We'll come up. That's right. Uh the next letter next we have listed this evening um is our preschool presentation uh from Mr. F as well as Mr. Peters.
Evening everybody coming out tonight. Um what you're going to see tonight is a proposal that the administration is putting forth that would expand our preschool program to a three full day program starting as early as September.
Um we know that we um raised a lot of questions on social media with this invitation. Um hopefully we're here tonight to answer a lot of those questions and if you have questions that don't get answered, please feel free to come out and see me afterwards or an email. Um we're all on
the same page on the elderly have have delved really deeply into what this program is and how we can work here in Franklin Township. I'm joined tonight by my two esteemed colleagues Peters Ritter. um he has a background in grant
writing and project management and has been uh influential in getting this application up and running and Mr. Kovic is of course the principal here again here um we're about to really change his building and Kovic is here to explain
the ins and outs uh you know that we will be training both of this building and what's going to work and not work. So this is a proposal from the administration. Uh we've met together a number of times with Feldman, Mr. Berso,
uh our transportation coordinator, Miss Fermy out there. Um and we've put forth what we believe is the best plan in moving this forward and creating this preschool expansion for Franklin Schools. So, this uh proposal tonight
outlines what it would take to implement PIA, that's preschool expansion aid here in Franklin Township for school year 2025 aimed at enhancing early childhood education by providing a free full day
preschool program for three and four year olds. Now, I've had some experience in doing this before in two previous districts. This program when implemented not only has the the chance of changing
the school district, but it it also permeates through the community. It raises property values. People want to move into the town to receive free preschool for the two for the three and four year olds. It also has a profound
impact on the academic success of the children that come through these doors every single day moving forward into the future. It's that powerful of a program, which is why we really think um it should be uh here in Franklin
County. This presentation will be posted on our website. We put a table of contents in there so you can jump around and see, you know, what your you want to look at. But we've broken this down into three phases. There's a phase four that we mentioned, but that is really off
into the future. Tonight, we're going to talk about the three phases that we are proposing for for PA here. So, executive summary, I'll quickly read it to you. Beginning in September 2025, the district will launch
the first phase of a free full day preschool program ultimately for our total universe of approximately 360 students over the next 5 years in a mixed delivery system. So let me stop
right there. You get 360 respective students by looking at your first grade number and doubling it. You double it because there are three year olds and four year olds and you have to 306 approximately. And a mixed
delivery system means that these classrooms are just not here in our buildings. While we can also use private providers around the township, uh the academy, the Presbyterian church, um other you know public schools that are
nearby, it doesn't have to be right here within our buildings. Although the first few phases that we're proposing are right here uh in Jan Deir, the program utilizes existing school buildings and eventually local providers and local classrooms. We'll
get into that in a bit. And it is only available to Franklin and Newfield children. Why Newfield? We are receiving district. We receive about $2 million in tuition from Newfield and legally we are
obligated to offer this program to those new field students because of that tuition connection that we have. So we ask ourselves why preschool posted up here we have a national um piece of research that really strengthens the importance of research
and especially with preparing students. This particular study identified the difference in students who were able to read proficiently as well as uh proficiently uh computate math. And it
noticed that 13% of students were scoring higher in their reading, 8% higher in math just by the end of third grade. And these were the difference between students who went through a part-time preschool and also a full-time preschool program.
uh taking a look at our own district data. Uh Miss Dolden last month presented some academic data and within that we looked at the amount of students in kindergarten kids who start here at Jamir when when they take their initial
I ready assessment and when they take their initial I ready assessment the September of kindergarten we noticed that this particular group of students 88% of the students scored one grade level below where they should be in
mathematics. and 83% scored below where they should be, one grade level below they where they should be in reading. That is what we have coming in. Now, we also have to take in consideration not just the academic preparation, but also that social
acclamation, what it's like to work with one another, what it's like to be in a more structured setting. There's a lot going on, especially those initial months of of kindergarten. Wouldn't it be nice to have some preparation before that the students in three and while
they're in three and four can get prepared, they can get acclimated to being a jack rabbit to being here within the very school where they're about to have a couple more years of some really pivotal education. So, some caveats to consider. This is an aggressive timeline that
we're going to be putting in front of you, but the kids are only three and four one time. There's a lot of growth socially, intellectually that a three and four year old have within that one year of
age. There's a tremendous amount of growth. We don't want to delay that. We know that they're coming into our district. Okay? They could either come in prepared or illprepared. Well, we'd much rather have them come in prepared. We
want them to be prepared to be successful here as they go throughout our district and then eventually move on. As we explore the preschool expansion aid, it's important to acknowledge that not only the
opportunities that present ourselves, but also some challenges that we're going to have to anticipate and also plan for. We are very optimistic about a successful application to the New Jersey Department of Education and with their anticipated approval likely around the
end of August, we're going to be in a pretty tight time frame for implementation. That means that we're going to have to move quite quickly on several fronts. That's also why we're being quite proactive with coming out now several months before we even submit an application in order to talk about
our plans, our ideas, and different strategies moving forward. It also allows us to have a plan set forth so that the minute we receive and hopefully receive the information that we're able to proceed forward, we can indeed do so.
We're making sure, especially through our administrative team, that we are all on the same page. That's why we have had many meetings together, many conversations, uh, meeting also with our teachers, support staff earlier today, and then ultimately with all of you in our
community tonight. Hiring personnel will be one of our top priorities. This would include the director of early childhood education, certified preschool teachers, instructional assistants, and all those people need to
be recruited, hired, vetted, and onboarded with professional learning in a relatively quick time frame. Alongside with staffing, we need to require we need to acquire essential resources and we need to be able to
identify the curriculum to be used for our preschool program. the curricular materials, the training for the curriculum that has been chosen for the preschool program, age appropriate furniture, getting uh playground equipment for the preschool pro uh
students. This is a pretty huge undertaking and once again that's why we're moving in this this pattern that you see tonight where many things have already been discussed hopefully uh relatively planned out and we have
strategy moving forward. The additional aid will offer a tremendous opportunity to expand access to early childhood education, but we're going to be proactive with addressing this. Now, some objectives. It will be a phased
implementation and Mr. Kovic's going to explain a lot of that the aspects of the phased implementation in just a few short moments, especially as he describes where the potential phased implementation will occur. But as Mr. Bett said, we're
looking at approximately in total and this is by the end of the the uh different phased enrollment 360 eligible students and we'll have up to five years for that to occur. Hopefully it will
occur much sooner than those five years. We will have an equitable enrollment. So, we will utilize a lottery system current to our preschool lottery system in order to ensure fair access to available seats within the preschool
program. Uh the house preschool classrooms will be within our current school buildings, especially in the initial phases. uh while deploying mobile classrooms to accommodate the non-free school classes and grade levels that might be
um in consideration here. Mr. Kobic, as I said, will explain this in much greater detail in just a few short moments. community partnerships. The preschool expansion aid mandates that we have to reach out to community partners
in order to see if they would like to work with us and work with us in a sense of us basically housing our preschool students in their facilities. And this would be housing the preschool students in their facilities. It would be a
Township of Franklin schools teacher. It would be a Franklin Township instructional aid. It would be the same curricular resources. It would be the same amount of time that any student here within Janvir that's in preschool is attending. They would be ascending be
attending school for the same amount of time if they were at an outside facility. Unfortunately, we have already sent out letters to see if there's if there is any potential interest. We did not receive any initial responses, but we're not going to just
stop with that. If we do receive this additional aid, we definitely foresee reaching back out to those different uh entities, different businesses within the community to see if there would be any further interest in the future. And lastly, we want to provide a
quality education. We want to provide the quality education that we're proud of day in and day out within our schools. what I've just got done explaining, what two wonderful teachers within our district just got done explaining in the communications update. We want to provide what you just heard
there to every single one of our students, preK, preK3 all the way through grade six. And that's why we are looking at the strategic plan for roll out for this program. We don't want to just get the grant and say, "Okay, now
what? We receive the aid." We want to make sure we have a plan. a plan that's ready to go, a plan of action that we can set forth on in order to move forward. So, the preschool expansion aid provides us a lot of different resources
and we'll see this slide um a little bit later. This is actually a snapshot of a table that we've included in the actual aid proposal and you can see the four different phases that we have listed here. U initially we're going to start off
quite small and purposefully we want to expand but we want to expand in a very manageable amount. Mr. Kovic like I said will talk about the actual expansion. What I want to highlight before Mr. Kovic uh talks about that point is the
other aspects beyond just the physical facilities. The Department of Ed mandates that our preschool program utilize one of a few different curricular options. The curricula that we are investigating for the preschool program is being done by Mrs. Dolan in the curriculum department. And she is
investigating pretty much down to two different possibilities, both the creative uh um creative curriculum and also tools of the mind as the possible curricular options for the preschool program. The expansion aid also provides a
comprehensive amount of state aid in order to fully fund all aspects all aspects of this preschool program. This would include the full funding of additional personnel. We will have a director of early childhood education.
There would be an executive assistant for preschool, an additional nurse, preschool instructional coaches. So looking directly at the professional learning for the preschool teachers and the preschool aids in order to ensure that they understand both the
requirements of the state as well as the curriculum that they're going to be delivering and also preschool intervention and referral specialists. Uh in some ways think of them as counselors in other ways they would be um an immediary uh prior to a child
being referred to the child study team. So they could be used in a few different uh different ways. Initially, we would start off with one what we'll call the the PIC or the preschool instructional coach and one PERS. That would be the intervention referral specialist.
Eventually, due to the projected numbers once we get up to the full amount of students, we would be looking at having two of those individuals. So, you would see a gradual increase. Those positions are mandated by the program. Yes. It it
it is a very scripted uh pro set of requirements for this program set forth by the department of education such as the number of students that are allowed in each classroom. We will not be able to have any more than 15 students per preschool classroom. Each preschool
classroom would have a certified preschool teacher u and also an instructional aid. So that is um what we are are looking at as far as the personnel elements. Uh phase
one. Okay. Uh Mr. Kobic will mention as far as the locations for phase one, but I do want to make mention first that this would start with the hiring and initial professional development of two additional preschool teachers. Okay? And
this would also be following the hiring of our preschool uh director. Uh Mr. Kobic will get into the classroom locations. Um but I do want to make mention as far as the lottery because I'm sure that is a a huge
question out there. Students, we currently have a lottery going on right now. It ends in just a few short days. That lottery is for the program for preschool that we currently know of. And we currently are planning for what
we have traditionally been offering and that is the part-time or the halfday preschool program. What we are proposing tonight is purely a proposal. What we are certainly hoping to receive as far as state aid, but there is no guarantee
that we are receiving this with state aid. We meet the requirements, but it is still up to the state of New Jersey for us to officially receive that additional aid. So, we have to plan for hopefully what will occur in the future, but we also have to be realistic and plan for
what we know right now. And that is why we're having our traditional preschool lottery. The lottery will uh go through there in early June as as indicated on the application. And um different seats will be
selected. If we receive this aid, hopefully we do, we then will reach out to the individuals who have a seat in the actual Gambir classrooms for the half day lotterybased preschool program as well
as the individuals who are placed there for being classified by our child study team. We will offer them the option for the full day program. If they decline, there will be an end date and they will then no longer be part of our preschool
program. We'll assume that they accept the free full day preschool program. They will have first priority of the seats. We're not going to have a kid who's currently in our schools as a jack rabbit and then tell them that
they're no longer part of that program. Any additional remaining seats will be filled by a new lottery. So, it won't matter what number on the waiting list, per se, you might be for the current lottery for the part-time program. There
will be a brand new lottery, a new listing as far as what place you are on that lottery list for the full day program. And we obviously would fully advertise this um making sure that the community know you probably see uh you
know yard signs and flyers all over the place. So that is how the lottery system will operate. The full day lottery will be uh picked the the same manner that our current part our half day lottery is determined be very open straight to the
public. Um, and like I said, similar process to what we currently operate with, but it would be a different lottery for the option to fill those remaining seats for the full day program. Now, I'm going to hand it over to Mr. Cook. Thank you, Mr. Peters.
You're welcome. Excellent. So, as you can see, and as Mr. Peters and Mr. Betts outlined, it's a comprehensive plan that we have that we're proposing here tonight. You can see at the second bullet the first phase four classrooms
of 15 students each. Currently Janvir runs four halfday sessions. So as Mr. Peters just described in the lottery and as you stay with me in terms of the numbers and the maps that I'm about to
show you. So we're expanding those four certainly into a full day program. Currently we have 47 students that are enrolled in our prek program. So here you can see that the max for phase 1 is
60 students. Now in order for that to occur with the full day because we currently have two preschool classrooms. We need to up that to four classrooms because now we have four full day programs. So the initial plan for phase
one is to take our music room and also our art room and turn them into first grade classrooms, not prek. All right. And there a few thoughts. One of them is regarding logistics as I'm about to show
you in terms of where prek will be located and also making sure that bathrooms for prek students are within the classrooms. You know, one piece for um for me to bring up and it was touched upon briefly um but that question and it
was alluded to about mobile classrooms and as you'll see as we go through the different phases, you know, the roll out of mobile classrooms, but the funding does not allow for prek students to be placed into mobile
classrooms. So as a result, first grade, second grade, and so forth, they can move into a mobile classroom. PreK cannot. When we look at implementation plan phase two, and there as the
timeline existed on the chart two slides previous, you know, we're shooting for that old phrase of shoot for the moon, land among stars. you know, have an aggressive timeline, strive to meet that timeline, set that bar high to get as
many kids into school as soon as we can in an organized manner as possible. So, the goal of expanding to 150 students by January 2026 through late spring or September 2026 as the mobile classrooms
come online. It is a running process. It's not necessarily something well by this date it's this and then this date it it moves. So that's why you see with number one there there's flexibility
along those dates. However, a requirement of the funding is that there's a logical progression of roll out that is continuous. roll out of additional students is contingent on the hiring, training, and
mobile classrooms becoming available. And that's where it is a controlled roll out. Making sure that the hiring process is is occurring with validity. We're bringing in outstanding preschool teachers, outstanding aids, making sure
that they're trained, they're brought up to speed on curriculum training, as well as all the other trainings that all teachers within our district go through, including school safety training. Then of course resources, everything from
furniture to curricular materials. And then of course the mobile classrooms themselves, making sure that they are in line with all of the communication capabilities that we have right here in the main school. Also making sure that
we have security. um the uh the camera systems, the intercom systems, the door swipe systems, everything has to exist the same as we have in the regular school. Then there's that question of
well, you're talking about mobile classrooms. What do they look like? And I'll tell you, that was one of my questions. All right? Not only as an educator here in the township, but also as a taxpayer who lives down the street. What are we looking to bring in here? And taking a look, four slides were
chosen to give an eyeball. These are beautiful classrooms. Okay, in terms of size with our kindergarten and our first grade classrooms, they are a comparable size and they're really nice. you know,
absolutely having all of the materials, all of the appropriate lighting, you know, all of the the um temperature control, everything is there that is in the regular classrooms that we have. I will tell you that among my staff, there
are a couple individuals who have experience in mobile classrooms, and when they heard, oh, we're going to bring out mobile classrooms, they said, can I go? So they wanted to be in because they said they're gorgeous. I I want to be in there. And quite frankly, and I think my
staff would support that. Our classrooms are really nice here. You know, to the citizens out there, don't think a classrooms, you know, maybe not the greatest. Our classrooms are beautiful. But here, as you can see, these are equally as
nice. Now, we take a look at the wear and the movement of all of this. Here you have a Google map display of our school. If you look up to the top right, you can see the parking lot where many of you, if not all, park tonight. All
right. So, it gives you an idea in terms of the structure of the building and the layout. the front of the building facing Pennsylvania Avenue where you can see the smaller box where in green there are current two
prek classrooms. The initial plan of phase one is or excuse me as we move into phase two I'm sorry but I'll I go back and forth a little is for our current kindergarten wing which is the largest
wing in green that would become our early childhood center. The kindergarten classrooms would then move to the first grade classrooms and first grade would move to the mobile classrooms. The mobile
classrooms are the red box out on our far western side of our school. There is a blacktop area that is where the mobile classrooms will go. Now the thought there is having prek
very directly near the nurse's office near the main office keeping them in a general vicinity together not far from where the school buses are either. So they would be near the front of the building. You can also see there's an
orange circle behind the school. Actually it would be right over there. We have two playground areas on the east side. We have swings and also slides. On the west side, we have the swings and slides. And we also have what we refer to as the fort. It's the playground
fort. In between of those, in between those is a large grassy area. That's where the initial prek playground would go. Okay. Here we have architectural design. I just showed you those wings.
Now, the one that was in green is now at the bottom in red. Okay, that would be our early prek area or early prek rooms. Then moving up the slide, you would see where currently that is our first grade
hall. That would become kindergarten. And then to the right of the slide, they are the mobile classrooms and that is where first grade would go. This is phase 2 option one. Also behind the
school, you can see where the outdoor play area is. From uh a mapping standpoint, that play area would actually be further back, but for slide purposes, it appears closer to the
school than it is in actuality. It's part of our playground. It's still in the infenced area and it's right in line with the fort and the slides. Phase two, option two. Again, there are options here. We have that
phase one of the the four classrooms, music and art rooms as they currently exist turning into first grade rooms. and two of the classrooms in the kindergarten wing becoming prek rooms
and then two of the rooms in the first grade wing becoming first grade rooms and then with the aggressive timeline of September 26 at that point first grade in its
entirety would move to the mobile classrooms. the art teacher and the music teacher would in effect get their rooms back. So for the first part of the year they would be doing pushin for related arts but midway through or when
that phase two starts they would then get their rooms back. Taking a look here we now jump to phase 2 option two. Phase one one. Recall with me prek in the front at the
bottom slide, kindergarten, the next slide up, and then first grade goes to the right area. Now, option two. Well, what else can be done here? We would take our first grade and instead of
putting them into the mobile classrooms, they would go to the second grade wing, which as I stand here right now is right over there. So the area that you're sitting in and understand, so you can put it together, the current first grade
hallway is right through that wall, right through that side. Kindergarten is up this way. second grades over here. And now, where would the second graders go? They would go into the mobile classrooms. Now, it's
critical for you to recognize that there are bathrooms in the mobile classrooms. All right? There are a couple different designs that we were looking at. There was one that had bathrooms in the classrooms themselves, which would be exact to what we have in
kindergarten and first grade. There's another design that we were looking at that has bathrooms at the end of the hallways, so they're still out there. There's also office spaces that are in there as well. So, in in effect, they're
a complete functional area. Now, those office spaces, uh, wondering, oh, okay, well, I I guess that would be the director out there. Maybe not necessarily right away because we also have if we put grade one out
there and grade two, we need resource center space. That would be resource center space. So the children are not going back and forth, you know, on on their own valition. Now, would first grade
come in here to eat their lunch? Absolutely they would. Would they come in here for fizz? Of course. Okay. and they'd be escorted by their teachers no differently than they're escorted right now within the building. We don't just let kids go wherever they want. We
escort them with the teachers. So, they're still being escorted. Okay. So, phase two, option two is second grade goes into the mobile classrooms. All right, we jump ahead. Phase three now achieving full
enrollment capacity of 360 students within a five-year time frame utilizing the current classrooms, mobile classrooms, and the appropriate private providers and their classrooms that mix delivery system. Now, Mr. Peters touched
on the fact that outside providers are still required to meet state standards for this program. And as we go into the phases, you know, it's it's it's like a cone. Phase one, we have a pretty tight
target here at the bottom of the cone. We have a good understanding there. As you go into phase two and the different options, phase three and the different options, the cone gets wider. So, where I'm going with that with the
mixed delivery system, while we have not heard anything back from any of the providers we've reached out to, you know, maybe they're looking at, well, you know, what are the state requirements? Is it feasible? Do we meet them now? Do we not meet them? Would we
or could we meet them? So, this could start initially as a program here on site, but then if there are providers who decide, hey, let's put an addition on or let's do this or that, that's for them to decide. But if they did, then it
could turn into the use of the outside providers. But again, that's up to them um and their facilities maintaining program success with assessments and refinements. And that's the other piece with this preschool. the state is very tight. It's
their their money and we do know how the state can be with their money and monitoring very closely to make sure that we're using it appropriately. So with that said, there are tight standards that we have to follow in terms of instructional time in
in terms of the curriculum. They have those four that they let you choose from, you know, and there's been work done within the district narrowing it down, looking at the pros and cons, even so much as timing how long it takes children to get to the playground and
back. Making sure, for lack of a better term, that there's not doawling or wasted time. The state watches very, very closely to make sure that the program meets their standards.
the chart we referred back to. Okay. And again I reiterate that with this funding that the funding well funds everything of the program you know so when we talk about the additional required staffing that's through the funding those that
are involved in the program while as the principal here Mary Fj Jambier you know I'm involved I'm not the director that's another person but interestingly enough because sits on site and because of my
involvement, part of my salary will then be funded through the funding. So, an interesting piece on how that all rolls. We move to phase three, option one. Okay, enrollment's going up, but
now we're also starting to go into what I call the land of what if. And this is a program where as that cone gets wider, you can turn this into what if, what if and it can spiral very quickly as we've done in our
meetings. So with the whatif of population, you know, of course we need the children to come. Well, what if they don't? Well, then option three or phase three could look a little differently.
But if it does go to that full body of students of 360 prek students, now we're talking about additional mobile classrooms over on the side of the school. Okay? We could have grade one out there. We could have grade two out
there as well, potentially kindergarten, depending on the size, on the whatifs. But again, the cone is wide on this. Now there is a reversal on this that is very important. Uh it was brought up earlier
today actually by um um the one of the programs that we did with the the staff members. There were staff members who brought it up a concern and very viable. We look out and the back which is up towards the top of the slide and you can see the outdoor area and then beyond it
is the mobile classroom. That should be reversed. Okay. the playground area for prek is further back and the mobile classrooms are closer. Okay, please recognize also in terms of
spacing that the mobile classrooms are close to the building and the exit points of the main building already exist with white mcadam um on the side. It exists in terms of the sidewalk and
the exit. It's already all there and we're talking approximately 10 to 12 ft between the main body and between the mobile classrooms. I also have in my vision that we would have overhangs that would be built. So, we don't want the
children walking in rain and so forth. They're coming in here to go to gym, you know, and it's a downpour or a snow or whatever. Okay, they have a nice they go down the steps, they have a nice overhang, and they're walking right into the building. And again, it's very close. And again, they're being
supervised by staff members behind the school. Again, very close to the school is where those mobile classrooms would be. The this is not a let's put them far away type of thing by any means. So, that's phase
three. Option one. Well, there has to be an option two. And here the option two is second grade moves to main road school and main road school for those of you familiar with the building. This
would be on the eastern side of the building. There's currently a black top there. I believe that buses line up there. That is where second grade uh the modular classrooms for second grade would go. Okay. So again looking at the
requirements you know making sure that everything that's occurring is congruent with the standards of the funding according to the state making sure sizewise everything is there the playground the outside physical play
area lunches the preschool students would eat their lunches in the classroom also preschool students do not receive related arts and by related arts. I'm talking about uh formal uh
fizzed, art, music, library, computers. Okay. Now, would those items be embedded in within the curriculum that's chosen? Absolutely. You know, is there physical movement and activity? Yes, that's required. Okay. But directly, would our
fizzed teacher be in here with preschool students giving 45 minutes of prek? No. Okay. They would not. And lunch in the classroom is part of the program. It's family style. It's part of the philosophy. It's not because we can't put them in, right? It's just part of the program. So, kids and you can also
bring your lunch if you like, but it's a family style where kids socialize with the other students in the classroom. Good point. Thank you, Mr. Betts. Okay. Furniture wise, I know Mr. Betts will talk a little bit more about that. And again, the last bullet, you
know, reiterating all funding comes from PA, PA and potential grants. So with that said, Mr. Bats or Mr. Peters, thank you very much. Thank you very much, Mr. Kovic. So everything is predicated on
funding. Um, as we have mentioned th this additional aid, this is state aid. Okay, it's prescribed state aid where it is used for the preschool program, but it is state aid very similar to the existing state aid that we are very
fortunate to receive each year. Out of 570 eligible districts in our state, over 50% have already taken advantage of receiving this state aid. This is paid for out of all the taxpayers here within our state. we're already paying in to
this funding. Um it's time that we take advantage of receiving the the money that we've already been putting out for many years. Um over 59% of the kids, preschoolers within New Jersey are part of this preschool expansion
aid. There is a lot that is funded here. Mr. Kobic talked about how not just the direct funding of the preschool director, the classroom teachers, the instructional assistants, your PERS, the
PIC, which is the preschool instructional coach, the additional nurse, the modular classrooms, uh the curriculum, the resources for instruction, the furniture, all that's
completely funded here within Yes, we will also, as Mr. Kobic said, we'll be able to prorrate funding for Mr. Kobic's position as the principal of the school, the superintendent's position, the business administrator's position. So, basically, any other district-wide
entity that has connection with preschool, we'll be able to offset and prorrate funding for their particular position. also including the electric bill for this particular school. We'll be able to prorrate based off the number
of students for the preschool program in order to put that towards the the state aid. That then provides our district with some additional money that goes into the GE general revenue account that we able to work with in order to benefit other areas of the school district.
So, a lot of monetary benefits with this particular additional state aid. I'm sure the question is, well, what happens if that stops? Well, obviously, we're we're hopeful that that doesn't occur, but let's say we're three years into this
and all of a sudden something happens in Trenton and the funding stops. Well, the board of education would have to make a pretty difficult decision. Do we continue with preschool and fully fund it lo from the local levy? Do we continue with preschool but
charge tuition to some extent to offset the costs or do we go back to what we currently have as the the uh part-time or half-day preschool program. So that would be ultimately the board of education's decision.
However, everything that we have acquired physically, the mo the mobile classrooms, the curriculum resources, all the professional learning, the furniture, all of that we will be able
to keep, including the new playground or playgrounds that we'll be able to furnish directly for the preschool program. So, we'll be able to keep everything that's here already in our schools. That's something that will be invaluable for years to come if that
unfortunate circumstance did arise. Mr. Betts. Yes. So, in conclusion, um aligned with state national priorities for early childhood, Ted talks about the importance of early childhood education. Uh ensuring equitable access to high quality
education through a phased imple implementation approach. Hopefully, we explain um not all the nuts and bolts. There's a lot that goes into that, but how we're proposing that happen during Franklin County. Thank you. Thank you. Yes. Thank you
guys. So, if you have any questions, I'm sure the board has questions. Uh, you can direct them to me, email, call me. We're trying to be as transparent as possible. Like I said, and as you can see, it's a big change, but it's a very
big change for And that's why we're here for the kids kid business to offer the very best educational program we possibly can do. And this program called right. Thank you. Thank
you Peter. Member questions straight too far.