JOSH GREEN, M.D. KEITH T.

HAYASHI
GOVERNOR SUPERINTENDENT

STATE OF HAWAI‘I
DEPARTMENT OF EDUCATION
KA ‘OIHANA HO‘ONA‘AUAO
P.O. BOX 2360
HONOLULU, HAWAI‘I 96804

OFFICE OF THE DEPUTY SUPERINTENDENT

November 21, 2024

TO: The Honorable William Arakaki

Chairperson, Student Achievement Committee

FROM: Heidi Armstrong

Deputy Superintendent

SUBJECT: Update on Strategic Plan Desired Outcome 1.1.1. All entering kindergarten
students are assessed for social, emotional, and academic readiness and
provided necessary and timely support to develop foundational skills for
learning

1. EXECUTIVE SUMMARY

The Hawaiʻi State Department of Education (Department) presents the results of the
school year (SY) 2024-2025 English medium Kindergarten Entry Assessment
(KEA). The data reflects the administration of the assessment during the first 30
days of school. The KEA data provides the Department with critical information
about the developmental status of students entering kindergarten in English
medium classrooms, focusing on four key domains: Language & Literacy,
Mathematics, Social Foundations, and Physical Well-Being & Motor Development.
The administration of the KEA also satisfies the assessment requirements of Act
210, Session Laws of Hawaiʻi 2022.

The Department also presents an update regarding the development and field
testing of the Kaiapuni KEA for Kaiapuni kindergarten classrooms. The drafted
version of the Kaiapuni KEA was field tested in participating Kaiapuni public and
charter school classrooms in SY 2024-2025, and the data will be used to analyze
the reliability and validity of the items for potential revision prior to the operational
field test in SY 2025-2026. This year’s field test does not produce operational data
for the Department regarding Kaiapuni students’ developmental status at entry into
the Kaiapuni kindergarten classroom.

AN AFFIRMATIVE ACTION AND EQUAL OPPORTUNITY EMPLOYER

The Honorable William Arakaki
November 21, 2024
Page 2

2. DESCRIPTION

At the time of the SY 2024-2025 data collection, the kindergarten student enrollment
was 11,699. 1 This number reflects the total enrollment, to include all charter school
students and both English medium and Kaiapuni students. The English KEA
administration included 10,074 active kindergarten students across the 15 complex
areas, reflecting 89% of the eligible population, not including Kaiapuni students or
those attending non-participating charter schools.

The developmental findings of the English KEA statewide 2 are as follows:

School Year 2023-2024 KEA Outcomes Overall

Demonstrating Approaching Emerging

% Tested
270-298 258-269 202-257

29.6% 39.5% 30.9%

85%
n = 3,042 n = 4,055 n = 3,166

Average Scale Score by Domain

Language & Social Physical

Literacy Mathematics Foundations Development
262.4 265.6 265.3 267.6

School Year 2024-2025 KEA Outcomes Overall

Demonstrating Approaching Emerging

% Tested
270-298 258-269 202-257

29.3% 35.7% 34.8%

89%
n = 2,957 n = 3,606 n = 3,511

Average Scale Score by Domain

Language & Social Physical

Literacy Mathematics Foundations Development
261.3 264.9 264.9 267.1

1 Data is reported as of October 16, 2024, from the Department’s longitudinal data system, LEI Kūlia.
2 The data is rounded to the nearest tenth, with the exception of outcomes that were already a whole number. Due to the
stated rounding convention, percentages may not add up perfectly to 100%. This is typical in population datasets where
rounding is applied and does not significantly impact the representativeness of the dataset.
The Honorable William Arakaki
November 21, 2024
Page 3

Complex area and charter school data is presented in Attachment A.

The English KEA data for SY 2024-2025 suggests comparable performance from
the previous year’s assessment, with only 30% of entering English medium
kindergarten students demonstrating readiness at school entry, and Language &
Literacy representing the domain of highest need with only 26% demonstrating
readiness. Schoolwide efforts to address kindergarten transitions and early literacy
will continue to be crucial in order to support the diverse needs of our entering
learners.

An area of success is the number of schools holding Summer Start programming.

This SY 2024-2025, 123 schools across all 15 complex areas provided Summer
Start programming for students without minimal or no prior preschool experience, a
practice that can support readiness for kindergarten transition. The Executive Office
on Early Learning has also established public prekindergarten classrooms at 74
schools across all 15 complex areas, an initiative that deeply impacts access to
early learning for Department students.

Strategic Plan Desired Outcome 1.1.1. also asks that schools apply the KEA data
towards providing personalized support to students who are still developing these
foundational skills. The Department is holding interoffice meetings to provide
uniform guidance regarding the provision of quality personalized support within the
Hawaiʻi Multi-Tiered System of Support, reflecting literacy and language,
mathematics, and non-academic development. This interoffice work addresses
multiple Desired Outcomes in the Strategic Plan, including the provision of support
for kindergarten students.

The Kaiapuni KEA field test included eight school sites, five of which are
Department schools and three of which are charter schools. The Kaiapuni KEA field
test consists of three item types:
• Nīnau Haumāna (Student Response)
• Nīnau Kumu (Teacher Observation)
• Nīnau Makua (Parent Survey)

The Kaiapuni KEA assesses the following domains:

• Kilo Honua (Social Foundations - Approaches to Learning/Executive
Functioning)
• Lawena (Social Foundations - Social Emotional)
• Mākau Ola (Physical Well-Being and Motor Development)
• Kālaiʻike (Language & Literacy, Mathematics, Science, Social Studies & Fine
Arts)

An important characteristic of the Kaiapuni KEA is that teachers are able to score
students relative to both their content knowledge and their emerging proficiency in
ʻōlelo Hawaiʻi. In this way, teachers are able to reflect the developmental skills and
abilities of their students, whether or not they are proficient in ʻōlelo Hawaiʻi.
The Honorable William Arakaki
November 21, 2024
Page 4

The data from the Kaiapuni KEA field test will be analyzed by the Department in
collaboration with the University of Hawaiʻi at Mānoa and Seneca Consulting, and a
technical report will be prepared. This will inform any necessary revisions to the
assessment prior to the operational field test in SY 2025-2026. Student outcome
data will be collected from this operational field test and presented to the Hawaiʻi
State Board of Education alongside the English KEA data.

3. PRESENTATION

Dr. Teri Ushijima, Assistant Superintendent for the Office of Curriculum and
Instructional Design, will present a summary of the outcomes of the English KEA
administration for SY 2024-2025. The attached slides (Attachment B) will be
reviewed. The slides present KEA outcomes by complex area, including overall
readiness and domain-level readiness. The Kaiapuni KEA field testing is also
addressed.

Thank you for your continued support of public education.

HA:tu
Attachments: Attachment A - English Kindergarten Entry Assessment Outcomes
Attachment B - Presentation Slides

c: Office of Curriculum and Instructional Design

 Attachment A

English Kindergarten Entry Assessment Outcomes

Hawaiʻi State Department of Education
School Year 2024-2025

The following data is rounded to the nearest tenth, with the exception of outcomes that were
already a whole number. Due to the stated rounding convention, percentages may not add up
perfectly to 100%. This is typical in population datasets where rounding is applied and does not
significantly impact the representativeness of the dataset.

Honolulu District

Demonstrating Approaching Emerging Language & Social Physical

Complex % Tested 270-298 258-269 202-257 Literacy Mathematics Foundations Development

10.9% 38.7% 50.4% 254 256.1 258 259.7

Farrington 99%
n = 44 n = 156 n = 203
58.7% 28.4% 12.9% 270.7 273.6 275.3 277.6
Kaiser 99%
n = 122 n = 59 n = 27
45.8% 34.1% 20.1% 268.4 272.8 269 272.5
Kalani 100%
n = 125 n = 93 n = 55
29.5% 39.1% 30.6% 262.6 265 267.5 268.3
Kaimukī 89%
n = 83 n = 110 n = 86
17.1% 30.2% 52.7% 252.4 255.7 261.2 262.9
McKinley 96%
n = 42 n = 74 n = 129
46.6% 32.2% 21.2% 268.4 269.2 272 274.7
Roosevelt 98%
n = 187 n = 129 n = 85

Windward District

Demonstrating Approaching Emerging Language & Social Physical

Complex % Tested 270-298 258-269 202-257 Literacy Mathematics Foundations Development

33.7% 36.3% 29.3% 262.7 264.8 269 271.2

Castle 88%
n = 101 n = 109 n = 88
38.2% 39.4% 22.4% 264.7 268.3 267.2 271.5
Kahuku 82%
n = 65 n = 67 n = 38
27.9% 36.8% 35.3% 263.4 266.7 257.8 260.2
Kailua 75%
n = 38 n = 50 n = 48
45.8% 38.5% 15.7% 267.2 272.8 271.4 274.6
Kalāheo 99%
n = 131 n = 110 n = 45

1
 Attachment A

Central District

Demonstrating Approaching Emerging Language & Social Physical

Complex % Tested 270-298 258-269 202-257 Literacy Mathematics Foundations Development

31.8% 28.1% 39.5% 261.6 264.2 264.7 267.7

‘Aiea 98%
n = 67 n = 59 n = 83
32.9% 34.5% 32.6% 262.6 267.8 262.1 264.3
Moanalua 98%
n = 84 n = 88 n = 83
27.3% 42.9% 29.8% 263.6 267.1 264 265.5
Radford 99%
n = 118 n = 186 n = 129
22.9% 40.9% 36.2% 260.8 263 262.3 265.4
Leilehua 96%
n = 132 n = 236 n = 209
42.8% 35.4% 21.8% 265.7 268.9 270.6 274.2
Mililani 94%
n = 161 n = 133 n = 82
31.4% 43% 25.6% 263.2 267.6 266.7 269
Waialua 98%
n = 27 n = 37 n = 22

Leeward District

Demonstrating Approaching Emerging Language & Social Physical

Complex % Tested 270-298 258-269 202-257 Literacy Mathematics Foundations Development

37.4% 32.7% 29.9% 263.6 267.2 263.2 267.6

Pearl City 96%
n = 150 n = 131 n = 120
25.3% 34.9% 39.5% 260 263.3 263.1 264.6
Waipahu 95%
n = 118 n = 163 n = 184
26.7% 38.1% 35% 261.6 265.6 267.7 270.3
Campbell 81%
n = 182 n = 260 n = 239
30.5% 35.5% 34% 261.5 264.3 264.3 269.2
Kapolei 97%
n = 123 n = 143 n = 137
20% 31.4% 47.1% 255.9 257.8 267.3 265.3
Nānākuli 96%
n = 28 n = 44 n = 66
11.3% 27.2% 61.5% 250.5 257.3 256.7 257.2
Wai‘anae 93%
n = 30 n = 72 n = 163

2
 Attachment A

Hawaiʻi District

Demonstrating Approaching Emerging Language & Social Physical

Complex % Tested 270-298 258-269 202-257 Literacy Mathematics Foundations Development

20.3% 24.5% 55.3% 258.8 265 251.6 253.3

Hilo 96%
n = 48 n = 58 n = 131
45.3% 32% 22.6% 264.4 266.6 275.2 278.9
Waiākea 98%
n = 92 n = 65 n = 46
30.8% 23.1% 46.2% 254.1 257 265 265.1
Ka‘ū 96%
n = 20 n = 15 n = 30
16.6% 39.9% 43.6% 256.2 261.9 264 268.3
Kea‘au 97%
n = 27 n = 65 n = 71
20.2% 39.4% 40.4% 259.4 263.6 263 265.1
Pāhoa 91%
n = 20 n = 39 n = 40
33.6% 22.6% 43.8% 261.9 266.9 251.8 254.7
Honoka‘a 96%
n = 46 n = 31 n = 60
31.3% 38.8% 29.9% 262.6 268.2 264.5 267.6
Kealakehe 25%
n = 21 n = 26 n = 20
22.9% 51.4% 25.7% 261.3 258.4 275.9 273.1
Kohala 99%
n = 12 n = 28 n = 14
11.4% 37.3% 51.3% 255.6 264 246.8 252.4
Konawaena 87%
n = 18 n = 59 n = 81

3
 Attachment A

Maui District

Demonstrating Approaching Emerging Language & Social Physical

Complex % Tested 270-298 258-269 202-257 Literacy Mathematics Foundations Development

0% 75% 25% 258.5 259.3 269 267.8

Hāna 80%
n=0 n=3 n=1
6.8% 32.4% 60.8% 254.9 263.4 256.4 240.9
Lahainaluna 70%
n=5 n = 24 n = 45
16.7% 30% 53.3% 259.6 266 254.9 257.7
Lāna‘i 83%
n=5 n=9 n = 16
13.8% 51.7% 34.5% 257.3 262.7 260 268.8
Molokai 98%
n=8 n = 30 n = 20
23.5% 42.3% 34.2% 260.5 263.7 265.9 265.4
Baldwin 98%
n = 66 n = 119 n = 96
25.9% 41.8% 32.3% 259.2 262.8 266 267.1
Kekaulike 99%
n = 65 n = 105 n = 81
22.7% 33.1% 44.2% 258.3 259.8 260.1 262.9
Kūlanihāko‘i 100%
n = 37 n = 54 n = 72
22.1% 34.6% 43.2% 256.6 260.3 261.7 262.9
Maui 97%
n = 62 n = 97 n = 121

Kauaʻi District

Demonstrating Approaching Emerging Language & Social Physical

Complex % Tested 270-298 258-269 202-257 Literacy Mathematics Foundations Development

34.1% 40.2% 25.6% 262.2 268.7 267.9 271.5

Kapa‘a 99%
n = 56 n = 66 n = 42
26.8% 34.6% 38.6% 260.4 265.3 266.8 269.1
Kaua‘i 96%
n = 59 n = 76 n = 85
38.4% 29.3% 32.3% 263.9 267.8 271.8 273.8
Waimea 73%
n = 51 n = 39 n = 43

4
 Attachment A

Charter Schools

Demonstrating Approaching Emerging Language & Social Physical

Complex % Tested 270-298 258-269 202-257 Literacy Mathematics Foundations Development

Charter 58.4% 28.7% 12.9% 270.7 273.6 275.3 277.6

37% n = 122 n = 60 n = 27
Schools

Participating Charter Schools

Waiʻalae School Kualapuʻu Public Conversion Connections New Century

Charter School Public Charter School

Ka Waihona o ka Naʻauao Hawaiʻi Academy of Arts & Kamaile Academy

Public Charter School Science

Kaʻōhao School Alakaʻi O Kauaʻi Charter School Kīhei Charter School

Kanuikapono Public Charter Voyager Public Charter School Volcano School of Arts &
School Sciences

Kona Pacific Public Charter Hawaiʻi Technology Academy Nā Wai Ola Public Charter
School School

Kua O Ka Lā New Century Mālama Honua Public Charter

Public Charter School School

5
 Attachment B

HAWAI‘I STATE DEPARTMENT OF EDUCATION

Office of Curriculum and Instructional Design

Update on Strategic Plan Desired Outcome 1.1.1. All entering

kindergarten students are assessed for social, emotional,
and academic readiness and provided necessary and
timely support to develop foundational skills for learning

Presented to the
Hawai‘i State Board of Education Student Achievement Committee
November 21, 2024

Heidi Armstrong, Deputy Superintendent of Academics

Dr. Teri Ushijima, Assistant Superintendent, Office of Curriculum and Instructional Design

1
2023-29
Implementation Plan
Office of Curriculum and Instructional Design

Board of Education Strategic Plan

10 27
Goals Desired
Outcomes

Visit
bit.ly/2023-29implementationplan
for more details and to read the full Implementation Plan.
2
2023-29
Implementation Plan
Office of Curriculum and Instructional Design

Strategic Plan Implementation Plan

Priority I: High Quality Learning For All
Goal 1.1: All students experience rigorous,
high-quality learning that results in equitable outcomes
for all learners.

Desired Outcome 1.1.1. All entering kindergarten

students are assessed for social, emotional, and
academic readiness and provided necessary and
timely support to develop foundational skills for
learning.
3
2023-29
Implementation Plan
Office of Curriculum and Instructional Design

School Year 2024-25 Student Population

Statewide, Total Kindergarten Enrollment as of October 16, 2024: 11,699*
Language Medium Number of Students # of All Students

English Medium Kindergarten 11,308 97%

Kaiapuni Kindergarten 391 3%

Student Populations Number of Students # of All Students

Special Education 1,114 9.5%

English Learners 1,182 10.1%

Economically Disadvantaged 5,353 45.7%

At Least One High Need 6,324 54%

Repeater 303 2.5%

Source: LEI Kūlia; October 16, 2024
*Includes Charter School Students
4
2023-29
Implementation Plan
Office of Curriculum and Instructional Design

School Year 2024-25 KEA Outcomes

Demonstrating Approaching Emerging Language & Social Physical

% Tested 270-298 258-269 202-257 Literacy Mathematics Foundations Development
State
23-24 29.6% 39.5% 30.9%
85%* 262.4 265.6 265.3 267.6
n = 3,042 n = 4,055 n = 3,166

Demonstrating Approaching Emerging Language & Social Physical

% Tested 270-298 258-269 202-257 Literacy Mathematics Foundations Development
State
24-25 29.3% 35.7% 34.8%
89%* 261.3 264.9 264.9 267.1
n = 2,957 n = 3,606 n = 3,511

Source: LEI Kūlia; October 16, 2024

*The total assessed excludes Kaiapuni students and students from charter schools that have a waiver.
5
2023-29
Implementation Plan

Comparing Year-Over-Year KEA Outcomes

6
2023-29
Implementation Plan

Comparing State-by-State KEA Outcomes

Outcome Hawaiʻi Hawaiʻi Maryland Ohio South

(23-24) (24-25) (22-23) (18-19) Carolina
(22-23)

% Demonstrating 29.6% 29.3% 47% 40.9% 38.2%

% Approaching 39.5% 35.7% 32% 36.4% 34.4%

% Emerging 30.9% 34.8% 21% 22.7% 27.3%

7
 2023-29
Implementation Plan

Key Department and Inter-Agency Early Learning Initiatives

Early Learning Programming Number of Schools Number of Complex Areas

Summer Start Transition Program 123 15

Executive Office on Early Learning (EOEL)

74 15
Prekindergarten Program

Migrant Prekindergarten Program 4 3

Comprehensive Literacy Science of Learning and Supporting Positive

State Development Development + Structured Transitions, Attendance,
(CLSD) Grant Literacy and Family Engagement

8
2023-29
Implementation Plan
Office of Curriculum and Instructional Design

Summary and Next Steps

● KEA data analysis with early childhood
partners
● English KEA Year 3 optimization,
training, and infrastructure building
● Kaiapuni KEA technical report and
operational field test
● Office of Curriculum and Instructional
Design study of the Science of
Learning and Development alongside
the Science of Reading

9
2023-29
Implementation Plan
Office of Curriculum and Instructional Design

What Support Can the Board Provide?

The Department is grateful for the Board’s ongoing support for implementing the Strategic Plan.
Specific to Desired Outcome 1.1.1., the Department respectfully suggests the Board’s
consideration of the following:
● Continue to support the development of the Kaiapuni KEA;
● Continue to support the Science of Learning and Development for meeting the
domains of early childhood as a critical element of developmentally appropriate
practice in kindergarten, including play-based learning; and
● Continue to support the Science of Reading and structured literacy as necessary
components of the instructional day.

10