And it is really to uh get these kids active in their learning so that they can own their learning and um they're really thinking deeper at higher levels and I think we'll start to see the proof in that. But just to hear these students discuss a topic in depth is amazing. Um, and it's changed over the last two years. They really go back and forth, but I will respectfully submit the new one. And then just for your reading, Cassie will put it online and we'll get it. Does anybody else on the board me board have a I mean, I'm sounding kind of negative. How about you guys helping up and out here? No, I was just looking mathematically at those lines and most of them are straight across the board. There's not much increase on any of them. I didn't see much improvement across the board.
Yep. What we do is we will take these questions and we will put them into a Google form. They are all anonymous and then we're able to disagregate the data to make sure that every grade level, every school sees their student, their parent and their staff survey results. Um we always a question came up at curriculum committee as to um what is the response rate and certainly for our students it's above 95% higher certainly at the elementary where all students are asked to do it in class and are compliant and and take that survey. As you get up to the high school it's a little harder to get everyone to take it to get everyone to um to comply with that just because of schedules and and so forth. But everyone is is given the opportunity to take it. Certainly. Um and while it might not be 95%, it certainly is in the 80s.
Customizability because there was like the same robot every single time. How long it was cuz I wish it were longer. We would work as a group, but we built our own individual robot so we could all see how it works. I want to learn how it could um sense things in its way and then it could just move out of it way. Something I would like to learn about robotics next year is like where did the robots come from? How did the force robot invented and stuff? If we had like an obstacle course to get the robot to go [Music] [Applause] [Music] through. I'm excited for agriculture cuz I really enjoy watching like the plants grow and seeing how it like goes cuz that's always fascinating to me. I think I'm just excited to try it out and try something new. Yeah, I'm really excited for that because we're going to get to do more with our team and we're going to come over more challenges as a team.
And it's it's been kind of frustrating. The department says, "Oh, we want it. We want it." And and yet you you're letting you look at the audit and most of those things didn't get addressed. So, thank you, chair. Thank you. I have a followup question. So, going back, can you tell me how much money is been collected to be used for Khali schools? Um, we collected about 500,000 of construction money and 2.8 million in land contribution. No, but Kalihi does that incl. And the whole projects that are being built is the is the Koku area, the whole Alam Moana area there. That's where most of the money coming from. But I want to know how much money Khalihi, you guys charge Khalihi residents or people in that area in Kihi and how much money can build can be used for the schools because you said it's from the area you collected from.
And you know, and it's not the updated trend lines and it's pillars. So these trend lines are representative where we were on rigor appraisal 2 when we had a dip and then we had our rigor appraisal three and it came back up. So um that's why on mine I even wrote down five to six grew from disagree to agree 8 to 12 grew from disagree to agree eight tasks require students to inter interact. So 13 to 14. So I mean and then the pillar growth went from an average of 6.6 at the beginning of the year and we had that dip to 5.8 and now it's at 7.4. So the students alone on conditions of learning went from 7.5 to 8.5 for studentbased standard evidence went from 7 to 7.2. activating student learning went from 6.5 to 7.5. Verifying learning to take action within a lesson six to seven.
This similar rings true for families. Um our our parents of students in elementary school and middle school tend to be a little um we tend to have higher rates of return on those surveys and a little bit less so at the high school level. And then our staff, our staff is always great. We always have near 100% completion on these staff surveys.
It's like hands on so I'm excited to like do experience. I'm really excited for everything. I can't [Music] wait. And that is definitely our wrap on robotics. That's that's all we have. And we're going to just shift gears because the student experience wasn't over in STEM with robotics. We went on to agra science um really focusing on how does agriculture impact the land. So as we thought about growing minds and complex thinking, we wanted to make sure that students were engaging in the same types of concepts that we were able to deliver in robotics. So we were asking investigative questions, understanding cause and effect, problem solving, analyzing data, um modeling, decision making, and then one quote that resonated with with us was to forget how to dig the earth and tend to soil is to forget ourselves. Students definitely went on a journey through this agra science program.
Right. I have to get get back to you. I don't have that breakdown right now. Okay. because I have an issue with how you guys are breaking it down to to lump khalihi with Alam Moana area and Kakaako area and all of those areas to me is is not equitable. And then I want to know if you folks have done what was in the audit in 2019. And it says here, the land use planner acknowledges that DOE has an obligation to revisit prior district calculations, which is what we're talking about the calculations from Khaled to Alam Moana and in Eva, but explained that its work has been driven by the urgency to establish new districts rather than update existing districts. School site area averages cost per student. District cost favors and student generation rate data have not been updated since West Maui, Central Maui, and Leeward schools impact districts were designated.
Um data for continuous improvement went from 6 to 6.7. So where we are right now is where the school was at last May. So this new year, this new school year with new students, you know, in fifth grade, and it took us till last May to get to a 7.4 pillar average. We're there right now in February. So that's a good sign. Yeah. So tell me, how does how does this translate? See, what we see are Galileo scores and state testing. That's basically what we need to see, right? And what you're giving to me right now is a lot of qualitative data. All right. It's it's the feelings that when you walk into a classroom, I'm sure that you see all that improvement. I'm sure I would too. Let me let me show you something. But I would like to Yeah. Show me some quantitative data.
Just to give you a little background, board members have any questions or comments? Okay, I will move on. Uh the next item that was on the agenda is we have been looking at an algebra 1 resource and that algebra 1 course has been taught in 8th grade and at the high school and over the summer during the curriculum writing institute it was decided that we would pilot the IR resource which really isn't available and out there for consumers yet but because we have a relationship with the vendor we decided to try it. We've had some PD around that for our math teachers and at this point um it is likely that algebra 1 I ready will be brought to the May board of education curriculum committee meeting um to be discussed and recommended. So we can be looking forward to that. As Miss Cullinin mentioned we had talked about some upcoming projects for the curriculum writing institute.
They discovered the meaning of agriculture and the everyday products that come from agriculture to support their daily lives. That's this beginning question. How does agriculture impact land? And then students begin to problematize everyday seeking answers to new questions. They're using different sources to discover farming practices and the effects they can have on the environment. What's in our soil? We did an investigation where they used soil as a system to figure out nutrients, soil health, um fertilizers. Then we went on to investigate practicing um using critical thinking skills to make connections to bigger farming practice concepts using inquiry and data collection and analysis. Of course, cause and effect with reasoning and collaboration with peers to discuss their findings. So, how does farming and irrigation and erosion impact soil movement runs into the very wrapup of the program? There's many lessons in between, but what are sustainable and unsustainable farm farming?
And it goes on. So, have you folks done that? Have you have you updated the district calculations? Um, I don't think so, but I have to go back. I'll go check again. Yeah, I don't think. And this came out before it went to SFA. This came out in 2019 2019 to the youth haven't done that. So again, it's difficult for me to support this this going on when you folks have not even attempted and in all we got now is this really fancy PowerPoint. You guys tend to list all the stuff yet. You haven't even done what was what was in the audit. I agree. where the questions end if not recess. Reconvening the joint committees on uh Hawaiian affairs, education and housing. The recommendation of the chair of committee on education is to defer this measure. on the committee on Hawaiian Affairs. Uh I'm going to call for the vote.
So here's our sixth grade. Here's our end of standard assessment. And again, this is this is a little dated. I have an updated version that has even more test threes on it, but you can look at reading for information. Standard 1, sixth grade ELA went from 41.3% proficiency to 67.2%. Test one, test two, test three. RI2 went from 19 to 42. RI3 went from 50 to 58. And we have much more much more definitive information going. Um six math um number sense B3 went from 20.8 to 44.5. Now some of them went down but most of them were by the time we're getting to test three we're getting that great um quantitative data results. This this is a good chart. Thank you. Yeah. And here's fifth grade. So fifth grade went in their math. Which what tests are we talking about? These are end of standard five question tests that the uh teachers create in Galileo that are directly tied to the standard that the students at the end of a twoweek standard cycle take that test.
We were talking about, as you heard tonight with our science teachers, the um the the deep thought and really the um parsing apart of the standards that happens and how nice it is to have that collaboration as the two women this evening displayed. So we talked a lot about um what curriculum writing institute might look like this year. We are talking about scaling it back and having a smaller more manageable number of projects. We also have identified that some of the curriculum writing and revision that we've done um h has been successful and has has chugged along well and now there are some more tickytacky projects things that do need to get written in the curriculum but um it's it's not so much clerical but a little less creative and needing of um multiple voices and multiple representatives. So we may have a few more projectbased things than um actually re actual revisions for this this summer.
Um, this allows students to dig deeper into farming practices and take a stance on whether they would prefer to use sustainable or unsustainable farming practice in their local communities. Um so it was quite quite the journey and this is how our our lessons linked to how does agriculture impact our land. So what we tried to do is to model some instructional practices for teachers in order to really drive home this spiraling curriculum of one lesson leading to another and the students figuring out the questions that they have and what they want to learn. So one important tool that we used was the idea of consensus discussions. So this is where we would host a class discussion with our students after a lesson or an experiment to talk about our data and try to come to an agreement on what our big takeaway and understanding was.
So vice chair for the vote. It's a recommendation to pass the committee or excuse me the bill 1088 as written. Education just I'm calling for the vote. Okay. And what's the recommendation? Recommendation to pass as is. As is. Okay. So for HB 1088 HD1 chair recommendation is to pass as is chair votes I um Senator Sanur is with reservation Senator Ihara I senator Kole I sort I chair recommendation has been adopted thank you committee on housing will be deferring this measure as well thank you members thank
We identify the students who didn't pass the test. They have to have uh four or more to pass. We identify the students that didn't pass. We retach them in small group. We and then we retest them. We identify again the students that didn't pass off a test two and then we teach them one-on-one in academic boot time. So test two, they get small group, test three, they get one-on-one instruction. And it's been test two to test three that we've killed it. I mean, I I say that respectfully and um humbly for the teachers because they're really working hard on that. So when they go when they when they go from small groupoup instruction to individual, does that break the EI thing that you're trying to do with the kids? No, because this is happening in intervention time. So we're really trying to retrieve Okay. So there's classroom time and then there's intervention time.
And then lastly, we spoke about our invitation to present our journey with reading to the Connecticut Literacy Council. The Connecticut Literacy Council is made up of some superintendent, um some teachers, representatives from the state department of education, and they are a group that meets um to make some determinations, and their task is to sort of uh uh hear from folks about what is happening with the right to read Act. So when we first got the invitation um we were a little nervous because we you obviously know our path through the right to read legislation and we were asked to talk about our implementation journey and so we took the tactic of really talking about our journey. We have been really um honest and open about our program, the pros and cons of it, where we have struggles and where we have strengths. And so we presented exactly that to the committee um and along with um Southernington which which presented after us and then Old Lime and there were also um representatives there from a group called Conan um and and a few others.
So after the group reached consensus in data analysis or in our big ideas, we then added them to a class summary table. So, this was a great way for us to see the links between the lessons. It was helpful to students to say, "What did I learn last class?" Because we only saw students two out of four days. And so, sometimes we would go a couple days without seeing them. And it was a great way to have students remember, oh, I do remember saying that was my big learning from that lesson. And this really linked one lesson to another to really show that flow of the lessons. We also created questions as a class which ended up many of them being answered by a following lesson. So the students were creating their own learning with this learning tool. Um students analyzed and collected data in the experiments we ran.
Yeah. Yep. Are they all within the same period? No. Okay. All right. That's good. No. And I'll give you the updated stats on this, too, because they're pretty amazing. Um, this is uh these up a couple of months right here. Okay. These these are what I remember. This is what I remember from And I mean, Dr. Stewart and Jen Lot's vision of unwrapping these standards. If we talk about a two-part arsenal to this to lead this implementation by giving teachers a depth of knowledge on the intent of these standards and how to unwrap it, deconstruct it so they can make meaningful tasks for kids that get to the intent of the standard. They go hand in hand. Our implementation wouldn't be where it was without the standards unwrapping and going with it. Okay. See if you had started with this page. I'm so sorry. Okay.