Um, this one decrease in the student services is not that there is a reduction there. It's where we're applying the grant funds for rural aid and rural reap. Um, so no position is being removed and no staffing has changed. It's just that um the grant fund is in that line. Um, >> Shannon, do you mind just giving explanations for any acronym you're using for folks? >> Oh, just REAp as I I think is the only one you said there. >> Yep. So, it's rural REAp. And, you know, I don't remember what it is off the top of my head. I'm just so used to calling it that. Um, >> it's it's funding for rural schools. Maybe that's all that's relevant. I just wanted for folks to be able to follow along. Thank you. >> Yeah. Um, so rural and there's rural school aid. So there's two different ones and it is for rural 8 as you can imagine in in the title.
Um, and I think that road is Thomas Street. Um, as well as everything down How and even further down into Hopkin where how turns into Wilson Street um would lose power. So if there's a tree related incident um on house street close to if I think more than half of the circuit loses power it's it is over half of the circuit that loses power because that northern section that's very straight along the town line that's all right away there are no uh residents getting power on that section so it would it any anything that happens on house street it can be very significant um even though house street itself especially the southern portion is not particularly densely populated Uh so some facts and figures since May of 2024 81% of outages on this circuit have been tree related. That's four out of five. Uh there have been 52 total outages.
So there are four categories. One is overall performance. So having the highest level of performance um in the accountability index. Another is your growth for all students. Another is your growth for high need students. And then also overall improvement. So if your um if your overall accountability index increased from one year to the next and you were in the top 10% of that happening, you would be identified as a as an overall improver. So you can see King Street Primary was um great improvement in high performance. So they had two areas of distinction which is fantastic. Great Plain was identified for their high growth of all students in math and South Street was identified for their high growth in um for their high need students in math. And then AIS had several areas including high performance and high growth for all students in ELA, high growth for high need students in ELA and math.
Next slide. Rosetta Hicks will work with the ASB supervising teachers across the state to provide outreach services to students who are deaf, part of hearing or deaf blind. Next slide. Uh the DHH cooperatives will focus on access to the curriculum, support for literacy and language development. Again, cooperative sites are built on partnerships with districts and ASB um where students get access to both sets of resources as well as having social emotional benefits since students will gain access to other students who are who are deaf and heart of hearing as um it also allows us to conserve our resources and give districts opportunities to provide faith to their students in areas of the state where there are limited resources. Next slide. Examples of STI that ASDB will provide at at these site locations are listed and include support to reading and writing instruction, language supports for concept development and um content vocabulary as well as DHH um expanded core curriculum which includes transition services.
So parents, the community, family have the right to be involved in helping us decide how that money is spent. So currently we do have um part of our liaison's uh salary is paid out of that. We also pay for our surveys that go out to parents through some of that money. But this year we are now giving schools money so that they can um better support their family engagement as well and once again it also goes back to our surveys. We would love for more parents to do those surveys so we have some more input on what they want for us to be able to reach and get them more involved in our schools. So we also need to create a family engagement policy. So in up until this year we have done that and every year about this time the the board approves um our family engagement it's called a policy but it's not an official like board um board policy.
There are several delivery models that are allowable under statute, but Morirana is only requesting approval for delivery models that are tested and rigorous enough to ensure appropriate learning. These models includes direct instruction, independent learning, and mastery based instruction. As was promised at the last governing board session, included in the governing board packet are a slide deck presenting and articulating how this instructional time model will mitigate the financial losses while allowing students to grow with us, an 80 application question and mock um responses from the district as well as a draft student contract.
Consultation with physicians from Riley's Hospital for Children specializing in youth mental health. Partnerships with local providers such as Centerstone and Firefly to host parent information sessions on online safety, mental health, and suicide prevention. Expanded reporting options. In 2025, we expanded anonymous reporting by implementing the nationally recognized Say Something system. This platform allows students, parents, and community members to report concerns about bullying, self-harm, school safety, or student well-being. It also provides a way to report concerns regarding school staff if needed. Community collaboration. In 2025, a student well-being committee, including school staff, mental health providers, law enforcement, Department of Child Services representatives, Purdue Extension, Jennings County Health Department, and other community family resource organizations was formed. This group meets to analyze community needs and develop action plans to strengthen support for children and families. Family communication. Throughout 2025, we shared mental health resources, student suicide prevention information, and bullying prevention resources with our families through Parent Square and information posted on our website.
>> Come on, Carter. Just keep grabbing. >> The full boost. The full boost. >> There's one on the opposite side going. >> That's what he That's what he's going for. That boost. >> He was playing right there for defense, though. You can see him laughing cuz he's sitting there and he's like, "It's not spawning, guys. It's not spawning." >> Ooh, Barala with a very clean stop. And Jordan with a very good block. Oh, >> back in. >> Okay. >> Well, good job to them for a >> 59 mph goal. >> That's still so slow. >> I'm waiting for someone to hit like >> I'm waiting for >> jaw-dropping like ground pinch or like >> and it reaches like 234. >> Yeah. I want to see like a full team ground pinch. >> Yes. >> Like where they all >> the power of friendship. That's what we need.
Um actually Pelum is the only elementary district out of the three districts that we manage that receives rural reap. Um so down here at the bottom we have our expense accounts and again FY26 is here 27 and then the difference. Um so we have an increase for our regular education. Um and that is for the expenses non salary lines. Um and that's due to the curriculum uh for training and materials for the I Ready literacy program and the I Ready math program. um in special education. Um there was an expense that we had bud or we had budgeted funds here um in FY26 for um some student needs that student that has moved uh has actually choiced out of the district. So I'm moving those funds to other programs um to support the needs of that student that will ultimately have to pay as a choice assessment to another school.
Uh of those 42 have been tree related. So a very significant portion of the outages that Ashen residents have experienced have been tree related. And of those 22 uh which is over half uh occurred on House Street itself. Um so you know house uh house street isn't necessarily the most densely populated street in Ashland but um there are outages occurring on house street that are affecting a significant uh number of people. Uh on the right I have circled in purple all of the uh property parcels in Ashland that would be impacted by an outage. I didn't count every single one, but I think it's well over a hundred. Um, and this is just for the Ashlin portion. This is not counting um the residents in Hopkin uh for example. Um, and circled in yellow um which was alluded to earlier is the uh Ashlin's water treatment facility.
So that was a fantastic um even improvement from the year before and which puts them in a category one uh because their overall accountability index is is in the high performance category as King Street Primary is as well. So, um, just real quick, um, as we're kind of looking at these schools, um, and our schools of distinction, we for if we're considering the alliance districts overall in the state of Connecticut, you see here the number of schools that they have for school of distinction. So overall for Danberry, we had four and the only um district who received more schools of distinction than we did were was Meridan. Okay, these are the um accountability index indicators that we're measured on, right? So, we have academic achievement. Now, when we consider that all these indicators have different weights, so they're not all considered the same within our overall performance.
Next slide. These are the these are all the ASDB services students will be able to access at a cooperative site. These do not include again the services that students will be able to access from the district. And those services include teachers of the deaf and heart of hearing, educational interpreters, educational aiologist, hearing assisted technology and consultation and training services. Last slide. As we forge ahead, I would like to thank you for giving me the opportunity to present and allowing me to share the partnerships that we are building across the state to ensure ASDB can provide supports and be uh a resource to local schools and students in Arizona.
So this is our current policy that we have. Um, it talks about how we want to get parents involved, what they're what we want them to do, what our right, what we as a school will do for the students and what we expect from the students as far as contributing to their own education. Um, starting next year, every school is required to have their own parent engagement policy. So, they'll be working on that. All the principles are working on that. Um, and all of those policies, the school policy and the district policy have to be approved by our governing board. So that will be coming through sometime before the start of the next year. So today what we're doing is we're asking for input, but I have I have on your on your surveys. I don't know if you're allowed to do it, but what if um you did like everybody that if they turn it in, they can have a popsicle party, you know, and because a lot of time maybe the kids will bug their parents so much that they'll do the survey and then because they really want that popsicle party and then you'll get all the surveys that you need.
At this point, I'd be happy to uh hear from you or answer any questions. Um, in accordance with ARS 15901.08, this is one of our two hearings. Does anybody have any questions for Mr. Bogart?
Student support programs. Centerstone youth programming opportunities for families interested in additional support. We reviewed and expanded classroom bullying prevention resources used by our school counselors and curriculum team. We use Second Step curriculum. And district-wide kindness campaigns in 2025-2026 school year led by student leadership groups to promote a positive school culture. While this list highlights many efforts already underway, we acknowledge the need for ongoing education and remain committed to progress. Planned initiatives for 2026 and beyond. Partner with families and community members to form a community advisory committee focused on student mental health, suicide prevention, and bullying prevention. An outside facilitator will help guide the work to ensure transparency and meaningful progress. Creation of a student advisory group for grades 5 through 12 to provide student voice and feedback on well-being initiatives. Additional parent information sessions focused on bullying prevention, suicide prevention, mental health supports, and social media safety.
>> Yes, we do. We need >> We need that full team like synergy again where they went pass pass score. >> That was insane to have witnessed. >> Okay. >> Ooh, that was >> You could tell Jordan's regretting it. >> Jordan's like, "Oh, Ariel fight might not have been the way to go. He should have just stayed on the ground." I would have pulled back a little bit and then ran up on the wall to jump in front of the >> You can tell Jordan's regretting it though. >> He's He's realizing what should have been done. >> Yeah, >> it's fine. We can make up this point. Trust >> we actually almost just made it up. >> Look at that. Carter coming with a clean >> Jordan. Jordan making up for missing the aerial fight by setting Carter up with a perfect pretty much open net.
Um so other programs is for school choice assessment and um our charter school tuition that we have to pay. Um so there's an increase to the um choicing out and there's an increase for the charter tuition, but I'll talk a little bit about the charter tuition um when we get to another slide. Um, we did go through all of the account lines and we've made some reductions in some print materials and an increase for our copier contract and but we've also reduced some supplies and travel within the central office line. In IT, I worked in conjunction with our director of IT to determine what he has um, plans for the needs or anticipates um, IT related things for Pelum Elementary School. and we were able to decrease that by 7,000 for this year or for FY27. Um, our utilities has increased and that's just uh natural inflation and aligning more with what the actual costs that we're seeing now in FY26.
Uh so, you know, we're not just talking about people losing power. We're not just talking about trees and live wires in the road like this. this would impact potentially um critical infrastructure for the town. Uh this slide's basically unchanged since the last time. Just summarizing um my tree list, 46 trees, varying size classes. About 13 of them are dead or virtually dead due to invasive pests. And I broke it down into hazard ratings. Again, unchanged. Three. Uh the hazard rating of three is what I would consider uh the most potentially hazardous two in the middle and then one um is on the lower end of the spectrum. Now I think where we left things off last time I think the big elephant in the room was the question of replanting. So I wanted to get into that a bit today. Um, I would prefer a more open-ended commitment just uh following um a future tree warden DPW recommendation.
So, depending on the district um and then the school level, grade levels that they serve may have different weights for their overall school. But considering this, these are the areas that they um that they have uh measurements for. So, academic achievement, and we're going to get a little bit deeper into that, how we're seeing academic growth, uh our participation rates, chronic absenteeism, which we're proud to say has been a great area of improvement for us, and then how we're doing with our post-secary preparation and readiness, as well as how we're graduating students. We have several indicators for that that we'll get into um as well as physical fitness and arts access. So to dig in a little deeper to what our score is, Debra public schools overall accountability index for the 2425 school year was 68.7%. When I say 68.7% there, that is the percent of our total possible points that we could have earned.
I'm happy to answer any questions you may have. This is Linda B. I am very familiar with the social and emotional support needs in the area of deafness. I'm curious how you are intending to manage all of the variety of programs focusing on those individuals who are deaf and heart of hearing in that that's where my spo focus is. there are specific needs like sign language acquisition um how much immersion they're using what what how is that going to function what is the time frame going to look like to build those abilities so if you can speak to that please and give me some some ideas um I do plan to visit someday I will see it in person but if you could speak to that >> sure so we're planning to have a teacher assigned to each site location so that there will be a teacher of the deaf and heart of hearing assigned to a specific site location or any of the site site locations.