So, that's why they're in red font. So, student achievement and timely graduation is a large part of this plan. And that that makes some sense, right? Especially since our rating, and you heard Jill talk about our rating being commendable. So, schools receive a summitive rating each year right around Halloween. 50% of that rating is based on graduation rates for high schools. And so it makes sense that that's a huge component in the plan. And we have to answer a series of questions that get to some of the bulleted points here. For example, you know, our coursework. What kind of courses do we offer? Do we offer different opportunities for students like AP and dual credit? And actually, this is not completely accurate. As of 12:50 PM today, we now have 18 dual credit courses because we just had one approved today. Um, but I will update that before the board meeting.
Um, but dual credit, transition English and math, we have had transition math in our district for several years. And what that means is that students take a math class with us, fourthyear math class, and based on success in that class and our alliance would work with COOD as well as portability throughout the state, they metriculate into college bearing courses if they go on to COOD or another um community college in the state. TCD, EL supports, these are all parts of that timely graduation and student achievement. Another part of that section talks about how do we assess students? How do we determine if students are meeting the state's academic standards? What multiple measures do we use to identify at risk students, students who need additional support? And there are a plethora of different tests that we use internally, but some of the the big ones now are the ACT suite.
So now we give preac. This was the first year obviously preac for ninth and tth graders, ACT for our juniors. We also use MAP, STAR, and I Ready scores that we receive either internally or for our sender districts. So, we can look at data um as students metriculate to north or south. Our EL students all take the access test. Matter of fact, in order to graduate or to exit out of EL services, you have to have a requisite score on the access test. And then in our reading classes, we also use various tests. We also look at grades, teacher input, and all kinds of factors as to how we're going to assess whether or not students are at risk and are in need of some sort of support. The plan also asks us to look at different interventions that are either pro programmatic or individualized to certain groups of students.
And I did add just a few this time. Um, for the first year, and Ryan left, I believe, but a shout out to Ryan who oversees our summer school program. For the first year, we will be actually offering EL English courses for our students. And that is huge. And it's used for a couple of reasons. one, we see more and more students coming to us later in the school year. So, for example, a student comes in March, a student who who already is in an English language learner already has a lot to learn in terms of language proficiency, English proficiency, and to make up an entire year of English when they just come to us in March is next to impossible. And so we see oftentimes because as we look at this data, we deagregate it by different groups of students. For example, EL students, economically disadvantaged students, we look at it by race, gender, ethnicity, all kinds of different ways that we look at the data.
A lot of times when our EL students are not graduating on time, it's because they cannot get their four credits of English in. And so for the first time this summer and we have seen enrollment significant enrollment um because we were a little unsure of how many students we would actually see enrolling in the courses. We'll be offering e um summer school classes. We also have looked at some other alternative learning programs and those are very individualized for students. One other thing that I added to the list and a lot of these have been on here for years as I said was teacher office hours. We never included that in the plan even though we've had teacher office hours for years. So that's an example of something that's new in the plan and how we're meeting student needs but not necessarily new to the district.
Another section of the plan is about professional development. And you heard a lot about professional development tonight in terms of uh personalized professional learning. We also several years ago started rolling out EEL professional learning for all teachers and that's been a huge focus for us. Um but in more recent years we've seen more with restorative practices. So we had for example groups of um staff members going out to different conferences this year working on how to build restorative practices into um into our instruction and into the way and work we work with student behavior. In terms of IDEIDA, this is an area of the consolidated plan that Scott works primarily on. Um, but we need to talk about how we support students who have an IEP or students with a disability. And we do that in a variety of different ways. Youth and care is an area of the plan that has kind of morphed over time.
Used to be called our foster care transportation plan and then it became a youth and care stability plan. and it still involves transportation, but it really is about making sure that school districts are meeting the needs of students who are uh considered youth and care or foster students. And we do that in a variety of different ways, including transportation, but oftentimes it is very dependent on that individualized student and what that individualized students need might be. Another section is about safe learning environment. And you also heard a little bit, I believe it was Ryan who mentioned our bystander training. We do a lot with anti-bullying and harassment programs um to ensure not just that our students feel safe, but that the environment is conducive to learning. We also have our PBIS programs positively north and must stay away. College and career readiness is another key area and certainly you heard a little bit about our four-year plan that is part of it.
While not necessarily listed on the sheet, another thing to point out that you heard about earlier in the fall and we had various presentations on our movement from Navian to school links where students are able to see a lot more and do a lot more in the program to better prepare them um for college and careers. And then post-secary four-year planning is a specific part of the plan. This is an area I think that we have done uh incredibly well and continue to improve on as we move towards ensuring that we're not just preparing students for college but for whatever comes next for them whether that is could be community college whether that could be military whether that could be the world of work. Um and we're doing that in a variety of different ways. Couple things that um also in this area that come out is we've seen increases in our number of students earning like the seal of bi literacy which can allow students who demonstrate proficiency both in English and a foreign language the opportunity to earn credit if they go to an Illinois um college or university.
Another part of the pro the plan, excuse me, is title one programming. And a lot of the programs that we support with title one, and remember I said only South is a title one school. Um, a lot of those programs we have supported for years. For example, we have a reading program which is a very intensive structured reading program called Read 180 for our lowest level readers. That is a program we've had in place for probably 15 years or so. So, a lot of the programs are longstanding. But one thing I'm really excited about for next year, and this is all dependent on federal funding and the amount of federal funding we receive, which we have not gotten notice of yet. Trust me, I check every day and checked a couple hours before this meeting. Um but uh we are hoping to hire another math specialist, but this time have that math specialist specifically working with science classes as well.
Those classes that are more in science obviously, but more math intensive. Um we currently have two math specialists, one that for the most part is full-time with us in the fall was part-time math specialist, part-time AVID tutor, and part-time working um outside of district 99. this semester is working in AVID as a tutor and also as a math specialist. But we are hoping to bring on assuming that funding is similar to it to where it is today, where it was this year, hoping to bring on a third. Um the other one that we have working is very part-time in that area. And then the bilingual service plan, because remember I said this relates also to our two EL grants, our LIE language instruction education program grant and our title three immigrant education grant. um is the bilingual service plan and that is where we are ensuring that we are meeting all the state requirements in terms of meeting the needs of our e our English language learners as well as our bilingual students.
We have a bilingual program in district 99 for our Spanishspeaking students. So students when whenever a school has more than 20 20 or more students of the same language, we are required by Illinois law to have a bilingual program where those students can take they can take Yale classes, sure, but they also have the opportunity to take bilingual classes where part of the instruction is in the language. So part in this case in Spanish. Um so that bilingual service plan includes professional development. We have to ensure that we are providing PD not only to EL teachers but to all teachers which we do through a variety of different ways and that we're incorporating different aspects of the program like our bilingual parent advisory which is required to meet four times a year we far exceed that and our BPAC has done quite well this year in terms of meeting the needs of um our families.
So those are the very believe it or not very high level key points summarizing points of the consolidated district plan which we will bring back to the board at the meeting later this month for approval and then submit to the staff approved. Will we know the funding by the time we vote or that is a great question. Um so in meetings I had a few weeks ago with um basically the state they were at that point two to four weeks behind getting any notification from the federal government and that was a couple of weeks ago. So now we're probably looking at what four to six weeks at least behind from the when the state receives the allocation is when they determine how it's going to be dispersed to the districts. That is about a two week span. So once they get notice from the feds, give or take two weeks before we get notice in the individual districts.
So it's it's hard. It it is challenging in some ways to write this plan this year not knowing it because typically at this point we would have a pretty good sense. Our first the first notice we get by the way is always an estimate and it's typically lower than what we actually end up with. Not by it's not a huge difference. Um but we do not even have an estimate at this point. So we vote and if you don't get enough then you come back and we decide what we prioritize or it depends or we find other Yeah. We have to turn in we have to turn in the consolidation plan before we can even spend any grant money even if it's awarded even when I submit the grants and even if they're approved. So, we have to move forward with with the consolidated district plan.
As uh Jiren knows and Hank knows, I've got about four different ideas. You know, like a plan A is we get the grants like we do right now and we do this and plan B as well. If we have to sacrifice something, we might sacrifice this or that or find a different funding source for it. Um we have a little bit of flexibility in terms of like Title 4 and how we use some of that. So we might be able to co-und. We call it braiding or blending when you take different grants to fund things. So we've been talking about different ways, but some of these things in my opinion we will have to locally fund. We have students for example registered next year for read 180. That is a program that is funded not just through title one but is also locally funded. We fund parts of it through local dollars.
If we do not receive title one funding or do not receive a significant amount, unfortunately I will be knocking on Jury's door begging to figure out how we're going to fund the remainder of that. So I know that's not a great answer, but at this point that's where we stand. I'm hopeful. I'm anticipating that we will get the same or a very similar amount as we have in past years, but at this time I do not know. What is what does title one funding represent as a total percentage of our revenues roughly? I don't All federal funds 2%. All federal. All federal. And is title one 50% of that? Oh. 400,000. 400,000. Okay. Probably the largest of those grants, I believe, would be Scots IDA. And IDA is a subset of Title One or No, it's it's separate education. And how much is that a percentage of our total budget jury?
IDA. Oh, IDA would probably be about 1%. 1%. So half of all federal fun. So like $10 million is what you're telling me, maybe more. We get about 2 2% of all of our funding is from federal 6% is roughly state and the rest is the new property taxes and then some local money. So but of the 2% 1%'s roughly IDA. Yeah, about half a little over federal funding is it's a little over. Oh, yeah. You're right. You're you're right. I don't I don't know why I said 10 million. Sorry. Sorry. It's late. It is. Some of these You've sat through two board meetings so far. Some of these grants are really small amounts like Title 4, my favorite grant. I mean, I think this year we had maybe 36,000 38,000 um title three IEP grant, immigrant ad, I shouldn't say IP because that gets confusing.
Um I think we're at about 10,700 maybe 30,000 for LIP. So they're they're not huge grants in light of the entire budget, but they are targeted for certain populations. In the meetings that I was in in Springfield last week, um these funds have already been allocated federally. They just haven't been dispersed. The belief, you know, and this is just reading tea leaves, right? Is because the funds have already been allocated and planned for distribution that they're coming this year. There's greater concerns about next year. So, we'll see. We'll see on both fronts, but that's that's where the greater concern is is a year from now and not so so much now. Okay. I just want to really quickly say that I think it's super great that you're hiring another math specialist. I think sometimes they can be a little bit undervalued how much they help, but it's super beneficial.
The one at South is super awesome and sometimes they can actually teach the math better than the actual teacher. So, it's just great. Thank you for sharing that. Math specialist. That is something near and dear to my heart. So, I really appreciate you saying that. Can I just ask something real quick? As a newbie, um I've heard the acronym AVID twice tonight. What is AVID? AVID is a college readiness program or students who fall kind of in that middle band of test scores that um are willing to put in the work, that are determined um to really take the highest level courses. So when you're in the AVID program and we have it for all four years. So we have freshman class, sophomore, junior and senior at both campuses. Um the expectation is that those students are going to take accelerated classes. These are students who maybe without AVID might not take those accelerated classes, but there's support built into the program for that.
And so for example, I mentioned like our math specialist is also an AVID tutor. Tutorials are done two days a week. They are studentled tutorials and they really are um in my opinion the heart of the program. So it's really about students taking ownership for their learning, accelerating their learning and being prepared for to go on to a four-year college experience. That's great. Any other questions, comments? This will come back next month uh as a report in advance of the board taking action on it. So, if there's anything else as you dig into the report, you have other things that you'd like Gina to comment on at the next point, uh feel free to reach out to me and Gina and I will make sure that that shows up uh before you are asked to take action uh in two weeks. Thank you. Thanks, Jenna.
Okay. Thank you. Thank you, J. Uh, all right. Uh, the next one is great news and, uh, relatively quick. Um, so, energy conservation update. Uh, Travis is at a conference and is unable to be here to present this to you, so I get the joy of doing it. And this is some great news. Uh, uh, energy conservation has been a long-term goal of this board for as long as I have been here. Uh Travis has really dug into this and you can see the list of projects that he's looking at here for the next school year. Total costs of the these projects about $1.4 million in costs. Uh some really cool stuff on there including getting electric vehicles and driver's ed. Though anybody who's driven an electric vehicle knows that it's a little different than uh a regular combustion engine to drive. So we want our students to have both experiences.