>> Yeah. The the one we sent you recently was the the one you sent me recently is this one. >> Yeah. That's Yeah. And then we had >> It doesn't have all of the information on here. >> Yeah. So we have to fix it. So we're working on that. >> So in June you sent me this and it wasn't all the information. You said you're going to fix it. Then you sent me this in February. Then you say you're going to fix it and then now you're telling us you're going to send us one more. I I I I don't know what to say. And then people wonder why I get so frustrated. And yeah, something's wrong with with the delivery. Um, Superintendent, do you want to come and comment on this? Because this is your people. You know what we're asking for. >> Are you satisfied with what was being what is being sent to us?
So, um, one of the things Susan suggested was that we put it on the, um, agenda for when a member is going to be meeting with, um, or sitting in on their particular committee that they're leaison to. Um, and then that would allow us to have a larger discussion than just I went to their meeting. I I I would recommend actually if we just have a standing item that says like committee lays on reports, not board reports, but just like committee leaison reports and allow that because sometimes even though those those updates might beformational, they may not be very substantive depending on what happens at those meetings but there may be like you know but instead of like trying to make sure that we put specific >> you know put that put specific committee discussion on every time you know on the agenda every single time just why can't we just leave some space on for it as an agenda.
>> Yeah. No, kind of. >> And it's good when those kids come. I got to tell you that it is a highlight for those kids because they are very nervous. And you know, again, they're the big fish in eighth grade, but then as they start to talk about that, you see a lot of the kids kind of like, okay, you know, it's it's and I won't say it gets more serious as you go up, but it does in a sense we try to tell the kids, but they but thank you, you brought that up, too, is thank you um to TSO was giving us the time for our eighth grade teachers all to meet with the ninth grade teachers. And I was just talking to one of our eighth grade teachers um last week about expectations. Uh Kobe Fitzer was talking um with Jen Shusha, our curriculum person who who had spoke to Liz Spencer about expectations and things that they need to make sure what are those areas that you want as they come in as a as a freshman.
So, with that, if the board has any questions, we're open to any questions. there. Did my mic come on? >> Yes. >> Okay. >> Um summary. Um because you know I'm I'm a recipient of of a lot of concerned emails the same as the rest of us. And when I went digging for answers to the concerned emails, correct me if I'm wrong, but what I found was, like you said, the system we are now using, which is the um uh milestone. >> Yes, that's correct. >> Is old. >> Yes. Longer than I've been on the board. Old. >> 12 years. >> Yeah, that's that's getting there. um that replacing it not only does it save us >> um $4.6 million. >> So it' be the savings of 2.6 million over 10 years. So the total cost is 4.6 million for milestone. >> Okay. >> Yes.
Do you know what is being sent to us? Hey, Senator. Um, in talking with Deputy Suki and our facilities development branch, um, I I do know that they've been diligently working with your office to try to get the um, information that you're requesting. Um, I I realize that the um, the data that was sent to you in 2023 um, that's what I believe deputy was asking coordinating with your office to get that information together. Um I I if I'm not mistaken that uh a list was sent to your office. Uh it wasn't what you had asked for. So that's what we're working on trying to get. >> Superintendent, I'm only asking for the form in which you sent us in 2023. Okay. In 2023, as a request by Wham from Senator Dela Cruz, you sent this. This is your work product, not ours. And all I'm asking for is an update of this.
>> Can we do it without >> I I was going to say >> Can we do that? We can't do that. >> Yeah. Because what happens, you know, like I'm going to give an update where I sat in on an upper Charles Trail meeting with a potential >> consultant and I'm going to go to the meeting tomorrow night. And then if people have questions and we tried to go into detail about that, that's not on the agenda. So, I think to to Claudia's point, if I say, "Okay, at our next board meeting, I'd like to give an update on the upper Charles Trail meeting that I went to or conservation or storm water." Right. And I think we need to list the committee that we're updating on on the agenda so that if someone's interested in what's going on with that, they know that we're discussing it.
So we've we've had those conversations. We've been able to meet cross those grade levels which makes a big deal. >> Yeah. >> Dean, do you know what your um data is as far as parents filling out your survey? >> So far I have honestly I have not looked yet. when I last time I looked when I it was that first day I looked when I made that there was a problem with people getting on I think I was at 10 >> I haven't looked since >> okay >> any other questions >> thank you sir thank you >> Dr. P Just a quick shout out to AI who took my photograph of class and made it into a beautiful sketch. >> Use the right way. Yes. Uh so uh in accordance alignment we have the four basic areas of our SIP. Uh so first educational outcomes uh we reviewed benchmark interimm assessment MOI data.
>> So saves us money. >> A lot of money. The next thing that um you know being an employee that worked at a school site for a number of years, I know what happens when an incident occurs and administration and others are going out to try and figure out, okay, what just happened? Who said what? Who hit who first? Um who stole, you know, whatever it is that's missing. And I I know how long it used to take to get information for administration to act on. Sometimes it was the next day and that's not effective um protection for our students in my opinion. Um the next biggest concern of course was the facial re recognition feature that um a lot of people did not act to want to have active and I found out that we can choose to not activate that feature. I was thrilled because of all of the benefits that the program offers us to keep our students and our staff safe.
An update. >> The one the one we recently sent is the not the, you know, >> I want >> I'm not asking for anything new. I'm not making up anything. I want an update of what you provided so we can compare to see what changes has been made, what projects are still working or not there. Just update this. That's all. Simple. Okay. So, just >> how many times do we have to do this? >> So, so just for clarity because really going to want to get it right. You you want it exactly like that cuz the one that your office is working with us and is different from that. But we can we can >> My understanding is we sent you a copy of this. Why would I Why would I ask for anything else? We sent this and I think we wanted a final update because it doesn't say it says estimated project completion shortage and it misses hundreds thousands of dollars.
>> Can't we just list all the committees and then if there's an item, then we can do it. Just so I'm just afraid that like if we don't >> if we don't put something easy that if like let's say and we could get into a scenario where I may have like I may have attended a historical commission meeting last night and then we have a select board meeting tonight but I didn't get a chance to put that specifically on the agenda. So I can't talk about it like in a timely manner. >> Say you went to the meeting and then asked to have if you want to get into a discussion yeah where we have to discuss it would have to get on the next meeting's agenda. So what I was thinking to because I agree with with Makita that it it becomes really hard to you know get to the agenda in time and and everything.
uh we just finished that up in our PLC's. So we are going to celebrate our victories and hope and replicate them for the remain of the years and uh you know areas that need improvement we'll sit with the curriculum coordinator my curriculum specialists and PLC blocks and really just look at that data and make those improvements that we need and give the teachers the supports they need to do that. Our MTSS process definitely strengthened. Uh our progress monitoring meetings have been pretty amazing this year. uh we do it at the tier 1, 2, and three level. Tier one level happens uh during the PLC blocks, and I'll talk a little bit about that. Well, I'll talk about it now. No, I won't. I'll talk about it during PL, a professional learning section. Uh but for tier 2 and tier three, we've been more focused uh on those meetings where we have specifically the classroom teacher, the reading or math interventionist, the MTSS coordinator, and an administrator at those meetings reviewing the progress monitoring at the tier 2 and three levels and really honing in on are we sticking are we staying are we on that aim line and are doing what we need to be doing?
Um, so what are the downsides? I don't see them. That's that's basically, you know, once I got information that was correct and showing us what we did or what you attempted to do for us was upgrade a system that basically it it it is old and it isn't very um you can't recognize what's going on in a lot of instances. This system has another um feature that I thought was extremely valuable, especially on our larger campuses, is if a student goes down uh a health emergency or something like that that there is uh like an alert to the >> monitoring system. Do you mind can I interrupt for a minute? We're going to have an opportunity to have some board discussion time. So, I just want to limit this time to questions if we can. Is that >> Oh, >> could we do you have a specific question or >> lots of them?
But you don't tell us but is it finished? Is it done? So we wanted one more column to say finished or done. But again this is information that you provided. I want to update. I want to see if um Akahi Elementary's roof is finished. It says here construction. It says estimated project completion shortage $43,000. What does that mean? Okay. You have projects on here that we we don't know what the status is. And I want an update. All of these projects, we want an update. That's all we're asking for. I don't know how difficult. This is not rocket science. This is not even PhD level. This is 101. Follow the columns and give us the data. It's like fill in the blanks >> with the additional columns, right? Sum, >> but you should know what is the status. Has these all been done? What happened?
So what I was thinking is maybe we could look at when these different committees meet and put the standing item for that particular committee on the agenda and then if you do do have something that you want to discuss you can. If you don't then you can just go. >> That makes sense to me Claudia. I mean just like because we know when the meetings happen and the cadence you can just take a look at the calendar and yeah because I am fearful that we'd kind of skip a cycle and if we do need to talk about something that might catch >> Yeah because I mean honestly there's no point in our going to these meetings if we're not talking about them. Right. >> True. Why wouldn't you just like do a written report like maybe every quarter and that way you've got like a written record of >> because there's usually as we've found in our last exchanges people are asking questions for clarification.
Do we need to have a little bit more frequency of interventions or do we have to change up the intervention if it's not really working and they're not making the growth they should be making? uh IAB's results are being analyzed during PLC's. We just recently gave one in fourth grade. Uh and I actually had the pleasure of sitting and just listening to the conversations of the fourth grade math teachers who with the IABS the data it's instantaneous. So they had the data they know they gave the IAB they all gave the same one and they really took a look at every question and they saw the questions that the kids did great on the questions that they did not do so great on. And then they're able to open up each kid. How do they do on that question? what happened and it was interesting because a lot of the questions uh you know the kids knew the content it's just the format of the question was tricky all of the following are correct except or all of the following are correct meanwhile and you see it right so from those conversations they're now thinking you know if we do our exit slips and we use the exit slips in the same type of format that they're going to see on the ESPA then they'll familiar with questions so now we know you know show what you know in the format that they want you to show what they know.
But okay. >> I I didn't know there were going to be two components to what we were doing tonight. >> Okay. Thank you, Madam President. >> Did you want to ask a question at this time or do you want to wait a moment? >> Uh, no. the the questions I I had I made in the way the statements in but comparing the costs comparing the um use the viability of using the system those are the issues that I had but yeah if I need to wait for later I'm perfectly happy to wait for later. >> Are there questions? >> Thank you. So, um, John, can you tell us so the the feature that Eileen was talking about, um, the ability to for the system to um, see that there is an issue? It might be a student, it could be a staff member, you know, if somebody falls or passes out or whatnot.
It was shortage. So, where did that shortage money come from? Right? I mean, we want to know cuz some of this, you know, is a million dollars shortage. So, I want to know that. What is that? Fern Elementary. Million dollars. Ohio Elementary multi-purpose building. >> We'll get that update to you, Senator. Thank you. >> Okay. Any other standard report? >> Yeah. Um and I'm I'm not sure what the chair is uh looking at. I would also like to get a report of the CIP projects or funding that's available because when I had originally asked for the CIP projects in my district um that are pending that funds are going to be lapsed, I got a report and then I had a coach bring up uh some improvements on some funding for baseball field out in Anakuli. That was not on the report that I was given.
People want to know more information. I'd rather allow a discussion than just have a a written paragraph. That's almost just that's just like a report out. That's we're trying to kind of foster information exchange and understand. >> In most cases we could just use the minutes from the meetings. Right. I mean >> Right. So I think it's kind of like a different different approach we're talking about if I'm understanding correctly. >> Yeah. Because when I because when we were having a little discourse about that I you know I think it was it was informative piece I think and it would have been more informative to the community to understand you know we were talking about some budget as aspects of the two. So, um, you know, I ultimately I think that would that's an important thing for people to understand or to hear or >> Yeah.
So, really show what you know and really doing some close reading uh in those questions. For professional learning, uh like Marcus said, we've dedicated Wednesday meeting time in PLC days. They're used for the teacher growth and support plans. Uh back to the tier one progress monitoring. The instructional improvement cycles uh have been amazing and that's huge kudos to both Jim and Julie. They're my humanities and STEM curriculum specialists and they've really drilled down the data that the instructional or the uh benchmark and interimm assessment data with classroom teachers and they helped organize the small groups and not just helping small groups based on the skills that the student needs. but then going the step further and saying here's what that small group intervention should look like and here's the progress monitoring and really taking four to six of those PLC's and reviewing that data and again back to the aimlines at the tier one because if you had them in tier one and do the effective tier one instruction you keep them out of tier two and three uh we also have our bilingual and T-OLE teacher attend grade level PLC so they're sharing instructional strategies for ML L students and shout out to Nikki who she's also going to come and share some strategies for our classroom teachers in our building so she's been a wonderful addition.
Um, is that a fe that feature is separate from the facial recognition feature? >> That is. Yes, that's correct. >> Okay, thank you. >> Sure. >> And just to just to address, so facial recognition for us is very different. So we're not identifying first and last name. This is simply facial analytics on a person's face matching up characteristics of a person. It's never going to identify me as Mike Shamry if I walk onto campus, if that makes sense. So it's not like an airport where it's true facial recognition going into a database. this is your recognition of similar facial features. But to address that, yes, this like slip and fall that has nothing to do with the face analytics. That's just purely a person. And then to address Eileen, the the features are actually Sorry, John, but they're they're default off. You have to actually turn everything on.