Yeah, based on my experience. Um also highlighting um the the PPS core team which which Charles uh works as well but it's made up of our APS uh as well as our uh guidance directors and other folks as well. um did a really nice job of of building um some intervention programs to support our attendance uh efforts. Um looking at what they're calling a root cause analysis protocol, which is a way to really develop a systematized approach to determine not just when kids are missing, but why they're missing and are there ways that we could intervene based on the cause. Um, as we've discovered over the focus, uh, time that we focus on this goal, um, there are some general things that some of our policies have really drawn kids back into regular attendance, but there are still some barriers to for some families uh, for for what we consider good attendance in in high school.
I think I know you're going to say, but how do how do you >> So a couple of things. So the legis legislation shifted and there's now I call it the new mercy legislation that is to that is Lyn's terminology but we are next year 26 27 school year there are some requirements that are needed in place for elementary math the universal screeners the tiered approaches and supports and so in order for us to meet some of the guidelines that are being um shared with us through the department of education right now we're going to need that additional time to build some of those numeracy, those foundational skills just like we do with literacy. So again, the body of research around the science of math is where they're heading and they're saying, "Hey, as you look at your instructional framework and curriculum, here are some things that you need to consider." So we're trying to get out ahead of it.
So the price has doubled. >> Anyway, thank you. >> Yep. Matt, >> Emily, do any of the budget items and what we're seeing now and this year, do you think what would you anticipate any of the impacts on the budget we ultimately adopt as a board of ed when we get the number back from town council? I was trying to pull up numbers as specific examples, but you know, for example, the I think I saw the outplacement transportation was at 115%. Mhm. >> Um, this number isn't accurate, but making it up. If that line item was proposed to go up 15% next year >> and we're already outpacing it, like, do you anticipate any material changes when we get the final town council number that, you know, you and the team are going to have to come back and say, "Well, look, given what we learned this year, here's all these adjustments we're going to have to make because of some of these things that outpaced their budget last year." Yeah, I'll I'll speak to this and then um pass it to Jeff.
And then these robot machines go and stitch thousands and thousands and thousands of miles of synthetic fiber into the they puncture it into the grass. Grass is up here. The stitch is here and goes about 8 inches into the ground. Eventually, the root zone of the grass intertwines with those fibers and it just becomes very durable. That said, 25 hours a week is what we'd recommend for use. And whether it's stitched or not, it's going to still look a little better than a regular grass field, but you you still can't overuse grass. And if it's wet, saturated, use compacts the the soils and you're looking at replacement, you know, few years down the road, the grass won't grow. >> Okay. Okay. So, you just just in terms of services, you mentioned 25 hours per week. >> 20 to 25 hours is what's recommended. We know that's not the reality >> For natural grass at a high school, >> I just want to put this into annual numbers.
So, I think this is a nice step to to get to what I call kind of that phase three of addressing chronic absenteeism. Um, phase one was really just trying to emphasize the the importance of it, uh, kind of a a campaign. The second was some of the policy changes that we talked about. This is really that third phase to say, okay, if this is really a a chronic issue and there's a significant barrier, how can we support you? So, great efforts um done by that. They're kind of teasing through it. So, I exper I think I wouldn't call it experimenting, but they're kind of seeing how it's impacting the the the attendance over the course of this semester, make some revisions, and really uh hit it robustly in the fall. Um if I could focus you on page eight of 12. Uh just to highlight in there.
So I would not equate the 15 minutes to a group of students being more or less prepared because in the end, it truly is always about instructional quality. But I also want to that as we're moving forward that we're looking at the five pillars of math in the same way that we're looking at the five pillars of reading and in order to do that I believe that we're going to need some five 10 to 15 minutes to make sure that that small group instruction that intentionality can still take place in an elementary class >> so it's not more math it's a deeper knowledge >> it's a deeper knowledge more standards coming and it's and it's and it's specific to I'm going to use a term it's called number talks and it's it's intentional time where student students are thinking through abstract math with whiteboards and manipulives.
I without placements, it's very specific to the year and the students. So, we actually go line by line the student, their placement, and if they're graduating from the program. So, we budgeted 3.6. It doesn't feel like a line item we can cut because the reality is those students, we don't have any students that are graduating out of programs next year. So, there's some volatility with that line because it's not a a linear um and it's it felt exponential in terms of growing year-over-year. And in transportation, um we budgeted for there to be an additional bus based on the routing and where all the schools are. Um but usually we're seeing a standard percentage increase. And so what I hope is after next year, um there's some more regularity with the buses that we can anticipate. But that was hard with redistricting this year. >> Yeah.
20 time 50 to keep it simple is 1,000 hours of use per year for natural grass. What do we get out of a turf field? >> Unlimited if you want. >> Yeah. It would be hard for me to give you the like exact numbers, but but when we we have like in the fall, we used to have across the street, but we would have a practice. We would have a 3 to 4:30 practice. This is without games, a 4:30 to 6:00 practice, a 6:00 to 7:30 practice, and a 7:30 to 9 practice. So, I would say um if you said six hours uh a day for six days a week is probably what you're getting. You're getting about 36 hours a week. >> Okay. So, that that could easily be an additional 50% of the 50% more time. >> And that's not counting putting like when we put youth out there.
Um and again I thank Dr. um Zeta for her participation as well as um Miss Dalton with regard to our interfaith forum. Uh wasn't as widely attended as we were hoping for it to be but it was very uh it was a very nice event. um learned a lot from um those individuals and you'll see we had uh people from the Presbyterian faith, Baptist Islam, uh Islamic faith, Catholic faith, and Ukrainian Orthodox. Um and he was Ukrainian. >> They was he was from Ukraine. So just a great way to understand what their communities are are are dealing with in terms of helping our students as well as sharing what we're doing. Um there is a lot of overlap um which is which is a good thing. Um and exchange a lot of cards which I think is an even better thing. So um and I don't know if you want to add anything you >> I agree it was small but mighty and I think the dialogue and the openness and then even the um religious leaders asking for assistance they are now um facing with dealing with students who are divergent learners and asking for guidance and suggestions.
Like it's a very specific type of mathematical proficiency that we're looking to develop and we need the time to be able to do that and and then our middle schools benefit from that. I think secondarily to that, the change in the curriculum maps will long term benefit our middle school students as well. Um because we were very explicit this year in fifth grade with the standards and the checkpoints and our new I Ready resource that is on the HQIM list. I might argue that the fifth graders coming into sixth grade are better prepared this year than they were last year because I believe that what our fifth grade teachers are doing during that time is much more intentional and explicit because of the professional development and the curriculum alignment and the new resource that we have. So, I'm anxious to see and gather some of that feedback, not only the the hard data like the learn data, but I'm anxious to hear some of the feedback from our sixth grade teachers because I do believe that our sixth grade teachers um needed to do some or felt that they needed to do some reteing and they weren't hitting their standards right out of the gate.
And and Jeeoff, I know you're going to jump in, but my my question is more general than specific line items. I mean, even something like substitutes and interns, right? That line item was a 27% increase next year, partly because of the FMLA, right? Um, I think I have that right, but just >> does last year in general for the process any year >> inform ultimately how we allocate dollars after we get the town council number. There are a number of things that uh influence how the allocation shakeout post I mean like to your point last year's performance might influence our budgeting for next year but you know as we're discussing this global events uh also influence this um and I think that's one of the things that sometimes people have a hard time wrapping their head around is that we have a number of account lines Right?
>> Yeah. >> Okay. >> And and the other I don't know if you're comfortable saying it so I don't want to put you on the spot. One company that I've talked to said if we were going to go back to grass, they said to get rid of that, remediate the base underneath it, put grass down, however we did it, sad would be they think $3 million and we would get a third of the use. That was the number I was given to I don't >> I wouldn't. >> Is it going to be more than half a million dollars? >> Yes. >> Okay, that's a key question. >> I was going to say I was going to say we've never done it. We've been asked the question to >> retroactively go back to grass, but like like you said, you know, you got still got to remove the carpet.
So, I'm hoping we can continue that dialogue with them because they were really looking towards the educational community for strategies so their students can actively participate in their in their faith. So, it was very nice and I'm glad that we held it. So, thank you for that. >> Thank you. Uh, and the last thing I'll highlight is on page nine. Um, again, usually when I report out some of the events I get to go to, it's a lot of sports, a lot of fine arts, a lot of band concerts, really cool things. two things I although that were unique to the last couple weeks. Um through uh an exchange of some South Suburban superintendents, uh I attended the South Suburban United Negro College Fund event in Tinley Park. Uh huge event. Um had a lot of people that were uh very distinguished uh guests that were there to present.
That was feedback that I received and so I want to make sure that our sixth grade teachers can hit their sixth grade standards right out of the gate. We want to know our teachers want to know that we're passing on mathematical proficient thinkers to our middle schools. Like our elementary teachers are working really hard and we're seeing some really great gains in our mathematics assessment data. >> Um we go to the next slide. I feel like if I go over this slide first go back. Um so we're going to talk a little bit more about MTSS and show you um some things. So um to the left you can kind of see a pyramid and that is explaining the framework of an MTSS. So if you look at the green part, right, that's where most of your students, right, are um typically going to be proficient based on that, you know, lesson plan that happens in their math or language arts or whatever class, right?
And we design a budget uh for those account lines. But the world is fluid. So, you know, sometimes we get caught with a lot of snow, right? And we may have budgeted only that much. Well, we have to pull from other lines. And that's where that part of the budget discussion comes into play where, you know, a lot of our our uh expenditures are fixed, you know, contracts for cleaning, things like that. Uh certainly all of our staff unless we cut staff or add staff through the year, but that's very limited. So a lot of that like 80% of our budget uh is our staff. Roughly 95% of our budget is fixed. So we have that other 5% where we move things around to address those things that come up um and that we have to pivot on. We'll be much better informed on, you know, in hopefully May 15 than we are on uh January 30th when we adopt a budget.
Now you got to remove all the stone underneath. >> You got to put in a soil layer. You got to put in irrigation. You know, it it adds up. There's >> no it basically gets shut down. It's not like going back to grass is a more cost effective >> option. If you had unlimited fields and you every sport had their own grass field and their own practice facility, that'd be great. But >> you even should rest a field, you know, rotate and absolutely take season off. >> That be wonderful. >> I think we'd be the only people going in that direction in the Northeast going turf back to natural grass. >> Although as a soccer mom, grass is preferred. >> Yeah. Oh, absolutely. like just >> I prefer a nice grass field myself, but you know, so it's not >> we understand that completely and we design plenty of natural grass fields.
Um but it was essentially a fundraiser that um uh our our communities put together. The Andrew Choir performed with choirs from around the South Suburban area from Rich Township to um Breman and Hillrest and and and Tinley Park high schools. Um Marian Catholic was there and and all sorts of things. Raised a lot of money and in fact tonight they are issuing three scholarships to District 230 students. Two of which were supposed to be with us tonight. So clearly they went for the money which I don't blame them but uh very very happy to be part of that. And then uh also kind of connected to our district um our St. Baldrick's events and Julia's Legacy of Hope, which is a fundraiser, excuse me, which is a raises money for for cancer for for um adolescent cancer patients. Um and it was just a great event.
That's their core instruction. It's teaching um the standards and it's just quality teaching for all students, right? The yellow piece is the kids that have gone through that poor instruction and then they need something different. So targeted small groups and skill based work um through uh intervention and things like win and different small groups like that. And then the red tip is tier three. So um that's your intensive support. Typically these students have um individualized plans and so forth. Um one way to look at this and this is this is just another a measurement that that principles can can do to look at our overall system. Um typically there's a about an 8055 rule. So 80% of your students or more should be uh proficient or in the green part. And if they aren't, then that could be an indicator that your core instruction, your classroom instruction needs to change.
We'll know more. Uh so we'll get the money uh back from the council and at that point try and make recommendations based on those things knowing that things happen and we may have to pivot. I hope that the world's in a better place come May 1st than it is today and the costs have kind of come back down a little bit, but who knows? >> I don't know if that answer your question. I mean, >> I have enough pieces to I I think answer it. Yeah. And that is we we will you will adjust line items before a full adoption in May. We'll make recommendations. >> Yeah. >> And then you guys will adopt >> and then we'll go with the adjusted line items and then and then it's still changing as you go into next school year. And so things are things around but but it's again just making up an example.
It's just to do it right. They're expensive, too. And then it's the biggest point is the use. >> The only school I know do it's North Haven. They play five games a year on it. That's it. >> And right next to it, they have two giant turf fields for everything else that they do. >> So I most of the talking points I I hit already uh we've talked about. So I jump past that. The last slide I threw this in was just um procurement options when it comes time. So typically we do a traditional bid build um you know so we will take our project drawings and specs put it out on the street with the town purchasing or school purchasing. Um but it just it it sort of limits the control on you know specialty materials like the synthetic turf and track. So if you know we we can write a specification but we have to make sure minimum three companies can meet it right.