Even the best prepared teachers need intensive, instructionally-focused, on-the job support. It is often the most promising novice educators who are the first to leave teaching after facing the challenges of their new profession in isolation and thus the students who are left behind face a revolving door of new teachers. The lack of an upfront investment in high-quality induction may cost the Department more in the long run as it’s left to recruit and replace those who leave. In addition, without these positions, we jeopardize the opportunity to build out a system of support that takes a proactive approach to supporting and preparing teachers who work with students with special needs to make instructional and professional decision in compliance with Special Education law. We leave complex areas without the guidance to build their leadership capacity to contextualize their induction program implementation, development, and sustainability to best serve special education students and their beginning teachers.

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N/AXI. Other Comments

The request of these positions will support the goals in the Hawaii State ESSA Consolidation Plan in providing state level technical assistance, support and resources to complex areas and schools in ensuring equitable access to excellent educators. (SA)


N/AVIII. Impact on Facility Requirements

N/AVI. External Conformance Requirements

N/A

of 166

25023/5450


TOTAL REQUEST

Program ID / Org Code: EDN200 / GB Request Category:

Program Title: INSTRUCTIONAL DEVELOPMENT-ADMINISTRATIVE SERVICES i. Trade-Off_Transfer (+)





iv. Fixed Cost/EntitlementI. Title of Request ADD 1.0 PERM FTE FOR ADMIN SVCS ASST (ASA) POSITION FOR

OCIDix. Second Year Funding


($ thous) ($ thous)

Description of Request: Add 1.0 PERM FTE for an Administrative Services Assistant (ASA) to work directly under the Office of Curriculum and Instructional Design (OCID) Assistant Superintendent (AS) to assist with budget formulation, monitoring and consultation around fiscal operations, personnel administration, facilities, safety and financial planning.





x. Other X

xi. N/A

A 0.000 0.000 0 0.000 0.000 0



0 0 0 0A 0.000 0.000 0 0.000 0.000A 0.000 0.000 0 1.000 0.000 0

0 0 0 00 0 0 0 0

A 0.000 0.000 0 0.000A 0.000 0.000 0 0.000

0.000 0 0 0 0 00 0 0 0 00.000

A 0.000 0.000 0 1.000A 0.000 0.000 0 0.000

0.000 0 0 0 0 00 0 0 0 00.000

of 166




A. Personal Services0.000 0 0 0 0 0ADMINISTRATIVE SERVICES ASST

(02032) Pos #804088A 0.000 0.000 0 1.000

0.000 0 0 0 0 0SUBTOTAL A 0.000 0.000 0 1.000


OCID is requesting (1.0) Permanent FTE for an Administrative Services Assistant (ASA) to work directly under the supervision of the Assistant Superintendent (AS). Responsibilities would include budget formulation, monitoring and consultation around fiscal operations, personnel administration, facilities, safety and financial planning. The position would also provide training, consultation and coaching to OCID office secretaries, account clerks and educational officers to ensure accurate and sound fiscal practices. a. What is the need? OCID has nine orgs and 54 program IDs. It is responsible for approximately $6.9 million in funds that are allocated to the schools as “pass through”. As part of effectuating the Superintendent’s direction on equity and access, OCID subsidizes a significant number of venues and learning sessions in which we reimburse for travel for neighbor island, stipends and substitute costs. There are a number of Supt directed initiatives that require budget planning and execution, contracts and grants beyond the means for our current clerical support staff. b. What is the proposed solution? Establishing an ASA position for OCID is critical to efficient operations and sound fiscal practices across all offices and programs. The ASA provides a resource, monitors accounts for accuracy and meeting of requirements, serves as point of contact with OFS and delivers training. c. What amounts of funding and resources are already being used to address this need? Funding for the ASA position was provided via trade-off/transfer in Act 5, SLH 2019; however the corresponding PERM FTE was not appropriated. This request is for 1.0 PERM FTE only for the ASA position. d. What resources are required for the proposed solution? Funding for the position was provided internally for FY 2021 $64,476. The ASA's responsibilities would include budget formulation, monitoring and consultation around fiscal operations, personnel administration, facilities, safety and financial planning; training, consultation and coaching to OCID office secretaries, account clerks and educational officers to ensure accurate and sound fiscal practices; and, development and oversight on fiscal and business systems in compliance with fiscal policies, procedures and ed code. e. Describe how successful outcomes will be measured. What measurable or observable evidence would indicate the extent to which the proposed solution works? Evidence would include no procurement violations per the monthly OFS summary; timely submission of payments and spending of allocations based on program priorities; efficient workflow based on survey and feedback from OCID staff and school level; systems in place that clearly articulate fiscal and business procedures; and balanced allotment status reports with cleared deficits.

0.000 0 0 0 0 0TOTAL REQUEST A 0.000 0.000 0 1.000

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f. Identify feasible alternatives. Alternatives would include reduction in other staff e.g. other clerical, EO or specialist positions. This would impact work load capacity and quality support to complex areas/schools, timely submission of requirements and negative impact to recruiting and retaining qualified staff that would result in long-term vacancies. g. What would be the consequences of doing nothing? The OCID budget covers the AS office and the Instructional Support and Extended Learning Branches and related sections. The ASA position continues to be essential to ensure technical support on fiscal practices to mitigate variance in fiscal practices; develop systems for business operations and management to ensure timely and accurate delivery and follow up on procurement and business deliverables; and provide corrective action as appropriate. If the position is not funded, it will severely impact OCID’s ability to: • Establish one point of control or a financial lead within OCID to ensure consistent implementation of fiscal requirements; • Reconcile and rectify payroll deficits and discrepancies, as needed; • Coordinate training and consulting on business, procurement and fiscal practices for OCID personnel; • Apply state and federal regulations to ensure compliance; • Support Directors and AS in making decisions involving fiscal expenditures and allocations to ensure alignment with priorities; • Work with AS on analysis of program effectiveness, staffing, cost factors and planning for future needs; and • Serve as centralized liaison with state budget office and guidance on federal programs.








of 166

25045/5445


TOTAL REQUEST

Program ID / Org Code: EDN200 / GD Request Category:

Program Title: SCHOOL LEADERSHIP AND IMPROVEMENT i. Trade-Off_Transfer (+)





iv. Fixed Cost/EntitlementI. Title of Request ADD 1.0 PERM FTE FOR ADMINISTRATIVE SERVICES ASSISTANT

POSITION FOR OSSSix. Second Year Funding


Description of Request: Add 1.0 Permanent FTE for Administrative Services Assistant for OSSS. v. Federal Fund Adjustment Req




x. Other X

xi. N/A


FY20 FY21 FY22 FY23 FY24 FY25($ thous) ($ thous)

A 0.000 0.000 0 1.000 0.000 0MOF FTE (P) FTE (T) ($) FTE (P) FTE (T) ($) ($ thous) ($ thous)

A 0.000 0.000 0 0.000

0 0 0 0A 0.000 0.000 0 0.000 0.000

0.000 0 0 0 0 00 0 0 0 0

A 0.000 0.000 0 0.000A 0.000 0.000 0 0.000

0.000 0 0 0 0 00 0 0 0 00.000

A 0.000 0.000 0 1.000A 0.000 0.000 0 0.000

0.000 0 0 0 0 00 0 0 0 00.000

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A. Personal Services0.000 0 0 0 0 0ADMINISTRATIVE SERVICES ASST

(02032) Pos. #804278A 0.000 0.000 0 1.000

0.000 0 0 0 0 0SUBTOTAL A 0.000 0.000 0 1.000


OSSS is requesting for Administrative Services Assistant (ASA) to provide technical assistance in the areas of Budget, Procurement, Personnel, Leave Accounting, Fiscal reporting and monitoring and guidance on the BOE and State policies and procedures as related to these areas. The assistance would be for the Assitant Superintendent (AS), OSSS administrators, Ed and Prog Specialists and the clerical staff of OSSS. The ASA could be the liaison to various other DOE or State agencies when inquiries are made by OSSS staff on the areas of Budget, Personnel, Procurement, etc. Duties could include providing or coordinating fiscal or personnel training for clerical and new administrators/ Program Managers. ASA would be under the direction and supervision of the AS.V. Relationship of the Request to State Plan or Functional Plan


0.000 0 0 0 0 0TOTAL REQUEST A 0.000 0.000 0 1.000


XI. Other Comments




of 166

33292/6276


TOTAL REQUEST







iv. Fixed Cost/EntitlementI. Title of Request REDUCE ONE 12-MO STATE OFFICE RESOURCE TEACHER AND

ADD ONE PERSONNEL MANAGEMENT SPECIALISTix. Second Year Funding


($ thous) ($ thous)

Description of Request: Convert a 12-mo State Office Teacher (#73533) to a PMS IV and request 1.00 permanent FTE only for a PMS IV.





x. Other X

xi. N/A

A 0.000 0.000 0 0.000 0.000 4,755



-4 -4 -4 -4A 0.000 0.000 0 0.000 0.000A 0.000 0.000 0 1.000 0.000 -4,755

5 5 5 50 0 0 0 0

A 0.000 0.000 0 0.000A 0.000 0.000 0 0.000

0.000 0 0 0 0 00 0 0 0 00.000

A 0.000 0.000 0 1.000A 0.000 0.000 0 0.000

0.000 0 1 1 1 10 0 0 0 00.000

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A. Personal Services0.000 -110,667 -110 -110 -110 -11012-MO STATE OFF TCHR (57002)

Pos. #73533A 0.000 0.000 0 -1.000

0.000 52,956 53 53 53 53PERSONNEL MGMT SPECIALIST IV (02867) Pseudo #99664E

A 0.000 0.000 0 1.000

0.000 52,956 53 53 53 53PERSONNEL MGMT SPECIALIST IV (02867) Pseudo #99665E

A 0.000 0.000 0 1.000

0.000 -4,755 -4 -4 -4 -4SUBTOTAL A 0.000 0.000 0 1.000

B. Other Current Expenses0.000 4,755 5 5 5 5OTHER MISC CURRENT EXPENSES (7207) A 0.000 0.000 0 0.000

0.000 4,755 5 5 5 5SUBTOTAL A 0.000 0.000 0 0.000


Proposing to convert a 12-month State Office Teacher (SOT) position to Personnel Management Specialist (PMS) IV, within the Educator Effectiveness System (EES) Section and add an additional PMS IV using existing budgeted salary. Currently there are four (4) 12-mo SOTs positions providing support to the EES Section for teacher evaluation. Because of their status as Bargaining Unit 5 members, these SOTs have restricted access to personnel information that would be helpful in managing results from the EES. With stability of the EES as an evaluation system moving forward, there is less of a need for resource teacher support but more of a need to manage the system, data, and results from evaluations. A Personnel Management Specialist position is better suited to provide management and analysis of evaluation data to support recruitment and retention metrics aligned to the strategic plan. Converting the SOT position would also mean taking one less teacher away from the classroom/school-level. The conversion of position should have a net zero effect on funds or additional resources. The outcome of the position conversion will be measured by the overall efficiency of managing 13,000+ teacher evaluations. The consequence of not converting the position would continue the inefficient use of a teaching position in the State Offices. V. Relationship of the Request to State Plan or Functional Plan


0.000 0 1 1 1 1TOTAL REQUEST A 0.000 0.000 0 1.000


N/AVIII. Impact on Facility Requirements

N/AVI. External Conformance Requirements

N/A

of 166


N/AXI. Other Comments

of 166

47213/6320


TOTAL REQUEST

Program ID / Org Code: EDN300 / KF Request Category:

Program Title: FISCAL SERVICES i. Trade-Off_Transfer (+)





iv. Fixed Cost/EntitlementI. Title of Request FMS REPLACEMENT DEVELOPMENT AND TESTING ix. Second Year Funding


($ thous) ($ thous)

Description of Request: Add (4) General Professional positions to provide additional support to OFS-Operations and Accounting during the development, testing, and implementation of a Replacement System for FMS.





x. Other X

xi. N/A

A 0.000 0.000 0 0.000 0.000 0



239 239 239 239A 0.000 0.000 0 0.000 0.000A 0.000 0.000 0 0.000 4.000 238,464

0 0 0 00 0 0 0 0

A 0.000 0.000 0 0.000A 0.000 0.000 0 0.000

0.000 0 0 0 0 00 0 0 0 00.000

A 0.000 0.000 0 0.000A 0.000 0.000 0 0.000

4.000 238,464 239 239 239 2390 0 0 0 00.000

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A. Personal Services4.000 238,464 239 239 239 239ACCOUNTANT V (8B320)

Pseudo #'s 99682E, 99683E, 99684E, 99685E @ $59,616

A 0.000 0.000 0 0.000

4.000 238,464 239 239 239 239SUBTOTAL A 0.000 0.000 0 0.000


Add (4) Accounting V positions to provide indirect and direct support to the FRS Replacement initiative. As staff in OFS Operations and OFS Accounting are required to be involved with development, testing, training, and roll out of a new FMS Replacement, additional capacity will be required. At the time of the development of the acquisition package with the IT consultant Gartner, it was understood that OFS would be dedicating to the project (4) positions of this nature. The alternative would be to ask existing staff who are already in many cases, particularly in the areas of Operations, over-tasked, due in part to the existing antiquated and inefficient systems. This is not a viable alternative.V. Relationship of the Request to State Plan or Functional Plan


4.000 238,464 239 239 239 239TOTAL REQUEST A 0.000 0.000 0 0.000


XI. Other Comments




of 166

33005/5330


TOTAL REQUEST

Program ID / Org Code: EDN300 / KC Request Category:

Program Title: BOARD OF EDUCATION i. Trade-Off_Transfer (+)





iv. Fixed Cost/EntitlementI. Title of Request MAINTAIN CURRENT OPERATIONS ix. Second Year Funding


($ thous) ($ thous)

Description of Request: Add 1.0 permanent Private Secretary II position. v. Federal Fund Adjustment Req




x. Other X

xi. N/A

A 0.000 0.000 0 0.000 0.000 0



0 0 0 0A 0.000 0.000 0 0.000 0.000A 0.000 0.000 0 1.000 0.000 0

0 0 0 00 0 0 0 0

A 0.000 0.000 0 0.000A 0.000 0.000 0 0.000

0.000 0 0 0 0 00 0 0 0 00.000

A 0.000 0.000 0 1.000A 0.000 0.000 0 0.000

0.000 0 0 0 0 00 0 0 0 00.000

of 166




A. Personal Services0

SUBTOTAL A 0.000 0.000 0 1.000 0.000 0

0.000 0 0 0 0PRIVATE SECRETARY II (01159) Pos. #99695E

A 0.000 0.000 0 1.000

0 0 0 0

0 0 0 0OFFICE SUPPLIES (3201) A 0.000 0.000 0 0.000 0.000 0


0

TRANSPORTATION INTRA-STATE (4201) A 0.000 0.000 0 0.000 0.000 0

0.000 0 0 0 0TELEPHONE & TELEGRAPH (3801) A 0.000 0.000 0 0.000

0.000 0.000 0 0.000

0 0 0 0

0 0 0 0

0

PARKING CHARGES (4803) A 0.000 0.000 0 0.000 0.000 0

0.000 0 0 0 0HIRE OF PASSENGER CARS (4601) A

0

TOTAL REQUEST A 0.000 0.000 0 1.000 0.000 0

0.000 0 0 0 0SUBTOTAL A 0.000 0.000 0 0.000


FTE only requested. Funding for positions will be determined once monies become available. Background: Prior to the appointed Board of Education, the Board Support Office employed approximately 9 to 13 individuals on full and part-time bases. When the Board transitioned to an appointed body, the new Board significantly reduced the Board Support Office’s positions and budget. Currently, the Board Support Office consists of three permanent positions (Executive Director, BOE Analyst II, and Secretary III) and one temporary Private Secretary II position. Further, since the transition in 2011, the Board has seen few, if any, increases in its operating budget. Justification: a. What is the need? Provide facts, workload statistics, needs assessment data, and other program information to clarify the need. The Board’s expenses for basic operations have increased. Since July 2016, the Board has had four neighbor island members when it historically had three. More neighbor island members has resulted in more travel costs since these members must travel to Oahu for the majority of the Board’s meetings. Further, costs for travel and other necessities, such as telecommunications and office supplies, have gradually increased since 2011. In addition, over the past few years, the duties of the Board Support Office have increased along with the Board’s sophistication and new initiatives, including processes to improve transparency and accessibility, more comprehensive evaluations of the Superintendent and State Librarian, a comprehensive system to address strategic priorities focused on policy-making, and initiatives to implement a system for multiple charter school authorizers. To fulfill these duties, the Board Chairperson and Superintendent agreed to placing a temporary Private Secretary II position in the Board Support Office to alleviate some of the increased workload so the Executive Director and BOE Analyst II could focus on new duties of the Board Support Office. To maintain the current level of operations and continue fulfilling the duties of the Board Support Office, this position needs to be permanent. b. What is the proposed solution? Explain how the proposed solution resolves the problem. Explain why the proposed solution is the best. Making the Private Secretary II position permanent will ensure the Board Support Office can continue to fulfill its current duties without detriment to any other area of the Department.

0 0 0 0

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c. What amounts of funding and resources are already being used to address this need? What are the sources of these funds? List by means of financing (MOF). List, if any, other expenditures being deferred to fund this program? The Board Support Office has had to forgo expenditures on certain items, such as office supplies, to stretch its budget. Even then, the Board has requested that the Department provide additional funds, from savings from other areas, to the Board Support Office for specific purchases, which is not a reliable or sustainable source. Lastly, as previously mentioned, the Board Support Office is essentially borrowing a temporary position from another area of the Department, which reduces the capacity of that area to fulfill its duties. d. What resources are required for the proposed solution? State the purposes for which funds are to be used. How much is needed, what is to be purchased, and how the resources are to be used to address the need. Describe the numbers and types of personnel, types of supplies and other current expenses, and types of equipment requested. This description should match the details entered on the budget request forms. The Board also needs a permanent Private Secretary II position as previously described. e. Describe how successful outcomes will be measured. What measurable or observable evidence would indicate the extent to which the proposed solution “works?" What are the measures of effectiveness? What indicators will be collected to provide evidence on the measures of effectiveness? Since this request is simply to maintain existing operations, a successful outcome is the continuance of operations as they currently exist. Indicators of success include satisfaction levels that do notdecline of Board members with the support they receive, satisfaction levels that do not decline of Department staff with the Board Support Office’s coordination and communication, and satisfaction levels that do not decline of schools, students, parents and guardians, and members of the public with the Board Support Office’s customer service. f. Identify feasible alternatives? What are the advantages and disadvantages of these? Include a comment regarding reallocation of existing funds to address this need (e.g., decrease funding for a specific program) and the reasons why it could or could not be done. The alternative to fully staffing the basic operations of the Board Support Office is to reduce the quality of its basic operations and perhaps neglect some of its duties. This is not advantageous in any way, and the disadvantages are obvious. The Board Support Office does not have funds outside of its basic operating funds to reallocate to address its basic operating needs. g. What would be the consequences of doing nothing? Explain what would be the impact if nothing is done to address this need. The Board will need to continue requesting a temporary position from the Department for the Private Secretary II position to the detriment of some other area of the Department, or the Board Support Office’s services provided to the Board members, Department, schools, students, parents and guardians, and the public will degrade substantially.




None. XI. Other Comments


None. VIII. Impact on Facility Requirements

None. VI. External Conformance Requirements

None.

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None.

(SA)

of 166

17867/6293


TOTAL REQUEST

Program ID / Org Code: EDN500 / PC Request Category:

Program Title: ADULT COMMUNITY SCHOOLS i. Trade-Off_Transfer (+)




Department Priority: 6

iv. Fixed Cost/EntitlementI. Title of Request REQUEST TO TERMINATE THE ADULT EDUCATION

ENROLLMENT/TESTING FUNDix. Second Year Funding


($ thous) ($ thous)

Description of Request: TERMINATE ADULT EDUCATION ENROLLMENT/TESTING FUND PURSUANT TO 2016 AUDIT FINDING.





x. Other X

xi. N/A

T 0.000 0.000 0 0.000 0.000 -1,500,000



0 0 0 0T 0.000 0.000 0 0.000 0.000T 0.000 0.000 0 0.000 0.000 0

-1,500 -1,500 -1,500 -1,500-760,000 -760 -760 -760 -760

T 0.000 0.000 0 0.000T 0.000 0.000 0 0.000

0.000 0 0 0 0 00 0 0 0 00.000

T 0.000 0.000 0 0.000T 0.000 0.000 0 0.000

0.000 -2,260,000 -2,260 -2,260 -2,260 -2,2600 0 0 0 00.000

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A1. Other Personal Services0.000 -760,000 -760 -760 -760 -760PAYROLL $ PLACEHOLDER "A" (9958) T 0.000 0.000 0 0.000

0.000 -760,000 -760 -760 -760 -760SUBTOTAL T 0.000 0.000 0 0.000

B. Other Current Expenses0.000 -1,500,000 -1,500 -1,500 -1,500 -1,500CLASSROOM SUPPLIES (3006) T 0.000 0.000 0 0.000

0.000 -1,500,000 -1,500 -1,500 -1,500 -1,500SUBTOTAL T 0.000 0.000 0 0.000


a. What is the need? HIDOE is requesting the termination of the Adult Education Enrollment/Testing Fund to address 2016 audit finding and directive to sunset this trust fund. Per Office of the Auditor's Report No. 16-11 " Review of Special Funds, Revolving Funds, Trust Funds, and Trust Accounts of the Department of Education and the Hawai'i State Public Library System" (page 10 Exhibit 2.3 and page 24), the School Community Services (Adult Education) Trust fund had a $0 Ending Balance from FY12 to FY16, no longer served its original purpose, did not serve a need, and did not meet the special or trust fund definition. Fees from the Adult Education program are being deposited into the Adult Education Special Fund, and not the Trust Fund. Since the Trust Fund does not serve the purpose for which it was created, it no longer met the criteria for continuance, and the Auditor's Office recommended repealing or closing the fund. b. What is the proposed solution? Submit supplemental request to terminate this trust fund. g. What would be the consequences of doing nothing? The HIDOE would continue to be in non-compliance pursuant to the 2016 audit finding.



0.000 -2,260,000 -2,260 -2,260 -2,260 -2,260TOTAL REQUEST T 0.000 0.000 0 0.000


XI. Other Comments




of 166

http://files.hawaii.gov/auditor/Reports/2016/16-11.pdf

























DOE 10301/6346


TOTAL REQUEST 0.000 300,000 300 300 300 3000 0 0 0 00.000

A 0.000 0.000 0 0.000A 0.000 0.000 0 0.000

0.000 0 0 0 0 00 0 0 0 00.000

A 0.000 0.000 0 0.000A 0.000 0.000 0 0.000

0.000 300,000 300 300 300 3000 0 0 0 00.000

A 0.000 0.000 0 0.000A 0.000 0.000 0 0.000



xi. N/A





x. Other X

Description of Request: For contracts with third-party providers for family engagement services. v. Federal Fund Adjustment Req


iv. Fixed Cost/EntitlementI. Title of Request SUPPLEMENTAL REQUESTS - FAMILY ENGAGEMENT ix. Second Year Funding

Department Contact: Kubota, Stanley ii. Trade-Off/Transfer (-)Phone: iii. Conversion of Unbudgeted Positions

Program ID / Org Code: EDN700 / PK Request Category:

Program Title: PRESCHOOL i. Trade-Off_Transfer (+)





VII. Impact on Other Programs/Agencies This request will support HIDOE with the engagement of families with young children. The family-child interaction learning programs would be implemented on HIDOE campuses in partnership with the schools.

VIII. Impact on Facility Requirements At this time, the programs would use existing spaces that do not require renovation of facilities or capital improvement.

IV. Justification of Request This funding would allow the 2 family-child interaction learning programs that are currently operating at Kalihi Uka Elementary and Keolu Elementary to continue. These programs started as a result of funding appropriated by the Legislature through HB 937 enacted as Act 203, Regular Session of 2017, for EOEL to enter into contracts with third-party providers for family-child interaction learning programs that support families to take an active role in the social, emotional, and cognitive development of their young children. The contracts for the programs will terminate at the end of School Year 2019-2020 without sustained funding. These programs constitute one of the settings through which children can be served. The programs are also key to strengthening and engaging families, who are their children's first teacher, by helping to: -Improve parent and family understanding of developmentally appropriate ways to support their child's growth and development; -Increase parent interaction with their children, with intentional strategies for developing cognitive, social, and emotional skills through play; -Improve parent/family and school relationships; and -Provide information to families and school administrators about community resources and services.



0.000 300,000 300 300 300 300TOTAL REQUEST A 0.000 0.000 0 0.000

0.000 300,000 300 300 300 300SUBTOTAL A 0.000 0.000 0 0.000

0.000 300,000 300 300 300 300SVC FOR FEE-MISC (7104) A 0.000 0.000 0 0.000






XI. Other Comments


DOE 10304/6264


TOTAL REQUEST 0.000 70,000 71 71 71 710 0 0 0 00.000

A 0.000 0.000 0 1.000A 0.000 0.000 0 0.000

0.000 0 0 0 0 05,524 6 6 6 60.000

A 0.000 0.000 0 0.000A 0.000 0.000 0 0.000

0.000 0 0 0 0 00 0 0 0 00.000

A 0.000 0.000 0 0.000A 0.000 0.000 0 0.000

0.000 64,476 65 65 65 65($) ($ thous) ($ thous) ($ thous) ($ thous)FTE (T)


xi. N/A





x. Other X

Description of Request: Positions for the Executive Office on Early Learning for administrative support



iv. Fixed Cost/EntitlementI. Title of Request SUPPLEMENTAL REQUEST - EOEL POSITIONS ix. Second Year Funding

Department Contact: Kubota, Stanley ii. Trade-Off/Transfer (-)Phone: iii. Conversion of Unbudgeted Positions

Program ID / Org Code: EDN700 / PK Request Category:

Program Title: EXECUTIVE OFFICE ON EARLY LEARNING i. Trade-Off_Transfer (+)





0.000 70,000 71 71 71 71TOTAL REQUEST A 0.000 0.000 0 1.000

0.000 5,524 6 6 6 6SUBTOTAL A 0.000 0.000 0 0.000

0.000 5,524 6 6 6 6FURNITURE & FURNISHINGS (7709) A 0.000 0.000 0 0.000

C. Equipment

0.000 0 0 0 0 0SUBTOTAL A 0.000 0.000 0 0.000

0.000 0 0 0 0 0OFFICE SUPPLIES (3201) A 0.000 0.000 0 0.000

0.000 0 0 0 0 0PARKING CHARGES (4803) A 0.000 0.000 0 0.000

0.000 0 0 0 0 0HIRE OF PASSENGER CARS (4601) A 0.000 0.000 0 0.000

0.000 0 0 0 0 0SUBSIST INTRA-STATE (4301) A 0.000 0.000 0 0.000

0.000 0 0 0 0 0TRANSPORTATION INTRA-STATE (4201) A 0.000 0.000 0 0.000

0.000 0 0 0 0 0PARKING CHARGES (4803) A 0.000 0.000 0 0.000

0.000 0 0 0 0 0BUILDING IMPROVEMENTS (7602) A 0.000 0.000 0 0.000

0.000 0 0 0 0 0COMPUTER SUPPLIES (3010) A 0.000 0.000 0 0.000

0.000 0 0 0 0 0TELEPHONE & TELEGRAPH (3801) A 0.000 0.000 0 0.000

0.000 0 0 0 0 0PRIVATE CAR MILEAGE (BASE) (4111) A 0.000 0.000 0 0.000


0.000 64,476 65 65 65 65SUBTOTAL A 0.000 0.000 0 1.000

0.000 0 0 0 0 0COMMUNITY ENGAGEMENT DIRECTOR A 0.000 0.000 0 0.000

0.000 64,476 65 65 65 65PROCUREMENT AND CONTRACTS

A 0.000 0.000 0 1.000

0.000 0 0 0 0 0BUSINESS MGMT OFFICER III (8L005) A 0.000 0.000 0 0.000

0.000 0 0 0 0 0SECRETARY II (01149) A 0.000 0.000 0 0.000

0.000 0 0 0 0 0INSTIT ANALYST III (56167) A 0.000 0.000 0 0.000






XI. Other Comments




IV. Justification of Request Procurement & Contracts Support Specialist. This position will be responsible for oversight of procurement and contracts associated with the Office, including those related to federal grants (e.g., the Preschool Development Grant), private funds, and facilitation for the systems-building work that is one of the statutory responsibilities of the Office. The position will draft contracts/agreements, work with DOE’s procurement and contracts branch to put out requests for proposals, review proposals, develop contracts with contract awardees, and monitor and evaluate contract performance. EOEL, which was housed previously in the Governor’s Office, had the support of Governor’s Office administrative and fiscal staff. Since becoming administratively attached to DOE, the Office has mostly self-supported these functions. Much of this work is currently being done by the Director, who has had to balance these significant responsibilities with her oversight of the functions of the Office and ensure coordination of the early learning system. Currently, the Office requires better monitoring of and communication regarding procurement and contracts. It is also anticipated that there will be a host of new contracts/agreements if Hawaii is awarded the federal PDG B-5 renewal grant. For the position being requested, we are also requesting funds for furniture to provide work spaces (one-time costs).



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