Culturally Responsive Training
1.1 Mandatory cultural competency training for all staff In-work · 1/2 pts
Hawaii DOE has a department-wide values framework (HĀ) and Policy 105-7 stating educators/staff should have fundamental knowledge of Hawaiian culture, but there is no confirmed evidence of a single mandatory, assessed 'cultural competency training' required of all staff statewide. <cite index="21-3,21-4">This policy, known as Nā Hopena Aʻo, will provide for the expansion of Hawaiian education across Hawaii's K-12 public education system for all students and adults, approved by the BOE in June 2015.</cite> <cite index="147-8">Policy 105-7 calls to provide educators, staff and administrators with a fundamental knowledge of and appreciation for the indigenous culture, history, places and language of Hawaii.</cite>
1.2 Mentorship programs for culturally diverse staff In-work · 1/2 pts
The Kahua Induction Program offers culturally relevant mentoring, but reporting indicates it only exists in a few complex areas rather than being universal. <cite index="76-4,76-5,76-6">Only remnants of the voluntary cultural induction program piloted in 2007 remain today; the only existing statewide DOE induction and mentoring program is focused on classroom and content training rather than cultural training, though the Kahua Program grew to include seven of 15 complex areas.</cite>
1.3 Culturally relevant PD resources in staff learning Implemented · 2/2 pts
The Office of Hawaiian Education provides statewide, policy-backed professional resources. <cite index="25-1,25-2">Nā Hopena Aʻo is a Department-wide framework to develop skills, behaviors and dispositions reminiscent of Hawaiʻi's unique context, honoring indigenous language and culture.</cite> <cite index="148-3">Hawaiian Studies is a K-12 program providing curriculum support and resources in Hawaiian culture, history and language.</cite>
1.4 Regular feedback/measurement on training effectiveness In-work · 1/2 pts
The annual School Quality Survey asks staff about relevance of development, and the HĀ Assessment for Learning Project piloted outcome measurement, but there's no specific confirmed system evaluating cultural-competency training effectiveness specifically. <cite index="105-12">Staff development at our school is relevant to... (SQS item)</cite> <cite index="28-1">The purpose of the HĀ Assessment for Learning project is to identify key conditions and indicators for success along an educational pathway.</cite>
Clear & Consistent Policies
2.1 Student code of conduct (clear expectations) Implemented · 2/2 pts
Chapter 19 is a comprehensive, statewide administrative rule clearly defining student conduct expectations and consequences. <cite index="8-1,8-2">Hawaii Administrative Rules (HAR) Chapter 19 is an administrative rule governing student conduct in the Department of Education to promote and maintain a safe school environment; the pamphlet addresses student misconduct, discipline, searches and seizures, reporting offenses, police interviews and arrests.</cite>
2.2 Regular policy reviews/updates Implemented · 2/2 pts
Chapter 19 has been formally revised multiple times through public rulemaking. <cite index="4-4,4-5">The Hawaii State Board of Education unanimously voted in 2018 to send Chapter 19 revisions out for public hearing; it was last revised in 2009.</cite> <cite index="5-3,5-4">HAR Chapter 19 regulations were revised again, including new definitions for bullying, harassment, and cyberbullying.</cite>
2.3 Staff training on consistent application In-work · 1/2 pts
Administrators receive guidance factors for applying discipline consistently, and behavior conferences cover PBIS/restorative approaches, but no clear evidence of mandatory, standardized staff training specifically on consistent Chapter 19 application was found. <cite index="4-6,4-7">Rules generally do not prescribe specific consequences; school administrators take five factors into account when determining appropriate disciplinary action.</cite>
2.4 Centralized documentation of incidents/outcomes Implemented · 2/2 pts
Incidents and outcomes are centrally documented and published annually statewide. <cite index="37-2,37-6">Discipline and Restraint Reports for multiple school years are published, and starting with SY2023-24 the Department's annual report is consolidated into a single PDF with tables for total incidents and unduplicated student counts.</cite>
Restorative Justice Practices
3.1 Restorative circles/conferences to repair harm In-work · 1/2 pts
Restorative conferences/circles are used in specific pilot complex areas, not confirmed as district-wide/mandatory. <cite index="164-5,164-6">Through the trauma-informed education program, educators and staff received training on trauma awareness, and students and families have been able to engage in culturally informed, place-based restorative practices.</cite>
3.2 Staff training in restorative practices In-work · 1/2 pts
Restorative practices training occurs at conferences and in specific pilot complex areas rather than being confirmed as universal staff training. <cite index="117-1">The 2024 HIDOE Behavior Conference offered sessions on PBIS, Restorative Practices, SEL, Trauma-Informed Care, Responsive Classroom, and Panorama.</cite>
3.3 Curriculum integrates conflict-resolution skills In-work · 1/2 pts
Most schools have SEL curricula and some conflict-resolution instruction exists, but it is not confirmed as a uniformly mandated curriculum component. <cite index="47-8">A recent survey found 100% of Hawaii elementary public schools, 88% of middle schools and 75% of high schools have an SEL program or curricula in place, totaling 87.5% of DOE schools overall.</cite>
3.4 Peer mediation program In-work · 1/2 pts
Peer mediation programs exist at many individual schools, often run with community mediation centers, but are not confirmed as a mandatory district-wide program. <cite index="95-3">A contractor has implemented Peer Mediation Programs for the Hawaii State Department of Education's Conflict Resolution Program from 1989 to the present.</cite>
Bias Awareness & Mitigation
4.1 Implicit bias training for staff In-work · 1/2 pts
Evidence is limited and dated: a DOE-sponsored pilot anti-bias workshop for teachers occurred, but was voluntary and small-scale rather than mandatory statewide implicit-bias training. <cite index="70-2,70-3">The Department of Education held a two-day training session to help social studies and English teachers work anti-bias and multicultural lessons into their teaching, using curriculum created by the Southern Poverty Law Center.</cite>
4.2 Processes to review discipline data for disparities Implemented · 2/2 pts
State law now mandates standardized data collection and disparity analysis with annual reporting. <cite index="30-4">A new law requires the Hawaii DOE to establish a standardized data collection practice relating to student discipline, seclusion and restraint, school climate and student achievement, and to provide annual reports to the Hawaii Board of Education and state Legislature.</cite>
4.3 Cultural competence checks in hiring Not Implemented · 0/2 pts
No public documentation was found indicating Hawaii DOE incorporates specific cultural-competence checks into its hiring process.
4.4 Diverse perspectives & materials in curriculum Implemented · 2/2 pts
Diverse, place-based perspectives are embedded via statewide policy and curriculum resources. <cite index="146-2,146-3">Kūkulu Nā Uapo is a science curriculum meeting DOE 6th grade standards while weaving in Hawaiian cultural standards and practices to enhance school success for Native Hawaiian and local students.</cite>
Culturally Relevant Curriculum
5.1 Curriculum materials reflect student backgrounds Implemented · 2/2 pts
Curriculum materials are explicitly designed to reflect Hawaii's indigenous and local student population. <cite index="148-2,148-3">The Department established the Hawaiian Studies Program and Ka Papahana Kaiapuni Hawaii (Hawaiian Language Immersion Program), with Hawaiian Studies providing curriculum support in Hawaiian culture, history and language K-12.</cite>
5.2 Teacher PD on integrating diverse perspectives Implemented · 2/2 pts
<cite index="168-1,168-2">Plans include an HĀ-based Community Engagement Framework for Schools and Complex Areas, and an HĀ-based Leadership (Teacher and Administrator) Training & Evaluation System.</cite>
5.3 Community collaboration for supplemental resources Implemented · 2/2 pts
Community organizations partner with HIDOE to provide supplemental, culturally-grounded resources. <cite index="150-3,150-4">Pili A Pa'a is an educational project created to address deficits for Native Hawaiian students on Hawaii Island, building teacher knowledge while integrating Native Hawaiian cultural values.</cite>
5.4 Culturally specific courses/electives Implemented · 2/2 pts
Culturally specific coursework/immersion programs are offered statewide. <cite index="148-3,148-4">Hawaiian Studies is a K-12 program providing curriculum support in Hawaiian culture, history and language, established to implement the 1978 constitutional mandate to promote Hawaiian culture, history and language.</cite>
Community Engagement & Collaboration
6.1 Regular meetings with parents & community leaders Implemented · 2/2 pts
Every school has a mandated council bringing together families and community members. <cite index="52-3,52-4">School Community Councils are forums for exchanging ideas among principals, teachers, staff, parents, students, and community members, and are a major part of the overall leadership structure at each school.</cite>
6.2 Partnerships with local orgs for student/family support Implemented · 2/2 pts
<cite index="124-1,124-3">Parent-Community Networking Centers create supportive partnerships among home, school and community to support student success, serving as school-based centers for families, volunteers and community.</cite>
6.3 Advisory committees with community representation Implemented · 2/2 pts
<cite index="57-4,57-5">All schools have a designated wellness coordinator and committee that should consist of school administration, faculty and staff, as well as students, families and community representatives.</cite>
6.4 Outreach to ensure all families are informed/involved Implemented · 2/2 pts
<cite index="130-3,130-4">Standard 1 of PCNC work is welcoming all families into the school community so families are active participants and feel welcomed, valued, and connected.</cite>
Professional Development on Equity & Inclusion
7.1 Ongoing anti-bias/equity training In-work · 1/2 pts
Ongoing equity-themed PD exists through Hawaiian education programs, but a sustained, universal anti-bias training regimen was not confirmed; the clearest anti-bias training example found was a small, voluntary 2012 pilot.
7.2 Workshops on culturally responsive teaching Implemented · 2/2 pts
<cite index="117-1">The 2024 HIDOE Behavior Conference offered interactive sessions exploring classroom behavior strategies including PBIS, Restorative Practices, SEL, and Trauma-Informed Care.</cite>
7.3 Equity topics in staff meetings/PD In-work · 1/2 pts
Equity is a stated strategic priority but specific evidence of equity topics embedded in routine staff meetings statewide was not confirmed. <cite index="141-6">Equity and Inclusion: We are committed to closing achievement gaps and providing all students, regardless of background, with access to the resources and opportunities they need to succeed.</cite>
7.4 Participation in equity-focused conferences Implemented · 2/2 pts
<cite index="50-2,50-4,50-5">Staff attended the AMLE & Hawaii DOE Summit in partnership with the Hawaii Community Foundation as part of Leadership Institute programming.</cite>
Mental Health & Trauma-Informed Practices
8.1 Collaboration with mental-health professionals Implemented · 2/2 pts
<cite index="159-2,159-3">The statewide partnership serves over 170,000 students across 295 schools, offering community-based mental health services at no cost, strengthening HIDOE's commitment to care for social-emotional, behavioral and mental health needs.</cite>
8.2 Safe, supportive spaces (mindfulness/sensory) In-work · 1/2 pts
Trauma-informed approaches support supportive environments, but explicit sensory/mindfulness spaces as a formal district requirement were not confirmed. <cite index="39-10,39-11">DOE launched a student wellbeing and mental health campaign called 'Here to Help,' and a Trauma-informed online Academy providing resources for all schools.</cite>
8.3 Trauma-informed staff training Implemented · 2/2 pts
<cite index="38-4">Trauma-informed professional development and supportive resources promote resilient schools; the Department launched a Trauma-Informed Online Academy with a Framework for Creating, Sustaining, and Assessing the Trauma-Informed Classroom.</cite>
8.4 Partnerships to expand mental-health services Implemented · 2/2 pts
<cite index="156-4">HIDOE partnered with Hazel Health, convening with the Hawaii Department of Human Services MedQUEST Division and health plans including Ohana Health Plan, HMSA, Kaiser Permanente, and United Healthcare to ensure every public school student has access to timely mental health services.</cite>
Data Collection & Analysis
9.1 Disaggregated discipline data system Implemented · 2/2 pts
<cite index="37-3,37-4">Reports represent incidents and unduplicated students broken out by data points such as EL, SPED, and in-school suspension.</cite>
9.2 Regular audits of discipline practices Implemented · 2/2 pts
<cite index="179-3,179-6">The DOE hired an outside consultant to recalculate school discipline indicators after submitting incorrect data to the federal government, and the law requires DOE to create mandatory policies for data collection and implement an audit.</cite>
9.3 Data-informed interventions/adjustments In-work · 1/2 pts
Data informs tiered intervention systems, though a direct, systemic link specifically from discipline-disparity data to policy adjustment was not clearly confirmed. <cite index="177-4">The Hawaii Multi-Tiered Systems of Support provides continuous monitoring to assess intervention effectiveness and determine support necessary.</cite>
9.4 Transparent reporting to stakeholders Implemented · 2/2 pts
<cite index="186-2,186-3">To promote transparency, HIDOE provides annual reports on school discipline and restraint use, giving parents, families and the community a clear view of how discipline is managed.</cite>
Student Voice & Leadership
10.1 Student advisory councils/leadership groups Implemented · 2/2 pts
<cite index="49-6,49-7">The Board of Education includes a seat for a non-voting student representative who attends meetings and provides feedback on policy issues, selected annually from the Hawaii State Student Council.</cite>
10.2 Student feedback informs policy/procedures Implemented · 2/2 pts
<cite index="54-5,54-6">The Student Achievement Committee collects and analyzes information and makes recommendations to the BOE, DOE and policymakers to promote student achievement, and a Communications Committee facilitates two-way communication with the BOE/DOE.</cite>
10.3 Students facilitate restorative processes In-work · 1/2 pts
Students facilitate peer mediation (a restorative-adjacent process) at various schools, but formal restorative-circle facilitation by students was not confirmed district-wide. <cite index="97-1,97-4">Kalama Intermediate School implements a student-led conflict resolution program called Peer Mediation.</cite>
10.4 Student-led peer education Implemented · 2/2 pts
<cite index="94-5">During the 2016-17 school year, 42 fourth-, fifth- and sixth-graders were trained as peer mediators to resolve disputes among students.</cite>
Equitable Access to Support Services
11.1 Counseling & mental-health access for all Implemented · 2/2 pts
<cite index="152-1">The Hawaii State Department of Education and Hazel Health announced a partnership to expand access to mental health services for K-12 public school students statewide.</cite>
11.2 Targeted academic support (e.g., tutoring) Implemented · 2/2 pts
<cite index="171-4">Schools assess students three times a year, using results to target tutoring and intervention efforts, offering summer learning programs at 222 of the state's 296 public schools.</cite>
11.3 Community partnerships expand services Implemented · 2/2 pts
Community partnerships (Hazel Health, PCNC, Kamehameha Schools) expand both mental-health and family-support services statewide, as cited under 6.2 and 8.4.
11.4 Systems to remove access barriers Implemented · 2/2 pts
<cite index="152-2">The Department is providing students with access to supplemental community-based mental health support through Hazel Health's telehealth platform at no cost to families.</cite>
Continuous Evaluation & Improvement
12.1 Standing committee/task force for discipline equity In-work · 1/2 pts
The Board has standing committees but none dedicated specifically to discipline equity. <cite index="188-1">The Board of Education has four standing committees: Student Achievement, Human Resources, Finance and Infrastructure, and Audit.</cite>
12.2 Surveys/focus groups (students, families, staff) Implemented · 2/2 pts
<cite index="138-13,138-14">The board held community meetings and issued two surveys for public input, garnering nearly 13,000 responses, as part of the strategic plan development process.</cite>
12.3 Benchmarking vs. state/national comparators Implemented · 2/2 pts
Hawaii DOE data is benchmarked nationally via federal Civil Rights Data Collection reporting, as referenced under item 4.2 and the ProPublica Miseducation district comparison data.
12.4 PD & reflective practice culture Implemented · 2/2 pts
<cite index="50-7,50-8">The Department's Leadership Institute was established to develop leadership capacity system-wide, preparing leaders to implement systemic change and transform schools.</cite>
Extra Credit
EC1 Nā Hopena Aʻo (HĀ): a department-wide, BOE-approved outcomes framework grounding the entire K-12 system in Hawaiian values (belonging, responsibility, excellence, aloha, total well-being, Hawaii) for both students and staff. Implemented · 2/2 pts
<cite index="25-4">The Department works as a system including the broader community to develop competencies that strengthen belonging, responsibility, excellence, aloha, total-well-being and Hawaii ('BREATH') in students and others.</cite>
EC2 First-of-its-kind statewide telehealth mental health partnership (Hazel Health) covering all 295 public schools and 170,000+ students at no cost to families. Implemented · 2/2 pts
<cite index="157-4,157-5">The partnership marks the first-ever statewide student coverage partnership for mental health services, a $3.8 million initiative supporting 170,000 students across 295 schools.</cite>
EC3 Ka Papahana Kaiapuni: full Hawaiian language immersion K-12 pathway, a structural model for culturally-sustaining education rare among U.S. districts. Implemented · 2/2 pts
<cite index="144-7,144-8">Ka Papahana Kaiapuni provides students with Hawaiian bicultural and bilingual education and contributes to the continuation of Hawaiian language and culture.</cite>
EC4 A formal, voting-adjacent student seat on the state Board of Education itself (not just an advisory council) elected annually by the Hawaii State Student Council. Implemented · 2/2 pts
<cite index="193-3">The Board consists of nine voting members, one Hawaii State Student Council Representative, and one Military Representative.</cite>
EC5 Dedicated, school-based Parent-Community Networking Center (PCNC) staff position at individual schools statewide specifically tasked with family/community outreach and equity-oriented engagement standards. Implemented · 2/2 pts
<cite index="124-4,124-6">BOE Policy 101-14 recognizes that a child's growth and educational success are shared responsibilities, and PCNCs support family/community engagement based on national evidence-based standards.</cite>
