PRESCHOOL DEVELOPMENT GRANTS
 

2015 ANNUAL PERFORMANCE REPORT
 

Hawaii 

Preschool Development Grants SEPTEMBER 2016 
U.S. Department of Education 

PDG Grant Performance Report Cover Sheet 

Based on ED 524B OMB No. 1894-0003 Exp. 06/30/2017 

Check only one box per Program Office instructions. ✔ Annual Performance Report Final Performance Report 

General Information 

1. PR/Award #: S419A150005 2. Grantee Federal Information Processing Code: 621644850 

3. Project Title: 84.419A Preschool Development Grants - Development 

4. Grantee Name: Hawaii State Public Charter School Commission (formerly Charter School Administrative Office) 

5. Grantee Address:1111 Bishop Street, Suite 516 

City: Honolulu State: Hawaii Zip: 96813

6. Project Director Name: Yvonne Lau 

Title: Acting Executive Director 

Phone #: (808) 586-3775 Ext.: Fax #: 

Email Address: yvonne.lau@spcsc.hawaii.gov 

Reporting Period Information 

7. Reporting Period: From: 01/01/2015 To: 12/31/2015 

8. Budget Expenditures (To be completed by your Business Office. See instructions.) 

Budget Period Federal Grant Funds Non-Federal Funds (Match/Cost Share) 

a. Previous Budget Period 

b. Current Budget Period $2,074,059.00 $3,903,068.00 

c. Entire Project Period 

(For Final Performance Reports only) 

9. Indirect Cost Information (To be completed by your Business Office. See Instructions.) 

a. Are you claiming indirect costs under this grant? Yes No 

b. If yes, do you have an Indirect Cost Rate Agreement approved by the Federal Government? Yes No 

c. If yes, provide the following information: 

Period Covered by the Indirect Cost Rate Agreement: From: To: 

Approving Federal agency: ED Other Specify other: 

Type of Rate: (Final Performance Reports only) Provisional Final Other Specify other: 

d. For Restricted Rate Programs (check one) -- Are you using a restricted indirect cost rate that: 

Is included in your approved Indirect Cost Rate Agreement 

Complies with 34 CFR 76.564(c)(2)? 

10. Performance Measures Status 

a. Are complete data on performance measures for the current budget period included in the 

Project Status Chart? 

b. If no, when will the data be available and submitted to the Department? 

Yes No 

✔

✔

ED 524B Page 1 of 33 
U.S. Department of Education 

PDG Annual Performance Report 

Executive Summary 

Based on ED 524B OMB No. 1894-0003 Exp. 06/30/2017 

Grantee State: HI PR/Award #: S419A150005 

You are required to submit an Executive Summary of up to 3000 words with your Annual Performance 

Report. This summary should relate to your approved application and summarize the goals and 

objectives that have been achieved under your grant, what you learned, and any evaluation results. 

Describe any unanticipated outcomes or benefits from your project and any barriers that you may have 

encountered. If there have been any changes to the project from the approved application, those 

should be explained as well. 

“This program has made it possible for my daughter to learn her culture, language, build social skills, 

and self-confidence. I am thankful and humbled to receive assistance so my daughter and my family 

can receive the opportunities without worrying about not being able to afford preschool. I have other 

children that did not attend preschool before kindergarten, and they struggled when they entered the 

classroom setting, and even felt overwhelmed and out of place for a while. So, I see the big difference 

when the children is introduced to school early they know and understand what to expect. Thank you 

Pre-K program.” 

- Parent, Hawaii 

Overview of Progress: 

The Hawaii State Public Charter School Commission (`SPCSC”) has experienced significant 

success in its first year of the implementation of the Preschool Development Grant. Hawaii is 

unique in that it is the only Preschool Development Grant grantee who solely targets charter 

schools to implement new prekindergarten programs. Hawaii is also unique in that it all of its 

charter schools implement varying degrees of Hawaiian language and culture. Hawaii has two 

official languages - English and Hawaiian. Of the four schools implementing the Preschool 

Development Grant, two are Hawaiian language and cultural focused. 

Although it was not mandatory for Hawaii to begin implementation in Year One, SCPSC 

elected to implement an ambitious plan by starting prekindergarten services in August 2015. This 

grant has allowed 75 four-year-old children to enter a high quality classroom and receive high quality 

services as defined by this grant. Of these children, approximately 49% of are brand new enrollees 

to Hawaii's early childhood system. Children living in high risk communities, without the support of 

this grant opportunity, would enter kindergarten without any prior preschool experience. This focus 

has inspired administrators and our teachers who have shared many success stories. Teachers have 

shared that within a month of grant implementation, children who were active and inattentive, were 

able to sit and attend to a story. 

A grandmother shared, “The few short weeks that my granddaughter has spent under the tutelage of 

Ms. DeCambra and lead teacher Ms. Kunewa in the preschool have completely coaxed her out of her 

debilitating shyness and allowed her to reveal her self-confident best to the world. She is eager and 

positive about meeting new people and challenges. Thank you for the opportunity this program has 

provided for my granddaughter, her family, and our community.” 

There are numerous accomplishments - four prekindergarten classrooms in operation, each 

lead by a teacher with a Bachelor's degree, with exception of one class whose teacher has completed 

all coursework and will receive her official Bacchelaureate diploma by the end of this school year. All 

PDG classes have teachers whose salaries are commensurate and aligned with public school 

teachers, a teacher-child ratio of 10:1, and maximum class size of 20. Each class follows the 

kindergarten schedule of six hours per day and ten months per year with a designated curriculum, 

ED 524B Page 2 of 33 
and a formative assessment system. Teachers, Educational Assistants and school administrators 

were provided with a strong professional development component including coaching and 

mentoring system available for all teaching teams. 

The award of the Preschool Development Grant has also supported continued progress in 

Hawaii's early childhood system. 

Leadership. SPCSC is committed to building a strong early learning leadership community 

who is knowledgeable about the current issues and trends relating to Hawaii's youngest citizens. A 

two-day Early Learning Leadership Symposium was held in October 2015 with a follow-up meeting in 

the March 2016. Invitees included school principals/directors and school administrators. Schools 

were also encouraged to invite a governing board member, a community child care provider and/or 

a community health provider. This comprehensive approach served multiple purposes. This included 

the opportunity to build upon the community capacity to understand the impact of high quality early 

childhood experiences. The symposium encouraged continued collaboration while the bridging 

services across programs. It also allowed schools not implementing programs in Year One, to build 

on their knowledge and support base. The symposium served as a recruitment venue for PDG sites 

allowing community partners to engage in recruitment efforts for the PDG schools. Most 

importantly, the Early Learning Symposium created opportunities to build on the early learning 

community to advance early childhood initiatives. 

Participants had the opportunity to network and discuss their community and early childhood 

issues in depth. Topics presented include the brain development and the influence of high quality 

early learning experiences using a holistic and systemic approach, national landscape of P-3 policies 

and initiatives, P-3 framework and developing a family engagement logic model. Thereafter, schools 

were to convene at least once per quarter to continue to progress their plans. 

SPCSC and charter schools were fortunate to have Hawaii-20 coordinate and plan the first 

symposium. Yolie Fonseca of the Campaign for Grade Level Reading provided a captivating 

presentation on brain development and the influence of high quality early learning experiences. As 

part of her presentation, she showed the following video located at: http://gradelevelreading.net/ 

video-the-statisticks-lottery. 

A member of SPCSC sat at one of the charter school tables who convened a diverse sector of 

community partners. One of the participants was a dentist who provided dental services at the local 

health clinic. As a private school graduate and whose children attended private school, he knew that 

preschool was important. What he did not know is the impact that high quality preschools have on atrisk children. Through this learning opportunity, he shared that he would loop this video along with 

other dental hygiene videos in his waiting room with the intent of educating his families that he served. 

He also shared that he will bring this information that he learned at this symposium to his health 

clinic's board meeting to further expand and educate others, especially those serving at-risk children 

and families. 

A follow-up Early Learning Leadership meeting will be held in March 2016 to expand on 

these ideas as well as to continue this great momentum of collaboration. 

SPCSC has visited members of the Hawaii State Legislature targeting those with PDG schools 

in their district as well as those with membership in key committees including those belonging to the 

education, finance and Ways and Means committees. 

SPCSC has attended monthly Early Learning Advisory Board meetings and the Hawaii Early 

Childhood Action Strategy meetings where updated information was provided. The Hawaii Action 

Strategy is a research-based strategic plan, informed from the fields of neurobiology, developmental 

psychology, and human capital economics in early childhood systems development. Coordination is 

supported by the Office of the Governor and the effort is led by approximately 90 professionals from 

Hawaii state departments and early childhood organizations focused on supporting children's health, 

safety, development and learning. 

Longitudinal Data System. SPCSC has contracted with subgrantee Hawaii P-20 Partnership in 

Education Data eXchange Partnership (“DXP''). DXP is a longitudinal data system that links 

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information from birth through early learning, kindergarten to grade 12, postsecondary education, 

and into the workforce. Hawaii DXP will provide critical data to inform decisions and policies to 

improve student and workforce outcomes to benefit our community. 

Family Engagement. SPCSC strongly supports and has invested in family engagement. At the Early 

Learning Leadership symposium, with training and technical support, schools developed an 

individualized logic model that reflected schools' needs, resources, outputs and measureable 

outcomes. Each school is provided with a generous $50,000 annual budget dedicated specifically to 

support family engagement using this logic model. Na Wai Ola Public Charter School held pre-K family 

days where families were invited to spend a day with their child to experience a day in the life of a 

preschooler. SPCSC had the opportunity to attend one of these events and a mom shared that she 

was surprised that so much thought went to each and every activity. The teacher explained the 

method of selecting songs to help transition children from one activity to another while another 

activity allowed children to creatively move about incorporating "Let's Move" activities. 

At another school, Ka `Umeke Kā`eo Public Charter School, a Hawaiian immersion school, has begun 

providing bi-weekly Hawaiian language classes which received overwhelming interest from families. 

The PDG family engagement funds created an opportunity for children and families to learn the 

Hawaiian language together at school with reinforcing activities at home. This family engagement 

learning opportunity created another pathway to sustain the Native Hawaiian language. 

Ke Kula `o Nāwahīokalani`ōpu`u Iki Laboratory Public Charter School (“Nāwahī”) in strong 

partnership with Aha Pūnana Leo, a private early childhood provider, has provided Hawaiian medium 

instruction incorporating a nationally recognized Native Hawaiian language and cultural focused 

program. The PDG funds has supported a well-established family engagement component where 

together families take an active role in the educational experiences of their children. At Nāwahī, 

families play a critical role in becoming part of the Hawaiian speaking community. The PDG funds 

supports the school and families working towards the common goal of reestablishing Hawaiian as a 

living language. Families are provided with weekly Hawaiian language classes to support the 

continuity of the Native Hawaiian language and culture practices in the home environment as well. 

Through PDG, Laupahoehoe Community Public Charter School has begun to offer parenting 

workshops which include parenting classes, school readiness, literacy, math, STEM, cultural sharing 

and technology. 

Public-Private Partnerships and Development of Local Systems for Collaboration and Coordination. 

SPCSC recognizes that each community across the state of Hawaii has varying needs and resources. 

Beginning with the Early Learning Symposium held in October 2015, schools were asked to convene 

an early learning leadership team to include members of their community organizations. The 

objective of this annual symposium was to strengthen the collaboration between schools and 

ED 524B Page 4 of 33 
community programs and agencies to better address the complex needs of their children and families. 

When children's and family's needs are met, they are better able to learn and succeed in school. The 

schools have displayed varying degrees of collaboration with their community providers and SPCSC is 

committed to provide opportunities to build on these efforts to bridge relationships across programs. 

Ongoing Monitoring. SPCSC recognizes the importance of PDG grant compliance and has taken sound 

measures to ensure that the PDG criteria are met. SPCSC invested in quality time with each school to 

review and explain the detailed components of the MOA contract. Thereafter SPCSC has conducted 

regular visits to ensure that the processes are followed and to provide training and technical 

assistance to administrators if it is needed. Additionally, SPCSC carefully reviews and approves all 

expenditures before reimbursement is made to ensure that all PDG funds are allowable and justified. 

Thereafter, a budget tracking spreadsheet is reviewed on a monthly basis to reconcile all expenses to 

ensure that both the schools and SPCSC mutually agree on the accuracy of the PDG classroom budget. 

On Site Monitoring in conjunction with the SPCSC Organizational Performance Team will include on 

site monitoring visits and pre-visit interviews with each PDG school in spring 2016. 

Enrollment. Through PDG funds, 80 slots were available in Year One of the grant. As of 

December 1, 2015, 75 students were enrolled at some point which include six children that have 

terminated from the program due to various reasons including moving to other areas not serviced by 

PDG and working families needing extended hour care. These exiting families utilized state child care 

subsidies and enrolled in child care programs providing extended child care services. As of 

December 1, 2015, 69 children or 92% were actually enrolled. 

Inclusion. As of December 1, 2015, SPCSC was able to enroll two students with IEPs. Additional 

children were in the process of evaluation for special needs services and another two students were 

in the process of enrollment into the PDG class. Teaching staff are in the process of implementing 

individualized instructional intervention strategies designed to progress student learning and skill 

development. The real hope of effective and successful intervention strategies to identify methods to 

support individual student learning. This has the potential reduce the number of children deemed 

"special ed". So although Hawaii has not hit the targeted rate, the approach to implement various 

instructional strategies and engage families is the priority. Thereafter is concerns persist, the PDG 

staff will consider further comprehensive evaluations. SPCSC has communicated with the Hawaii 

Department of Education 619 Educational Specialist on an ongoing basis to ensure that enrollment in 

the PDG pre-K classrooms are considered as Free and Appropriate Public Education (FAPE) for children 

with disabilities. Formative assessment data will be continuously reviewed to inform the school 

teams if further evaluation is warranted or needed. 

Comprehensive Services. SPCSC recognizes that programs such as Head Start provides an exemplar 

example of comprehensive programs. The challenge in many of our PDG school communities is the 

limited access to services, particularly in rural areas across the state where these services are few and 

ED 524B Page 5 of 33 
 

 

far between or non-existent. Many of the PDG charter schools lack financial resources to provide 

these direct comprehensive services. The Early Learning Leadership Symposium and follow-up 

meetings provided in October 2015 provides opportunities for schools to brainstorm with other 

community partners to build an alliance with other programs on how comprehensive services can be 

provided. SPCSC will continue to work with these schools to identify and build on community 

partnerships as well as to bring increase awareness to the larger community regarding children and 

family needs. The PDG charter schools will be encouraged to collaborate with their community 

partners to creatively strategize ways in which these comprehensive services may be provided. 

Professional Development Opportunities. Ten workshops were planned for this school year for 

teachers and educational assistants. School administrators were also invited to attend these trainings 

as well to increase their knowledge of early childhood education and developmentally appropriate 

practices. Prior to the start of school week-long pre-service training was provided. Content areas 

included: Creating a Safe and Nurturing Environment for Children; Integrating Nutrition and Physical 

Activity in the Classroom; Promoting Supportive Family Partnerships for Student Success; Enhancing 

Instructional Strategies; and an overview of the Hawaii Early Learning and Development Standards 

(HELDS) and Curriculum Implementation. Additional trainings and workshops included: An 

Introduction to Ages and Stages Questionnaire-Social Emotional (ASQ-SE), a social emotional 

screening tool; Teaching Strategies Gold - An Overview of the Formative Assessment Process and 

Tool. Additional trainings will be conducted for the remaining school year. 

Note: throughout this report, text in italics have been included as examples of the

work being done at the local level. This text has been gathered through interviews of

community partners explicitly for inclusion in this report. 

ED 524B Page 6 of 33 
U.S. Department of Education 

PDG Annual Performance Report 

Grant Status Form 

Explanation of Progress (524B Section A) 

Based on ED 524B OMB No. 1894-0003 Exp. 06/30/2017 

Grantee State: HI PR/Award #: S419A150005 

Section A: Performance Objectives Information and Related Performance Measures Data 

(narrative) 

1. Project Objective 

1(a) GPRA Performance Measure: The number and percentage of Eligible Children served in 

High-Quality Preschool Programs funded by the grant. Describe the State's progress in meeting 

this Government Performance and Results Act (GPRA) measure based on enrollment of Eligible 

Children in High-Quality Preschool Programs funded by the grant as of December 1, 2015. 

During School Year 2015-16, the first year of the Preschool Development Grant, potentially 80 

children in four charter schools have the opportunity to gain high quality services in the preschool 

classrooms. 

According to the U.S. Census Data, there is a total of 18,216 children four-year-old children in Hawaii, 

of which 7,416 reside in families with household incomes less than 200% of the federal poverty level. 

As of December 2015, there were 75 eligible children enrolled, six children have since left the program 

for a total of 69 children served which represents 94% of Hawaii's Year One enrollment capacity. PDG 

provided an increase of .1% eligible children served in Hawaii county in high-quality preschool 

programs. 

At the state level, SPCSC has used the Hawaii Action Strategy meetings and Early Learning Advisory 

Board meetings to disseminate information about the PDG classrooms opening in Year One. 

Recruitment efforts have conducted at various levels: 

SPCSC has provided a media campaign with the major newspaper for the state, Honolulu Star 

Advertiser, as well as the Hawaii Tribune Herald. The news media was also contacted to inform the 

public of the new pre-K slots provided by the PDG and additional information was provided on the 

SPCSC website. 

Schools have also contacted community providers at the local level as additional recruitment efforts. 

SPCSC has collaborated with the groups or agencies listed below to recruit eligible children: 

• Early Learning Advisory Board 

• Executive Office on Early Learning 

• Hawaii Early Childhood Action Strategy 

• UH Hawaii P-20 Partnerships in Education 

• Hawaii P-3 Initiative 

• University of Hawaii Hilo Hawaiian Language School 

• Hawaii Department of Human Services 

• Hawaii Department of Health 

ED 524B Page 7 of 33 
 

• Hawaii Department of Education 

• Kamehameha Schools 

• Hawaii Children's Alliance Network (HICAN) 

• Head Start Association of Hawaii 

• PACT Head Start 

• Hilopa'a Family to Family Health Information Center 

• 'Aha Punana Leo Preschool 

• University of Hawaii College of Education Early Childhood Education 

• Honolulu Community College Early Childhood Department 

• Kapiolani Community College Early Childhood Program 

• University of Hawaii Center on the Family 

• Department of Health Public Health Nurses on Hawaii Island 

• Keiki o ka Aina 

• Kindergarten Children's Aid Association (KCAA) 

• People Attentive to Children (PATCH) 

• Partners in Development 

Please describe, as required in Program Requirement (k)(2) in the Notice Inviting Applicants (NIA), 

how the State established policies and procedures that ensure that the percentage of Eligible Children 

with disabilities served by the High-Quality Preschool Programs is not less than either the percentage 

of four-year-old children served statewide through part B, section 619 of IDEA (20 U.S.C. 1400 et 

seq.), or the current national average, whichever is greater. 

Note: The current national percentage of four year-old-children receiving services through part B, section 619 of 

IDEA is 6.4%. Source: 2012 IDEA Part B Child Count (www.ideadata.org). States should include detailed 

information on ALL structural elements. 

Since being awarded with the Preschool Development Grant, the State Public Charter School 

Commission has been working closely with the HIDOE Educational Specialist who oversees all IDEA 

services in all charter schools, particularly encouraging inclusion opportunities for preschool-aged 

children in the PDG pre-K classrooms. 

As of December 2015, there were 75 children enrolled of which two students with Individualized 

Education Programs (IEP) were receiving services in inclusive settings. Additional children were in 

the process of evaluation for special needs services and another two students were in the process of 

enrollment. SPCSC has communicated with the Hawaii Department of Education 619 Educational 

Specialist on an ongoing basis to ensure that enrollment in the PDG pre-K classrooms are considered 

as Free and Appropriate Public Education (FAPE) for children with disabilities. 

The schools are continuously evaluating their children's needs and since then we have enrolled more 

students and provided an inclusive setting for additional students with IEPs. Charter schools will 

continue to evaluate their students and provide instructional intervention strategies based upon 

formative assessment data and will seek a comprehensive evaluation for any student that may need 

ED 524B Page 8 of 33 
additional services. 

When families are hesitant to seek a comprehensive evaluation for fear of the labeling effect, schools 

may consider using the medical home to perhaps address the child's needs. SPCSC will work with 

the school, DOE Educational Specialist overseeing 619 services to collaboratively address issues that 

arise. 

ED 524B Page 9 of 33 
Describe the State's progress in increasing the number and percentage of Eligible Children served in 

High-Quality Preschool Programs funded by the grant. 

Over the past few years, Hawaii has made significant milestones in creating an early childhood 

system. The Preschool Development Grant allows Hawaii to continue on this momentum to continue 

to build on this system allowing more families to participate in the early childhood system by 

expanding access to high-quality preschool programs. The public charter schools identified in the 

grant application are ready to serve the most at-risk children and those who are in need of preschool 

opportunities. 

Act 178 (2012) established the Executive Office on Early Learning (EOEL), which is charged with 

creating a comprehensive early childhood development and learning system for Hawaii's children, 

prenatal to aged five. Only 56% of Hawaii's four-year-olds attend a program that will prepare them for 

kindergarten. Families with lower income levels, who have the greatest need, are less likely to 

participate. Particularly in the last few years, Hawaii has made great strides in early childhood 

education. During the 2014 state legislative session, $3,000,000 in general funds were allocated to 

create Hawaii's first state-funded prekindergarten program. However, public charter schools were not 

included in this first round of state funding. The Preschool Development Grant has allowed charter 

schools to increase the number and percentage of eligible preschool children served, particularly in 

rural areas with limited access to high quality early learning programs. 

The Preschool Development Grant has supported the creation of four new preschool classrooms on 

charter school campuses on the island of Hawaii: Na Wai Ola Public Charter School in Mountain 

View, Laupahoehoe Community Public Charter School in Laupahoehoe, Ka `Umeke Kā`eo Public 

Charter School in Keaukaha and Ke Kula `o Nāwahīokalani`ōpu`u Iki Laboratory Public Charter School in 

Kea`au. 

Although it was not mandatory for Hawaii to begin implementation in Year One, SCPSC elected to 

implement an ambitious plan by beginning prekindergarten services beginning August 2015. This 

grant has the potential to allow 80 four-year-old children to enter a high quality classroom and 

receive high quality services as defined by this grant. As of December 1, 2016, 75 students were 

enrolled. Though a meager .1% of the total Hawaii's four-year olds, approximately 49% of are brand 

new enrollees to Hawaii's early childhood system. Children living in high risk communities with 

families living in severe poverty, some homeless without access to basic needs including running 

water, electricity and plumbing, without the support of this grant opportunity, would enter 

kindergarten without any prior preschool experience and the opportunity to make lifelong changes. 

This focus has inspired administrators and our teachers who have shared many success stories. 

Teachers have shared that within a month of grant implementation, children who were active and 

inattentive, were able to sit and attend to a story. 

In its first year the Preschool Development Grant SPCSC has created the opportunity for potentially 

80 eligible students in rural, remote areas with limited access to high quality preschools. These rural 

areas include Laupahoehoe, Mountain View, Kea`au and Keaukaha. 

The focus in Year One was to focus on additional slots on Hawaii Island, the state's largest island, 

due to its vast land area, limited access to high quality preschools, and lack of infrastructure including 

public transportation. 

A teacher shared, "We have witnessed the children go from an undisciplined group of students to 

(those being) self-regulated, independent learners. They have learned to care for each other and their 

environment. They independently choose their work for the day, complete the task, and return the 

work to the shelf independently. They are organized, enthusiastic and have learned to empathize. 

Their behavior in the classroom, the cafeteria, and on field trips is outstanding." 

ED 524B Page 10 of 33 
1(b) GPRA Performance Measure: The number and percentage of children served overall in the 

State Preschool Program. Please describe any increases or decreases in this GPRA measure 

based on fall enrollment in the State Preschool Program for the 2015-16 school year. 

According to the U.S. Census Data, there is a total of 18,216 four-year-old children in Hawaii, of which 

7,416 live in households with incomes less 200% of the federal poverty level. As of December 2015, 

there were 75 eligible children enrolled, six children have since left the program for a total of 69 

children served which represents 94% of Hawaii's Year One enrollment capacity. PDG provided an 

increase of .1% eligible children served in Hawaii county in high-quality preschool programs. 

Recruitment efforts have conducted at various levels: 

SPCSC has provided a media campaign with the major newspaper for the state, Honolulu Star 

Advertiser, as well as the Hawaii Tribune Herald. The news media was also contacted to inform the 

public of the new pre-K slots provided by the PDG and additional information was provided on the 

SPCSC website. 

The Early Learning Leadership Symposium provided the opportunity for community engagement 

encouraging community partners to take an active role in recruitment efforts. Schools continue to 

build on their community leadership team at the local level to build on recruitment efforts. 

At the state level, SPCSC has used the Hawaii Action Strategy meetings and Early Learning Advisory 

Board meetings to disseminate information about the PDG classrooms opening in Year One. 

SPCSC has collaborated with the groups or agencies listed below to recruit eligible children: 

• Early Learning Advisory Board 

• Executive Office on Early Learning 

• Hawaii Early Childhood Action Strategy 

• UH Hawaii P-20 Partnerships in Education 

• Hawaii P-3 Initiative 

• University of Hawaii Hilo Hawaiian Language School 

• Hawaii Department of Human Services 

• Hawaii Department of Health 

• Hawaii Department of Education 

• Kamehameha Schools 

• Hawaii Children's Alliance Network (HICAN) 

• Head Start Association of Hawaii 

• PACT Head Start 

• Hilopa'a Family to Family Health Information Center 

• 'Aha Punana Leo Preschool 

• University of Hawaii College of Education Early Childhood Education 

• Honolulu Community College Early Childhood Department 

• Kapiolani Community College Early Childhood Program 

• University of Hawaii Center on the Family 

ED 524B Page 11 of 33 
• Department of Health Public Health Nurses on Hawaii Island 

• Keiki o ka Aina 

• Kindergarten Children's Aid Association (KCAA) 

• People Attentive to Children (PATCH) 

• Partners in Development 

ED 524B Page 12 of 33 
 

1(c) GPRA Performance Measure: The number and percentage of children in the High-Need 

Communities served by the grant that are ready for kindergarten as determined by the State's 

Kindergarten Entry Assessment or, if the State does not yet have a Kindergarten Entry Assessment, 

other valid and reliable means of determining school readiness. 

In the Year 2 APR, grantees will provide disaggregated data on the school readiness of the children served 

by the grant. This may include information collected about the children served by the grant at the end of their 

2015-16 preschool year or in their 2016-17 kindergarten year. States may provide data from a sample of 

children (e.g., a sample being used for any evaluation). 

In the Year 1 APR, grantees must describe their progress towards identifying the measures, methods, 

and data on the school readiness of children served by the Preschool Development Grant. In the 

narrative below provide the following information: 

• 	 The name of the assessment tool(s) and the Essential Domains of School Readiness 

measured; 

• 	 When the assessment tool(s) is/are given (e.g., in preschool and/or kindergarten); 

• 	 Whether the assessment is mandated by the State, and for which children; 

• 	 How long the State has been using the assessment tool(s); 

• 	 Whether the assessment tool(s) is/are implemented throughout the High-Need Community 

and/or Statewide; 

• 	 Whether the State provides or will provide training for local staff administering the assessment. 

If so, describe the requirements including processes to ensure continued reliability in the 

administration of the measure; 

• 	 If school readiness data is reported to the State, describe when and how data are reported. 

Also, please describe, if applicable: 

• 	 The State's definition of "school readiness;" 

• 	 Disaggregated information about children's school readiness on individual domains or 

subsets of the measure; 

• 	 School readiness data for children disaggregated by subgroup (e.g., students who are 

American Indian or Alaskan Native; Asian, not Pacific Islander; Native Hawaiian/other 

Pacific Islander; Black or African American; Hispanic/Latino; White, not Hispanic; two or 

more races; with disabilities; English learners; and from any other subgroups the state 

determines appropriate; and 

• 	 How the State will continue to make progress in meeting this GPRA measure. 

SPCSC's primary goal is that children who enter kindergarten will be prepared, have successful 

learning experiences resulting from positive interactions and developmentally appropriate school 

practices, while being supported by their family and community. 

Assessment Tool/Mandated Level by State: 

SPCSC saw the need for a comprehensive valid and reliable tool which is aligned with the HELDS and 

selected TS Gold. Since 2009, Hawaii has been piloting Teaching Strategies GOLD (TS GOLD) in 11 

early childhood programs and 49 elementary schools statewide. 

TS Gold has been aligned with the state Hawaii Early Learning Developmental Standards (HELDS) and 

incorporates six domains of development and learning - social emotional, physical, language, 

cognitive, literacy and mathematics. TS Gold is being used in targeted high-need communities for 

preschool and kindergarten programs and shall continue to be used as a formative tool in the charter 

school preschool classrooms, some kindergarten and all special education preschool classrooms. TS 

ED 524B Page 13 of 33 
 

Gold however is not mandated by Hawaii's DOE. 

Extensive training and technical assistance has been provided to the PDG schools by way of 

workshops, one-to-one training and technical assistance. Additional support has been provided to the 

teaching teams and administrators through the mentor coaching program. Ongoing training will be 

provided to continue to build on the formative assessment skills. All teachers using TS Gold have 

participated in training and found reliable using TS Gold reliability administration measures. Efforts to 

ensure in reliability measures will continue to ensure in the accuracy and reliability of assessing 

children. 

Assessment Tool Implementation: 

Recognizing that Hawaii has two official languages - Native Hawaiian and English, SPCSC continues to 

be mindful as to how children are assessed. All charter schools incorporate varying degrees of Native 

Hawaiian culture and language into their curriculum. While SPCSC respects Native Hawaiian values 

and perspectives, it also recognize that grant requirements needs to be met. 

Three of the four PDG pre-K programs are implementing TS Gold as the formative assessment tool. 

The fourth school, Ke Kula `o Nāwahīokalani`ōpu`u Iki, Laboratory Public Charter School ("Nāwahī") is 

a Native Hawaiian medium school providing an in-depth holistic cultural and language program. 

Nāwahī currently uses the tool used in the `Aha Punana Leo preschool programs, Curriculum-based 

Measurement ("CBM"). This tool is researched-based, valid and reliable and has been used for many 

years at the Aha Punana Leo early childhood program. Aha Punana Leo was developed by a group of 

devoted individuals making a lifelong commitment to perpetuating Native Hawaiian medium 

instruction. 

Nāwahī is strongly linked with `Aha Punana Leo providing a P-20 (birth through post high school) 

learning model. Punana Leo was the first early childhood program to receive the World Indigenous 

Nations Higher Education consortium (WINHEC) accreditation. Hawaii's Punana Leo is setting the bar 

for early childhood education in endangered indigenous languages around the world. 

This process of understanding did not come easy for SPCSC. It took months of discussions, extensive 

review of literature and research, understanding and relationship-building. SPCSC held the position 

throughout the process indicating the desire to learn, yet maintain grant requirements, and held 

many meetings with Nāwahī to reach a point of understanding, sharing and consensus. SPCSC looks 

forward to building this understanding with the potential to impact other areas of education. 

Hawaii's Definition of School Readiness: 

The state legislature has adopted the following definition of school readiness: “Young children are 

ready to have successful learning experiences in school when there is a positive interaction among the 

child's developmental characteristics, school practices, and family and community support” (Act 13, 

Session Laws of Hawai`i 2002). 

Statewide Data Reporting: 

All of Hawaii's charter schools participate in the Data eXchange Partnership (DXP) statewide 

longitudinal data system. Hawaii is in the process of establishing a statewide formal early childhood 

data governance structure and membership. One of the tasks of this Early Learning Coordinating 

Council is to conduct data mapping across the data sharing partners and determine what and when 

data will be shared. This group is in the process of establishing data governance policies and 

procedures to achieve key goals towards data sharing, collection, analysis and reporting in order to 

better understand student ahievement and success in kindergarten to grade 12 (K-12). 

Disaggregated Data Information: 

More information will be available in Year Two's APR. 

This report includes baseline data up until December 1, 2015 for Year One. 

ED 524B Page 14 of 33 
 

 

Continued Progress Towards School Readiness 

As teacher instructional skills are built upon, it is anticipated that student progress will result. With 

high quality coaching and mentoring and targeted professional development opportunities including 

data analysis, teacher workshops, reflective practices and as administrative support is strengthened to 

support high quality early childhood instruction, the level of school readiness of the children served by 

the PDG grant will also improve. 

ED 524B Page 15 of 33 
For Preschool Development Grants - Development Grants States ONLY: 

1(d) GPRA Performance Measure: The number of States that collect and analyze data on State 

Preschool Program quality, including the structural elements of quality specified in the 

definition of High-Quality Preschool Programs. 

Hawaii's remains committed to high quality pre-K programs in compliance with Preschool 

Development Grant criteria. SPCSC is working closely with the charter schools to create the 

infrastructure for the PDG funded program and provides0 the support needed to ensure that children 

leave the program with the knowledge and skills needed to be successful in kindergarten. This grant 

offers high quality pre-K programs in charter schools and has intentionally alignment the state-funded 

pre-K program with the PDG classrooms in recognition of the high quality standards that PDG has 

identified. The quality indicators include: 

• Staffing. The charter schools sought teachers with Baccalaureate degrees. This requirement 

was met in three of the four schools. Despite an aggressive teacher recruitment campaign to 

hire a qualified teacher that meets this criteria, a rural school found that this criteria was difficult 

to meet. The most qualified candidate was in the process of completing the Baccalaureate 

degree requirement by May 2016. An amendment to the grant application was submitted and 

approved to meet this staff credential requirement. 

Minimally, a teacher and an educational assistant are assigned per classroom, maintaining a 

one to ten teacher to child ratio, with enrollment limited to 20 students. 

An statewide Early Childhood Workforce Report will be developed to include academic 

credentials, previous early childhood experience, and salary rate. 

• Ongoing professional development. SPCSC has recognized that the method that has most 

impact for creating high-quality teachers is systematic, ongoing professional development. The 

SPCSC plan includes coordinated and targeted professional development workshops for the 

participating school principals and teachers on topics including safe and nurturing 

environments, integrating nutrition and physical activity into the classroom, promoting 

supportive family partnerships for student success, enhancing instructional strategies, training 

on the Hawaii Early Learning and Development Standards and curriculum, training on the 

social emotional screening tool ASQ-SE as a means of initially engaging families in gathering 

input and feedback regarding their child, training on the formative assessment tool Teaching 

Strategies Gold (TS Gold), review of curriculum, lesson planning and data collection using TS 

Gold, individualized instruction with the focus on social emotional development, assessing the 

quality of the learning environment using the Early Childhood Environmental Rating Scale 

assessment tool (ECERS), family engagement and transitioning into kindergarten, and the use 

of data analysis to inform instruction, intervention strategies including additional supports that 

children may need to demonstrate kindergarten and school readiness. 

Hawaii has invested in high-quality professional development by funding substitutes for 

teachers to allow teachers to participate in the required monthly workshops. School 

administrators are also invited to all teacher trainings to increase their understanding of high 

quality early childhood educational practices. 

• Mentoring. SPCSC has recognized that the strategy that improves teaching and learning most 

substantially is the use of teacher mentoring and coaching. A coach have been hired to mentor 

teachers and support principals/directors in understanding the nuances of implementing a 

preschool program on their campuses. The coach has been trained on Classroom Assessment 

Scoring System (CLASS), an observation tool that focuses on the effectiveness of childteacher interactions; Early Childhood Environment Rating Scale-R (ECERS-R), designed to 

assess process quality in an early childhood or school-age care group; Teaching Strategies 

GOLD (TS GOLD). 

To assess teachers' needs, a survey was conducted in August 2015 to determine training 

ED 524B Page 16 of 33 
needs and preferential methods of training, as well as to solicit feedback from the first training 

provided. Feedback included inviting SPCSC representatives to speak about grant 

expectations at future meetings/trainings. There were also requests for more information on 

lesson planning. Future trainings embedded components of lesson planning and 

individualization to the planned workshops. 

In November 2015, another survey was distributed to inform future training needs and an 

evaluation of the recently held workshops. Specific instructional questions were answered 

individually during follow-up, one-to-one coaching sessions. There was a request by schools to 

meet collaboratively to discuss implementation issues. In response, at least one more peer 

learning day (such as visiting one another's classrooms) will be scheduled. 

Teacher training workshop topics included creating an optimal learning environment through 

developmentally appropriate classroom settings, developing an appropriate yet robust daily 

schedule, enhancing teacher-child interaction, and providing individualized developmentally 

appropriate practices. The teachers reported that they benefited from sharing lesson planning 

ideas and hearing how other teachers from other schools were implementing their curriculum. 

Additional support was requested to learn how to link the lessons shared directly to the 

dimensions in TS GOLD allowing teachers to see how one lesson can address multiple 

learning objectives. There was also a request to visit other classrooms in action. Overall, 

participants reported positive experiences after attending the workshops. 

Data collected from surveys, coaching sessions and feedback from the teachers have informed 

the order in which professional development opportunities are provided. Data trends received 

from CLASS observations and TS GOLD implementation are used to identify future training 

needs. 

• Focus on Child Outcomes. To ensure children are learning and progressing in their growth and 

development, SPCSC has supported the concept and practice that the curriculum implemented 

in the program must be aligned with HELDS. To measure a child's progress in these domains, 

the teachers is required to conduct ongoing formative assessments on each child and to use 

that data to inform individualized instruction and continued progression of skill development. 

The formative assessment data will be used to inform instruction and areas of coaching and 

professional development. 

• Program Assessment. To evaluate the quality of teacher-child interactions, Hawaii is investing 

in using several tools available to provide direct feedback to the teachers, along with their 

education assistants, as well as to the resource teachers (fully released mentor teachers) so 

they can support the classroom teachers. The indicators that would be collected biannually 

include the use of the CLASS assessment tool. The Classroom Assessment Scoring System 

(CLASS) is an observational instrument developed to assess the quality of teacher-student 

interactions in preschool to grade 12 classrooms. It collects data on multiple dimensions of 

teaching, including teacher-student interactions that are linked to student achievement and 

development, and has been validated in more than 2,000 classrooms. Currently two of the four 

Year One programs have been CLASS assessed. The other two schools are Hawaiian 

language programs and the challenge is locating Hawaiian-speaking reliable observers to 

assess these programs with validity. Hawaii P-20 is in conversation with multiple entities to 

determine if a cohort can be trained to observe and assess Hawaiian medium and immersion 

pre-K classes. 

Thus far, similar to national trends, the classrooms are considered moderate- to high-quality in 

respect to emotional support domains reflecting positive and nurturing relationships among 

teachers and children, and in the area of classroom organization, which includes behavior 

management, productivity and instructional learning formats. The classrooms could benefit 

from additional training opportunities to build upon instructional support which includes 

enhancing concept development, quality of feedback and language modeling--skills that 

encourage students' critical thinking skills and language growth. 

• Environment. To establish a high-quality program, Hawaii has recognized that an appropriate 

environment must be created. All of the classrooms have been equipped with developmentally 

ED 524B Page 17 of 33 
appropriate furniture and materials to provide a conducive pre-K learning environment that 

stimulates further learning. Teacher training sessions have been implemented to maximize the 

learning opportunities through an intentionally arranged classroom, a well-developed daily 

schedule and lesson plans that are individualized and intentional. 

• 	 Challenges: The PDG grant application identified targeted high risk communities. However 

because charter schools do not receive funding for facilities from the state and this grant did 

not allow funding to be used for the building of new facilities or facility rent or mortgage, this 

became a challenge. At least two of the schools targeted to implement PDG pre-K programs 

reluctantly needed to pull-out due to these challenges. 

A teacher reported, "I often wondered if many of them (my students) ever heard anything, 

since this age group MUST move and talk at all times. But on Friday, it all gelled. I realized, 

again, what an incredibly absorbent age four years old is! It is a magical age where personal 

care, such as dressing and bathroom independence has been achieved, they feed themselves, 

show empathy and question relentlessly. All of their energy can be focused on subjects that 

interest them. Given the optimum setting, they thrive in gaining even more empathy working 

collaboratively, and questioning everything until they understand the information in their own 

unique way. You (the Preschool Development Grant) has provided such an environment for our 

keiki (child) and I thank you for them, and for myself, because I get to spend my days inspiring 

new minds." 

ED 524B Page 18 of 33 
 

Section A: Part B - Selection Criteria 

In this section of the APR, States will report on their progress addressing the Preschool Development Grant's 

selection criteria. The State should read the questions carefully and report in the narrative fields directly below the 

questions. Please include any data, data notes or formulas to help the readers understand the State's narrative 

responses. 

1. Ensuring Quality in Preschool Programs (Selection Criteria “C” of the application) 

Describe the State's use of funds received over the grant period for State Preschool Program 

infrastructure and quality improvements, including the State's efforts to implement a system of 

monitoring and support at the State level toward activities such as those described in Section (C)(1)(ak) of the NIA. 

Note: States will report amounts and percentage of funds for State Preschool Program infrastructure 

and High-Quality Preschool Programs in the Competitive Preference Priority 3 Chart. 

The funds requested through the Preschool Development Grant have been used to create an 

administrative infrastructure to support the public charter schools in implementing high-quality 

preschool programs. In order to ensure that all of the classrooms are implementing these, a quality 

monitoring system is in place to ensure all grant requirements and standards are met. 

As the lead grantee and Lead Educational Agency (“LEA”) for the Preschool Development Grant the 

SPCSC, holds primary responsibility for the oversight of implementation of PDG activities provided 

through contracts to the subgrantees including charter schools and Hawaii P-20, the professional 

development and longitudinal data system provider. SPCSC also serves as the authorizer responsible 

for executing the essential powers and duties not limited to the monitoring, accordance with charter 

contract terms, the performance and legal compliance of public charter schools (HRS§302-5). Due to 

the large percentage of funding being subcontracted by SPCSC to the charter schools and Hawaii P-20, 

SPCSC shall pay careful attention to the monitoring in both fiscal and programmatic review. SPCSC, as 

the grantee, shall perform the following major responsibilities for the federal awards it makes: 

• 	 Financial Reporting: SPCSC ensures that financial reporting for charter schools and Hawaii P-20 are 

accurate, current, and provides complete disclosure of all financially assisted PDG transactions in 

accordance with the financial requirements of the grant. All expenses related to the Preschool 

Development Grant is approved by SPCSC to ensure that all purchases are allowable. A Budget 

Tracking spreadsheet is also used by SPCSC and each charter school. This budget sheet is reconciled 

on a monthly basis to ensure that both parties of aware of the current financial status of PDG funds. 

• 	 Accounting Records: SPCSC ensures that charter schools and Hawaii P-20 maintain accounting 

records which adequately identify the source and application of funds for financially-assisted activities. 

This Budget Tracking spreadsheet contains current information pertaining to grant awards and 

authorizations, obligations, unobligated balances, assets, liabilities, outlays or expenditures, and income. 

It is reconciled by SPCSC and each charter school on a monthly basis to ensure in its accuracy. 

• 	 Internal Control: SPCSC ensures that charter schools and Hawaii P-20 have effective internal controls 

and accountability and shall be maintained for all subgrantee funds. Charter schools and Hawaii P-20 

adequately safeguard all such property and assures that it is used solely for authorized purposes. 

SPCSC has reviewed each and every expenditure to ensure that all purchases are allowable and follow 

the PDG requirements. SPCSC shall conduct On Site Monitoring visits at least once per year to ensure 

that all items purchased are visible, accountable and in compliance for use in the PDG program. 

• 	 Budget Control: All costs related to PDG are be done on a pre-approved or reimbursement process. 

SPCSC ensures that charter schools and Hawaii P-20 maintain budget control over actual expenditures 

ED 524B Page 19 of 33 
and outlays shall be compared with budgeted amounts for each grant. Financial information related to 

performance or productivity data, including the development of unit cost information whenever 

appropriate or specifically required in the grant. If unit cost data are required, estimates based upon 

available documentation is accepted whenever possible. A Budget Tracking spreadsheet is also used 

by SPCSC and each charter school. This budget sheet is reconciled on a monthly basis to ensure that 

both parties of aware of the current financial status of PDG funds. No funds will be released to the 

subgrantees without prior review by SPCSC. 

• 	 Allowable Cost: SPCSC shall ensure that charter schools and Hawaii P-20 follow the applicable OMB 

cost principles, agency program regulations, and the terms of the grant agreement in determining if the 

request is reasonable, allowable, and cost allocable (i.e., OMB Circular A-87, OMB Circular A-122, 

OMB Circular A-21, 48 CFR Part 31). All expenses related to the Preschool Development Grant is 

approved by SPCSC to ensure that all purchases are allowable. 

• 	 Source Documentation and Record Keeping: SPCSC ensures that charter schools and Hawaii P-20 

maintain accounting records which are adequately supported by such source documentation as 

canceled checks, paid receipts or invoices, payrolls, time and attendance records, and contract 

documents. All expenses related to the Preschool Development Grant is approved by SPCSC to ensure 

that all purchases are allowable. 

• 	 The subgrantee charter schools and Hawaii P-20 maintains record-keeping, files and other data as 

required by the state and as specified in a MOA contract in such detail as shall properly substantiate 

claims for payment under a contract, for a minimum retention period of seven years beginning on the 

first day after the final payment under a contract, or such longer period as is necessary for the resolution 

of any litigation, claim, negotiation, audit or other inquiry involving a contract. The subgrantee maintains 

adequate written policies and procedures for financial and operational practices, including but not limited 

to conflict of interest and nepotism policies. SPCSC has access to charter school files as identified under 

HRS §302D-17-18. 

• 	 Cash Management: SPCSC ensures that charter schools and Hawaii P-20 maintain procedures for the 

reporting of cash balances and cash disbursements in a timely manner. 

• 	 Non-Federal Audit: SPCSC ensures that charter schools and Hawaii P-20 obtain an annual audit in 

compliance with OMB Circular A-133 if they meet the $750,000 threshold or OMB Circular A-110 , if 

applicable. Also, audit services determines whether the subgrantee spent federal assistance funds 

provided in accordance with applicable laws and regulations. This may be accomplished by reviewing an 

audit of the subgrantee made in accordance with OMB Circular A-133, or through other means (e.g., 

program reviews) if the subgrantee has not had such an audit. Further, the audit services shall ensure 

that appropriate corrective action is taken within six months after receipt of the audit report in instance of 

noncompliance with Federal laws and regulations. 

• 	 Monitoring of Subgrantees: SPCSC monitors charter school activities to assure compliance with 

applicable Federal requirements and that performance goals are being achieved through the fiscal 

requisition process whereby SPCSC approves of expenditures prior to actual purchases to the extent 

possible. Purchases made prior to SPCSC approval shall not guarantee reimbursement. Hawaii P-20 

financial expenditures is monitored through the review of the reporting of reimbursement of allowable 

costs and invoices. The monitoring of Charter schools and Hawaii P-20 covers each program, function, 

or activity. Any subcontract entered into by the subgrantee for the purposes of fulfilling the obligations 

under the PDG, shall also be monitored. SPCSC provides ongoing communication through emails, 

phone calls and also conducts informal on-site visits to periodically monitor and provide training and 

technical assistance to assist schools in meeting grant compliance. 

• 	 Indirect Cost Rate: SPCSC ensures that Hawaii P-20 maintains accounting records that adequately 

document their indirect cost rate computations or proposals, cost allocation plans, and any similar 

accounting computations for the rate at which a particular group of costs is chargeable (such as 

ED 524B Page 20 of 33 
 

 

 

 

 

 

 

 

computer usage, chargeback rates of composite fringe benefit rates, etc.). 

• After the Grant Requirements: SPCSC ensures that all reports on subgrantee monitoring have been 

submitted to SPCSC so that SPCSC can report to the Federal awarding agency within 90 days of the 

expiration or termination of the grant. 

Monitoring Oversight and Staff Resources 

The execution and completion of all fiscal monitoring activities is conducted and reviewed through the annual 

audit and financial review as authorized by SPCSC. Each charter school annually completes an independent 

financial audit that complies with the requirements of its authorizer and the department; provided that the 

authorizer shall have the discretion to allow a financial review in lieu of an independent financial audit. 

(HRS§302-32). 

On-Site Monitoring Review 

On-Site Monitoring Reviews will be held in Spring 2016. 

Improvement of State's System 

Initially, SPCSC required that all expenditures for charter schools use the requisition system whereby schools 

would submit a completed Requisition form along with an invoice detailing the items and costs. SPCSC would 

then credit each school account using an Automated Clearing House ("ACH") transfer. 

This fiscal procedure was found to be cumbersome as prices would change from the time of submission to 

actual purchase or the items would no longer be available. Schools requested to use the reimbursement system 

by agreeing to place the responsibility of approval and compliance at the school level. Thereafter, SPCSC would 

review the receipts from the purchases to ensure in PDG grant compliance and reimburse accordingly. 

Therefore the system of reimbursement was adjusted allowing schools to either submit a requisition form prior to 

purchase, especially for large purchases, or submit requests for reimbursement after the purchases have been 

made. Both methods required careful oversight of SPCSC to ensure that PDG grant compliance is maintained. 

2. Expanding High-Quality Preschool Programs in Each High-Need Community (Selection 

Criteria D of application) 

Describe the progress the State has made during the reporting year to implement and sustain 

voluntary high quality preschool programs for eligible children in two or more High-Need Communities 

(Selection Criteria D(4) of the application) that include ALL structural elements listed below that are 

included in the definition of High-Quality Preschool Programs. States should include detailed 

information on ALL structural elements. 

High staff qualifications, including a teacher with a bachelor's degree in early childhood 

education or a bachelor's degree in any field with a State-approved alternative pathway, 

which may include coursework, clinical practice, and evidence of knowledge of content and 

pedagogy relating to early childhood, and teaching assistants with appropriate credentials; 

✔

✔	 High-quality professional development for all staff; 

✔	 A child-to-instructional staff ratio of no more than 10 to 1; 

ED 524B Page 21 of 33 
✔

✔

✔

✔

✔

✔

✔

✔

✔

A class size of no more than 20 with, at a minimum, one teacher with high staff qualifications; 

A Full-Day program; 

Inclusion of children with disabilities to ensure access to and full participation in all 

opportunities; 

Developmentally appropriate, culturally and linguistically responsive instruction and evidencebased curricula, and learning environments that are aligned with the State Early Learning and 

Development Standards, for at least the year prior to kindergarten entry; 

Individualized accommodations and supports so that all children can access and participate 

fully in learning activities; 

Instructional staff salaries that are comparable to the salaries of local K-12 instructional staff; 

Program evaluation to ensure continuous improvement; 

On-site or accessible Comprehensive Services for children and community partnerships that 

promote families access to services that support their children's learning and development; 

and 

Evidence-based health and safety standards. 

ED 524B Page 22 of 33 
 

 

 

Please describe the progress the State has made in establishing High-Quality Preschool Programs 

that include ALL structural elements listed above that are evidence-based and nationally recognized 

as important for ensuring program quality. 

The 18 charter schools were selected based on several criteria, including administrative interest, 

appropriateness of the facility, community need, and several other factors outlined in the application. 

Each of these 18 charter schools shall be responsible for implementing a high-quality preschool 

program. Each charter school has been required to do the following: 

Staff Qualifications Requirements 

The charter schools sought teachers with Baccalaureate degrees. This requirement was met in three 

of the four schools. Despite an aggressive teacher recruitment campaign to hire a qualified teacher 

that meets this criteria, a rural school found that this requirement was difficult to meet. The most 

qualified candidate was in the process of completing the Baccalaureate degree requirement by May 

2016. A waiver to this PDG requirement was submitted to recognize this as an infrastructural building 

year as the teacher worked toward completing the BA requirements. The original Table A was 

amending including Part 1, Absolute Priority 1A and 1B. This waiver approved to meet this staff 

credential requirement. 

High Quality Professional Development for All Staff 

SPCSC has recognized that the most impactful method for creating high-quality teachers is 

systematic, ongoing professional development. The SPCSC plan includes coordinated and targeted 

professional development workshops for the participating school principals, teachers and educational 

assistants on topics including safe and nurturing environments, integrating nutrition and physical 

activity into the classroom, promoting supportive family partnerships for student success, enhancing 

instructional strategies, training on the Hawaii Early Learning and Development Standards and 

curriculum, training on the social emotional screening tool ASQ-SE as a means of initially engaging 

families in gathering input and feedback regarding their child, training on the formative assessment 

tool Teaching Strategies Gold (TS Gold), review of curriculum, lesson planning and data collection 

using TS Gold, individualized instruction with the focus on social emotional development, assessing 

the quality of the learning environment using the Early Childhood Environmental Rating Scale 

assessment tool (ECERS), family engagement and transitioning into kindergarten, and the use of data 

analysis to inform instruction, intervention strategies including additional supports that children may 

need to demonstrate kindergarten and school readiness. 

Hawaii has invested in high-quality professional development by funding substitutes for teachers to 

allow teachers to participate in the required monthly workshops. School administrators are also invited 

to all teacher trainings to increase their understanding of high quality early childhood educational 

practices. 

Teacher to Child Ratio 

SPCSC provides oversight of all children enrolled to ensure that the 10:1 ratio is not exceeded. 

To ensure that each and every child is eligible as defined by PDG, SPCSC has taken on the 

responsibility to determine each applicant's eligibility status based on age and income. This is done 

by verifying family income status for all children to determine if they are at or below 200% below the 

federal poverty level. SPCSC and charter school will maintain all eligibility information in a safe and 

secure location. 

The results of the eligibility process are shared via “List of Applicants” spreadsheet. 

Thereafter charter schools will only enroll children into the program that are found eligible. 

Each school's enrollment will be monitored using the eSIS system to collect, manage and report 

student information, including all children enrolled in each school's PDG pre-K program. 

ED 524B Page 23 of 33 
 

 

 

 

 

 

It is through this process that SPCSC ensure that a ratio of 10:1 is not exceeded. 

Class Size 

Through the process mentioned above, SPCSC has direct oversight to ensure that no more than 20 

children are enrolled in each PDG pre-K classroom. 

Each charter school is responsible for entering all students into the eSIS student information data 

base. SPCSC reviews the eSIS monthly and also conducts regular site visits to ensure that no more 

than 20 students are enrolled in the PDG pre-K classroom. It is through this process that SPCSC can 

provide oversight to maintain class size requirements. 

Full Day Program 

A full-day program is defined by the HIDOE and each charter school. The PDG pre-K classrooms all 

follow the kindergarten schedule which is five to six hours per day, generally 8:00 a.m. to 2:00 p.m. 

Inclusion Opportunities for Children with Disabilities 

SPCSC along with the PDG charter schools looks at all opportunities to enroll children who have been 

identified with disabilities and ensure access to and full participation in all learning opportunities. 

SPCSC maintains on going communication with each school and HIDOE educational specialist 

overseeing all charter schools. It is through this ongoing communication that determines if there are 

students with IEPs who may be potentially enrolled into the PDG classrooms. 

SPCSC, along with each school, tracks the progress of application to ensure that the enroll process is 

completed. 

Although it is just four months into the school year, as of December 1, 2015, SPCSC was able to enroll 

two students with IEPs. Additional children were in the process of evaluation for special needs 

services and another two students were in the process of enrollment into the PDG class. Teaching 

staff are in the process of implementing individualized instructional intervention strategies designed to 

progress student learning and skill development. SPCSC has communicated with the Hawaii 

Department of Education 619 Educational Specialist on an ongoing basis to ensure that enrollment in 

the PDG pre-K classrooms are considered as Free and Appropriate Public Education (FAPE) for 

children with disabilities. Formative assessment data will be continuously reviewed to inform the 

school teams if further evaluation is warranted or needed. 

Individualized Accommodations and Supports for All Children 

All children are provided with individualized accommodations and supports allowing full participation in 

all activities to encourage continued progression of skill development. Both SPCSC along with the 

HIDOE Educational Specialist overseeing special education services are available in the event that a 

child may require specialized equipment. 

Instructional Salaries 

All charter schools follow the HIDOE salary scale. All teachers belong to the Hawaii State Teachers 

Association (“HSTA”) therefore all PDG teachers have salaries which are commensurate with their 

DOE counterparts. All educational assistant salaries are also commensurate with their DOE 

counterparts. 

Program Evaluation 

Program evaluations will be conducting using family surveys. Additionally, teaching staff and 

principals have the opportunity to provide ongoing evaluation and feedback after each workshop or 

symposium. An end of the year evaluation will also be conducted to evaluate the progress of Year 

One PDG implementation to inform continuous improvement for charter schools and SPCSC. SPCSC 

also maintains open communication allowing all participants the opportunity to voice their opinions 

throughout the year. 

Accessible Comprehensive Services 

Each school provides comprehensive services that fulfils IEP goals. If additional service are needed 

the HIDOE educational specialist is available to ensure that these services are met. 

Additionally, the Early Learning Leadership Symposium provides a venue to build on and bridge 

additional community resources that staff and families can access to support children's learning and 

ED 524B Page 24 of 33 
 

 

 

development. Schools hold quarterly Early Learning Leadership meetings to continuously build on this 

resource partnership. 

Evidence-based Health and Safety Standards 

Each charter school operating a PDG pre-K is following the Hawaii Department of Human Services 

Group Child Care licensing requirements which is evidence and researched based. This presented a 

challenge for some of the charter schools due to the complexity of the facility arrangements. One of 

the schools is a conversion charter school which means that it was formerly a DOE school then 

converted to a charter school. DOE still maintains oversight of the facility. While this is generally a 

strength, the contracts that DOE has with contractors to provide services became a barrier to 

remediating the problem. So despite having the funds provided by PDG, the school was not able to 

independently correct the problem. SPCSC is in conversation with DAGS who oversees all facilityrelated expenditures to work on remediating the issue. In the meantime, the facility has provided an 

alternate corrective action plan is in place ensuring the safety for all. 

Table 6 - Selection Criteria (D)(4) from NIA 

Describe the number and percent of Eligible Children served and the cost per slot. Please explain if 

Year 1 Target from the application and Year 1 Actual in Table 6 differ, and any approved changes in 

targets for Years 2-4. 

The targeted enrollment for Year One is to enroll 80 pre-K students on Hawaii Island as part of the 

PDG program. As of December 2015, there were 75 eligible children enrolled, six children have since 

left the program for a total of 69 children served which represents 94% of Hawaii's enrollment 

capacity. PDG provided an increase of .1% eligible children served in Hawaii county in high-quality 

preschool programs. 

Families exited to program for a variety of reason - some moved to an area not served by a PDG 

pre-K school, others needed extended child care hours since families were working. 

The cost per slot based on 75 children who were enrolled at some point during the program year, 

based on $472,950.81 total expended as of December 1, 2015 is $6306.01 per child. This includes all 

costs incurred by SPCSC, charter schools and Hawaii P-20 as reported to date. 

The enrollment target for subsequent years remains unchanged. 

The goals for SPCSC is to allow Hawaii to create new, full-time high quality preschool programs for 

low- to moderately-low income families that meet the needs of Native Hawaii and other culturally 

diverse families. To date, SPCSC remains on target to achieve the following activity goals. 

Key activities as related to Year One Performance Measure and Milestones: 

Provide training in Hawaii Early Learning Development Standards (HELDS), CLASS, and TS 

Gold 

Through pre-service and ongoing training workshops, all teachers and educational assistants 

understand the training requirements and are familiar with the assessment tool and have completed 

the first phase of the training for each tool. 

Develop and Implement Family Engagement Strategies and Plans 

All charter schools have developed a family engagement plan. All charter schools have attended 

training on family engagement strategies and have developed and implemented a family engagement 

logic model plan that includes program objectives specific to their school and community. 

ED 524B Page 25 of 33 
 

Develop and Implement Comprehensive Services Plan 

SPCSC and Hawaii P-20 has identified consultants to assist schools in developing a comprehensive 

services plan. All charter schools are in the process of surveying their local resources, develop 

partnerships and develop a plan that includes objectives as identified in their family engagement logic 

model plan. 

ED 524B Page 26 of 33 
 

3. Collaborating with Each Subgrantee and Ensuring Strong Partnerships (Selection Criteria E 

of the application) 

Describe the extent to which the State has collaborated with each Subgrantee to ensure that each 

Subgrantee is effectively implementing High-Quality Preschool Programs (Selection Criteria E 

(1-9) of the application) and how the State ensures strong partnerships between each Subgrantee 

and LEAs or other Early Learning Providers, as appropriate. 

SPCSC is the grantee and liaison between the State of Hawaii and the U.S. Department of Education 

(USDOE). SPCSC works directly with charter schools and Hawaii P-20 to maintain PDG grant 

compliance by developing a collaborative relationship through ongoing communication and feedback, 

monitoring and oversight, distribution of grant funding. SPCSC also assists in gathering data to drive 

and inform the implementation of the program, and to fulfill reporting requirements. SPCSC has 

provided one-to-one training and technical assistance, as needed, to each school to ensure that PDG 

grant compliance is met. 

Though SPCSC implemented an aggressive campaign to begin the operation of the PDG pre-K at the 

start of the 2015-2016 school year, this did present some challenges. A trusting relationship needed 

to be developed. SPCSC embarked on a mission to build this relationship by making itself readily 

available for discussion, questions, feedback and clarification. Though this was somewhat of a 

challenge since SPCSC is located in Honolulu and all PDG implementing schools are on Hawaii 

Island, this was a priority and continues to be a priority. Communication was carried out through onsite visits, phone calls, emails, text messages, webinars, many, many face-to-face meetings and most 

importantly patience and time. 

At the start of the PDG grant implementation, the idea of using western developed assessment tools 

was rather contentious between some of the Native Hawaiian schools. The process of understanding 

did not come easy. It took months of discussions, extensive review of literature and research by 

SPCSC to better understand this perspective and build a trusting relationship. SPCSC held the 

position throughout the process communicating the desire to learn, yet held that position regarding the 

importance of maintaining grant requirements. SPCSC held many meetings with schools to reach a 

point of understanding, sharing and consensus. SPCSC looks forward to continuing to build on this 

understanding and to share this understanding beyond PDG with the possibility to impact other areas 

of education. 

This ongoing communication allowed SPCSC to develop a collaborative and open, trusting 

relationship. The position of SPCSC was to support schools in meeting grant compliance rather act as 

a supervisory role, to the extent possible. On-site visits serve as opportunities for SPCSC to informally 

visually check for grant compliance and ongoing record-keeping. SPCSC did assist schools to ensure 

that all parties are tracking their PDG budgets accurately and aware of their unobligated funds and 

allowable uses for these funds. Visits also allowed SPCSC to visually check on an ongoing basis that 

items purchased through PDG funds were used to support the PDG students, that the charter schools 

were providing full-day school hours as defined in the PDG grant application. 

These on-site visits allowed SPCSC to periodically physically check that that each PDG classroom 

maintain a teacher child ratio of no more than ten to one, that the PDG class did not exceed 20 

students. These visits allowed SPCSC the opportunity to ensure that the staff funded by PDG were 

present (and whose salary is commensurate with DOE salaries) and that these teaching staff provided 

high quality, developmentally appropriate instructional practices that were culturally and linguistically 

appropriate in line with HELDS. It also ensured that individual student accommodations were 

implemented to individualize learning strategies. Visits by SPCSC also ensured that health and safety 

practices were being followed on an ongoing basis. SPCSC also met with teaching staff to touch 

basis to have open discussions. This provided opportunities for SPCSC, PDG pre-K teachers and 

administrators to work towards collaborative continued improvement. 

On site visits allowed SPCSC to also speak with the teaching staff and families who may have been 

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present during the visits. This provide opportunities for SPCSC to gather direct feedback from various 

parties regarding the implementation of the PDG program. This feedback is also contributes to 

schools' opportunity to work towards continued improvement. 

SPCSC continues to collaborate and develop strong partnerships with each charter school and 

Hawaii P-20 to ensure that high-quality preschool programs are being implemented. SPCSC has 

made itself available through on-site visits, meetings, phone calls and emails to ensure that a trusting 

relationship can be developed. This resulted in open communication and sharing of information and 

resources. This has resulted in a better understanding of the various school philosophies and 

cultural perspectives. SPCSC has always held the position of being open to learning and 

understanding. 

4. Alignment Within a Birth Through Third Grade Continuum (Section F of the application) 

Describe progress the State has made for alignment within a birth through third grade continuum in 

activities for birth through age five programs ((F)(1)(a-b) in the NIA) and kindergarten through third 

grade ((F)(2)(a-d) in the NIA). 

The theme for the Year One is Early Learning Leadership Symposium: Educating Within 

In the fall of 2015, a PDG funded two-day Early Childhood Leadership Symposium was held inviting all 

18 charter schools implementing a prekindergarten program funded through this grant. Invitees 

included school principals/directors and school administrators. It was suggested that each school's 

team include the charter school administrator and charter school Board Member, and early childhood 

representatives from the community including Head Start, private early childhood providers, early 

intervention providers, and a medical provider, with the intent that these meetings will lend themselves 

to potentially sharing community based resources, including educational programs, cultural events, 

and family programs. 

This comprehensive approach served multiple purposes. This included the opportunity to build upon 

the community capacity to understand the impact of high quality early childhood experiences, to 

encourage continued collaboration while the bridging services across programs, to allow schools not 

implementing programs as yet to build on their knowledge and support base, to act as a recruitment 

opportunity for PDG sites, and to build on the early learning community to advance early childhood 

initiatives. The specific goals of the symposium held October 2015 was to gain and deepen the 

understanding of the critical periods of child development, particularly brain development prior to age 

five, to understand national and state early childhood perspectives, the prenatal to grade three (P-3) 

framework and strategic family engagement planning using the logic model approach and to have 

each school form its own local Early Learning Leadership Team. 

After each school completed and submitted their family engagement logic model, family engagement 

consultants analyzed the logic models and developed individual rubrics for each school to further 

advance discussions and recommend components and to provide follow-up/clarification questions with 

a plan to achieve an in-depth family engagement logic model plan. Individualize coaching and training 

and technical assistance are in process for the four schools implementing pre-K programs this year to 

revisit, to update or further develop their logic models with their teams to promote supportive family 

partnerships that will impact student success including opportunities for families to build protective 

factors, to support their children's learning and development, as well as engage families as decisionmakers in their children's education. 

A follow-up Early Learning Leadership Symposium meeting will be held in March 2016 providing 

follow-up opportunities for school teams and to continue this collaborative process. 

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Section A: Part C - Competitive Preference Priorities 

Competitive Preference Priority 1: Contributing Matching Funds (if included in the State's 

approved application. 

Describe the progress the State has made on its credible plan for obtaining and using non-Federal 

matching funds to support the implementation of its ambitious and achievable plan during the grant 

period. For progress not made in this area, please describe the State's strategies to ensure that 

measurable progress will be made by the end of the grant period. Please describe any changes made 

to the data reported in Table 7(a); explain if your Year 1 Target differs from the Year 1 Actual. 

The targeted matching funds for Year One was projected to be $2,722,750. To date, $3,903,068 has 

been secured reflecting a strong statewide investment in early childhood development programs from 

public (state) and private contributions, which is above the projected Year One target. The matching 

fund breakdown is as follows: 

• 	 The Executive Office on Early Learning received state legislative funding of $2,914,000 for the 

development and continued support of Hawaii's state funded pre-K programs. 

• 	 Hawaii P-20 contributed $184,750 of private and state funds to support its work to strengthen 

the education pipeline from early childhood through higher education so that all students 

achieve college and career success. Hawai`i P-20's partners share a sense of urgency about 

the need to improve Hawai`i's educational outcomes in an increasingly global economy, and 

have established a goal of 55% of Hawai`i's working age adults having a two- or four-year 

college degree by 2025. These programs include: 

o Hawai`i P-3 Initiative 

o College and Career Ready Initiatives including GEAR UP Hawaii 

o Core to College, Early College High School Program, My Future Hawaii 

o College Application and Exploration Season (CAES) 

o Connecting for Success 

o K-12 High Education Alignment 

o Community Outreach Partnerships 

o Hawaii's Data Exchange Partnership (DXP) 

• 	 Kamalapua O Koolau received a Grant in Aid for $200,000 to support early childhood 

transitioning efforts of children birth to kindergarten. This included an Annual Transition 

Conference and funding to support children entering kindergarten with school-level activities. 

• 	 Family Hui Hawaii received a Grant in Aid for $229,636 to support early childhood family 

engagement 

• 	 The State of Hawaii received an Omidyar Grant for $262,500 to support Hawaii's Action 

Strategy for children birth to five years old. 

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Competitive Preference Priority 2: Supporting the Continuum of Early Learning and 

Development (if included in the State's approved application). 

Describe progress made in creating a more seamless progression of supports and interventions from 

birth through third grade, such as high-quality infant and toddler care, home visitation, full-day 

kindergarten, and before and after care services for, at a minimum, a defined cohort of eligible children 

and their families within each high need community served by each Subgrantee. For progress not 

made in these areas, please describe the State's strategies to ensure that measurable progress will be 

made by the end of the grant period. 

The Early Learning Leadership Symposium in October 2015 provided the impetus for all of the PDG 

charter school to identify and convene early learning leadership teams. This allowed PDG charter 

schools and SPCSC to participate in a research-based Early Learning Leadership Symposium. One of 

the outcomes of this Early Learning Leadership Symposium was the creation of individual 

collaborative school based teams who will, in the next four years, will meet at least on a quarterly 

basis to develop individual, community-specific policies and strategies that support children as they 

move through the system from early childhood through grade three. The teams will align the early 

childhood program and services within the community to avoid duplication of services and funds. 

Though this process has just be initiated, future symposiums and shared trainings will be developed to 

continue to build on this collaboration to bridging the understanding of community programs and 

services. The goal is to develop a seamless plan each school community for children birth to grade 

three. 

Competitive Preference Priority 3: Creating New High Quality State Preschool Slots (if included 

in the State's approved application). 

Describe progress made in using at least 50% of the State's federal grant award to create new State 

Preschool Program slots that will increase the overall number of new slots in State Preschool 

Programs that meet the definition of High-Quality Preschool Programs. For progress not made in this 

area, please describe the State's strategies to ensure that measurable progress will be made by the 

end of the grant period. 

69% of the funds obtained from the Preschool Development Grant are to used to create new preschool 

classrooms on charter school campuses. Prior to the grant, there were no state-funded preschools operating in 

Hawaii charter schools. Due to the limited availability of preschool slots in the communities identified, the 

potential number of children served per school is the maximum 20 per class. In Year One, four charter schools 

implemented pre-K programs for a potential total of 80 new high quality state preschool slots, which is .1% of 

four-year-olds statewide. 

SPCSC will continue to build on the number of slots. In Year Two 40 additional slots will be added for a total of 

120 slots, which is .1% of all four-year-olds statewide. 

Mahalo for this Preschool Development Grant! 

By Year Three, full implementation of the PDG grant will be implemented growth the total number of slots to 360 

which is .2% of the statewide four-year-olds. 

Though this may seem quite meager, when one looks at the children's faces that this program services and the 

families that have been impacted by this grant, each new slot is an opportunity to make a difference in the life of 

a child who otherwise may not have had this opportunity. 

Our communities are grateful for this opportunity. Hawaii is grateful. 

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Section B: Budget Information 

Budget and Sustainability (Section G in the application) 

1. Please provide a brief explanation of any discrepancies between the State's approved budget and 

its total expenditures for the reporting year. Explain carry-over funds that have not been expended or 

obligated from January 1, 2015 through December 31, 2015. 

A total of $2,704,059 was budgeted for Year One. As of December 31, 2015, $98,762.72 has been 

expended. 

SPCSC expended 95% of its budget. The remaining budget will be used to support SCPSC in the 

administration of this grant including its support to the subgrantee charter schools. 

Charter schools developed their Family Engagement Logic Model Plans ("FELMP') at the Early 

Learning Symposium held in the October 2015. The four charter schools implementing pre-K 

programs were provided $50,000 annually to support the family engagement activities as identified in 

the FELMP. 

Schools were also in the process of using their remaining funds to make informed purchases based on 

the results of the Early Childhood Environmental Rating Scale-3 ("ECERS") classroom assessment 

tool. Training will be provided by a certified consultant for teachers and administrators and is 

scheduled for February 2016. Thereafter the results from the ECERS assessment will be used to 

determine additional recommended items. 

Due to PDG grant challenges it was mutually agreed by both SPCSC and Hawaii P-20, that Hawaii 

P-20 serve in a consultative role, instead of having a direct service role to the Preschool Development 

Grant. Therefore as of December 31, 2015, only 2% of PDG grant funds allocated to Hawaii P-20 

were spent. Hawaii P-20 used the time and expertise from their existing staff to provide the PDG 

services in the 2015-2016 school year. Additionally Hawaii P-20 is also finalizing the expenses related 

to the Early Learning Symposium held in October 2015 and will invoice SPCSC shortly. 

Based on the lessons learned from this past year, SPCSC is changing up the delivery method to better 

assist our schools in meeting them where they are. SPCSC will request an application amendment to 

better address the foundational needs of Hawaii's early childhood education system as it relates to 

both SPCSC and Hawaii P-20. SPCSC will be taking a more active role in the delivery of support 

services and professional development services as delineated in the grant. 

SPCSC is seeking amendment to better address the foundational needs of Hawaii's early childhood 

education system as it relates to SPCSC, Hawaii P-20 and charter schools. These services presently 

provided by Hawaii P-20 will changed to allow SPCSC, through the PDG grant, to use the carry-over 

funds to hire and fund additional staff to better support the SCPSC, schools and enhance 

communication efforts. These carry-over funds will also support Hawaii's early childhood education 

system to develop a sustainability and communication plan. This communication plan will focus on 

public education and engagement to support SPCSC and the broader early childhood as it moves 

forward to seek funding opportunities following the Preschool Development Grant and other 

opportunities to further expand high quality early childhood services. All activities and services as 

identified in the PDG grant application will be met by SPCSC. 

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2. Please describe any substantive changes that you anticipate to the State's Preschool Development 

Grant budget in the upcoming fiscal year (January 1, 2016 through December 31, 2016). 

SPCSC is seeking an amendment to the PDG grant application to better address the foundational 

needs of Hawaii's early childhood education system as it relates to both SPCSC and the University of 

Hawaii, Hawaii P-20 Partnerships in Education ("Hawaii P-20"). Both parties have agreed that Hawaii 

P-20 should serve in a consultative role, instead of having a direct-service role to the Preschool 

Development Grant. 

Hawaii P-20 will continue to work on the early childhood data governance portion of the grant for the 

state to include the Hawaii State Public Charter School prekindergarten program into the state 

longitudinal data system. 

The remaining areas of responsibility that were formerly the charge of Hawaii P-20 will become the 

responsibility of SPCSC. SPCSC shall support the statewide development and implementation of high 

quality prekindergarten classrooms in the 18 charter schools, by providing training and technical 

assistance to build teacher and leadership capacity. The training and technical assistance activities 

shall include the Early Learning Leadership Symposium follow-up meetings and trainings with school 

administrators, individualized teacher coaching and professional development opportunities related to 

safe, nurturing and developmentally appropriate learning environments and curriculum, a valid and 

reliable formative assessment system, effective teacher-child interactions, successful family 

engagement and strengthening communities of practice for children from birth to third grade. 

Having the SPCSC take on the above responsibilities will provide opportunities to enhance effective 

communication between schools, consultants, and other related parties with SPCSC by addressing 

questions or concerns on a timely manner through direct communication. The ability for the SPCSC to 

engage with the administrative as well as the supportive responsibilities of the grant will also enable 

the SPCSC to streamline efforts and to analyze the data to improve the support that will be needed 

throughout the life of the grant. This expanded analysis approach will allow SPCSC to support the 

continuum of learning by potentially aligning strategies, plans and targeted approaches with other 

groups funded through other means including Titles I, II, and III and state funds, contributing to 

program sustainability. 

3. Describe the State's progress on its plan for sustainability at the end of the grant period to ensure 

that the number and percentage of Eligible Children with access to High-Quality Preschool Programs 

in the State will be maintained or expanded, including to additional High-Need Communities. 

SPCSC has met and will continue to meet collaboratively with key stakeholders to address 

sustainability at following the grant period and will also include these key stakeholders to sustain 

training or technical assistance opportunities. These key stakeholders include the director of the 

Executive Office on Early Learning (EOEL) the chairperson and members of the Early Learning 

Advisory Board (ELAB), key community early childhood partners, and public policymakers. 

Also planned is to include stakeholders - SPSCS representatives, Commissioners, policymakers, and 

community leaders to visit the charter schools that are operating preschool classrooms funded through 

the Preschool Development Grant. The purpose of these trips is to allow stakeholders to meet with the 

administrators of the charter schools, observe the high quality classrooms in action, and the 

opportunity to talk with the children, teachers and family members on the impact that the PDG 

program has made. In addition, these stakeholders will have the opportunity to attend future Early 

Learning Leadership Symposiums and meetings. These visits are especially important to ensure in the 

sustainability of the charter school pre-K funding. Engaging in the broader community will provide 

opportunities to expand early childhood leadership by empowering others to be able to articulate the 

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PDG program and its high quality components. This will allow stakeholders to understand and 

articulate its impact to children and families to state legislators, private foundations, and other potential 

funders. 

As part of the communication plan, SPCSC will capture media opportunities, such as those mentioned, 

by creating a media bank to promote the SPCSC PDG classrooms and other high quality program 

partnerships on a continuous basis. This communication plan will be developed to inform and educate 

the public and policymakers. It is with this intent that when inaccuracies are voiced regarding the 

impact of high quality early childhood experiences, the public will then be able to differentiate fact from 

fiction and make informed decisions and be the voices supporting our children. 

4. Please provide a brief explanation of any discrepancies, if any, between the Subrecipients' 

approved budgets and their total expenditures for the reporting year. Explain carry-over funds that 

have not been expended or obligated from January 1, 2015 through December 31, 2015. 

A total of $2,704,059 was budgeted for Year One. As of December 31, 2015, a total of $98,762.72 have been 

expended. 

UH Hawaii P-20 explained that the Early Learning Leadership Symposium and travel expenditures were pending 

UH administrative review and was submitted thereafter. 

The carry-over funds will support an additional Early Learning Leadership Symposium follow-up meeting which 

will be held in April 2016. 

Schools were also in the process of obtaining invoices for high infrastructural purchase items which were 

pending completion by the vendors or contractors. 

Schools will work with SPCSC and the teacher mentor to identify high-quality, sustainable purchases with their 

remaining funds. 

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