>> Do you have an example by chance of what that may look like in a classroom >> of a high rigger or a low rigger? >> Well, if it was a low rigger and what adjustments have been done to like have you been in a classroom that had a one rigger move to two, like an example or two? I'm not saying go into death, but what does that look like? >> Yeah, sure. Absolutely. So, for example, um ratios is one of the things that we were talking about. Um and so a low rigger might be I'm going to show you the procedure for how to calculate the ratio 1/2 to 24 to 36. Here's the table. I'm going to draw it. Make sure you copy it and write it down. And then you can go back and review your notes later. Here's your worksheet to practice or here's your worksheet for you and your partner to practice.
Right. I just ask one question on this plaque. The food service can a little more explanation of what that means. >> Thank you. It would be appropriate to do that. So actually that was part of the rack conversation. Um it's not really professional development but um so basically we've got um our K8 program is on the national school lunch program and then our high school is not on the national school lunch program. And what we're doing is we're doing a programmatic review of our food service program to see if it's the right course before we go out to you know bid in three more years. So, we're looking at the high school specifically and we're trying to figure out does it make sense to stay off of the program and turn down federal dollars or does it make sense to go back on the program and accept those dollars.
Here we roll. [laughter] >> Well, you you recall that we uh have moved our policy service from Neiola to ISBA. And I I will tell you that has not been an easy undertaking. Um there's a lot of moving parts and pieces to it, but But we're getting it dialed in and we're having to review each policy. Look at our NEOLA policy. Look at ISBA policy. Do compare, contrast, edits. The the first five that I provided for you, you've had time certainly to take a look at them. And I'm just going to summarize them quickly just for public sake. And once uh we go through these tonight and this is just the presentation part. This would not count as the first reading. It's just a presentation. And this will be kind of how we do this moving forward. During the March meeting, we will have the first reading.
I can follow up with uh with Representative Lewis and just Barbara and Baurice, do you want to add anything? We can't see you, but I see your names. >> Um yeah, I just wanted to say um thank you for sending all that information along and that draft of what something could look like for regulation in Ashland. I think it looked pretty good. Um I do think it's important that we um ban if we can or or restrict at least um the seven hydroxy metrogenine if we can. Um in terms of the the natural um we can talk about that obviously but um I think it's important that we distinguish between the two of them. So in your opinion, Maurice, it's worth following through with some kind of regulation that at least prohibits you covers the synthetics or the analoges of uh these the alkyoids in crowd.
and I really need a companion because I'm not sure if I'm gonna see well and I take a care so-called caregiver that would be covered. You think >> I don't I don't think that would qualify under this because you would have to prove that you couldn't get that surgery here. >> Okay. So, you would have to prove that. >> Yeah. Or I mean unless you're Yeah. Yeah. You'd have to prove that because your doctor would have to write it. >> So, technically I think we're looking at the more affluent people that are seeking medical treatment elsewhere. I mean, yeah. Got to be able to afford the not only the treatment, I mean, but the travel, right? Right. Right. >> Okay. You actually, can you come back real quick? I go really quick. Is it efficient to have both DBED audit these medical expenses as well as do tax?
Um, and then a higher rigor might be something we're all very familiar with, right? And and very comfortable with as adults. We're like, "Yep, I love that. I'm going to fill out my table. It's going to be great." Um, >> I was the kid who was like, "I didn't pay attention to the presentation going on, >> right? So if in a classroom with higher rigor you were given a handful of tiles and a problem that said for example three students can sit around a triangle table. This tile represents one table. How many students can sit around two tables? How many students can sit around five tables? How would you and your group record that information? What patterns are you noticing now that you're starting to record and having kids make sense of the ratios? And then okay, how does what does that look like when we recorded in a table?
So, this is a long play. It's not something you guys have to, you know, decide today, tonight or tomorrow. So, Rack is going to do some work on looking at it. We looked at the finances this past month. In April, we're going to do a little food tasting cuz it's food. So you've got to try it out, right? So we're going to compare the difference between food made on program or off program and then we're going to see about all right, is this something we want to look at? And then we'll engage kids in the process after that. So it's really the start of a longer process. Did that help? >> Yeah, I guess. So when it says next three school years increase cost staffing and construction is that with going to the national lunch program? >> So no no no no no. So that's I don't know why that's written that way.
It is lawful to have the first reading and vote to approve or reject all at the same time. We do not have to go through a second reading and then another. So unless the board directs me elsewhere, we'll probably run it like that. A lot of the changes that I presented to you for tonight, um, you notice there was quite a bit of Neola language stricken. Niola, that's they're very thorough. I'm going to say that about Niola. They're very thorough. And sometimes the intent and the meaning of the policy get lost in the thoroughess. And so when we started going through them, when I started reviewing, okay, what's important for our people to know about this polic? And that's that's the I tried to keep on as we work through them. We also are working with ISBA right now to do the number conversions. So, the policy numbers will change once ISBA has concluded that and that's taking a little more time than we planned.
So what? >> Yeah. My my personal feeling is we definitely should at least for that. >> Yep. >> All right. So we'll wait at this point. We're going to wait for the next hearing to happen. >> I I Yeah. I mean, I I would be in favor of that. You know, just kind of threw this out there for people to think about, >> but you know, it's it's and and Barbara, did you have anything to add? >> No, I just wanted to um mirror what Maurice said and um I think it's it's worth the wait, >> right? >> Okay. So, and so we'll also plan to keep this on future agendas to continue our discussion. >> Yep, that sounds good. Is the material that you sent around is that available um uh to the public or through the meeting minutes or anything like that? >> Right.
Um well on our other tax credits that we have other agencies certifying we also I mean have the right to audit it which is yeah which is good because we're more of the tax specialty and then they are more of the subject matter specialty. So um >> I wouldn't think DA could fall under medical. I would think maybe the Department of Health or >> Yeah. I I'm I mean, >> right. I don't know who should certify it, but [laughter] >> I'll just ask Senator Kim. Okay. >> Thank you. Uh next up, uh Senate Bill 2906 relating to tourism. Uh first up, uh Hawaii tourism, Caroline Anderson. chairs, vice chairs, members of the committee. Um, he say stands on its written testimony offering comments. >> Thank you. Next up, Nalani Brun on Zoom, uh, testifying for County of Kauaii in opposition. Aloha. Honorable Chair Decoy, Vice Chair Wakai, and members of the committee.
What would that look like if we were working with really big numbers and we don't have 300 tiles? What sort of connections can we make from what we just did mathematically? So, how can we make an algorithm make sense? >> Yeah. Then just to be clear, the n equals is the number of classrooms that you visited or the total number of sixth grade. >> Um it's actually the number of visits. Okay. >> So over the course of the year, the number of sixth grade classrooms visited, which is not the same as the number of teachers. So for example, in the sixth grade pie, I can tell you that it represents 10 teachers, but 16 visits because some of the teachers were teaching a different grade level on a different learning walk. >> Gotcha. Um, so three of our sixth grade teachers have participated in a professional development cohort cycle with at least two observations and feedback and then we're continuing those throughout the rest of the year.
Um but the looking at the national school lunch program is all about like the reimbursement that we would or would not get from the federal government. >> So for example, if a student or family needs a free meal at the high school, they receive that, right? But we receive no dollars for that. We eat that cost. Whereas if we were on the program, we would receive federal dollars to help offset that cost. So that's what we were looking at in that instance. >> I'm I'm just confused by that statement, though. Okay. I think I found helpful to see like at the elementary and middle school level, we actually make money that we can then put back into the food program, whereas at the high school, we're losing money. >> Correct. >> Wash out or >> it can't. So the federal dollars cannot be used to subsidize a nonfederal program.
I want to recognize Angie Brown because she's like my right arm. She's dialed in the whole editing process and she goes online once I I visit, review, revise. I subject those to her and um she gets them edited so that they're ready for you to take a look at. And so that has been very very helpful. She keeps me off the ledge on this. So, um, want to say thank you again, Angie. Um, so we'll start just just, uh, first with the homebound instruction program. You notice that I've basically struck out the new policy. There was a lot of antiquated language in there, things that are no longer required to be done or are done. Um, and we're updating that with an ISBA policy 5350. There really was no new information. Just took out a lot of language just to make it absolutely clear. One thing about homebound instruction that's very important to know and this is and when I tell you these things it's because I've dealt with it over and over and over again.
This this can be part of the minutes. >> This But are you talking about the other the other stuff? >> Um but I but when we do if we're going to put this on um it should be draft. We should label it as a draft. >> Okay. >> Um >> Laura, are you able to do that? >> Do a watermark. Yeah. >> Yeah. Watermark draft. um that way people can view um this proposal and you know and um for the public you know if if there's something in there that you see that we should add change you know please we would um we would like your comments um so that they can be part of our next discussion also >> particularly for Ashlin residents. >> Yes absolutely yes we would we would definitely entertain your comments and your feedback on this proposed draft. So you have a public hearing.
Um, I respectfully oppose SB2906. Um, tourism, marketing, and destination management. They're operationally inseparable functions. You can't take them apart. And in typical government practice, when you structurally separate things, um it often results in operational disconnection. And when marketing and management are not tightly aligned, the burden always ends up um falling locally to be handled. So with that, I just um I just had some s um suggestions in my testimony that if it goes forward that just to there are items you could do to make sure that that doesn't happen. Um but tourism governance really should move towards stronger integration and not structural division. So mahalo for letting me testify. >> Thank you. Uh, next up, Antonia Davis testifying for activities and attractions. Association of Hawaii in support. Scott Turner in support. Tapani Maui Ocean Center in support. Um, late Muffy Hanaman in support. Bill Calva in support.
In 8th grade, um, in seven of our eight schools with eighth grade teachers, teachers were consistently using the adopted resources and within two weeks of the calendar. That's information that we have from learning walks and also from coaches planning closely with them and being the coaches know the coaches know exactly where they are. Um and but we're continuing to provide additional training on freckle or waggle because our usage is also low in eighth grade and we know that it's an area where it's a it's a low prep, low teacher burden to have students working on a platform that is adapted to meet their needs so that the teacher can pull that small group of students and do more concrete experiences with them. Diving further into Sophia's question a little bit more. >> Um, what would it like what would it take to get from the two to the three considering two is taking up most of these visits at both grade levels?
So that's kind of the conundrum. So at the elementary level, we have to look to reinvest those dollars to support our kids in that program, which is what we looked at at the committee in the heating and um the Alto shams, their cooking hold units so that the food could be made more on site um so that it's better quality for the kids instead of being made at roullo, put in a hot box, shipped at 8:00 a.m. to the school, and lunch service ends at 1. So, like that's just something that we're looking at. Um, but again, that money has to be reinvested in that program because that's the purpose of that money to support that. Whereas the high school, since we've elected not to take federal dollars, we can't use federal dollars in that program. One question I had during the meeting was why did we ever go off of it?
But with homebound instruction, we do not allow homebound teachers to go into the individual students home unless it is an extreme extenduating circumstance. And we have had some of those. But we we require that they meet with the parent and the in a public place most most generally at the library either in Waterlue or in in uh Auburn and so that instruction takes place in a public place. The rule of thumb with homebound just for your information is an average of five hours a week onetoone instruction. We don't make any teacher ever do homebound. Once once a principal has a situation where they need homebound, they will put that out to their staff and if they can't find it within their building, then we'll start extending into it to other buildings. for special ed students. Um there is no law per se that [snorts] says it has to be a special ed teacher, but every effort must be made to make sure that if the child does have an IEP that they are instructed by a special education teacher if poss if and when possible, which is getting harder and harder to do.
>> Not a hearing yet, but but if people want to comment and then you can bring that we can you can present those to us at our next meeting. >> Yeah. And and you know apologies for not taking comments right now. We we have um citizen participation at the beginning of each of our meetings. That would be you know the time to chime in on that. So um but not on the regular agenda. And to to your question, Dave, for for the previous material that I added, like some of the videos and stuff like that, that just gives kind of the signs, >> we can put it all in one place >> and would that be available? Is that your question to >> Yeah. And I think it's a good idea both in terms of the open meeting law requirement since we did discuss it, but also I think if the public is looking to get educated on it, those were those were pretty good resources.
And Greg Misaki in opposition. Um, Jim Anachri, do you want to testify on this? Yes. [clears throat] Thank you, Chair Doy. Uh, members, uh, as a member of the prior governing board and a member of the current advisory board, I I support Caroline's testimony. However, I'd like to, uh, bring into focus something that was just mentioned, which has to do with integration with destination management. We know that maybe the Achilles heel that's recognized is cross agency integration. And how do we uh, obtain that or attain that? So the activities of cross agency could theoretically be managed by whatever entity we identify. But the authority for cross agency integration or cooperation is more difficult to envision without uh something like a a leazison at the cabinet level. So while I'm not specifically providing testimony in support of this, I'm registering the comment that this is a active debate when the members of the HDA board discuss governance.