This one is one does the standard align to the learning target. Yeah. And then the four was evidence of student learning. So just to let you know on this trend line while it looks flat, it actually if you go back from August to now, you can see that it's gone from um partial to yes on the standard. And then if you go to the next one, are the learning tasks focused on reading writing? It went from disagree to agree. So if you look all the way to August on the trend line, you can see that it's disagree. And then you go all the way over to February, you can see that it is moving up. But as with any implementation, it's not a straight angle. It's like as you learn and go and you're out and about. But overall, this one went from disagree to agree.
One in the learning bracket, one in the leading bracket. Which one do you want to go with? The learning bracket. We already got our science labs and our family consumer science labs. Both renovated. They're coming up on their 10th birthday, actually. Hard to believe. So, who's moving on to science labs or the family consumer science lab? Science labs are moving on. Go ahead. Moving on to the next round, Elite 8. Food losing. That's a surprise to me. I mean, you walk downstairs and you smell those amazing cookies or whatever it is that they have, especially on bacon days. Forget about it. So, for me, that's an upset. All right, Wildcats. I'm here with Bri. Bri, one first round match up left. It's over here in our leading region. Our two seed is the Wildcat Athletics and Activities Program versus our three seed, our principal, Dr.
Do we know how that impacts from someone who maybe doesn't live in our district but goes to our school? Do they qualify? They would not unless they actually attended our school. Now moving forward. So an out of district transfer to Centerrove transfer out would would be eligible to So if someone lives in a non-participating district that wants to go to C9, they should transfer to Center Grove. Yes. Yes. Preferably. Yeah. But they may transfer to any of the nine schools. But we prefer But we prefer Center. Prefer it be Center Grove. It and and um Mr. Alexander's exactly right. We get first dibs at our seats and they're divvied out very fairly based off enrollment and AV size. We also get a second round of other school seats if those aren't filled. It's only then when they go into the third round that they look at nonparticipating school students and they're looking to formalize that and just kind of do away with that third round and have these kids be part of a partic participating school.
Every student-led initiative they support is not just about one group of students make is not just about one group of students making a difference. It's about students inspiring students creating a ripple effect of leadership and service. Through the peer health educators program, the foundation helps high school students design and run leadership conferences for younger peers for elementary, middle, and high school students, including students from other schools outside of Cheshire, instilling in them the same desire to lead and serve. They support the community service projects such as collecting food and essentials for the Cheshire food cheshure community food pantry. The foundation also provides not just financial support, funding, supplies, conference materials, and lunches, but something far greater. The belief that students when given the right support can change the world around them. The impact of this partnershop partnership is not just a win-win. It is exponential growth.
Like Stephanie was saying, our problem was to move supplies across imaginary supplies across a building uh from one point to another. All right. Inquiry, discovery, and robotics. I mean really there are so many key concepts, but we w just wanted to highlight some of them um that students engaged in throughout the program. If we look at inquirybased learning um that allowed students to learn meaningful questions that drive scientific inquiry right this idea of asking questions it leads deep to deeper investigations practical problem solving and real world contexts um I'd go through them all but we would be here for hours um and as we go through the presentation we'll explain more about what how they engaged in some of these concepts S. So, oh, oh, throughout the robotics program, students were given tasks that built upon one another so that they could create bigger coding projects like building pathways.
It's mainly for areas where you don't have enough capacity in the existing schools is why you have the impact fee for the school site. Well, that's interesting because I looked at what was passed out to us as far as your impact fees and you have areas Khalihi to Alam Moana, Leeward to Oah Leah, central Maui, West Maui and yet these fees I mean like Khi to Alam Moana. I know there's a lot of housing going on but the schools there I don't know where you would put a new school. Where would you put a new school? Right. So I think they amended the law u when the to things came up that allows the DOE to purchase like a warehouse or lease space for a school because we we understand that the the land area might be limited. So they allow for more flexibility in how the fees could be used in that Alamana Khi corridor.
And this has to do with the learning task are focused on reading, writing, they're content specific. We had some dips there because sometimes the teachers differentiate their um text to below grade level so that te so that students can get the skill associated with that standard or that learning target and then they bridge that text back up to grade level because if they start at grade level sometimes the kids get lost in the text and don't get to the skills. So teachers are really trying to meet the needs of the students on that. The other one is the math and if that math lesson target meets the intentionality of the math in um in procedural in concept and in fluency skills and you can see that that is about maintained. No, that's gone up a little bit from blue to blue. So blue goes with six on that.
Dwire. Who's moving on in your bracket? Probably the Wildats. Yeah. Yeah. You don't have to be ashamed of that. You're a part of it. Volleyball player, basketball player, softball player, right? We'll see what the Elite 8 brings. All right, Wildcats. We've made it to the Elite 8. This is where legends are born. This is for birth in the final four. Who am I here with? Leah Riley. Which quadrant is speaking to you? Where do you want to make your predictions this morning? Should we do homecoming and prom? Sure. Out of our likes region, the Elite 8. Homecoming versus prom. Two staples of the school year. Two of our biggest events, but only one can move on. One's going to go home crying. Who's moving on? Prom. Prom. Prom. They're excited about prom. Less than 50 days away. Prom moving on to final four. Go ahead and move them over there.
Okay, I jumped the line. Any other questions or comments? Do I hear a motion? I'll make a motion that we move to approve the Central 9 Career Center operating agreement as presented. Thank you, Mr. Alexander. Do I hear a second? Second. Thanks, Miss Counts. All those in favor, please signify by saying, "I I opposed." The eyes have it.
One studentrun event reaches dozens of younger students who then take that inspiration and pay it forward. its leadership compounding like interest, a positive snowball effect effect that continues year after year. Part of the Ryan T. Lee Memorial Foundation's mission is to make a difference in the lives of others and to help young people reach their goals and realize their dreams. Without a doubt, they are achieving that mission every day. On behalf of the Cheshire High School, we would like to thank Dan and Terresa Lee and the entire Ryan T. Lee Memorial Foundation for the incredible impact that they have on our students, our school, and our community. [Applause] You know, you put a mic in front of me. Well, thank you very much on behalf of the board members. Uh Mark Dorto is with me here today and my wife Teresa and uh another supporter Lori Dorto.
We have a couple of videos, uh, short videos we wanted to share with you of the task that students were asked to do. This first video shows students programming a robot and successfully completing a pathway to mimic a pathway in the school to go from point A to point B uh to transport those imaginary uh supplies. So, let's take a look. Wait, give us technical. All right. This next video involved a different engineering task where they had to figure out how to program the ultrasonic sensor which senses objects. And if they did it successfully, the robot would avoid running into things and turn around and find a different path. And so let's take a look at that. Oh, come on. Olivia. So, if you notice, instead of running into the girl, it stopped and it turned around. And that's a huge programming success story. Um, it doesn't look like much on the video, but they went through a lot of programming in order to make that happen.
Yeah. But aren't you focusing on consolidating schools? We're starting that process right now. Yes. In what area? I think they're looking statewide except for Maui on the enrollment. Right. We've looked at central school central intermediate which is now um yeah um about consolidating right? Yes. So this a it's a statewide effort that we're looking at um how they're going to go about it. I think it's just starting like within the next month or so. I don't that's why there are concerns about how this impact fee is being implemented because it is intended for large projects that have multi lot of multif family the smaller projects which is also have to pay the impact fee right if it's in if it's in the declared impact fee district right so like khi to Alam Moana so if khi people and they build a small apartment building or even they put on one house on their lot have to pay impact I believe so yeah if they're in the impact fee district right right and yet there's no place we're not going to get a new school in Khini you're probably right right not right now get so you know that's the concern I have and so we're going to exempt and I'm not against exempting my homelands for the homes that we need but that's the case all around Okay.
This one is seven and eight. She got this a little different than mine. That's okay. Julie, would you explain what when you say seven and eight? Uh, and back before you were talking about three and four. Y what are what are seven and eight? Gotcha. Well, seven is how students interact with partners or groups. And so on the rigger walk 2.0 form that we use the actions that we're looking for you. Um it gives you actions to see whether you strongly disagree with that, disagree, agree or strongly agree. So on this one, students interacting with partners or groups. It's maintained at disagree. And number eight, the task requires students to interact with partners or groups to achieve the learning target. So is that task like Matt worthy? Um, you know, does that task require the students to act interdependently? Um, does that uh task make them have to perform in productive struggle or is it something that the teacher they're just regurgitating what the teacher said and they don't really have to really think deeply about it.
All right. Bats, I'm here with Miles. Miles, what year in school are you? Junior. Junior. Did you ride your Harley-Davidson to school today? I did not. Okay, Miles, you get to pick our next Final Four Burke. Who will it be? You know what? I think it's going to have to come out of the living bracket. The living bracket. Who reigns supreme in your eyes? He's thinking it's a tough match up. That's why it's the lead eight. It's tough. Honestly, it's got to be the stadium. The stadium moves on. Our first number one seed to make it all the way to the final four. How do you deny a squad those memories and especially such an amazing season this particular year? Got to be stadium. Who am I here with? April. Olivia. What year of school are you guys? Juniors, set it in sync. I can tell you guys are on the same wavelength.
Uh, next item on the agenda is a preliminary determination hearing 10:28. I believe Dr. Taylor will be presenting. Thank you. Yes. I do have a script that I need you to read for me there. Absolutely. I now open this public hearing. I'd like to turn it over to Dr. Taylor to present the project, the financing of the project, and the actions we're taking this evening. Thank you, Mr. Daniels. This presentation has not changed since we met in February and did the initial 1028 hearing. So, I'm just going to hit the high notes. Um, anyone who wants additional details definitely can review back to to that presentation. Um these are two projects that we're proposing this evening. Um the first one is middle school central every want to scroll down real quick to the work slide. Um the majority of this work is going to be in the physical plant and the HVAC renovations to bring that equipment up to uh current standards.
We really appreciate that. Um the recognition um the partnership has meant a lot to us as a foundation. Um has allowed us to reach a number of students through our our our leadership um conferences. I think this year we'll probably lapse about 3,500 kids who have have come to our leadership conferences. We've given away about uh 15 scholarships to Chester students. But moreover, it's the partnership that's made a difference to us and uh Chester Public Schools allowing us to partner with them to create a to create a situation where we can make a difference today, tomorrow, and then into the future. So, thanks again. We really appreciate it. [Applause] Thank you so much. [Applause] move on to the little people. All right. So, I get the pleasure of honoring um Darcy School's recipient. Um, I'm gonna introduce uh Cheshure Public Library interim director Sandy Hernandez.
So Steph had mentioned a lot of different concepts that we've embedded in the program. So we wanted to shed some light on a couple that students used a combination of science and engineering practices and concepts. So one idea was this idea of cause and effect. In order to see what happens to a robot when a change is made, we asked students to change the power level, time, angle within the program and actually take measurements of the robot to see what was that relationship of that change to si figure out what is going to happen to the robot if I make this one change. This also helped them observe patterns. So after making a couple of measurements of how far their robot went by changing these parameters, it was allow them to figure out a pattern in the programming by changing these. Including this investigation, we also had others that they carried out.
I mean, Khali, people are building on their lots because they can't find places to go and yet they're being impacted by 5 to$10,000 worth of impact fees, which is is big for a family unit. I understand. Um, so you know, this whole thing of impact fees is concerning. You have what 19.9 million almost $20 million in your fund statewide. statewide fund and it's been that way for a while, right? 12 years. We've had all this money not being used and I know the law just changed in 2021, but since 2021 to now and you guys have a billion dollars worth of of u encumbered funds, CP funds that is sitting there not being utilized, I mean not being funded because of lack of funds. water the impact fee had to has to be used in the area where was collected. So we cannot just take the money and apply it anywhere.
So, that's that one. On 13 and 15, a teacher monitors and tracks student progress toward the learning target to take action when needed. That's slowly ramped up. Um, and 15 is looks like a modest little tiny gain there where students act on feedback from teacher and peers to achieve the learning target. But again, it's a little bit misleading because I will tell you our version of teacher monitoring and tracking student progress last year was if the students were engaged in independent time, shared time, consensus summary time, and they were checking off their list. Now it's full on where the students are showing evidence that they're meeting the success criteria and making evidence to toward the learning target. So teachers have much more to track and they have to make in the- moment teaching decisions based on that level of progress that the teams are making.
You're going to make a consensus pick here on who makes it to the final four. Going with the learning bracket. Yes. What are we going with? Students. Students. Yeah, students. Students are moving on. They're going on to the final four. Number one seed has moved him into the final four. Three of the four spots are now taken. We need one more final four birth. All right, Wildcats. Who am I here with? Erica. We're headed to the final four. Last match up. Four seed Den pulled a huge upset in the first round over our teachers versus Wildcat Athletics and Activities who took down Dr. Dwire. Who reigns supreme for you? Is it Wildcat Athletics Activities or Den? Um, Den. Dan the Forc Cinderella story. You called it, professor. You said we're going to see a Cinderella story. We have. Let's go ahead and move Dan on to the final.