These two policies primarily are just about like what documentation do the police officers need to provide? Um, how do we like document? If I'm getting really granular with you, uh, the Department of Child Safety, they have a certain number of hours in which if they were to take the student, um, that they basically get before we are required to notify. So, it's up to them to notify, but if they miss the like three-hour mark, the school notifies. Um, but the police interviews, we do notify the families that the police are there. Um and then families can come down or the administrators act as the Latin word for parent by proxy like parent in loai loai in parents >> in in loaris. >> Thank you. I never remember. Um so this is basically like these are the times that we will let them we also have like the department of child safety needs to say that there are like one of three categories in which they're speaking to that student.
Students eligible for special education services are entitled to a free and appropriate public education. You might hear us sometimes say FAPE. Um it's designed to meet their individual needs. As a district, we continue to strategically utilize both grant funding and local resources. The Individuals with Disabilities Education Act or IDEA grant funds um accounts for approximately 36% of our student services budget, which we use to support professional learning, curriculum and materials, uh supplies, other program needs, Special Olympic Special Olympics and parent events this year. Um we also utilize local funds uh for operational expenses, including staffing, and we offset some of these costs with Medicaid reimbursements and special transportation claims. Okay. So, this slide compares district data and the amount of time District 62 students are spending in the general education environment settings compared to state and national averages. The blue bar represents District 62, the green is the state, and the red is the nation.
I didn't receive that raw data. We just received like like a statement overall statement or summary, but I love how this data >> notes. We provided the disaggregated data. From the the note from Jill. Yeah. Yeah. The the links in there will take you to the disaggregated data. And it has all the questions and everything. Because I think that is a wonderful thing for community to see, to be able to say, "Okay, here are the questions and here how the responses are." Um, so my apologies because when I looked at this, I'm like, "Well, this is this looks like another AI, let's take the data and kind of fill it in." No, it's So, as long as >> you to all the data underneath. There there's links in that memo that take you to all of the disaggregated data. Okay, and then >> That's like the cover that provides you the links to everything else.
It's a good suggestion. Any other things for next month's meeting? Okay. Um we're going to be moving into executive session now. Before we do, um there's no action items after our executive session, so if you're staying around to hear a vote, we won't be doing that. Um so before I ask for a motion and a second, uh the appointment, employment, resignation, compensation, discipline, performance, or dismissal of specific employees of the public body, 5 ILCS 120-2 C1, collective negotiating matters between the public body and its employees for their representatives, 5 ILCS 120 two, sorry, 120-2 C2. So, can I have a motion and a second? >> So moved. >> Second. >> And all in favor? >> Aye. >> We'll be moving. Thank you everyone. >> Thank you. >> Mhm.
Cost efficient. We are delivering high-quality curriculum at a competitive per student cost, ranging from $7.67 to $32.77, maximizing the value of our investment. Stable pathway. These resources provide a consistent foundation that supports students as they pursue dual credits and state-recognized certifications throughout their advanced coursework. Per student cost range from $7.67 to $32.77, with a total initial investment of $154,000 for the 2026-2027 school year. At the end of the day, every recommendation we made comes back to one thing, giving our students the best possible chance to succeed.
It's an accountability now. Um other things, trying to We didn't have the backpack policy and no backpacks in in the dress code. More stuff. The cell phone And that's the thing that everyone cares about. >> Yes. >> So, ideally we were wanting to get this information out to students before they went on for the summer, but um we are this is not going to happen, but I'm going to with your permission, I'd like to send out our proposed policy hopefully depending on what your feedback is tonight. We talked with students, we've talked with teachers in discussion, we've sent it out to all teachers, and received um good feedback. We went to discussion uh last I think it was last week. And we had settled on basically that kids can put them in their lockers cuz the state has determined if you have lockers and all of our kids have a locker, but that is a place where it can be locked up, shut off.
And so, I just want to mention those students, Gabriella Stannis, Fiona McGee, Eleanor Carol, and Avery Willlet. So, I appreciate the work they did putting that together and getting those to our students. Um our department right now is in the midst of a um audit u by IDOE. This is a new procedure they're doing once every six years. We were fortunate enough to be in the first cohort. So um we have a fiscal monitoring procedure that we're working with Mr. Reese and his office and getting the required materials submitted there. Um and then the next layer is a policies and procedures audit. So uh they have given us about five pages of topics that relate to state and federal special education law and we have to provide proof that we have board policy and polic uh procedures within our department to meet all those requirements.
Okay. >> and in in addition to that in 22, in anticipation of future construction, uh we did seven soil borings. Uh and those seven soil borings were sampled for, you know, an extensive list of of compounds. Um and those seven soil borings, uh none of the samples exceeded the most stringent MassDEP criteria. So, are all these additional testing points on this map? >> Correct. What are they called? Um you have MW1 through MW5. Those are Those are all new. >> monitoring wells that were installed, yes. Post-22. 2022. And uh C1 through C7 were seven soil borings that were in advanced in anticipation of future site redevelopment. So Oh, okay. So C1 through C7, okay. And those are all on the on the right-hand side of the site. I'm not sure whether Oh, C1 is in the front. Um >> [clears throat] >> But these all seem to be around the site in the perimeter of the site.
And that's not what I'm talking about at all. But I'm talking about what you just said is how do we package it in a way because you're right, we know and yes, we have things on our website, but not everybody that isn't intimately involved with the school district on a daily basis is going to know that these are the things that are being done over time. >> And I, you know, am not personally or professionally um opposed to having another group come in and put it all together for us. >> Right. So that could be the end result of all this that somebody else maybe has the capacity to come in and put this together and present it in a way that is really clear for the public. We were always looking for opportunities. Did you want to add anything, Mr. Kylie? >> I I do.
And that we have a brand new building next year. And I know what the principal's going to need to do next year. So, I'm trying to look at how do we provide enough support in this transition year? And so, writing this to make sure that it's clear what might be asked of that person. And and not not being 100% on who the what that assistant principal will look like, I think a lot of these things are going to layer and be over overlapped, but to not put in here that someone might have to go to one of these meetings in a year where it's we're transitioning to a new building, I would see more than just this person attending, but I would also want to make sure that it was it was available in the job description, so not that the person we hire would say, "Oh, I'm not going.
I think this I'd love to see just a quick sample. with the link to the online textbook. So, everybody has this in in the agenda. You can absolutely in the next 2 weeks [clears throat] go there, click on the link, and you can play in it and see what they have and you can look at all the tools, etc. Is that the standard time that you would have like a book in a 2-minute Yeah. No, I I'm trying to think about it. I'm like, music would music would be really good to be online, but physics to actually see it in sort of a three-dimensional scheme. So, this is It could be far more possible than a textbook. This is the landing page. Okay. And there's instructor resources, which you have to log in to access. So, I I created a login and I was verified as being a an instructor.
Okay. I'm sorry. Do I have a second? Second. I'm sorry, Mr. Geiser. Just Let's just clarify this. So, the amendment was already made by Ms. Petera before the So, is Mr. um Focarino The motion was as amended. As amended. Okay, sorry. Correct. Yes. Yes. Uh Adrian. Mr. Diaz. Mr. Forcarino. I. Mr. Regio. >> Oh, excuse me 1 second. I'm sorry. Uh recuse on 8.16209. Recuse on 8.20. Say that first number again, 8.16. Number 209. >> 209? And recuse on number 8.20. I on the rest. Mr. Regio. I. Mr. Diaz. I. Mr. Keeler. I. Mr. Taylor. I abstain 8.17 number 787. I to the rest. 787? 787. I abstain 8.17 number 787. 8.16. 8.16 787 I to Thank you. Mr. Rallo. Recuse 8.1 through 8.20. 8.1 8.1 through 8.20. Mr. Gabba. I. Mrs. Hassan. Abstain. Abstain from 8.17 number 5. Abstain from 8.20. I to the rest.
So, it has to be in regards to like a student's safety or well-being, the well-being of the sibling or um someone who lives in the home with them or a possible crime. And so, our paperwork says like if you can't say that it's those, we have the right to tell you no. So, that's kind of what those policies are. But, if you um click on them, you uh you can see kind of like where the changes and things are, whatot. So, these are kind of the unofficial ones because these were the edits that we've made, but they're also on the governing board. Um, I'm sorry, they're also on the Kraton website under governing board policy as they stand now. Um, last semester, a student in Charlotte's class made a threat against her about a gun. Um, and we received a call from the school. I missed it.
So, this data highlights that District 62 students currently spend more time in special education settings as compared to both the state and national averages, and at the same time, it's important to note, and you can see the bars all the way over on the right, um representing the percentage of students who are receiving services in a separate therapeutic day school, that we are below the state average here, which I believe is reflective of the um wonderful in-service district supports we're able to provide our students. All right. So, last year was very much focused on evaluation. This year has been focused on planning and preparation, and next year, as Dr. Homay mentioned, we're moving into implementation. So, our journey began with a comprehensive program review in partnership with Empowered. Um and this review included extensive um data analysis, classroom observations, focus groups, and stakeholder surveys with parents and staff, and um a review of a variety of district documents.
Okay, well, I will go back and take a look at that again. Um, and then in regards to that, I think there was one thing that we had talked about and I have so many notes. Um, the I think Ryan you had with the the number of teachers versus support staff that filled out the morale data. Oh, for Kelly? >> Yes, it was Kelly's conversation. And that was just something I wanted to bring up again. I don't know if this is the right time, but as we were looking at data and surveys, um I think that I don't want to miss that one, but I'll get it to you. Okay. >> I know she's broken it out because we have >> Because I know I remember her going like, "Oh, I can I can look back and see." >> just missed it in getting you that one.
We appreciate your time, and I would be happy to answer any questions that you have. Criminal justice is $3.33 per per student. Well, that is um we were buying a low number of textbooks and it's a large number of students. So we're hoping to to get about 50 textbooks for about 150 students and and share them amongst the classes. That's per the teacher's recommendations. Is it just The textbook is just it's just a resource. So it's we're not everybody's not doing chapter one at the same time. As long as we're cherishing our law enforcement, that's all that matters. Absolutely. What's the cost after the initial investment? What's the annual cost? Great question. It's about $62,000 per year after the first year. How often do you think they need to be refreshed? Are we going to wait another 24 years or something less than that? Hopefully the flip phone comment got you there and we can replace that one.
Um, and the urging of some of many of the members' discussion, um, we kind of left that that day and decided that we were going to uh, I We haven't settled on the lockbox yet, but the students are going to take their phones. They'll be responsible to take their phones when they get off the bus. So, for that period of class, they'll put it in this locked box. And they will be off. Um, the students are responsible to do that. The teachers don't have to check up on them each morning, cuz that's not realistic. That's not going to happen. >> Mhm. >> Um, the students are responsible. We're providing them a place to put it. That's their responsibility to put it there. We also, as you can see in the policy, are are going harsh. You have one warning, parent pick-up. Yes, that inconvenience is our parents, but it's also And then the second second offense, we go harsh.
So that is due next month. So we are working on gathering all that information. Um, I want to thank my staff who throughout this year have held thousands of case conferences to help students, to help families. Um, and then hundreds of problemolving meetings that touch every department here, transportation, child care, elementary, secondary, adult students. Um, and we just do it for kids and try to uh make school a good place for kids. So, thank you to all of my staff that are involved in those meetings. Um, and the last thing is probably the best. Wednesday is Unified Game Day. So, if you didn't already have it in your calendar, please come out. We'll be at the high school 9:30 to 1. Um, Ben's Blue Bags is bringing their sensory trailer. Um, so that's going to be a new uh event for our students to try out.
Oh, in addition to that, we did soil gas sampling underneath underneath the building. That was underneath 10 Excuse me, Jean. Building 10? Why did you just do building 10 and not 10 through 60 or something? >> Well, I my the plan is to remove those other buildings. Well, which is going to expose what's under the building? And that soil will be remediated. Okay. I'm sorry, Jean. Uh okay. All right. So um So I guess your philosophy is that you did the soil gas testing under building Is that building one? Because that's going to stay and you want to see whether or not or building 10, I'm sorry. And that's going to tell you whether or not that can be used What use that can be converted to. It was additional assessment. Correct. >> Okay. So I I get it from your plan is to characterize not characterize more or to to characterize more before you do going to demolition.