So it's a can public school that has a number meaning that a high school may be I don't know if high school if it's 092 this school would be 118 right that it's a Canton public school just happens to be another campus so 10 is maximum capacity given the space that we have yes and I I'll talk a little bit more okay about that what grade level is this grade I love that you asked that Uh so we are starting we can the uniqueness of this program is that we have a large open area and then on one side we have four small individual like very small classroom session sections which could provide one-on-one ABA DTI support um with a behavior tap or the special ed teacher. And then when you go kind of around the corner, there's a full kitchen and washer and dryer hook up.
So some of them really legitimately are newcomers within their first couple of years of being in our school system in the United States and some are not. And so that's that was one piece of information that we've had to work through. And so in the interim of that, we did land on providing summer school for for multilingual learners specifically to pre-emer students at the pre-emergent emergent level with two or fewer years of English language instruction. So what we did as soon as we received the newella data is we identified at each grade level who which students are at the pre-emergent emergent level. Then from there, which students had the lowest subtest score for reading? And from there, which students have been in have been receiving English language services for two or fewer years. So those are the students that were invited to our summer school.
And then you keep walking down the hall and there's another section that's going to be reserved for high school age and even transition age for our students who maybe need require more support than what we can provide through our um collaborative with Bear with our typical transition program for 18 to 22. um this will be like another continuum of supports because some students need a little bit more um and now we are going to have the ability to do both. So it goes from grade two to 22. How how does a child arrive parent or we providing we provide transport transportation to and from to and from. So transportation is considered a related service in special education. So if you require specialized transportation to access your education, the district is mandated to provide it. And how building brand is it named the bridge or so it's it's can public schools and then um so not yet.
So that is currently happening right now. Correct. Would it start on Monday? Monday. Sorry. Yes. We are currently still recruiting. We still have a few spots open. Um and so our lead facilitator and um Azela clerk we are working frantically. They've made hundreds of phone calls in the past couple of days. And roughly what's the capacity of those students? How many students are we planning to have in that summer school? Um so six classes, okay, of about 15 kids each. Okay. And so our summer school this year is one summer school program for the whole district. So, it is much smaller than we've been able to provide in the past, which is a summer school program for each school. And how will the district know if that intervention for the summer actually produces outcomes for the next year? Excellent question. So, at this point, we are planning on using the language power unit assessments.
What's the plan? What's the plan? Yep. Of working with Scott to design what we want the actual sign to look like. Yes. And so these kids would have been outplaced otherwise. Absolutely. That's your next slide. Sorry. You're my go. Okay. So, as Dr. Gman said, this program has been thoughtfully planned for. I've been working on this pretty much all year. So, we spent a lot of time vetting uh through our attorney and through our insurance company because we wanted to make sure that we were in compliance with the laws and that we were being um thoughtful and safe so that so that we have sustainability um within the program. So on our end uh the operational uh needs that we have to run this program things that are in our budget or budgeted for or will be paid for via revenue from this program are rebehavior technicians.
So since that is the primary curriculum resource there will be we aren't doing a pre-post test of the program because there are like 11 units of the program but they're doing a pre and post test for each unit. Okay. So we'll and depending on the grade level they'll complete two or three units. Thank you. So, another support that we have in place is that we do have that program specifically for students at the pre-emergent emergent levels. Um, and we've talked about our master course schedules being designed with the intent to really allow for that to our model as much as we can. Um, we also would like to be able to explore SEI stand staffing allocations by site as a practice. I know that involves finances and a lot of other things but that is something that we expressed. Um and then we also so with the increased capacity of a team of five specifically for language acquisition um at the curriculum department level we'll be able to better explore that feasibility.
So those are assigned to our students um that are currently um receiving support at the clinic. a full-time special education teacher and um a part-time social worker because we really want to take a trauma-informed lens. We have we have some of that trauma informed support with our BCBAS and our BTS, but we want to make sure that we have that we're looking at the whole child and that we're being holistic around that. Um so those will be the the 226 is the total cost operationally that it will cost us to run the program and taken into account based on this there are some students that are returning back to district who will be attending that program instead of the other out of district placement along with um the the two known seats that I have for sure. Um, so with that, we're anticipating a savings in year one at about 55,000.
um one of the the the pieces that I was looking at um last night. So when I got that 20% number of I'm so sorry I need to correct what I said when I said 20% of students that was not of all of our language learners. It was 20% of our language learners at the pre-emergent emergent level are receiving special education services. when you look so not of all of our language learners I I have that written here but I'm glad I'm coming back to this so of our students at the pre-emergent emergent level 20% are receiving special education services I will tell you that the majority of our students who are receiving special education services fall within that two or more years I mean it's still like half the number of students that it would have been if it's 20% of the Yes. And so when we look at so then just our pre-emergent just our students who are at the pre-emergent emergent level based on this last spring assessment 43% of those students just completed their first year of SEI services.
It it could be higher than that. Um, it just Well, I'm being conservative because it's year one, so not dim, but those are the direct costs. What are what are the indirect costs and are any allocation costs? Like for example, is a piece of your salary then assigned to the bridge, anything like that? No. No. So I've been really creative about restructuring and reallocating with the resources we have to try and keep our costs just here to our key operational needs. So for example um nursing right we there is not a nurse that's required at this program. However, we have um our nurse supervisor who will be providing med certification training to all the staff um seizure training um those basic supports to make sure that the program has what they need. And then if the student were to require nursing, our related services costs like OTP, even nursing, those all get contracted in um as part of the tuition to attend that program.
Oh wow. And so um then when we look at so that just like speaks to they're not all newcomers, right? So we are lot of exploration talks and we'll the next the new team will be ready to to move forward with that work. Perfect. All right. On a positive note, what can we learn from schools where students have already exceeded growth expectations such as those moving multiple AELA levels and how are we capturing and replicating those promising practices districtwide? So now that we have the results, we really can dive in and analyze that data. Again, we just received them. We haven't had the ability to dive in deeply yet, but we are really excited to be able to do that and also use that data combined with our learning walk data and other coaching observation pieces of data and being able to move forward with those teachers as leaders on their campuses supported with the instructional coaches.
So there would not be an additional related services cost to run this. And then in terms of administrative oversight, I will be actively involved obviously because we're getting this program up and off the ground. Um but our out of district coordinator is I've restructured her responsibilities. So she will be on site at the program a few days a week um to be there as well. And then Scott Roderick is is also acting as as a lead in that. And I and I know the state is providing a small incentive for these types of programs. Has that been factored in the amount for that? The House bill is still in the Senate right now. I think it was approved by the House is now on the Senate floor. Correct. It might have been approved. You know, I can't follow exactly. Maybe it pass the h pass the house.
And that's part of the work for coming up. So we're going to learn educing walk data and look at how did the kids grow in those classrooms that the the teachers that got the training. And I'm I'm interested to seeing that kind of data because there could be some probably under other other trends in there that we haven't seen. So I am I'm excited for that. I think that's the last question. That is the last question unless you have more for us. I just wanted to say thanks for that last helpful acronym slide. I think that's super helpful for people if they're reviewing this online. Yes, that is courtesy of Tyson Myers. Put that in for us. Yay, Tyson. Thank you. And then um we will be updating this presentation now that the meeting has happened with the with the updated one. Yes. Okay. After I give you the corrected, right, we can't do it.
I think it may be in the Senate. uh and all that. When you hear about bonus money, it's for 2627, I believe. And this would certainly qualify for what money may be available. I think it was $40 million and 60 million. That's not that much because there's other districts that are developing programs, too. So if you take 169 districts that are looking to develop programs like this, I'm not saying all 169, but I think you would understand the math. 40 or 60 million doesn't go that far, but it's money that we will certainly apply for in a competitive grant process. Yes. kind of the question on the on the operational needs and where is the um like the rent and the the facility costs. So the rent and the facility costs are it's part of the agreement that we have with Quantum. So Quantum has leased the space.
We can't attach it to the meeting, but in our postings to our repository, it'll be the updated version. All right. Cool. Thank you, board members. Do we have any other questions? Any comments? All right. It doesn't look like it. I really really appreciate all the information and I'm glad that some of these questions, even though we just got it, there's I still see a synergy. Questions are being asked, but it's already like you guys are working on it. So, I I love how aligned the board and the admin team has been on this journey. So, I appreciate that. Thank you. I echo that. It's great to be like, "Yes, we were thinking that too. Let's share." And with that hearing no more questions or comments, I want to proudly um move that the governing board approves goal three progress monitoring report 4. Second. All those in favor?
Okay, it's their space. We're partnering with them. As part of the partnership, Quantum receives their revenue from their behavioral consulting and their BT costs. So that's contracted and factored in and then we receive the the per pupil cost for the tuition per student. So we split that and that's how the the rent is paid. Okay. So in regards to the revenue that we would be receiving that would help offset that cost. Is that what you're saying? We don't have to the rent is figured in to the so the tuition revenue that's received that that quantum is eligible for is what's covered. So right let's say we get two. So if we have five students right now hypothetically and Barbara picks up two, one from New Harford and one from Avon, we will send as schools do to us. We will send a bill to them and that's revenue for the Kim public schools that Barbara and Hannah will have to out once a month of where we and that's revenue to the board of that not to the town.
I I Any hearing? None. A motion passes. And thank you so much. I I I literally want to applaud that and we should all applaud because that's a great great turnout that we had and meeting one of our goals. That's that's great. Thank you guys. All right. And that brings us to our next report which is goal four progress monitoring report number four. And Sarah Beth George and I are here for this goal for literacy. But next yes a new one for language. All right. So this is goal number four, report for and this goal is increase reading proficiency for all third graders. Um the percent of third grade student that score proficient on the state assessment English language arts will increase from 18% in August 2023 to 41% by August 2028. Um now this one you can already see with the data we have a lot of reflection and obviously a lot of work ahead of us.
Well Anna, how does that all work? You can bring in revenue. Oh, I thought we could have received revenue will offset the expenses. So, you know, bookkeeping is wherever it's acknowledged, the revenue will offset the expenses. So, right, the net um will be favorable to the board of ed. I Okay. So, but when we receive the actual revenue that goes to the board of ed, not to the town of Canton, to the board of ed's books. Correct. Okay. Okay. Great. That's it. Very exciting. It is very exciting. It is. So I have a mundane question. I mean so Quantum then would take care of like any maintenance costs like a maintenance person coming in part. Want to show us? Yeah. So this place is if you want one day we'll take it. It's a little small. Are there windows that kids can see out of or not?
Um but it gave us an opportunity to reflect on um what we need to do moving forward. Um so the percent of third grade students that scored proficient on this the AASA English language arts will increase from 17% to 22% in August of 2025. And this is the same thing. This is our preliminary results that we have. Um and our goal was 22 and we have 12%. Um, and then we the interim measures were the percent of third grade students that score proficient on DNA English language arts benchmark assessment will increase from 3% to 10%. And the current measure 4.2 the percent of third grade students that pass the fastbridge a reading screener will increase from 8% May 2024 to 20% by May 2025. And then the third interim measure is the percent of kindergarten students that score at or above the benchmark on the FastBridge literacy screener will increase from 11% of August 2024 to 18%.
Great. Yeah. Thank you so much. Wonderful job. Great year. Thank you. You know, between Thrive now and the bridge, I can't wait to see what you do next year. You never know. Thank you. Okay. Um, on the standing reports, we don't have a finance report, which we didn't meet. We don't have a policy report that they didn't meet. He may have a written report which I think Eric will will tee up Mr. Bishop. Yeah. Um I wasn't sure how much you wanted to say us to say now or in the recommended actions.
And then um just to be clear, I know it's a preliminary number, but it's highly unlikely that even after the final ones come in, we're not going to be going up 10%. No. Just making sure that everybody's Yeah. Yeah. Um, we did want to add this slide just to show because we are going to be coming up with interim measures for this goal on Thursday and we want to make sure that it's predictive. And so we wanted to look at what did DNA predict before and then what did we actually get on the state assessment. So as you can see like in 23 predicted that we would get 13% and we got 18% because we always know that the DNA we score lower than we do on the state assessment. Then 2024 was 12% and was 17%. So when we predicted that we would be at 22, we were basing it off these um these previous test scores.