So to save time, the students were asked right, how do we design a prototype of this two- wheeled robot that can carry uh material all around the campus, possibly even outside, right? That was going to travel on different terrains, um navigate different obstacles, and be user friendly for both teachers and staff. So the scenario was set. Here's our problem. The engineering problem allows students to navigate the process of engineering, right? And it's through this process again that they're able to define and focus on their question every day, identify the problem, and work together to walk through the brainstorming, the prototyping, the testing, and all the collaboration that comes into play when you're trying to solve for an engineer problem, right? Um, so we'd like to introduce you to a robot that fourth and fifth graders uh not only learned how to program but also had to build.
Good afternoon, chairs, vice chairs, committee members. Tom Yamamaica from Tax Foundation of Hawaii. Um the uh school impact fee program has had some difficulties. Uh one of which is that uh because of the current restrictions on the fund or and and the and I'm talking about not only the school impact fee fee program but its predecessor uh none of the money has been spent. So we have about 29 million currently doing nothing uh in this program. So, um, we kind of raised the question and and, uh, not only that, but, um, the auditor in report number 19-13, speak up, please. It's hard to hear. Okay. I'm very sorry. We also note that the state auditor in report number 19-13 uh has called attention to several problems regarding the administration of the school impact fees and has raised constitutional concerns. Uh and for that reason we think it may be a better idea to just get rid of this program entirely.
This is uh Sodto's look and learn data and we're proud to say that she's uh really done an excellent job in moving teachers across the progressions from 101 2011 to 301. We don't have any teachers anymore in 101. And uh we have uh latest up here seven out of Oh, I could look at my notes. I forgot to do that. and they're all filled out so nicely. Well, I could just do I don't seven out of 16 core teachers have progressed into 301. We're really excited about that. We're just at the tip of the edge of 301 where we're really getting into that before, during, and after the task expanded thinking, self-checking and cross-checking, student evidence against success criteria. So now it's all about evidence. before when we first started that it was about is very um concrete kinds of things you know do you have your roll cards out do you have a map out are you engaged in a thinking structure now it's like okay does your learning target align with your success criteria align with your task align with your evidence let me see that evidence and let's ensure that students have made that progress towards the learning target so um This is our rigger walk summary data.
They're not cheap. You can't get them every day. More of a special treat. Maybe a cheat day, you know. But they got they got a spinach wrap, they got flour wrap, maybe a sundried tomato wrap. You can choose your own topping. So I mean custom made wraps. I've been anticipating prom for freshman and sophomore year. So, honestly, I'm thinking prom's going to go on. I think prom. Prom's going to move on. Something that you're going to remember the rest of your life. Thanks, Sean. All right, Wildcats. I'm here with Tio. Tio, what year school are you? Freshman. Freshman. All right. So, we still have some first round matchups in here. We haven't touched the leading bracket or the living bracket yet. Or you can go with that learning bracket. I'm going to do leading. Leading. All right. We got number one seed, the teachers. You know, we're here leading every day.
Mr. President, I move that we approve the consent agenda as presented. Thank you. Do I have a second? Second. All those in favor please by saying I read policy. Thank you Mr. Daniels. Um, tonight is the second reading of the proposed policy revisions. Uh, there's been no change since we presented these last month at at the board meeting and so we're recommending approval of the uh, proposed policy updates as presented uh, last month and this month. Thank you, Dr. Long.
Until then, we hope you all have a great night and we'll see you at the next meeting. Great. Thank you. Any comments, questions from members of the board? Dr. I just want to let you know Lydia that I have already purchased my tickets. That's great to hear. Pre- purchase for Okay, that's just one quick clarification for the boys hockey championship. That's actually Sunday at 6:30. Uh it'll be held at uh the rink at Quinnipic. You can buy tickets on goofan.co or if you just Google CIA uh championship hockey tickets, you'll find it. Sunday at 6:30. Well, you just show up and get tickets. No. No, you have to buy tickets online. It's a CIA thing. So, for all of our state, it's going to sell out. It's going to sell out. So, buy your tickets soon basically. Thank you, Dr. Sen. Any other board members?
These were kits that were purchased through True Robotics. And they came in little boxes with a bunch of different pieces and nuts and bolts and all different parts and a set of instructions. and they had to really work as a team in order to build their robot correctly in order for it to work correctly. So the build took about two days uh two class uh two 45minute class blocks and this is what the robot looked like when they were done building and working together in order to make that build happen. So there was a lot of trial and error in this build. Uh we had many students who would put something together and then they'd go to do something else and say, "Oh man, this doesn't fit." And so we would have to say, "Okay, well, let's go back to the instructions and figure it out." So it was a great engineering uh design process where they had to work together and they also had to backtrack to figure out uh what went wrong maybe in the build in order to solve it together.
I'll be happy to answer any questions. Thank you very much. Is there anyone else here wishing to testify on this measure? Members questions. Chair Coin Homes. Um, for the record. Oh, Katie Lambert, Department of Coin Homelands. Okay. Thank you. How many built homes do you think you have in the pipelines in the next 5 years? So, um we do have attached to our testimony and I think this was in response to um this bill when it was going through previous committees, we were asked to try to quantify um what the cost would be. So, part of our testimony um does note locations where we are planning I think largely act 279 projects. Um and so in the excuse me so in the pipeline for example we have um a lot of things coming up in our capo in fact on Saturday we're having a lot offering for our east caplet developments and you can see um that the school impact fees there would be $4 million 9407 I'm sorry 700 $760 um with a with um potential or um anticipated lots being 1,220 upcoming in the pipeline.
So, new this year for us, we have 212 rigger walks. Um, but when we go out and about, we don't always claim it as a rigger walk. So, uh, we try to input on Wednesdays for pre and post feedback. So, we'll go out there, see it, give feedback on it, and then return to it to see if we get an upward trend line. Those lines can be misleading because as we learn more, we grow more. So sometimes we it it can be a little deceiving on the trend line. I'll explain that um as we progress through. So used to be last year, you know, we our learning targets always seem to be aligned to the standard. But then when we calibrated and when you get new teams and new instructional empowerment people, they're saying, well, no, because if you're not teaching all parts to the standard, it's a partial.
Four seat dead. Teachers, we're done. I'm going say done. Oh, we got our first upset. We got our first upset here. The freshman is going with Den. Our 4C takes down the one seat. Our first one seed falls. We knew it was going to happen. It's because of the teacher. It's because of the teacher though. She loves Den because of the teacher. That's the whole point. Great job to you. 4C moves on. That's March Madness for it. All right. Repeat guest here on Friday Funday. I'm here with We need some first round matchups here, Isaiah. We still have an opportunity here in the leading bracket, the learning bracket, or the living bracket. We'll go with living. Living. All right. So, we got our number one seed, the stadium going against our number four seed, the beautiful renovated LRC, or we got our two seed, Bishop Jim, against three seed, Commons.
Any questions from anyone for Dr. Long or anyone on the policy revisions? As always, revisions just catch, right? Right. They're they're um they they usually come at the tail end of a change in in in law or policy by the state required by the state. Any other questions or comments? Do I hear a motion? Mr. President, I move that we approve the policies revision as presented. Thank you, Mr. Alexander. Do I have a second? Second. Thank you, Mr. Russell. All those in favor, please signify by saying I. I I opposed 5-0. The eyes have it. Next, we have proposed revisions to the Central 9 operating agreement. Um, who will be presenting that tonight? Dr. Taylor. Dr. Taylor. Thank you. Oh, yes. The Let me grab the dates. Is that Central 9 Career Center? Yeah. Approved an update to their operating agreement. Um, their board approved it on February 13, 2025.
Thank you for once again a very comprehensive reporting. Um and congratulations Mr. Robotics. Thank you. So you have to move on now because you have you have what till 10:00? Yeah. Okay. But you're welcome to stay even though Malachi has to go. Thank you and happy first day of spring to you as well too.
This is our true robotics playground. This is where students actually had to engage in the block coding process. There's lots of tasks that need to be done in this playground forum. You have a menu on the left hand side um that they would go through. We only worked in this 12 sessions with drive events and inputs. Um we gave them the basic foundation. If you look at this, it's the first three blocks. And then we explained all the other parameters that the robots were going to have to use in order to move efficiently. Um, in order for them to actually make this robot move, however, they still had to name the program, save the program, connect to their robot, upload their program, grab the robot, navigate that screen, and then run it. So, it was all very taskorientated, lots of patience, lots of trial and error, lots of I don't know why it's not working.
So, we do have that. Um, and it's we also have Hawaii County noted 600 I'm sorry, I'm so sorry. 1,684 lots with housing projected. Um, uh, Maui County with lots and dwelling units of,421, lots with housing 1,34 upcoming projected. And we do we did attempt to quantify what those school impact fees would be for those housing developments in the pipeline. Okay. Thank you. Um thank you chair. Thank you members for the question. Department of please. Good afternoon. Can you explain you when you say that there Artman would be open to support the elimination of the construction impact fee for DHHL provided agency provides necessary land for future public schools for that development. Right. Um I think part of what we've been looking at is um there's two components to the impact fee. One is the land and one is the construction costs. Um, but with this push for affordable housing, especially from the government agencies, I think the department is willing to eliminate the construction cost aspect or component for any government affordable housing project.
And a partial is okay. So a downward trend on the thing is okay because you've broken that standard down into a meaningful learning target that the kids can manage for that day. So it was really hard to convince me that going down was okay but they did and it makes a little more sense. So um in in that sense um let's see on the second one to achieve the standards look on this one where let's see it's cut off on the left hand side so can you explain but taking action uh within the lesson so what action s have been taken due to the rigor rock data. So on this trend line here um oh I know what I was going to say. Okay, I just got to get to the right page that this is how many trend lines what's what's actually on the I don't know it's my left hand side right is being cut off Julie what was on the left side that was cut off it was cut off it was like where it was on the rigger data so it's okay I mean it goes through the first I can go back the first train lane so you can see one's summary report.
Which one is talked to you today? You're going to go here, one versus four. Which one are you going with? Well, who's moving on, Isaiah? The stadium. It was always going to be a tough road for the LRC. Once again, bred over circus with the stadium has been taken care of there. Stadium hats, I'm here with Evelyn. Evelyn, what year in school are you? I'm a junior. Junior. Which matchup you want to predict? So, we got Bishop 10, the two seed versus Commons, the three seed. Who's moving on? Common. Commons is moving on. We got another upset. Yeah. Well, when we're looking at the Commons, I mean, there's just so much opportunity to debrief your day. Check your phone and then you get to nourish yourself at the same time. So, easy choice. All right, Wildcats. I'm here with Maria. Two first round match ups left.
Um the really the major change were non-participating schools and the students they might send. Um the change was to attach those students to a participating school moving forward. Um it's actually a practice they had in place this year and so they're just formalizing it into the agreement and we recommend full support of this change. And I know Mr. Alexander, you're on that board. Is it something that they're doing because they're running out of space or is it is there a reason why they they've made that change that you're aware of? Um I think there was two drivers. I think input from the superintendent um and you know um several other programs at C9 are at capacity. So they wanted to make sure that we're taking care of the participating schools um first that are paying the paying for those spots. So it was a it was a good change to the policy.
Um next item on the agenda uh I believe Mr. Jackie will be presenting the Chester High School partnership presentation. Uh it's my honor to uh present to Dan Lee and the Ryan T. Lee Foundation uh recognition. So the Ryan T. Lee Memorial Foundation is nominated for its outstanding partnership with Cheshire High School. A partnership not only changes lives but amplifies the impact of student leadership in extraordinary ways. The foundation created in honor of Ryan T. Lee carries forward his spirit by empowering students to serve others. Under the direction of the foundation board with PE and health teachers, PE and health teacher Dian Lee serving as liaison to the school community. This foundation has become a force for good rooted in the principles of servant leadership. Everything they do centers around giving students the tools, confidence, and support to turn their ideas into reality. Here is what it make here is what makes it remarkable.
It keeps spinning around in circles and then you'd go back to what was the foundation that we gave you to write this program. So, it was very interesting. So something we tried to resonate through both the robotics program and the aggra science program was this idea of three-dimensional learning. So of course we have our our engineering practice that students are doing but there's many crosscutting concepts that overlap with the engineering task that they're doing and there's a disciplinary core idea that goes along with it. So the idea is it's not necessarily what the students are learning, but how they're learning and the steps that they're taking to get there. So threedimensional learning is all about allowing students to actively engage in the engineering practices and many crosscutting concepts to deepen their understanding of a certain core idea in order to explain a phenomena or solve a problem.
But we still need the land component because if they're building a big project and the schools in the area can't accommodate the additional students, we're going to need a new school somewhere. So, that's kind of what we're looking at as a compromise. And would the impact fees then be able to pay for this school if the school is needed? If we don't collect the construction costs, whether you collect the construction cost or not, um I think the construction cost was based on only like 10% of the construction of a school. So we wouldn't have enough money to build a new school with all the money that you have. So isn't the nexus for the impact fee is any development that would generate so many families with children that that's the impact and that is why you charge them the fee. Correct. Okay. Well, they look at the schools in the area and if the schools in the area are underutilized and can accommodate the growth, then there's no need for the impact fee.