001items in executive session that we needed to take care of. Um, we're going to have some special guests here this evening to do the pledge of allegiance for us. It will be our boy scout troop uh 25 from Palmer Township and Mr. Snyder, if you could oop, sorry, Mr. Snider, I'm so used to you being over here. if you could announce the individuals. Thank you. Yeah, thank you. So, tonight we have Boy Scout Troop 25 from Palmer Township here to lead us in the pledge. And just a quick uh introduction back there, we have um assistant scout, Mr. Master, Mr. Jason Dut. And I can't see who is all here. I see Mr. Obermyer, who is our um unit commissioner. And in the back there, I do believe I see Max, um, Nick, Josh, Ben,
002and Logan. Nicholas. Nicholas. I'm sorry. My My fault. So, and who else? Did I miss somebody? Lee. And M. Mrs. Lee, who is our um uh treasurer. Yeah. So, she keep and and sever and she keeps the funds flowing. So, uh, Mr. Dod, if you want to uh lead the boys and we'll uh begin with the pledge. United States of America and to the republic for it stands one nationy and justice for all. So this was a nice surprise. Thank you for coming out this evening. Occasionally, we have the opportunity to honor and recognize some Eagle Scouts. And those uh boys, I'm sure you already know this, but those are some of the highest uh rankings that you can earn through the scouting um adventure. And it is something that is very near and dear
003to many of us here at this table. From my own perspective, I had a you know, my adult brother uh was an Eagle Scout and saw great benefit in participating in scouting. And so we hope that you stay on that pathway and continue your adventures with Boy Scouts and and beyond. So, thank you for coming this evening, Mr. Snder. I have feeling that you may have been somewhat instrumental in bringing them here. So, thank you for that as well. Yes, thank you. Thank you for coming. They're actually it's just part of a Maripad requirement um to attend a a public public meeting. And and I hope I didn't scare them away. I tried to tell them this might not be a long one, but I hope they don't hold it against me if if it
004is. It's hard to predict the length sometimes. I looked they said sometimes the summer ones might be a little shorter. So hopefully we can uh get it get it done within your normal scout meeting dismissal time, let's say. So we have a little bit of time with that. So again, thank you. Thank you. We do have a couple presentations. So certainly the caveat we tell all of our young folks if you need to leave at any point in time, you certainly are welcome to do that. And we do appreciate you coming out this evening. Thank you. Mrs. Ramirez, uh do you have a roll call? And I'd like to acknowledge that we have I believe Miss Wellington and Mrs. Seiago on the on the phones. Yes. Okay. Next we have superintendent report. So again, good
005evening and we apologize for the delay. Unfortunately, we had a couple of things we needed to discuss in executive session today. I have no specific report, but we do have two presentations. And so we're going to start with our friends from Alloy 5. Um Bill, if you wouldn't mind starting us out for the evening. Um, as most of you know, we have been working with Alloy 5 and CHA on our proposed high school um, project. And last week, I believe it was, we had our first formal public ad hoc committee meeting of which there was a very thorough review of our plans to date and got some input from those who attended. Um, but I did ask Bill to come back after each of those meetings. We'll see how that goes and make, you know,
006future decisions to that. to give the board members, excuse me, in public who were not able to attend a brief overview. It is going to be a quick overview. It certainly is not the uh extent to which we met last week. That was about a two and a half hour meeting. And so we certainly are not expecting that kind of depth or detail. Um but for our board members in um in particular, if you have questions, you can certainly send them to Josh um and we'll make sure that Bill or CHA um get them for responses. What I will also tell you, I did not give any thought last meeting to recording that meeting, but we will correct that as we move forward. So, those tapes will be available um for the public and our
007board. So, at that, I will turn it over to Josh and and Bill. Bill, I'm going to turn over you. I think Tracy already gave a lot of the background. So, we have a shortened truncated version of the of that evening of the presentation and um just want to make sure everybody was on the same page uh before we enter into the next ad hoc meeting. So, Bill, thanks for being here this evening. Appreciate it. And away we go. Yeah, thanks for having us. A new high school is so important to a community. So, we take this very seriously and part of that is having these meetings, ad hoc meetings with the public and with the board so everyone can really discuss what we're doing. Um, so if we go ahead to the next slide,
008I am going to try and be really quick. Um, this is the sort of short form schedule uh that we're doing between now uh and say Christmas. We'll fill in the areas between August and January. Um but uh in January we're heading for an act 34 meeting which means we're done with design development. Um but right now what we're doing is a board meeting update. Um we had an ad hoc meeting uh the previous week. We're going to have two more of those ad hoc meetings. Um they are indepth. We uh take a lot of questions and it's pretty fun actually. Uh we get some really good uh feedback and dialogue going. So if you have any questions about the schedule um please yell them out. But we're going to jump ahead to the next
009slide. Um, so just a overview of some of the things that happened during the last meeting. So CHA reviewed an overall timeline of the cost of the project since we started with initial concepts in 2023. Um, till now, which we're calling May 2025. Uh, um, and the current total budget is at the moment is $298,000. [Laughter] million dollars. Sorry, I was like, wait, it got small on me. Sorry, my brain is not taking the heat. Um, so uh and and that's based mainly on square footage and we've been working very hard to get the square footage of the building down. Um, and we have it down uh coalescing with some of the benchmarks that we looked at. um but still providing everything that the school really wants to achieve academically, athletically and communitywise. Um CHA
010also shared a benchmark of analysis of costs. I think it was mostly in comparison to Philipsburg High School. You can go look at that, but we compared very favorably to what was built in Philipsburg. They um took the price from back then and prorated it and got the square footages the same. Um so that was a positive um thing. Uh there's three major phases uh in the construction of the project. Um initial site um demolition of the swimming pool and foundation phase in May 2027, summer 2028. Then construction of the new high school which happens while the old high school is still there operating and online. That's summer of 2028 to August um 2030. And then when the new high school's done um for a little bit of time, we're tearing down the old high
011school and making the new parking and the new entries in. And that's early 2030. Summer 2031 is when everything is actually done and there's a new site and a new school. Um the next thing that CHA uh is going to be doing is really an interactive process. I've done this a couple of times with clients. It's value engineering. um value engineering. We're going to look at um you know what value is there to removing certain things or dumbing down certain things or changing systems um to try and save cost. I will tell you we've been doing value management throughout the process. Um the administration can tell you tell you how much Iounded them during one specific uh portion of it. Um, so we have been watching the budget the entire time and making decisions that
012we believe are affecting the bottom line. So, uh, value management, we're going to continue to do that, uh, live in meetings and value engineering, we're going to have, uh, an interactive process with you all. Then if you go to the next slide. Um, so a lot is happening with the land development. Um the site survey, the existing conditions um has all been recorded. Geophysical uh investigation has happened. We know um what to expect where and wetlands investigation has happened. There's no wetlands on the site. Um informal meetings were held with PennDOT. Two of them um includes a scoping meeting, two meetings with Palmer Township, and a meeting with Eastern Suburban Water. The major outcomes um is that PENDOT is waving a traffic impact study um because the enrollments are staying essentially the same. Uh but
013we will talk about this later. We're still doing a traffic study internally on the site because there's a lot of things we want to smooth out from your current situation and that's one of our biggest points of the project both pedestrian, student and vehicular safety and movement. Um the township will require widening of William Penn, Greenwood Avenue with sidewalks and street trees along Greenwood Avenue, William Penn, and 25th Street. So that'll be something that's um evolving and developed with the project. And then the current high school is served by a single water line and um meter and we're going to have a second connection um so that there's redundancy. If we go ahead two more, one more. Yep. Um so as a followup to those meetings um the the uh utilities were evaluated and the
014site plan was updated um so that we understand exactly how we can keep uh the school operational uh while we're building the new school. And then um next steps we're working on a mass grading plan. I've seen the preliminary uh layouts of all the parking. That's looking good. So the mass grading plan is so that we can understand how much dirt we either have or need or or zero. That's what we hope. Um and geotech uh study a further geotech study will happen um in July and August which will allow us to really sort of narrow in our foundation systems and help us with costing. So uh this is going to be real fast a review of the things that were new during the ad hoc meeting. Um so if we go to the next
015slide um we've seen this slide before u it shows you the square footage per floor. Uh level one is down below the parking, level two is at the level of the parking and then level three is up. Um the only area that has three levels is this uh piece right here. The current school has four levels. So that helps us um by reducing vertical travel times. And we've also made a compact plan um that helps us reduce and kind of center uh make this sort of central movement where we've taken about 300 uh feet linear feet of travel time out of the students distances from furthest academic to furthest academic. Um we meet the core program uh and we're looking at developing um the gymnasium as a space where 3,000 people can get together and
0163,000 is the target for students, right? We want everyone in the room for student body meetings, for things where community wants to come together and someone doesn't have to be sitting in another room on Zoom watching, right? We want everyone to feel a part of the Eastland community. Um so if we go to the next slides, we're just going to look at the plans real quick. This is level two. Um on the main entrance here in the middle um on flanking the entrance, the office and the nurse. uh big picture we have the athletics on this side closest to the field and we have uh the auditorium and the music over here and then um academics sort of fans out this way. What you'll notice is double hallways that kind of come through. So robust
017circulation so that all the students can move uh in a fashion that's not creating friction. Right? We really want to sort of reduce the friction in the hallways. At the same time, we're making the hallways um activated uh during class periods. There's areas where they can go out in there and use them as collaborative spaces. If we go to the next slide, this is really, you know, the heart of the school moment. You come down the main stair which is right in front of the um the main entrance right when you walk through the doors and that brings you to the media center, the library. And then across the courtyard which functions as this giant hallway um allows you to get to the other side you have the uh cafeteria with the serving area back
018here. all of the athletics, the main floor, the gym, the pool over here, and then the main floor, the auditorium stage, uh, and the, um, orchestra pit, and then chorus, uh, orchestra, band, and a black box back there. On this level, the lowest level, we have, uh, the shops, the maker spaces, the art classes. So, this zone is going to be really exciting. It's kind of be like a factory of productivity and things that people are making both like old school skills and new skills that are people are just learning today. If we go to the next slide, um that's the third floor, the highest floor. Again, um similar uh to the other floors, double hallways, main stair from the beginning, and then very robust egress stairs for safety and also for the movement of
019students um out on the far side. Um we this zone here is an academic comments. This is an IPC where the faculty will have a space uh to keep their goods to prepare for class and to work with other faculty. So those are the three plans. Um and and hope I'm going fast enough. We're going to go to the next slide. um material concept. Uh like we like to have uh an idea for the school and this idea is um one that came out of how Eastn was a transportation center and really the goods from the region traveled through Easton to the rest of the world. Um, and we saw these goods that related to the project, concrete, um, with the ad from, uh, Alpha Concrete, uh, steel, and then silk as being the sort
020of foundational elements, but not the only elements that we would try to use. And if we go to the next slide, we'll show you how we intend to do this. Um, concrete, which you can kind of see right here in the upper corner at city hall in Easton, is a really great material, abundantly available, very robust, will last a long time. Um, it's also very coste effective when used as pre-cast. Um, so uh we're looking uh for ways to minimize the cost of the building and we think pre-cast can be something that really helps us without, you know, sort of um damaging the aesthetics of the school. We think we can make something that looks really great just like uh city hall and downtown steel. Um we plan on sort of exposing the elements of
021steel and letting the school itself be a learning moment for students how things go together and that expression reduces the um amount of materials we're using because we're not concealing everything. So again cost savings and sort of direct use of materials. And then silk. We're not using silk per se. Uh but we are thinking about the quality of silk and you know like a ribbon possibly a stair red that comes up through the middle. Just something to tie back to it and it also ties to the you know the brand image of the school that kind of red uh splash of life that you always see with Eastston. Um so on the next slide this is a sketch and and literally in the computer like a sketch um that's showing you uh not only are
022we using the ideas of silk from the silk mill but we're using the ideas from those factories themselves. So toplighting the spaces with clear story windows um taking the idea the loom and the movement of the material and making it into the covering that um protects both from the sun but also from the rain over the um students as they're entering. And then um the uh concrete the different textures of concrete uh that we'll be using on the building along with exposed steel and uh you know just taking that loom concept into the form which then goes through and becomes the stair. And in the next slide um just a closer up version of that shows the transparency warm and welcoming bright. Um on the left side the main office the um the security desk
023has the direct position to see everything that is coming and then on the right side we have the nurses suite which is tied to a wellness center. Um so at expanded services for students at the front and uh next slide um a series of slides that just shows one of the major spaces which is the media center. So all the way in the back is the front door that we were just showing you. And it's really kind of like from that wall to just outside here. It's very close. A large stair that splits to to separate the population of students who are going in directions up, down, and around. And you can kind of see down um into there. That's the media center. And the whole thing has skylight above. So natural light is coming
024down through. And we go to the next slide. This is a view from the bottom of the landing where we just were. So, we were standing we're standing up on that edge uh looking out across the courtyard. There's a classroom that's dedicated to uh the library and there's an open um sort of study collaboration area with books. Books are uh throughout the zone of the media center. And if we go to the next slide, we're standing down in that lounge area looking back at the stair that goes up. The main desk, the librarians, the adults sit right here. So there's adult presence, strong um in the media center. This zone back here, we have a couple views in the other presentation. If you go online, you can look at it. Um that's the closed area
025of the library. That's the quieter area. That's the area where you go to have special rooms, um to do pod podcasting and different things. And then next to it um over here is the TV studio. Uh next slide, sorry. Um and then this is the view looking out um from the main desk across the courtyard which we were saying before is one of your largest hallways with the uh cafeteria over there holding about 800 people. Um a large group of students can come down both hallways or across the middle. Um it also, you know, this this courtyard is going to allow natural light to come in. And so the next space we're going to look at is just beyond here and that's the main gymnasium. We're going to show you it in one slide if
026we go to the next one. The main gymnasium is really uh I like the design because it deals with the people coming to the event and the athletes in a really nice way. Um people come in off of the parking in the main area and then they're on this sort of bowl level above the playing. It's a track which is used for a fizzed station. Um and then they go down into the seats. So that keeps a good separation of athletes and spectators. Uh and at the same time the um public can then come out this side to that cafeteria commons that we were just showing right off of the uh off the courtyard. So it'll function really well. Um there's a a main uh sort of athletics room here that gets natural light and
027then there's the auxiliary gym, wrestling and other supporting activities below that. And then not shown is the natiatorum which is over here. And that's really it. Next meeting where we're going to go deep is uh July 8th and we're going to talk about uh spaces outside of the classroom. Thank you. Any questions for Bill from the board? Okay, thank you. I appreciate the recap. Yeah, thank you. Have a great night. Thanks, brother. Take care. Thank you. I like the new price. Okay. [Laughter] Okay. And secondly, we do have um Mr. Cook and Miss Hilton who are going to provide us with the end of the year data update. Uh Dr. Draper apologizes for her absence, but she is um I believe on a cruise, so she is on vacation this week and left into the
028trusty hands of Mike and Jennifer. So, thank you for um indulging us in this information. Thank you, Miss Piaza. As Miss Piaza mentioned, uh Mrs. Hilton and I will be a team approach as usual uh this evening. So, I'll actually get things kicked off for us. Um, you know, it's really important that we have this opportunity as a CNI team uh to reflect, but also to make our reflection public um to the board of education um so that we can garner additional feedback as we revise and adjust our plans accordingly. Um at a district level, uh keep in mind that everything that we're doing here, we're doing at a micro level in each of our buildings and even even of our grade levels. um as we come to the conclusion of each of these significant
029points in the school year. Uh so Junior, you can go ahead and click to the next slide. Um so if you all recall, we presented to you at midyear. Um and during that presentation, we talked about where we are. Um today, we're going to talk about, you know, where we ended. Um and so our updates you know for this year um talk specifically about our endofear um measurements talking about some specific key points um from those measurements um so some successes and some opportunities for growth um and then we'll talk a little bit about next steps um as well. So to give you a picture of where we stand, Gino, you can go ahead and click to the next slide. Um, as we presented back at the at the beginning of the year, um, or
030excuse me, at the middle of the year, we really stayed focused on our district comprehensive plan and its goals. Um, and those goals as displayed there for you, um, is that we want East Area School District will increase the percentage of grade three students reading on or above grade level. Um, and our target is 2027 school year. Our target for this year for that measurement was that we wanted 70% of all K3 students reading on grade level. Um so we have a few measurements we'll be talking about this evening. Um but there are many of those measurements where we are certainly meeting that target for the year um in that grade K3 and there's also a little bit of room for growth in some of those areas. And then our second goal um is more
031robust because it takes a look at both ELA and mathematics. Um, and our goal is 80%. Um, and right now for year one, we wanted to be at 65%. So, we'll talk a little bit about uh what that looks like uh moving forward. Go ahead, Juno. Um, so there are three primary points of data that we are going to be looking at this evening with you. Uh, our cadence data, um, which takes a look at specific reading indicators. Um, we're going to take a look at our STAR reading and math data. Um the STAR assessment we've been using for a number of years now along with a cadence different naming but similar assessment. Um and that star assessment really gives us a close indicator of how students are going to perform or perform rather on
032grade level measurements at year end and more closely aligns uh to those keystone assessments. Uh and then the third uh is our diagnostic tool uh that we currently use and um gives us similar data uh to what we're seeing in a cadence and star. It gives us very specific skill breakdowns. Um but the most important part about is its linkage to independent skill plans for kids. Um and so it allows us to get down to the student level and differentiate um with efficiency. Um, and then that allows us to meet the varied needs of our diverse student population. Um, so we're going to take a look at all three this e this evening and uh Mrs. Hilton's going to get us started with the cadence. Thank you, Mr. Cook. And good evening, members of the
033board. I look forward to the day that I'm not nervous doing this. I'm still nervous after all these years. So kids, remember that it's okay to be nervous. So thank you. As as Mike mentioned, uh the first measure we're going to look at is Aadian, which is currently administered to our K2 students. Uh a cadence is a risk assessment. This gives us an indication of which students may be at risk uh for reaching those grade level benchmarks in reading and it really helps us zero in on those foundational skills of phmic awareness, phonics, fluency, and comprehension. So we use a cadence not just to adjust our core instruction to meet the needs and differentiate especially during small group but also to identify those students in need of intervention. So when we look at our kindergarten
034data that that rainbow display that they show that is displayed there for our kindergarteners uh the red and the yellow indicate students that would be at risk for meeting those benchmark measures in those foundational literacy skills without intervention and the blue and the green indicate students that are likely or on track of meeting those benchmarks. So when we look at our uh beginning of year bless you beginning of year data in kindergarten we were at 53. Our end of year indicated that 74% of our students were at or above benchmark and so they 74% of our end of year kindergarten students are on track of meeting the um beginning of year first grade reading benchmark. Bless you. I'm going to take a moment to highlight our kindergarten team at Paxinosa. If you recall, Mr. Couples
035was here at midyear to present his midyear data. uh we are implementing ECRI which is enhanced core reading instruction at Paxinosa in kindergarten and ECRI is not necessarily an additional program or additional curriculum. It is the method of delivery and in this case because we use wonders it's the explicit um multiensory uh delivery using the science of teaching reading. So it's very explicit very multiensory um and you can see from the data at PAX uh they hit it out of the ballpark. So 50 or only 38% of our students at Paxinosa were on track at the beginning of the year. They are sending first grade 83% on track for meeting those beginning of year benchmark. Um in addition to that, something that really stood out is there's no end of year benchmark for whole word
036reading in kindergarten. First graders are expected to come in at the beginning of first grade reading one whole word, but we looked at it anyway. So, our kindergarteners at Paxinosa, 75% of kids at the end of kindergarten at Paxinosa read at least three whole words in the nonsense correct letter sound measurement, which is incredible. Um, that is just phenomenal. So, it it was the average the average across the whole grade level in in kindergarten at Paxinosa was 11. I'm still crunching the numbers to get the district average, but really anything above five is just really really astounding. So, um, Paxonos is very excited to move kindergarten up to first, I'm sorry, to move ECRI training up to first grade and we are, um, also expanding ECRI into Chestn at the kindergarten level. So, Mr. Yanders
037and his team will be working collaboratively with, uh, Mr. Couples and his team to learn from their successes and plan for that implementation. Our first grade data districtwide showed beginning of year 50% of students were at uh or above or on track to meet those grade level standards. We ended at 62. That seems low and that doesn't show a lot of growth, but this is when we really start putting the pedal to the metal, so to speak. We we are expecting students to read connected text. So, they're reading paragraphs and we're also starting to assess comprehension. So, we're raising the bar. Um and this is this is very typical. Um but it's an area that we need to work on because what that progress percentage show that we've got about 46% of our students not
038making what we can what we um can what we consider typical progress. So we want to make at least typical progress, but we want to make well above typical progress for students that are in that red and yellow at the beginning of the year. So we have some work to do in first grade and that's I'm very used to seeing that kind of data. So we know how to tackle it. Second grade, we started that same thing. We're we're raising the bar. Um we went from 72 to 68. I kind of look at that as we're maintaining. So as we're raising the bar, we're implementing new core curriculum. Even though it's wonders, there's some nuance changes to it. So we're really maintaining. But again, I'm seeing the half glass full but also glue because I
039see that 58% but that indicates um if I'm doing the math right, 42% of students aren't on track and making that typical growth. So we have some work to do in second grade as well. Um, but all in all, we're very happy with what we're seeing because we didn't see that implementation dip that we would expect when we're implementing not just one new curriculum, but four new curricula. And I'll turn it over to Mr. Cook again to talk about STAR data this time. Thank you, Jennifer. Um, so the STAR assessments are computer adaptive. Um, what that means is that students are given specific questions based upon their responses. Uh, and the STAR assessment is giving them a scaled score and it's able to adapt to the learner. So, it isn't a grade level measurement that's
040given to every child in second grade that it fluctuates. So, it could go as high as fourth or fifth grade with specific questions. Uh, and then it could float uh well down within three grade bands uh below. So, it really gives a good scaled score an indicator of student progress across years as much as it does during one particular year. Um, and that's what really helps us uh and the reason why we continue uh to use STAR moving forward. Go ahead, Gina. Uh, so the next slide is a breakdown. So, I got a couple colors on the chart here this evening um to kind of give us an an accurate picture of what we're seeing both this year at the beginning and the end. Um, as you can see, those green arrows uh indicate an
041increase of 5% for grade three. um probably statistically insignificant there of a 1% decline um in grade four, a 2% increase in grade five. We stayed even in grade six, grade seven, a 9% increase in grade eight an 8% increase in this amount of in the percentage of students at or above benchmark. Um as Mrs. Hilton mentioned, I want to uh mention, I want to emphasize it's not the same assessment in September as it is in May. And so, uh, the way that STAR works is students are expected one month of growth, right, each of the nine t months that they're in school. Um, and so when they're not meeting that scaled growth for the year, um, then they're not necessarily going to reach that at or above benchmark um, by year end. Um, the
042far right column um, is the growth target. So, something else that STAR does for us is it gives us a student growth percentile. So, basically, it compares apples to apples and oranges to oranges. It takes a sixth grade uh scaled score at 236 at the beginning of the year for example uh and it compares it to hundreds of thousands of other students same grade level same scaled score and then they give a percentile for the growth for the year. So we are looking for 35 SGP um which means that those students are are likely are 35% scoring 35% higher um than their peers and that is the typical growth um for students in each of the those grades grade levels. Um so as you can see on the right all of those numbers are green
043which also indicates that they are increases from last school year. The column there at the spring benchmark that displays green and red uh also indicates that we are either higher in green or lower in red than we were uh last school year. Um some notable things um from last year to this year so 23 24 to 2425 is that there was a 10% increase in the percentage of students at or above benchmark um in current seventh grade. So it's not, you know, the grade level, it's those actual students. So last year those students um in sixth grade uh were at uh 40%. This year those students are at 50%. So we moved over 10% of our current seventh graders um from advance or excuse me from um below benchmark to at or above. That's pretty
044significant once again to keep them where they are, to maintain, and then also to bring along uh 10% more. So kudos uh to that team at the middle school for for that achievement and those students for their hard work. Um and eighth grade, our current eighth graders this year moving up next year to the high school. Last year at 47%, this year at 53. So we increased that by 6% um for those students. Um, so all in all, we're seeing some nice increases in literacy as we reported at midyear. Um, and then there are some opportunities for growth as Miss Hilton said with the cadence uh some of the early grade levels and there's obviously some room for growth here um in grades four and five. Um but again you know we are we are
045seeing that that growth and we are seeing a new curriculum uh being implemented in many of these areas as well with very little implementation dip um which is really significant uh for us as a district. Uh Gino the next slide. So we'll take a look at mathematics. Um this isn't uncommon. We're typically moving up uh in mathematics. Students are really moving ahead and gaining skills um pretty pretty rapidly. ELA tends to slow down a little bit more. It becomes a little bit more rigorous, but we're introducing new skills. Um, and so we're seeing, you know, healthy increases um and some significant ones again. Uh, looking at the middle level, for example, 21% of students um 21% increase, sorry, starting at 28% and ending just shy of 50% of our students at or above benchmark. And
046the data here too is a very close resemblance to what we'll be seeing most likely on the PSSA um in terms of its reliability um in predicting those year-end results. Um on the far right again we're seeing um all but two grade levels uh which are higher in their meeting their growth the percentage of students meeting their growth target this year. So that's another positive. Um and then again to note looking at the red um and the blue or excuse me the red and the green there um we're seeing a rather large increase in four grade levels uh this year in mathematics. So our current fifth graders from last year they were at 37%. There's been a 5% increase to 42. Uh a 3% for our sixth graders 38 to 41. 12% increase for our
047current 7th grade students from last year. 49% last year was 37 and then an 8% increase uh in those eighth grade students. 41 they were at la at the end of last year. Um and 49% of them at or above at the end of this year. Um so those are very good numbers. Um and then like I said before there are some air opportunities for growth there as we look at grade three and grade two. Um but overall um you know we're really pleased with the efforts of our teachers and and our administrators at the building level uh for their hard work and dedication this year. Um and the data is showing u that hard work and dedication throughout the year. Um and again um you know we're implementing new reveal reveal math is brand
048new. So this year they took on a brand new math curriculum. We've had a lot of experience with wonders a different addition a different approach. Um but with mathematics uh we're definitely headed in the right direction. Um and we have some really good plans for next year as well. LL Gino, next slide. Um as I mentioned before, EXL gives us some of the add or above, but we really like for its ability to diagnose student um need um and then allow us to assign those things, those skill plans directly to students and differentiate. Uh Gina, you can go ahead and click to the next slide. Um so again we're seeing the increases that we're expecting to see. Students are in the system. Um they're working on specific skills and then they're taking a diagnostic diagnostic
049assessment which then updates their levels. So the work that they're doing when they're stepping into the arena is measuring their diagnostic and then the work that they're doing during the school week and during that time is also um calculated in how they're performing towards meeting those uh grade level goals. All right, math growth, Gina. So again, we're seeing similar increases uh as we have in the past. um almost 93% of our kids in kindergarten um are at or above right now using this data. As you know, we won't get a PSSA indicator until grade three. So, it's really important that we have these measurements. Um, and what's most important is that we're seeing that beginning of the year and the end of the year data showing increases um because as we know the scale increases
050um for proficiency as the year progresses for our students um in terms of meeting their growth target um you know I want to explain what that looks like over there because certainly numbers like 45 and and 69 uh or even 33% are not you know the percentages that we'd like to see. Uh but it's a very tough target. Um so that's looking at 100 points of growth uh in a year. Um so typically it's 10 points per month. There's 10 months in a school year, but I think we all know we don't really get 10 months of instruction um during the school year. We get about 180 days. Break that down into weekly increments. Um and so you know we are certainly uh stressing its importance. Um, but I'll also say in terms of meeting
051the growth targets with EXL is they do have new curriculum this year and they are using that curriculum. So we don't want to just look at this in isolation. We want to look at what we're doing right now with STAR and if that data is is proving that we are making those increases that we need, then this is just another data point uh to help us steer us in the right direction moving forward. All right, I'll turn it back over to Mrs. to talk a little bit about some key data points and kind of our next steps. Gino, I apologize. I I forgot to give you cues the first time I was up. I was advancing my slide, but forgot it was not connected. So, I apologize for that. So, just to to summarize the
052points that Mike and I were were mentioning over the last 15 minutes or so. Um, some key t data points and one thing this is why reflection is so important is to ask that question why. We we celebrate our excess success for sure. Um, we identify our strengths, but we want to make sure that all students are succeeding. So, we dig into the why, like Mike said, both at the district level, but also at the the micro level at the building and drilling down to individual teachers. Why aren't students making expected growth? Is it the preservation of time? Are we maximizing that core instruction? Um, is our core instruction strong? Uh, is it are we intervening the right kids in the right way? Is there attendance issue or are there other issues? And that's all
053part of our MTSS process. What can we learn from each other? We see even within a building, there's classrooms that are successful, other classrooms that are struggling. So, we learn at the building level, but also at the district level what's happening over at at Paxinosa in the kindergarten classes and we know ECRE does have an impact on their literacy success. So, that's something that we're going to to capitalize on. And like Mike mentioned before, we had four new curriculums and to not see a significant implementation dip in math and and ELA is something that we celebrated. So some SE successes that we mentioned before K3 are on track for reading and math as far as their end of Y endofyear target at 65% or above in benchmark. So we're on track for math and reading.
054The star data shows an increase in students at or above and that kindergarten growth at PAX um we had mentioned before. So, we're feeling good about our ELA goal for the end of the 2627 school year. Math, we're kind of so so we know we have some work to do um in both areas, but right now ELA is a strength. Math is probably one of our areas that we need to work on a little bit more and a little more targeted next year. Gino, thank you. So, next steps when we um talk about as a group, as a CNI team, but also with our our building leadership, four areas really come into play. the master schedule, curriculum instruction, assessments, and professional development. So, when we're looking at the master schedule, we're really focusing on preserving
055instructional time, making sure that our transitions are tight. Um that we've got a common uh expectation for ELA and math core curriculum, K5, focusing on that improved core instruction, following that 80% rule, which which shows the research if we are really good at strong core instruction, tier one instruction, that works for 80% of kids. So that's where our focus should be before tier 2 tier three intervention. As far as curriculum instruction, we want to make sure that we're imple implementing the approved curriculum with fidelity and with best practices. So we're building up that pedagogical knowledge in our teachers and their ability to implement and deliver um the core curriculum with fidelity and using that science and that art of teaching that comes with each individual teacher. We're going to focus on our walkthroughs as a
056team um again as a district level but also at the building level in our PLC's to make sure that we're providing that timely feedback for for teachers to improve their instruction just like they give that timely feedback to their students. And again, as I mentioned before, we're expanding the ECRI or that enhanced core instruction from PAX um kindergarten up to first grade and from Paxinosa over to Chest in kindergarten. As far as assessments to expand those data points and make sure that we're looking at curriculum based assessments, we want to make sure our our K12 students are taking uh unit assessments that are aligned with their new curricula. That wasn't necessarily an expectation year one, but it will be moving into year two. So, in addition to STAR, and Acadians K5, we will also start
057implementing those wonders assessments, the reveal assessments, so we can have a better idea of of students moving towards those grade level standards. question. Yes, sir. And and one important point, this year, our teachers have done an outstanding job with utilizing those assessments as learning tools. Um, and because they are extremely rigorous um particularly for the mathematics, not that one isn't, but the mathematics uh is rigorous and our teachers are really you utilizing them as scaffolding. So working with the students through those difficult problems and as they've been progressing throughout the course of the school year, continuing to implement them and having students do more on their own um so that next year we can really raise the bar um in terms of our expectations there with those uh curriculum based assessments. Thank you. And the
058last bullet point there, professional development. We surveyed our staff uh at the end of May to get their feedback about what they perceive as their personal needs and professional needs. Um, and we're going to use that that information uh we gathered from about 450 teachers to really differentiate and personalize the workshop model that Miss Piaza requested for next year's inservice date. So, we're excited about having some mustos that we all we want to make sure that all of our teachers are receiving and our principles, but also providing that personalized experience um for our teachers to to make sure that they're getting what they want and hopefully to make those days more engaging and improve our attendance. So, uh, so that's all for us. And last slide, Gina, if there's any questions, we're happy to answer
059those. Thank you. Questions from the board. Sorry, I don't have any questions, but I'm going to say this again. Can we please have the presentations prior to the meeting because there is no way that I can look at this data and make any comments or suggestions or questions? And you know, I'm going to say again, I I' I've been here a long time, so even looking at this, I I just want to realize that although the growth is great, I'm still looking at we have a huge percentage of kids who are not on grade level or above. And that's a big concern. So that's really the only comment, but if we could get the presentation, I would greatly appreciate it because being able to review it ahead of time would have been beneficial to me.
060Any other questions or comments? Okay, that concludes my report. Thank you, Mike and Jen. Thank you. Okay, next we'll be moving on to reports. Colonial Intermediate Unit 20. Mr. Snyder. Yeah, thank you. Real quick, um I did email a copy of the 20 the newsletter uh on May 29th to your inbox. Um our next meeting is tomorrow. Uh there is no July meeting and just of note to the public and those interested the meeting time uh starting in August uh the IU is going to change from 7:30 p.m. to 7 p.m. So that begins effective in August. That concludes the report. Thank you, Mr. Snider. Next is East Public Library. Miss Long said she could not be here tonight. I guess uh the heat is just a bit much. not just for her. Um the
061report is attached in the agenda. Uh Career Institute of Technology, I unfortunately could not be at the meeting. I don't know if Mrs. Herfinger was there. Yes, I was there. Um we did a walkthrough of the building showing the potential spaces that will be uh done for expansion. Uh and we were given a lot of uh good information about that and um that was followed up with a zoom call a week later uh which unfortunately I was not able to attend. I wasn't in town uh but very excited about the expansion project for CIT. Thank you. Yeah. So just so those are individuals are aware there was a special meeting on June 19th. Um it was a discussion for the expansion at CIT to add um more classrooms uh basically for welding the uh we
062also have the vette that has been and they're looking to expand some of those programs and continue to grow those programs. So that was uh for CIT. Next we have Northampton Community College Mr. Fenel. Thank you Jody. So, as you see in the report, um just standard stuff, you know, approving this, approving that, purchases and everything. But, uh, interestingly enough, we always look ahead as well as looking back to see where's our growth and everything. And we're noticing that we had a four to 5% increase as of the end of May this year, which is excellent. uh when we look at some of our uh other colleagues and everything, we notice that they're not seeing that same kind of growth which is has a lot to say about this area and everything and people getting
063reskilled, retrained and everything as well as students again attending all. Um last note there, you know, in sports you hear this many times when David's here and that is that we continue a a definite winning tradition in everything in athletics uh with continuing in off after season play and all. Uh other than that, um just like you, we're excited to see when the state budget gets approved and uh make sure that we're getting the funding that we're expecting. And last but not least, we also take a break during the summer. No meeting in July, so I'll be back in August. Thank you. Stay cool. Uh next, uh Miss Siago, is she on? Do we have anything for foundation for schools? Reason schools. Yes, thank you. Just Just briefly, I can say that we have extended
064an offer that has been accepted for a new executive director and I will have more information about that at our next meeting. And we have also um accepted the applications of three new individuals from our community to serve as board members as well. And that's all I have tonight. Thank you. And just so those who missed it, she said that they had extended an offer to a new executive director for the foundation. Uh, next is Charles Char Charles Shren science and technology initiative and we have no report for that tonight. Uh, association reports. Is there anyone from the EIA PTA? No, they're okay. All right. So, next we have public to be heard on agenda items. If there's anyone in the public who would like to be heard on agenda items, please come to the
065podium, sign in. You'll have your five minutes to speak. Okay, seeing none, uh we held East Are School District held the following executive sessions on May 21st on for confidential personnel and settlement and on June 3 for personnel and legal. Next, we'll move on to approving. All right, I need a motion to approve the minutes the f for the following meetings. academic standing committee meeting, budget and finance standing committee meeting, educational technology and student supports all held May 13th, and the regular board meeting held May 21st. Motion second. Any questions or discussion? All in favor? I. Any opposed? Okay. Next, we'll move on to personnel. We'll take a motion to approve the settle the settlement agreement as presented. I need a motion. Second. Second. Okay. Any discussion? All in favor? I. Any opposed? Okay. Next,
066we will take B uh affiliation agreement. Motion to approve the affiliation agreement as presented for Ohio University. Motion second. Any questions or discussion? Sorry. All in favor? I. Any opposed? Okay. Next, we will take C, D, and E. Uh C, motion to terminate the following employees as presented. D, motion with regrets and best wishes to approve the following retirements as presented. And E, motion to approve the following resignations as presented. Any questions or discussion? All in favor? I I Any opposed? Okay, we will take uh F, G, H, and I. F. Motion to approve the following leave of absences as presented. G. Motion to approve the following administrative transfers as presented. H. Motion to elect the following support staff as presented pending receipt of all forms and documents required by the district. And I motion
067to elect the following administrative staff as presented pending receipt of all forms and documents required by the district. Motion. Any questions or discussion? All in favor? I. Any opposed? On I. Okay. I'm uh I'm a no on H3 and talk about the salary uh not the person but the salary issue and the comparison. So no on H3. Okay. M Ramirez, do you have that? Okay. Okay. Next we have uh we'll take J K L and M. J motion to elect the following coaches as presented pending receipt of all forms and documents required by the district. K. Motion to elect the following volunteer coach as presented pending receipt of all forms and documents required by the district. L motion to approve the following changes to the contractual EPFED stipens as presented. And Motion to elect the
068following employees as presented pending receipt of all forms and documents required by the district. I need a second. Okay. Any questions or discussion? All in favor? I. Any opposed? I will abstain on M. Okay. Next we have N and O. N. Motion to approve the following support staff substitute as presented pending receipt of all forms and documents required by the district. And O motion to elect the following summer employee as presenting presented pending receipt of all forms and documents required by the district. So move. Okay. Any questions or discussion? All in favor? I. Any opposed? Okay. Next, we will move on to academics. Um, we'll just take A through F. A. Motion to approve the renewal of CIS contract for the 2526 school year as presented. B. Motion to approve conflicts of interest federal programs
069as presented. C. Motion to approve the following renewals as presented. D. Motion to approve the following PA smart planning grant contract as presented. E. Motion to approve the following contract with S reb 12 mathematics support as presented. And F motion to approve the following field trip as presented. Second. Any questions or discussion? I have a question on uh what is this uh s surb mass support? Is that new? I was Mr. Simonetta that that was on the academic uh committee meeting earlier this month that I missed. Uh that is I'm sorry. Um I'm just letting you know it was on there. Um and that is going to be mass support. Uh if you look in there, it's itemized. It will include a comprehensive needs assessment. Uh four professional development days for building level leaders, two
070professional development days with staff, and then there is a coaching plan for sixth grade for mathematics for next school year. That's what that uh contract is for. And that is that new for that is new. That'll be new for 2526. That's correct. So the reason why I ask is as part of the budget process uh we were presented with a number of contracts that were not going to be renewed correct for this year and I would like to honestly I would like to see a list of those and the dollars that we didn't renew and because I'm looking at what's on the academics agenda tonight that's probably uh about a million and a half of contract renewals and I know a lot of these are renewals um and just that are these Obviously, these are
071not part of the ones we were going to eliminate, but if we could have a list of all of the contracts, I think we asked that before. Um, and then the ones that were eliminated for this year, I'd appreciate that. Thank you, Mr. Seina. To your um question there about that particular contract, as you may recall, the middle school was in that cascading um CS CI CSI, right? CIS, I was CSI, CSI, which is the school improvement um portion of that. And so they are receiving some funds because of that designation. Um and also um being intentional about their programming with their students and staff around their specific needs and requests. And so this was one of those needs. Okay. Thank you. Sure. Okay. Any other questions or discussion? All in favor? I. Any opposed?
072C. Okay. All right. Next, we'll move on to athletics. Um, we have one item, uh, approval. Motion to approve the JV varsity team travel to Orlando, Florida on 2426 to 2926 for the UCA National High School Championship competition as presented. Uh this is for cheering. Motion. Any questions or discussion? All in favor? I. Any opposed? Okay. Next we have budget and finance. Uh we'll take A through E. A. Motion to approve the attached stipulation of council concerning the net tax assessment appeals for the properties noted as attached and to authorize the solicitor to execute said stipulations. B. Motion to approve financial matters as presented. The treasures report, the monthly student activity statements for EMS and EHS, the bill register regular and AC, the general funds, special activities, capital projects, food service. C. Motion to approve
073the proposal from Burke 1 to prepare and mail the 2526 school district tax bills as presented. D. Motion to approve the liability insurance renewals as presented. And E motion to approve the annual service agreements for five district laminators with ACCCO Brands Inc. as presented. Second. Any questions or discussion? Uh I have or comment or question on the assessment appeals. I know the attachments show the tax dollar change and stuff like that. What I'd like to see also is the net impact very, you know, minus the attorney fees, appraisal fees, and all that stuff what we're actually uh receiving, you know, for these stipulations if that's possible. Uh, sure. Yeah, we can get try and get something like that together for uh the future. Um, I will say none of these involved appraisals. Um and just
074gross numbers um of the appeals is approximately 300,000 in back taxes for prior years that were at issue and uh new new school district taxes going forward of about 840,000. Okay. Yeah. And then again there's obviously not appraisal this time but there's fees that associated with recouping that money. So it' be good to see the net the final number. Thank you. Okay. Any other questions or discussion? All in favor? I. Any opposed? All right. Next, we have F through H. F. Motion to approve the stipulations as presented. G. Motion to approve the adoption of the EASD 2526 final general fund B budget with revenue of 200 and 14,15,899 with the tax attached tax levy resolution as presented and H motion to approve the CFO to make the necessary budget transfers required to close the 2425
075fiscal year. motion. Second. Any questions or discussion? I do have a a couple of questions on the budget document. Um I noticed that on the fund balances, first page of the document, there's no dollar amounts listed in any of the categories. Is that um an oversight or are we anticipating what I mean? We don't know 2324 yet. We don't know the impact of 2425. Are we anticipating that it's going to be completely wiped out or do we need to Well, I mean, I I'm not sure what we anticipate. I've been working with the auditor this week to return the document that would allow me to put the accurate numbers in there. I didn't want to put any number in the budget document that wasn't going to be right completely accurate. But are you thinking that
076we're going to be that close not to put anything in there? I I do not know the answer at this time. Okay. Um Okay. So I I mean I'm just going to make a comment about the budget and the first thank and foremost I'd like to thank our new CFO for putting something together that uh for the most part show real dollars, real numbers um and not anticipating taking additional funds from whatever is left over uh from our fund balance. Uh I am struggling with this item as I support the need and the strategy to fund the high school. Um I support the uh the 2% to maintain the programs. Um but it's I'm I'm just struggling with how we got here in four short years. Um so I'm struggling. I know we made a
077lot of headway in reducing expenditures. Um, but I we're not out of the woods. And again, based on the conversation about the fund balances and the unknowns for this year and the previous year, um, I just need to make the point that we are, as I said, not out of the woods and we need to be very diligent on all of our expenses moving forward. That's staffing, that's contracts, that's everything. Um we started uh the program with funding the high school which is sorely needed and in order to continue that that's going to that's multiple years. In order to continue that and keep the taxes down as much as possible um we need to be very cognizant of our daily expenses. Thanks. Uh I again we we've all said we appreciate everything that you've done
078Jack. Um would it be beneficial for us to again schedule an ad hoc meeting very soon to sort of discuss some of these things again? I think it would be beneficial once the audit comes back or to preliminary numbers from there. So you know when that uh I'm I'm pushing for it either this week or next. Okay. It has to be finished. So I've been working with her. Yeah. I mean you're closing out this year now. Exactly. They're coming right back at us. The uh the tempo has picked up with it. It's it's on its way to be completed. Okay. And it's a good point, Jo. We should I mean, even to discuss the preliminary audit findings from the ad hoc committee uh would be appreciated. Okay. All right. Any other questions or discussion? Okay.
079All in favor? I. Any opposed? Okay. Next, we will be moving on to educational technology and student supports. And oh, sorry. Before you start there, Mr. Zatic would like Yeah, I just like to make one uh one thing clear. As I was reviewing these for this evening, there was one of the contracts on here that um I quite honestly removed and I I I don't know how that got back on there, but that's on me. Um it's one of the contracts that we reviewed and we did not feel like we wanted to continue with that is the eent par educator contract. Uh the third one down in your list that is actually online uh training that uh the IU utilizes for and we've utilized for some of our power professionals. We also offer vector solutions
080to do that training. So at this time I it's one of those that I was not ready to bring forth to to for consideration. So, I'd like to make that, you know, known. And if we could look at the other ones minus that, I'd appreciate it. Okay. Thank you. Okay. So, for the contract renewals, we'll make a motion to approve contract renew renewals as presented with the removal of the Eastn Power Educator 2425 contract. Is that sufficient? Okay. Um, we'll just go through the rest here. Um, B, motion to approve the Valley Family therapeutics contract for OT as presented. C, motion to approve the Flet Destiny resource management agreement as per attached. And D, motion to approve the Bucksmont lease as presented. Motion. Okay. Any questions or discussion? I do. Go ahead. Um Josh, on
081the industrial uh communications, so I know that the board brief there was a new RFP that went out, but this says a renewal. So, is it the new something new that the new thing that you put out? No, it's actually a great question, Mike. Thanks. Uh so, it has nothing to do with the RFP. Um it's actually something that industrial uh charged us for the actual radios on a yearly basis. Okay. Um because we're in that process, Mike, we've actually went back to them and asked them if they would be willing to change that to a monthly basis. So we weren't paying for a whole year in advance. Um so it's actually a monthby- monthth now charge. It's a renewal, but we changed it to a month by month for now. Okay. Thank you. Absolutely.
082Um on the um Bucksmont lease um there's and again my confusion maybe uh we got we have 25 slots but in the wording throughout the lease it says 25 and then it says 35 can sure yeah so we so our contract we start with 25 slots. If for some reason, you know, we cannot place students at other areas and we need to uh have a student placed at a school and Bucksmont would be the choice, what they're saying is that we can go up to that amount at the 20% discount, but we are locking in for 25. Okay. But there's got to be room for that extra 10 for our students. Correct. Okay. But we got All right. Yeah. So, we're agreeing to 25 for 20%. But we also want to have that in place
083to say, "Hey, if we still need more, you know, just as we would with any other school, we'd like we'd like that rate to be a discounted rate." And they agreed to do that up to 35 need be. Okay. Okay. Do um again, when you get a chance, can you um provide is the current rate in the contract the actual rate versus the 20% discount? just like to see what we're getting for because we're only getting $100,000 per year for that building and I don't know what the 20% amount I don't believe that that current rate is in that contract but I can get that for you to share with you. It'd be good to know what the um affiliation with Bucksmont what we're actually getting for then I'm using that building keeping that building
084going. No, that's fair. And the last question I have, I think in this section, is the uh the behavior consultant contract uh for Brett and Novi. 200 Yeah. $236,000. Yeah. So, yep. Great question. So, Brett and No, the Bretti contract that is a contract that we brought here um last year. And there's a couple things. So, the $36,000 is for the ESY. So, the and then the other $200,000 is for the school year. That is a contract not to exceed $200,000 that is paid by medical access. And then what I will share with you is a quick run of the numbers. This year from August to the end of April, we expended about $79,000. Um I don't have the the last month up to 200. Yeah. So we had that up to 200. Um but
085we expended 79 up through the end of April. I don't have the end of May, so I don't know, but I would guess probably on average probably looking at around 89 80 90,000 somewhere around there. Um, but I will say, Mike, that contract um is important to us because of a couple requirements that we have uh for ESY students and for some of the students that we we currently have, you know, at our schools. Um what happened was we have a lot of students that uh when we look to the IU for placement in some of our artistic classrooms, etc., they did not have room nor did they have the ability to provide the the the services that were needed. Um, so instead of looking outward and elsewhere, we partnered with Brett Denobi to bring
086in certain uh certain positions uh in order to meet those students needs in house. And we don't have staff. We do not to do that. No, I mean I would like to see what we spent. I'm looking at the last couple billless check registers and it's usually around anywhere from 5 to $10,000. So Yep. So it so in August to September just to give you some quick rundown uh 1625 next month $11857 uh next month 45 next month 57 so this bill is 20,000 so we're go so each each month I can give you the amount now if we went and we paid those you know together in two or three months possibly but I will say the tracking the highest month that we had expenditure was February 20 February 23rd to March 8th we
087expended $12,56 $6. Um, so just kind of give you an idea, the average that we've expended was probably about, you know, roughly 8,500 7,000 to 88,500 per month um throughout the entire year. So we're at a little less than 100 for the year, but the contract is to not to exceed 200 just to be safe. And then the 36,000 is purely for the ESY because we have some of those requirements. Okay. Okay. So correspondingly, you budget $200,000 for it. Correct. In in our in our access, right? Correct. Oh, for the access. But we so that's where we have it budgeted from is our access. Um and that we allotted $200,000 actually 237 I think um is what we have in the lines there for access. Okay. Okay. Thank you. Yep. Mike, you already stole mine
088for the Bucks with the comparison of the the two. All right. Um any other questions or discussion? All in favor? I. Any opposed? I will be saying no to D. Okay. Next, we'll move on to policy. We have a policy 103 discrimination title 9 sexual harassment affecting students. This is our first reading. And B, policy 104 discrimination title 9 sexual harassment affecting staff for our first reading. Motion. Oh, wait. I think it's justformational. Yeah, just for right. just informational today. So, both of these are up for their first reading for some amendments and then they'll be up for uh approval July 22nd. So, if you do take a look at these um the revisions, they don't introduce significant changes to our procedures, but you will see the addition of religious creed and pregnancy and pregnancy
089related conditions and also some other updated legal languages in there just to ensure that we remain in compliance. Um you'll also see there are also updates to the documents that are attached to these policies which involve changes that are related again religious creed pregnancy related conditions and some other tweaking of some legal language in there. Um it also updates the name of the title N coordinator as well. So that is updated in the contact information. Um and again this will appear on next month's regular board meeting agenda for approval. Okay. Does anyone have any questions on that? Okay. All right. Next, we move on to other business. We have um A, B, and C. Uh A, motion to approve the expulsion hearing waiver form for student number under the terms as presented. Uh B, motion
090to approve the settlement agreement as presented. And C, motion to approve the settlement agreement as presented. move. Second. All in favor? I. Any opposed? All right. Next, we have D. Motion to approve the articles of agreement for the career institute of technology as presented. Motion. Any questions or discussion? All in favor? I. Any opposed? All right. Next, we have public to be heard on non-aggenda items. Is there anyone in the public who would like to be heard on non-aggenda items? Okay, seeing none, is there any other business from board members? Jody, I am not a board member, but if I may add something. Sure. All right, Mike, to give you the answer real quick for you. Um, at for our uh the contract rate for 2526 uh for a regular ed student is generally 40,000.
091Our rate is 32, which is the 20%. The special ed rate is 46,000. We pay about 3,7300. And then obviously we look to get the students, you know, transitioning back, you know, when we can, when they meet their goals. So it's not they're not there all year. But if you want to break that down, it's about$170 a day for regular ed and $200 a day for special ed. You got it. So I know we're past this point, but since you brought this up, approximately how many students do we know how many students we had over the course of the year? what an average would be. Uh we had up well I'll ask Craig. We had up about 44 at the highest amount. Um but we are looking to start the year at 20. We're at
09222 right now. Um and we look to start 25. But, you know, at any given time, Jody, it might it might differ, but we had up to 44 last year, I believe. So this might be a question maybe to go back to standing committee at some point but my question is concern is if we're looking at 25 looking up to 35 and we had 44 up to 55. Question I have is what are we doing with those other students then? So we can take that to back to standing committee. Okay. Okay. Is there anything else from any board members? Okay, seeing none, call for an adjournment at 8:40. All in favor? Thank you. Thanks for coming, guys.