>> Okay. Thank you. >> Y Senator Kim question. >> Yes. So, what percent of uh athletes are that are funded are local? >> Um that are funded are local. I don't know. I think about 30% if I understand correctly about 30% of current uh athletes are from Hawaii. >> That's my understanding. >> 30% you're asking what percent might be might [cough and clears throat] be eligible for getting this NIL. Is that what you said? >> Yeah, they would all be eligible in terms of who's getting it right now. I I don't know that but I can find out. >> Yes, I appreciate that. Thank you. I have one last question. It kind of deviates from this, but do you have a media a media agreement contract and I have my notes and I'm not sure what I did with it. >> Oh, our multimedia rights with Lefield.
We are launching again in the fall. Um it's a it's a certificate program because it allows people who have a bachelor's degree to be able to study. However, I think with collaboration which is going to be critical for this particular program is that if we are working together and pull our resources and mono about this and eay we will definitely be able to launch this and I don't think it'll be a problem. I think we'll be able to have a pathway >> parallel pathway for those who already have their degree and would pursue um their studies in just in interpreting. >> Well, what about people who who don't want to get a degree and just want to be an interpreter? Is is this a barrier? No. That >> it should not be it should not be. It hasn't >> or they can be hired. >> It hasn't it hasn't been what's what's critical is having the actual credential.
Shaanium. Yes, Otanium with the floater. Knocks it down. He's got six points today. They hustle back on D. First points of the half for Bloomfield. A deep three. Yes. Knocking it down is Bloomfield. He knocks it down. I don't have a number on him, I do not believe. Unless that's 83, which it is. And that would be Emanuel Stevens. So here is again cano Xano nice pass to Atanium off the front rim grabs his own rebound. No, why not give it a second chance? Comes back out. Here's number two. Aiden Taylor. Yes, Aiden Taylor making his presence. Knocks it down. 240 left to go now. Just down eight. Clifton needs to defend. Deep three again. No. Off the mark. Rebound comes out to number 23. And shot is too strong. Here is again another shot. No. Rebound again. Why not? Three. Third times the charm.
We know that that picking up is not always accessible for families um to do that. So, our students lead that part, but for our staff, um we've talked about the tabletop pieces. The last one we did yesterday was you've got a student that's just not paying attention. They're getting out of their seat. So, what's that level one TBRI look like in your classroom? What's that level two TBRI? And then we just have group discussions from there. It's very brief. It's just that quick engagement, right? We talk about getting that that catcher at the beginning of a lesson. For our students, we want the same thing for our staff at the staff meetings. Just that quick little punch to get them make sure they're awake. And if we're not doing a TBRI, then we're doing a school safety scenario as well. And um we've had Mr.
Tonight is not simply about f uh filling in a coaching position. It's about what message this board sends to students and families in this community. I understand that tonight is difficult. I see many familiar faces. I know there are relationships and history in this room. But when it is your child, everything becomes very clear. Safety becomes the only priority. Accountability becomes nonnegotiable. There must be consequences and there must be clear messages that hazing will not be tolerated, not quietly and not conditionally. Not ever. For the families who live through this, this is not a casual decision. These events altered the lives of these boys that cannot ever be undone. For the families who live through this, this is not a casual decision. These events I already read that what should have followed was clear and visible commitment to prevention, structured education, reinforcement policies, transparency, and safeguards to ensure that this never happens again.
There are things that have come across the district in the last four or five weeks that we are obligated to do as a public education entity. Okay? So when these things come across my desk, Terry's desk, they are things that we're obligated to do. It doesn't mean that I picked up the phone and talked to an attorney, right? I don't like and I'm not I just want to make that clear. I want people to understand that like >> legal services >> I understand the legalities of running the district, right? and and when things and and sometimes we can't say what those are because it's confidential, right? But there are things that we are obligated to do to educate students in the general education setting and in the special education setting that have come to us recently and throughout the last year and a half that are very expensive that not only benefit the student but benefit our classrooms.
At middle school, you'll see it's pretty similar data. 40% of our middle school students are at above at at or above grade level. Our socioeconomically disadvantaged students at 24%, students with disabilities at 11%. African-American students at 15%, Hispanic at 17%, and our English language learners at 3%. Next slide. Here is our math benchmarks. So, very similar. This is a new benchmark this year specifically for math that we haven't um done in the past. So these percentages are also on the lower end because we're just kind of assessing where our um percentages need to fall into. So for elementary, you'll see here about 50% of our students are at or above grade level at this time of year. 29% of our students for socioeconomically disadvantaged are doing well. Students with disabilities 16% African-American students 23% Hispanic 18% English learners at 30%. And then our sixth through eighth graders only 19% of our students are at or above grade level at this time of year.
Right. Yes. >> And you have a consultant. What did that consultant gets paid or the person that's doing the contract? >> Oh, the the consultant that negotiated the previous deal you're asking. >> Oh, or the the people that are doing the contract. What What do they get? No, I'm I'm working on it right now. We don't have a consultant. >> You have an agreement though or not? >> No, there was a deal that was negotiated. When the last deal was negotiated, there was a consultant that worked on that deal. There is no consultant working on >> the deal. What is the deal? How much the people who we have that deal with makes? >> What was the total amount of that contract? I I don't want to speculate. I I can get you that. >> Okay. I'm sorry. I have my numbers because my understand that the guarantee is is low and the amount to share is really high is almost unattainable which raises a question as to exactly how much that they're getting and how much is the university actually getting.
>> So, currently in Hawaii, people have two different pathways. They can either get the state credential through the disability communication access board through the Hawaii quality assurance screening um or they can go actually there's three pathways and they can also take a national credential through um Casley which is a center on assessment of sign language interpreters they can also pursue if they're going to be focusing their work on prek12 then they would take the educational interpreters performance assessment. So there's three different avenues all of which are accessible here in Hawaii. >> Okay. I just would say from a academic point of view at Monoa and we have the chair of the department of linguistics here, we have over 265 students taking American Sign Language courses and we have a waiting list of over 120 um who uh want to get into these courses. Uh and so we already have three instructors uh sign language instructors, >> American Sign Language Instructors.
No. How about the fourth time? Zambrano there. No. Who's going to get it? Comes back out. Tanium, but Bloomfield has the shot. No. Sean Ha on it. Who's got it? He fights for it. Here he is. Sean Leonard Hoff finding Zambbrano. Zambbrano noanium second chance. He gets the friendly roll. Sean Otanium knocking it down. He's got eight points today coming off the bench. 150 left to go. Deep three. No. Passing across the wing. Clifton playing a two-3 zone off the front iron and it's rebounded again. Strong rebound there by Angel Gonzalez. He rips down his fifth. Here is Taylor. He just scored the last bucket. Taylor good penetration. Taylor no gets his own rebound and he finishes and Taylor with backto back buckets for the Mustangs. Cuts the lead to 3329. Here is now looks like Clifton sinking in their defense seeing if they get the rebound.
Mishino, who is uh hoping to become an administrator, and Officer Daily those um for the most part. So, they have that role. So, it's not always coming from us as well. Digital hall pass system was already talked about. It has been a great asset. Um I get passes often from kids that just want to talk about schedules or they don't want to talk to counselors. They just want to let some things out about what's going on or, "Hey, this is going to this is what's happening in this hallway." So, it has been a huge benefit for us cuz it keeps us in the loop as what's going on in the in the middle school world. Um discipline. So, this week 2 days to go um has been a a fairly good week, really um with that piece. And I will say that what I kudos to our staff yesterday is what they're doing so well is when they're filling out those referrals, they're telling us all these different practices they're trying and trying and trying to do to keep these kids in the classroom.
Instead, time and energy has is being spent discussing reinstatement. Across our nation, districts are stepping up. They are implementing proactive anti-hazing education, clear reupporting systems, and accountability structures. Why hasn't this district done the same? Why hasn't this leadership taken the initiative with the platform that was handed to you? Bringing this coach back tells these boys that they endured was not serious enough. It suggests that reputation or convenience outweighs accountability. The district has already paid a sign significant financial sum due to incidents that occurred under this leadership. This payment reflected failures in supervision oversight. Our children paid first. The tax payers paid second. There was a settlement. There was not an exoneration. A settlement does not mean nothing happened. It does not mean responsibility disappeared. It means that the matter was resolved without further litigation. I heard it said tonight that there is a power in numbers and I saw boys encouraged to stand beside the coach to show support.
They h some of these things have to do with significant behaviors. However, we are obligated to educate students that live within our district. Okay? And some of the things that we're doing for those purposes that not only benefit the student, but also benefit our sites and our classrooms are very expensive. And if we don't have the money and the reserves to address those things, we're going to be in big trouble. And so those are the kinds of conversations that we have, right? So when we're so tight and we don't know what's going to show up on the doorstep tomorrow, that makes me very nervous as a superintendent who's needs to be fiscally responsible for our district and needs to make sure that we have the funds available to do what we are legally obligated to do for our students and our families. And so that's why we've continued to have the conversation about the reserve and why we're nervous about that.
are socio-economically disadvantaged 15% students with disability at five, African-American at 11%, Hispanic at 6% and our English learners at 5%. So once again, um the baseline compared to where we're at midyear are two different tests and it's a different benchmark that we've g we've been given. So you'll see the discrepancy between our baseline and our midyear update because we've transitioned to these star math um assessments. So once again, these are all the things that we write up in our end of the year LCAP and we also look at um all the different variables that we've um asked our teachers to deliver this test. I think it was in um the middle part of January. Okay. And then we go back to our action items. So once again, we've listed the majority of our action items that are being fully implemented. Our basic instructional services. We have instructional coaches that are supporting um this action item.
>> Oh, you're asking about the the split with Leerfield with with the actual third party. Yeah. Oh, yeah. We can give you that. There's a every year we know what we get is it's in the contract. Um there's a a guarantee. So this year it's around 2.8 8 or 2.9 million and then we will know at the end of each year what did they actually generate. >> So they according to my understanding is they get anywhere from approximately 75% and we get 25%. Does that sound correct? >> No, that's not correct. I know that's not correct. Yeah. >> Okay. Well, I took the numbers that you guys gave me and I I did it. I'm sorry. I had that somewhere here. Um but I think that's relevant in the sense of where is the money going. >> Oh, absolutely. And and I think that is a really important thing for us to be >> paying very close attention to and that's why we're now starting the process of negotiating the next version of this deal because this deal will expire in a year and a half.
So we have the the foundation to build a interpreter degree program. Um, >> so here's a here's a question then. Why is why is it why do we have to have a bill? Why is the university just doing this without a bill? >> So it requires funding. I mean pure and simple small programs and it it is >> come in for funding at all the time but we've never had >> Sure. I mean decap bills not Monoa's bill. We're here just in in support of it. And I think just shortage of funding is right. I mean, we don't have the um >> well, there's what how much 240 million worth of >> $247 million of carryover. >> So, so chair, let me let me clarify something. >> I mean, actually, I think that's a fair question. But at the same time, you know, allocation of faculty positions is extraordinarily competitive uh in in in the university system and we often are not successful in seeking uh receiving positions that we request and so this is an extra lift um from an uh from a state agency uh and others in support of this.
and hot just outside his stretched arms. Who's there? Good take. Nice take there by 15 again. Gonzalez and he finishes. Ao Gonzalez on transition off glass. Knocks it down. 3331. And Bootfield counters quickly as Clifton had a hard time getting back there on defense. >> McDow with the basket basket. And now here is Otanium and he counters quickly. Oh, >> he's got 10 points today. Out to the wing here. Now is Boomfield. Teard drop. Yes. Nice shot there by Bloomfield. McDougall there finishes. Deep three. Oh, off the front iron. Can he get his own rebound? Good hustle trying to keep it in, but Boomfield now recovers down wing. Reverse layup. Yes. 15 seconds left up to go. They need to hustle. They're down six. >> Here is Gonzalez. Gonzalez. No. Short rebound comes out. And that should end the half. And that will be it for the third quarter >> as it was a quarter that certainly was dominated somewhat by the visiting Bengals.
Cuz we know the importance of kids need to be in the classroom as much as possible until it becomes a major distraction. Um so, they're really good about that piece. Um we're going through and finalizing our updated uh code of conduct and handbook for next year. So, we're working on that. We utilize that often to make sure we're being consistent um knowing that each case and scenario is different, but trying to be consistent amongst the three of us. Can't always communicate what the consequence is going to be. So, we try to utilize that as well. Um and then he already talked about a lot of restorative meetings. Um I've had a couple where they end up going well. And just to be up front, sometimes the restorative meetings don't go great. Um we and then at that point we have to find out who we're going to support um and how we're going to make that best fit so that student can hopefully go back to class, but not until all parties um are ready for that piece.
There is powers in numbers. My son understands that firsthand. He was held down by several teammates during the incident. Some of these involved were continued want leadership to send in our students power. >> Tonight the board is also hooks power in numbers. I ask that you use this power to protect students not to overlook what happened to them. Some may believe that it did not happen or he did not know, but the leadership is not there's other people that have things to say. >> Being disrespectful to everybody else. >> Other people have things to say. Look around the room. It's our turn now. >> What are you going to do? Board. >> The board does not The board does not have to dialogue with you. Your time's up. Thank you. Thank you. >> Thank you for your time. >> Thanks. >> Can you just explain, but what does it mean when you table an item?
Um, so I just I felt like that's important to understand because it's not just, you know, like I said, picking up the phone and calling the attorney. There are things that are are very expensive. I mean, in the last 4 weeks, about $250,000 of things that we're now going to have to do that we didn't have to do 4 weeks ago. So, that's just I mean that's just the reality, right? I I wish it wasn't, but it is. And it and it's what we're obligated to do. So, I was still And I know this is like a three-year plan, right? This is like because we have to make sure that we're fiscally solvent for three years. I was still an advocate. I mean, I get that we want to build up the reserve, but I was hoping that maybe we could try to scale it back even if it's just until then and we have to have that discussion again.