Alright. I think we are going to go ahead and get started. I actually have one minute too, but probably by the time we finish talking, it'll be 06:00. So welcome everyone to the 10/07/2025 Board of Education Education workshop. We have all trustees participating. As you can see, trustee Alicia is is, zooming in with us, so she'll be able to participate, which is fine with the law because we are not passing any resolutions to that. So thank you,
Amina, for, for your willingness to participate, while you're out of town. So with that, we are gonna start our meeting. And we have one item of public communication, so I'm gonna invite mister Walter Cook, to come up and address the board. He is addressing us on a non agenda item. Thank you for your time, Deepgram. I came here a couple months ago to talk about the playgrounds. I just wanted to come back to you and thank you for getting, Hamilton, up and running. It's a lot of fun. She came home covered in sand before it gets too nasty. So happy about that. The other thing I want to come to you,
come come and talk about is, I had a great conversation the other day about, educational metrics, and it got me thinking about we have sort of two objectives. One is excellence, which we can see in proficiency and and all of that. The other is equity. And I was thinking about how we can use what's available easily to measure the equity. And in the public use, m step file, there's a twenty fifth percentile and a seventy fifth percentile. And just looking at, some of the schools, there's some correlation, but it's not perfect, between those that,
have excellent, median, FSTEP scores as well as, low, interquartile range. Just a moment to So Brian, Hamilton has the lowest, interquartile range, in the district this past year. But, looking back to, like, pre pandemic, Bemis actually had the highest, both the highest median and the lowest interquartile range. So as you're thinking about strategic plan metrics, for this upcoming year, maybe think about something along those lines. There's a couple different ones you could measure it, standard deviation. I think interquartile range of the scale scores, would be something you could average over the the grade grade bands that have something
meaningful. It's not available for PSAT, only for Epson. Okay. So thank you. Great. Thank you, mister Cook. Appreciate it. Okay. With that, we're going to move on to our next item on business services. I'll turn it over to you, mister Murdoch. Yes. Sorry. You wanna talk about talk about your CLV purchase? Sure. Yeah. Did I catch you off guard there? It's supposed to be as much as you wanna do. You'll be able to explain it much better than I would. I'll put it up over there for them too. Can we pull up your That's better. Hello. Well, I guess we I'm Shari Thomas.
I was the former principal of Penn Elementary School, and I have your referrals to the supervisor for ALD k twelve. I don't usually get to enroll and ask for money right away, but here we are. Please be kind. We I was not here for the, pilot of this language power curriculum that we're asking for today. But I I understand that the team of specialists spent a year piloting materials and meeting with, curriculum development people from across the from different curricular areas within ELC, and they landed on language power.
Language power, we what's difficult about a curriculum is that there's never a one size fits all for everything, but this is certainly, this is certainly as good as we can get in this regard. What we're looking for is some continuity between all elementary schools with what we are providing our students, and we didn't have that. And curriculum does allow us that opportunity to make sure that across all 13 elementary schools, preschool included in there, that we're doing the same thing for our students who are infomer, all the way to those that we've our program. The quote that I received from Language Power at first,
it was going to be, about $90,000. But here on sale just kidding. It's not really on sale. But finding another way to, pay for that with, title three grants, we're just asking for, just asking for the kits for classroom teachers and then all of the supplemental materials and the income and materials that come with it will, be paid for out of the grant. So you're just paying for that that portion of that. The quote also includes an opportunity for specialists to work with their staff developers and to make sure that, we're having some job embedded PD,
to make sure we're not just getting the thing and then it sits in a corner or we're not sure how to use it. So I'm excited about them to be able to engage in that way as well. Right. The recommendation will come, next week will be for the for these particular materials, 22,000 coming out of general fund and the rest coming out of that title three. That is allowable out of title three. Go ahead. So what did we used to have before this? We had the REACH curriculum, but that became outdated. Every so often we have to update with, WIDA standards. And so REACH had not, updated theirs at the time of the pilot.
They have since updated their materials, but the difference between language power and REACH is that REACH is intended for sheltered instruction. So if we had schools, that had a large larger numbers of PLD newcomers, then we might think of using a reach curriculum. That's also why it comes with such a hefty price tag as well. So reach is far more expensive than this? What's the difference? It's far more expensive. You want me to know the difference in price? Yeah. Okay. It would be, like, a million dollars. Okay. Well Yeah. Because we've gotten to. Because it involves because it involves,
well, we didn't have the whole system. That's also part of it. We were cherry picking, from different different things that we had, and this is the first time that we'll have, a long time we've had before that we'll have a full ticket. While I was looking at this, I was trying to understand what this kits might look like and, how does that help? I mean, does it have different packages for students coming from different language backgrounds? Or could you give us a little bit insight onto what exactly does it have? Yeah. That's a really good question.
So similar to are you familiar with LOI kits that we use in our distributors? I am not. So while it is, prescribed, and there's a script of things per unit well, I guess I should let me start again. First, there's a newcomer kit, that's very different than the other two kits. There's kit a and kit b. The newcomer kit specifically is designed to welcome, students into schools in America. There's information about, our constitution and all of those things in there. Also, like, what it means to be in school in America, and that's included in an actual backpack.
There's tips for parents and and it there's a, there's, like, a twenty day kind of welcome to the country, that that they go through. I say twenty days. It could be thirty, but you get the idea. It's very specific. Now within there, there's metonymy because when students are newcomers, they come with a different different backgrounds, and different, needs. So there is an opportunity for a teacher to pause those and say, okay. Today, you're going on a field trip, and that might not be part of the newcomer curriculum, but we're gonna pause this. There's enough scaffold within that that you'd be able to teach them the curriculum and or teach them vocabulary and the things that might come along with going on a
field trip for the first time. Then we move on to kit a. That's for students that are, their proficiency level is, I think, one to two proficiency level. I don't like to talk call students, like, by a number of proficiency level, but the WIDA does give us. So they give us those matrix. I would rather talk about ability, but students one and two, that's what that kit is designed for. Same thing, there are lessons and also supplemental materials, books that look like the books that peers would be reading, but specifically at, an access point from alternative learners.
And when you say kits, these are physical kits? Physical kits. There's two things. There's physical kits. That's what you're purchasing, and then there's a supplemental kits. Some of those include, consumables, and those are paid for out of the grant. Anything that's consumable though is also, we have digital access to. So while the grant pays for that and then now all of those works are consumed, we can print out those materials. The teachers will still have access to that. Okay. Thank you. Go ahead, Andrew. Hi, Andrew. I'm not, very familiar with the district service model for k five. Could you explain what that looks like and then how these materials specifically fit into
that model? That's a great question. We're stretching my new role. I understand you're you're new. So if there's something that you're not sure of, like, feel free to, like, just talk to us later. Yeah. Yes. Okay. I will. I definitely will. But I think that that's a complicated question, and the reason is that we're working through. The state of Michigan just gave us new guide guide guidelines for multilingual learners. A certain amount of minutes that were expected as a school district are required as a school district to provide students with. And, we have a we have a four year time period in order for us to
be in compliant within that guidance. Okay. I'm just giving you that background because right now what we do is not necessarily a 100% compliant with where we hope to be. Our model in elementary right now is that students are serviced during with push in and pull out support from our our specialists, very similar to what a literacy specialist or NAS specialist would pull out. It's important to note though that, ELD is a tier one intervention. So push in is is really the way is really the model that,
is recommended. We, right now, are servicing the number of minutes that students are pulled out or pushed in is dictated by how they score on the WIDA and the proficiency level. Again, the, MDE has given us guidance and very specific, minutes that we're supposed to be servicing students in either way, either push out or pull in. I look forward to coming back, Audra, and telling you exactly what that model is. I think that that's really important. And as we do some work as a team, we'll be ready to do that. And so kind of when you come back,
I guess, kind of, like, here's where we're at now and then maybe kind of, like, a picture of, like, what you're looking towards. Absolutely. Okay. Right now, there have been such great people before me that have done such great things, but everything that they did lived here. Yeah. And they're not, yes, not here. And so I what's important right now is that we're now creating, continuing that story, and we want to be able to share it with all of you because our multilingual learners are such an important part of this school district, and we want to make sure that we're celebrating them from beginning to end and
that everyone knows how we support that. And then this can be kind of, I guess, maybe not necessarily answered right now too. But as it sounds like you're going through this change process, like, my question would be then, is this curriculum that's gonna be purchased now that fits the needs now going to be okay in four years? Or are we gonna have to revisit and possibly make some tweaks? Or maybe you don't even know the answers. But I wanna look at you and say emphatically, I don't think that will be coming to you for quite some time. Okay. But that would be silly for me to say when I'm new in this role.
Yeah. I'm very confident with the work that was done before me to make this recommendation, and I'm confident with what we plan to do moving forward. I do not presume us needing to ask for more for quite some time. They redo the WIDA standards ever so often. Language Power just redid their curriculum, to prepare for that, so we won't need to. And then with, when I read through it, it talked about meeting being standards based. Is does that mean, like, meet a standards based, or is it state standards based, or is it a combination? It's a combination of them.
Some of our work this year is to look at how all of those align with when within, what we're doing, which is, again, part of that, how eager to come back and share that with you. Right now, there's a lot of opportunity, and I look forward to showing you the data. Right? Thank you. Sherry, about how many students were in the pilot? That's a really good question. It's all elementary ELD. So Oh, so every All the final is CAD kit a and kit b last year. Okay. Great. Can I ask how many other curriculums you'd pilot in? There were three total, which were,
like, I seventy hundred pound. Okay. In my heart. But I asked if they give that information right. Right. Because I'm curious about timing. Like, I know we have a title three audit this year. Right? Like, I'm gonna look at our programming in ELD. Mhmm. You think this, curricular thing works in that timing? Like, before we know what the audit tells us about how we're doing. So you're asking, is it a smart idea to purchase this before we know, yeah, the state of Michigan? I do think this is not we're not the only ones that that have used this curriculum when there's other areas that have used this,
and it's check with Oakland Schools and kind of did my my research on that end to make sure. That is a great question. I can't I don't I am I am confident, but they could say something different because things change. Got it. And then are you said other local districts are using this? No. TriNet is on premise. Yep. Yeah. And then can you tell me, was there parent input at all, in the piloting process and in the process of, like, with sixty percent of our students are ELs? So it's a pretty far reaching thing.
And having me a quote from that painting I don't have access to parent data. Where I would say, based on what I understand from the pilot, my parents were not. That was just a specialist and teaching. K. Any other adjustments for shares? Thanks, Shelby. Yeah. Okay. Thank you. Thank you. I'll have much more answers. Okay. Thank you. Furniture. For this film. She's still We just Yeah. She I thought we lost it. No. You still lost it. You out there. Not sure why. She's still here. She'll be over there. Yeah. There she is.
I was just at a conference all day, so I had to eat dinner while the meeting was going, so I turned the camera off. I'm here. You missed some great hot tacos on you, honey. It's taco Tuesday. I do love taco Tuesday. So the next item we have, on the agenda here is for furniture for this building. So last meeting, we brought the construction component of this renovation for this building. That was just over 1,500,000.0. The total budget all in for us was 1,800,000.0
is what we were targeting. So we were just over 1.5 at the last board meeting, which included contingency of about a $140. So, this proposal here came in at around $240,000. So in total, we're about a thousand dollars higher than that 1.8. So all things considered with the the scope adjustments and everything we had, we did a lot of engineering in terms of bringing down some of the design work to get to that 1.8. So the actual bids and the pricing of the furniture actually came in, pretty much in line. So, hopefully,
with not utilizing all of the contingencies, we'll be under that 1.8 mark, however, the scale being sold. So you can see here, the two vendors that we're using consortium pricing for, total is $240,000. And then I did include some packets for this building just to kinda give you some ideas of what the furniture will look like. So nothing in the boardroom is changing here. This is all fairly new furniture. This will be all the conference rooms. It'll be all the workstations, offices. All of that old furniture is gonna be replaced. With new furniture,
all these desks in the workstation areas are all gonna be, standable. So the whole desk will go up and down. We have a lot of people up here that are sitting all day long, so a lot of them do have kind of mobile standing desks, if you will. So this will free up a lot of desk space for them, and then the whole desk could go up. So, again, just a a total refresh. And then the the largest part of this renovation is actually the main lobby right out there. That whole desk area is going away. It's gonna open it up. Conference room is gonna be added. Dedicated mail rooms so we don't have to have people just coming and going.
Help secure the back area a little bit more just like we do at the building level. So you can see just the various different chairs and whatnot. The chairs are very middle of the road, in terms of cost. And, you know, we have chairs here for all the staff to kinda do a survey on picking which ones they want for their desk or stuff. This was a pretty elaborate process in terms of picking out all the finishes and everything. We had a lot of staff input from up here in terms of the the type of furniture, the color, the the finishes, the fixtures, all of that. And then some things like the doors, we're not replacing the doors just to save the cost,
so we're just gonna restain them so that we stay a much more kinda like the under the owl gear, a much more neutral natural wood color. So that'll kinda just modernize it across this building. So when it's all said and done, it should look very nice, modern, updated. But, again, a very minimal upgrade. About a third of the cost is the thing you're hearing right now. Hopefully, that will be fixed, and then you won't hear that. That unit right now is just overpowered in this area. So they're gonna rework a lot of that to feed from the back of the building and just push air here as opposed to having it right above us where
you can actually hear it. So goal is November 1. We're moving out the day before Halloween. So we'll be over at services temporarily for five months, and then we'll be back here pretty much the week of spring break is our goal. So temporarily, we'll have workshops over there as well. We can do this setup over there if we want to, but, we'll be over there for about five minutes. So is our plan to just do it in the boardroom, but just set up tables to Yeah. Just like just like we did that one. Yeah. We know how to use the Outlook through this, or it'll actually be gorgeous. So but yeah.
K. So any questions on this? It's just the primary furniture. So, Dan, what are we doing with these old all the old furniture? So right now, we're in the process of finding other places around the district that may need it. So to the extent that, the furniture is still usable and and in good condition, we'll try to push it into the different buildings across the district. So I know there's quite a few already that we have found homes for. Okay. So the goal is to essentially take them and and a moving company will help us get it moved over to wherever we need it to go. Anything that remains, typically,
if it's broken, it'll get disposed of it properly, otherwise, potentially donated. We have documented to to trick other schools before, things like that. So, we'll we'll ensure that if there's a home for it, if there'll be a home. If not, they'll get disconnected. So and then things like loose filing cabinets, all of it down in the four doors in the back area, those are gonna get reused too. We're getting elect to buy anything just yet. We wanted to reuse what we had because we're doing a lot of purging, shredding, that kind of nature. So, like, we don't wanna just buy new cabinets and then fill them up with things we don't need to have.
So And did we say how old the old furniture is? How long is it there? It's about twenty years old. I'd say it was, like, 2008 or something. Full stuff. Full stuff. Full stuff. Yep. And then is the space, like, is the volume by chance? Like, is there room for, let's say, you add staff or something? We have we have one additional office that is really gonna be used as, like, an onboarding room for employee services. So that's a potential space, and then we do have a couple extra workstations, for permitted staff. So I'm just It needs some space.
Group. Okay. Yeah. K. Anything else, Huntsville? Right? The next one is cafeteria table. So this one is very similar. We did Leonard, I believe last fall with them. Martel, we did back in February. Kinda kinda hit a couple schools each year as they need them. So, again, this one is the same exact type of table. The only thing that changes typically is the color of the chair and then the configuration in terms of member of seats. So, it's the same brand, though. It's all consortium based pricing. So you'll see there's just different different setups depending on that particular building,
how they run lunch. We try to accommodate that portion of it. But, again, it's all the same materials and durable quality. It's kind of the middle of the road pricing, but we wanna make sure these are gonna last a good twenty to thirty years. So and then these are being paid for out of our box as well. Okay. So not food service fund? Because the last few rounds, we actually got it from the food service fund, didn't we? Those are bond. You can use food service funds. It's a little bit more of a gray area depending on how you use that space. Like, if you're using non if you're having non food service related activities in there,
you technically are supposed to allocate the cost between percentage of it. So for us, it's just easier to focus on kitchen renovations, kitchen equipment upgrades out of food service fund, and then these, we typically try to push into a bond fund. So they'll order these as soon as we get board approval. Total is just over $46,000. And then, it typically takes four to five weeks to give them, and then they'll send them a swap about for, for Barnard. K. Great then. And then technology upgrades and access controls. So this one's a little bit bigger.
I have to take a few notes on this one. So there's different components to this bid. So in total, you can see here, with contingency just under $2,700,000. So there's various different categories. So I'll just quickly go through. So we had structured cabling here. So the green these these are all the bids that came in. So as we go through, we have to validate the scope of that particular bid that was submitted. So in this case, we we always take the lowest qualified bidder as we go through post bid interviews. So this one was Intercom. So we have a very good relationship with Intercom.
They do really good work. They do all the other systems for us, the back end too. So, as they went through this review process and and determined schedules and hours and manpower of that, We determine intercom to be the lowest qualified bidder. So this is all the back end caper and cost for all of these technology systems. So that's gonna fill all of these categories below, and then it's also touching the Troy High concession stand. We have seen small casement there that we wanted to lump in here for some of the technology that's gonna be in over there. And the second category, IP public address systems.
So this is your epic systems. So, BSC is the company that is currently installing the 10. They're just about done in 10 elementary schools. Intercom did do our two pilot schools, and then BSC came in, and they actually won the bid for the other 10. BSC is a certified epic installer, and our our, experience with them has been very positive. So, the bid was a little bit higher, but the one appealing piece beyond them being the certified installer for these systems was they extended the pricing for a few more years,
beyond this school year. So if we have to go back in and add anything after the fact, we're gonna continue to lock in that price as well. So, for us, that that was a pretty, appealing piece as part of that bid. So that's the lead option that we are recommending for approval. Classroom a b. So this is just all the new classroom technology at the New Smyth Middle School. So this is gonna furnish that for building all of the classrooms with all of classrooms with all of the audio and video equipment that would be within, those classrooms. So you're gonna have your your large screen, in the classroom,
and then it's gonna have all the speakers and everything. And then should have also set up here too. So this epic amount here with the SC that is the new Smith, Middleswell, and Baker. So they're getting their systems now. The old Smith got theirs this past summer. We wanted to make sure they had that, for Dolan and Larson as they kinda go through that building, and then all of our elementary schools have it. We haven't gone to the high school level just yet, but for right now, we wanted to make sure that the new Smith is gonna get it, and then Baker is also gonna get it next summer too soon.
And then access control. So this is the larger, big category for this one. So this is gonna address our district wide access control. So these are all the badge readers at the front of every building. Essentially, every door exterior door is gonna get covered with new badge readers. So we have been working, kind of a collaboration between technology and our, operations team to try to unify all of these systems that we have. We have access control systems, camera software control systems. We have building management systems for the HVAC. We're trying to integrate everything into one open source platform,
essentially. So that is Genetech. Genetech is an open source software that works very nicely with all of these different systems. So, that's largely what drove the selection of people driven technology, who we have a very good relationship with. They do a lot of our technology projects. They did all the Wi Fi upgrades. But as we went through allcom, each one of these companies essentially presented their own take on what we should do based on interviewing with us. And so we kinda left it a little open ended and then went in and researched each one individually, and then that's largely what drove,
the decision to select people driven technology. So, Allcom selected a very proprietary system that we felt was not open source and not to be able to connect everything. And then the second one there, they also proposed a very basic proprietary type system, that could not integrate with other systems that we have, which left us with the next option, people driven technology, which did have, the open source Genentech software. So now we're gonna be able to integrate in, all of our camera hardware, all of our access to our control readers,
and then, eventually, we're looking at the building management systems for temperature regulation, all of that. We're trying to connect everything into one system. And then all new card readers. So all of our buildings are getting new hardware installed except for Athens, Roland, and Larson. Those are major redesigns going on right now, so we're holding off on those for now. And then Baker will be included with that round. There's a lot of other electrical work in feasible gone over at Baker that we just had a full off temporarily, but that will also be included. They also did get newer hardware about six or seven years ago,
so the hardware is still fairly new. So we figured let's continue to use that, get some more useful life out of it. And then down here was the video surveillance. So this one here would cover the actual hardware for the cameras over at New Smyrna Middle School. And then you could see so that's the 233,000. The 244,000, that was a a mandatory alternate. So that was essentially to upgrade in the servers for the cameras across the district. So the reason that we ended up going with this combination here was some of
these mandatory alternates were just not what we had asked for, so we had to reject those bids. So and then the only other feasible one, was MDIS, but they didn't expect the Genentech software for us. So we had to reject that one too. So so those are all of the bids. So it's kind of a area of different projects across the district that we tried to lump together just to try to appeal better to these, different vendors and also securing lower price security. And how will you implement this work? So a lot of it's gonna take place next summer.
Also, a lot of the card readers will be able to start installing over the course of the school year since it's just on the exterior of the buildings. A lot of the, cabling is just gonna go, in the evenings. Work just after school is out, they'll be able to run all the fibrillings for us. So it'll be ongoing throughout the year. And then, certain projects, obviously, like the Smith Middle School, as soon as they're at a point where they'll be able to run all the cables before drywall's up, but then they'll just have to come back in and install the fifth of the mirrors. That makes you nervous. So, any reason for updating or uploading the card readers?
Are they not working or they just get old or we just do because we are updating other Yeah. So we have a lot of billings. Like, Troy High doesn't really have any. So we have a lot of buildings that just don't have any. We have a lot that are very old that aren't compatible, so we wanna upgrade them. And then the ones, like, at Baker, we have a few buildings, Athens, included in that, that are on a older proprietary system. So they're still newer. They're within five to ten years old, but it's a proprietary system that can't integrate into anything else. So if hardware fails or software,
you have to rely on that specific vendor, which we have found problematic at times. Can't get a quick replacement, so to speak, because you have to wait for that specific hardware. So we're gonna hold off, like I said, on on on Athens, Bowen, Larson, and Baker, which have those newer proprietary systems, get a little more time out of them over the next few years, and then replace them with what's being replaced at the other buildings right now. Other than Troy High, which building does not have access card readers? I think all of our elementaries do. Athens has some,
but not a lot. Troy High, you know, has the fewest. So Troy High is included in this to make sure they get up to par with what they need. And I'd have to check. I can confirm which so Schneider Electric is the proprietary ones we have, like, at Baker in Athens. I'd have to confirm what other buildings have. About the elementary? What do they have? They have an older so, basically, our secondary and elementary were on two different platforms, essentially. So with the new Smith coming on, obviously, we don't have to worry so much about them. They're gonna have to get new ones. But our secondary buildings, the way that you could map things,
there is much more customization with the Schneider system. So elementary is brought on a very basic system, essentially. So all the elementaries have older, more basic functionality that would be replaced as part of this. And then our secondary buildings are gonna get updated either through this or when we address their larger projects in the next couple years. So with the systems we have today, if I'm, say, an elementary teacher that moves between buildings, do I have to have two different access cards? Or is there The access cards can be programmed,
but they have to program it in two separate systems. Got it. Yeah. Okay. So, like, the reader itself will work. You just have to load what the serial number from that reader is into both systems. So we've been managing two separate systems depending on which building you're in. Okay. So so, ultimately, the vision is you're gonna be on one central system that you can move people's access very easily and don't need to have access to multiple buildings. Yep. And it's a it's really a a collaboration play services and tech as well. So the process is gonna be you onboard an individual.
They are then sent the information is sent to technology. Technology is gonna map them in the active directory, and then that is gonna feed to all of these systems. Yeah. So that way, they can be programmed automatically to a specific building based on how they're coded on the employee services end. And then upon termination, you can then just go and push one button in active directory and shut them off across all the platforms. So Yeah. We're trying to get to a point where it's just easier to manage, and we don't have any gaps in our security. Mhmm. It'd be fine. So two questions. You said all exterior durable card readers?
Like, elementary is just a few. Now it will be lots Card readers and or sensors. So this EPIC system has exterior door sensors for us. So those will get all covered. Some exterior doors beyond the main entrance depending on the the nature of what that door is used for. We'll have the badge reader installed as well. Just think about the recess instead. Yeah. Like a classroom exterior door is not Less than that would be good. Yep. But a bathroom to a mechanical room or a delivery room, and it might be our kitchen or something like that would not much. And then just to make because I'm this isn't my
expert area. GenTech e GenTech. Yep. GenTech. Sorry. GenTech. That is the, like, software that's uniting it all. Yep. Okay. Got it. Yep. So it's very interesting. So all the hardware we have, we have access cameras. It's the brand. K. They can easily integrate into the Genetec software. Okay. So now in one system, you can see the access of all doors, and then you can see cameras. Mhmm. And then you can actually get them to talk to each other to alert us for different scenarios. Like, lock a door? Mhmm. Yeah. Okay. Yeah. And then you said that the HVAC piece is a plater piece?
Yeah. That's that's the ultimate goal as we update the hardware for all of our the equipment, I should say, for the HVAC units. We're trying to tie that in into the systems that we have. So that in a in a far fetched world, you could have somebody badge into a building. Lights could automatically go on. Temperature could be adjusted to occupancy, things like that. And then, likewise, we also have ML Schedules. It's our scheduling software that we are integrating with buildings and rentals that then can integrate into the software. So now if you schedule a rental or an event,
it automatically sends the the information to the building management system, which then turns on the air conditioner to heat. Or lights. Yep. Or lights. Yeah. Things like that. So trying to automate a lot of this. I love it. Sounds like right for savings. Mhmm. Share of energy. Well, there's a lot of advantages. One disadvantage could also be once somebody hacks into the system, they have access to everything. Mhmm. So are there any, like, firewalls to help prevent that from happening? Yeah. And all of that, it's all locally stored too,
which is nice. So it's not in a file beyond our control. But there are different methods of getting in in terms of, like, multi factor authentication and things like that. But, yeah, they would we have we partner now with Trends Micro. So Trends Micro, currently kinda monitors all of our servers. So now we're into that next phase of getting them involved in monitoring all of our access points as well. So we have, like, a unified dashboard now to essentially track any exterior threats from a cyber perspective. Again, that's one I don't know if it's a weird question.
I don't even know if you can say that, but when, you know, when someone bags into the building Mhmm. Is there somewhere where it says, oh, I asked the boss to try to get into admins or something like that? Is it it's, like Yep. I don't like, I can't give step. You'd be like, you're even going. Right. Yeah. You see that at the back currently. So we'll continue to see that, but it'll just be more interconnected to the other systems. But, yes, we do see, like, a history month. I'm not breaking into buildings. So I'm just thinking about that. Building. Right. This guy is Stephanie. I've been trying I know. You're right.
Your car Yeah. I know we can take your time. It's, Alright. Sounds good. Good? Alright. Yeah. Policy. So this one, there was just two policy updates in here. So, back in July and August, they had pushed these through. So the first one relates to some graduation requirements. This one is basically just slightly modified and then this all legal requirements language. So and then the more specific guidelines here, this is the administrative regulation that they're just recommending him in right there,
the slight change. So this is the new requirement that I've been doing doing in the past, I guess. Yeah. Okay. Yeah. Yes. This has been a a particular senator has been interested in getting a 100% participation with FAFSA, and he has not been successful. This is it's what he hasn't been as successful. But it is we've made end roads. And so to that end, the the goal is, it was going to be a graduation requirement that everyone must. And then in conversation,
we pushed back and said that's not realistic. We're not gonna be able to require all families to comply. So they have since provided other provisions that will allow for some, opt ins, opt outs of FAFSA. I I mean, on the surface, not a bad idea, to for to encourage more families to take advantage, of of FAFSA. But when we were able to share with the legislator, who's it's, Camillerius' name. Okay. He's in the Dearborn area. We were able to explain to him the challenges associated with that from a school
standpoint. High school trying to chase after folks filling out FAFSA, they they finally relented and added some additional kind of back out provisions in general. But this is still gonna be a bigger administrative burden. Yes. Yes. Okay. And that in theory, it's not bad idea. But Oh, yeah. Well, in you know, there are families who are gonna opt out of this because why for now if you aren't if you know they're not gonna be eligible. I just don't want my personal information out there. I mean, there's a lot of reasons why someone might I know Aubrey has some more specific
questions. I I can kinda, like, pull that down a little bit. So the two bullets there. So it looks like, okay. The parent can fill out the meter for got it. But this next one says student is unable to complete the FAFSA because of privacy concern. So, like, what does that look like at how I'm I'm taking it. We either have to have documentation that they completed it or that there's some sort of form. So is this, like, assume it would completed form or do we maybe not know yet? For what is the, what's below that? Yeah. What was below that?
And for. Four all. Four all. Okay. I could I could see this being for a student because it just doesn't understand their personal relationships, families. I'm just wondering, like because it looks like there's the parent component with this waiver, but then there's the the student has some, like, agency testing to to to, like, to not do this. But what are our requirements in terms of, like, documenting? Was it this or was it It's this. We'll get we'll get some clarification on that. Okay. We'll ask Kevin to clarification. This is technically reading one.
Oh, okay. So we've got the this is considered first reading. Okay. So we'll we can get some clarification and provide that for you prior to the second reading, which will be at next week of '20 or next next week of 2020. I hope we could get clarification of that. I also wanna understand. Because right now, for FAFSA, the school doesn't get any private information. It is just the form is filled Mhmm. Yeah. On the FAFSA website. Okay. Sure. And then you just get a little completed thing, which the school gets, and that's how you get credit or graduation credit.
So I don't know what the privacy problem is here. Well, I think it's more like they have to submitting what they consider private information to the federal government. But they don't. They they don't wanna complete the form that they were to the federal government. Okay. I see. They have no interest in taking advantage of federal, subsidies. Yeah. And they just don't want the federal government. That's right. Fair. All that information is when you file your taxes. It's already there. Yes. 90%, not out of them. You're right. The Department of Education doesn't have access to that information.
So the I have Yes. Treasury. No. I mean, all the all the government information is, theoretically, up to now has been siloed. So the different departments don't have access to information from the other ones. I do have a question, Rich. So, and I I didn't quite understand the the beginning. Did this pass in the legislature as a requirement, or are we getting some benefit for implementing this policy? Well, there is some benefits. There is some finance. There's some competitive monies available if you if if you have a certain percentage of students.
I believe if you if you need a certain percentage of families filling out the FAFSA, I'm not sure exactly what it I'm not sure exactly what it is. But, let we'll we'll get some clarification. We'll send us But this but has this been passed as a requirement at the state level or no? Yeah. It passed in the last legislative session, not even this one, the previous one. Yeah. Yeah. And it was and it was meant to be implemented, I think, starting '20, 06/27. I think it was implementation date. So they're trying to get ahead of it from a policy standpoint.
So we'll get some clarification. Good question. That's maybe a rough estimate of what we would have. Another will reach you. What is that? What is that? That's the FAFSA money from the state. So that's what we get for getting back to stipulate. Our allocation or potentially based on this, but I don't know, again, how they would disperse allocations. Yeah. So that's assuming it's just straight equal per pupil payments. Is it is it like a part that says if you meet a certain percentage, you get all of it? I'd have to read the actual bill language to see that they allocated essentially $10,000,000
statewide Okay. For this initiative. And one time? Yeah. Give me one time. Seems to be And it would be, even if you had majority of your district opting out. That's what I I don't know what the if there's gonna be, like, an application process, if it's competitive, or if there's certain requirements that they'll always after the donor signs, then they'll figure it out, set their test. K. We'll get we'll get verification before next week for sure so that place is comfortable. We can also pass on this one for now too. We don't have to but we've got plenty of time on this one because it's not it's not in effect until twenty six point seven.
So But that's the administrative, right, piece. Yeah. The only approval piece really right now is this small one. Yeah. Yeah. But, obviously, I guess, is what the policy is. Right. Yeah. Mhmm. And the AR, we can then just break. Yeah. So administrative price. We'll get some clarification on those. Okay? Fair enough. So then the other one was the August update. So so this one back in July, the board had to pass that resolution, basically, attesting to normal salary increases. And, this is the other part of it where it's basically formalizing the need,
for districts to have employee salary schedules for all employees. So, we were selecting option two, I believe. So, basically, that's where we kinda determine them internally and then make them available through the board of education, to review for anybody that is outside of a collective bargaining agreement. Just for my purposes, what percentage of our staff are outside the collective bargaining? It's very So it's less than 10%. Yeah. Yeah. What do you have, like very involved. About 50 administrators ish. Fifty fifty five ish. So only the administrators?
Yes. Yeah. And some nonrefs. Yes. The same. Okay. So the okay. The teaching staff and the support staff, they're all 100%? Okay. It's gonna be less than 10%. No questions on that one. And the other one, the rest of it was just administrative regs. So there was just some updated language here with some clarifications. And who am I who's our facilitator? Is that John? It says does that say facilitator? No. Position. Position. Oh, to the what I'm doing. I think this one was just after talking to Chris or Christine. I think that's what one of Chris or his team in there. So we'll bring this one finalized.
Send out the ARs as well. Okay. What will the how will this policy be communicated to our parents so they know that they have the right to submit objection? Like, is there it doesn't say in there. Newsletter. Could do it however. Send that. Yeah. I don't this policy say we I have to go back to look at the policy so that if we help Yes. That's that's we will, you know, hear parents. I'm just thinking about, like, in the past, I've had parents come forward specifically, like, about elementary specials. Like, music is, like, a that was an example,
like, due to a religious exception. But I think it would be appropriate that parents understand that they are legally allowed to say that because that It is. For some folks, culturally or otherwise, it's a struggle to be like, I don't wanna come tell you I can't do music. No. My kid can't. Give me a second. Mhmm. So I'm just curious about how that's gonna be I'll talk to Kendra. We'll That's okay. Soon. Stephanie, are you asking about how we are communicating the change to our policy to this parents? So the parents know they have the right to make to ask for an exception.
Okay. You know? Because that's what both this says is that parents have the right to have to reach out to whoever that is to say, hey. I can't religiously or whatever. I my student can't do music or whatever else it is. Excuse me? They understand that they have that right. And are there valid reasons and and invalid reasons for objection. Right? And and we have to explain those or what? I I think the point is that that the parents have right to object, provide the reason, and this is the process happened. But,
Okay. So just informing the parents of this change. That they have the right. But this is an AR. Right? This is an AR. Stuff. The policy that goes along with it. So I'll talk with Kendra about that specific policy. But we haven't changed but we haven't changed the policy. This is just a change to the AR. Right. Yeah. It just said it basically who's gonna hear the appeal, basically. So And then Why do we need a port for an AR change? You don't. It's just informing you. Just information. Yeah. I'm gonna change you that industrial regulation as well.
Yep. Next one, but this is pertaining to field trips. So this is not a required one, but it's just helpful. I think it doesn't matter. That more formalized process for approving field trips. We get them all the time, especially if there's overnight field trips. It's like that. So, like, it's a ability to be practice to have something a little more formalized in terms of an AR, and that'll help, I think, give our building administrators something as well as to lead on. Would this be a place to put in what happens if the student doesn't go on a field trip? I feel we can't say you have to stay home.
We can't provide appropriate education while You know? Because maybe there's I'm not to go back to this issue, but maybe there's a thing where a family's like, hey. At best time, I will make it to take. I'm not sure if this is the place for it. That's already there, right, right now? I don't know. And the administrative regulation matter. Yeah. I'll talk to Chris about that. Thanks, Dan. Alright. So for next week, it'll just really we are going to, receive the Well, I'll bracket out just the policy. Yeah. Right. That'll be the board meeting, but then we'll know who the ARs completed Yeah.
For your record. Yeah. For our work. Get set up any feedback. Yes. Yes. I'll make sure we get answers. Those particular questions. There was only one policy change, which is the first reading. So nothing like that. Two specific policies. That's yeah. Two specific for the map. So I was gonna ask the little lines for the file. Getting clarification on the eventual information question. And then we'll finalize the new document with the final version of the ARR is gonna be. Yeah. Okay. Alright. Thank you, Pam. So now we will move on to our teaching and learn, special education update.
So Sarah and the team are gonna gonna join us. Presented provided you a a brief presentation. Come to find out, we it it goes back to before Sarah was director that, Jessica provided an update to the board at the time about, our special education program. And the purpose behind this presentation is really to just kind of tighten the awareness of the board, around our our program the programming we we provide, but then also, to draw attention to how, in many cases, in many of our programs and numbers have grown fairly dramatically.
And I just really wanna draw your attention to that, primarily because to Nancy's point at the last board meeting, it's often the board finds itself in in DC, advocating on behalf of title one funding excuse me, IDEA funding. And, and which is really important because as we know that that title or that, IDEA funding continues to be, less than than was promised. And in fact, it's even less now than we we had seen for for a couple of years, nowhere near the 40%, of course, that was promised.
And the height the highest we've seen is was 18%, and it's even lower than that now. So that's important. But also, on a more local level, as you have an opportunity to work with our, our local our legislators in Lansing that you're equipped with specific numbers around programming and the the the impact of programming, from a personnel standpoint and how it how it impacts the general fund and so forth. So we're able to share some of those numbers with you that you can then take. And then and then I think even beyond that at a more local level,
as you're working with over schools, as you're going to OCSBA meetings, talking to them about or talking to your colleagues at the county level about what they're seeing in their districts because our issues are not Are not local to just Troy. This is happening in across the county, and, the challenges associated with, lack of programming at the county level, for more serious, behavioral specifically behavioral issues, and so forth. It it really need to heighten, I think bring that to the forefront of the conversation. And so some of these numbers,
I think, will will clear that out for you. So that's a maybe a bigger introduction to why I felt it was it's good for you for us just to look at these numbers right now or the this information right now, equip you with with the information. So Great. Please, Sarah. Yeah. Thanks for the intro and the opportunity for us to be here. I'm Sarah Swunderman. I'm the director. This has been this is I'm entering just entered my third year in this position. And I think most of you know I was a supervisor before that and a coordinator and a teacher before that. So,
I'm gonna let Jamie and Hillary just introduce themselves quickly. So I'm Hillary Napoleon. I am the supervisor for the preschool and, Troy High School and then Trapps and Feeder schools at Gordon Troy High School. And then I have Jamie Evans, supervisor for IATCCHS, and then Troy Athens and all the feeders up to try So you'll notice that will have been a change because in the past, we had elementary and secondary. Yeah. Right. But Sarah astutely suggested that we would provide an opportunity for our supervisors to have that k 12 continuum.
And by so splitting the district that way, it really provides them to have a a full understanding of families as they move through to the, our our district and the progression. So it was a it was a good move. So we appreciate Hope Miller and Jamie joining our team. Yeah. I'm very excited about them joining the team. It's been built right into everything and been very helpful to our team so far. So, our agenda is just to give you a brief overview of a high level overview of the department, but also to start with talking about the Michigan Department of Education continuum.
So that's where we drive all of our, that's where we start from. And then we'll go into our own continuum here in Troy and give you some insight to all of the service providers that we have. As Doctor. Muscheski said, we have grown quite a bit over the last several years. So, you'll get some information about that. And then our early childhood data and our students from out of district, this will be a, this was for me an moment when I was to, doctor Machesky's point about county programming and, the number of students that historically we had outside of the district,
and then now those that maybe they've been able to pull back into the district, but that number has significantly reduced. And then just looking at some of our trends in eligibility and our number of move ins, and the number of move ins specifically to, some really complex needs that we've had, in particular this year, but that has been an increase over over time. But this year has been, and I think, Jamie will talk about that. The experience that our supervisors have went through when we when we receive a student who has an IEP and the placement for that child,
and just the number of students that we've had who have needed a more restrictive programming. And then we're gonna give you just a little bit of information about our our path. So we have a parent advisory committee, that we are trying hard to get, up and up and running and to be really effective and efficient and supportive to our community. We have a really excited group of moms right now who are in that position, being our leaders. And then we'll give you some information about our focus areas and then, some information about budget and funding that Dan will help us out with. So can I no?
I don't. Oh, okay. So this is the Michigan Department of Education. This came out last January. It's a really nice visual to give you just information about the continuum that the state expects that the state offers when it comes to programming. And, when you're looking at general education, we always start with conversations around students in tier one in general education, and then we layer supports on as the data shows that we meet too. The the least restrictive environment has typically,
if you're looking at there as the general education, the most number of students. And as you move up that, continuum, you'll see that the number of students reduces significantly. So, we do have students who are who are homebound. That's something that's managed in the special education office and coordinate it. I think last year, I looked at our data from last year, and it looks like we had a revenue 20. We're starting this year already with probably around eight or nine, I believe, but that that is something that we coordinate. We have staff, or, to teach to go into the home for those students. And then if you're thinking about
starting at the bottom, we start with gen ed, then we start with gen ed and consultation. So that might be something where, a student is in the gen ed classroom and someone from the special education department is pushing into that classroom and doing consultation either with the student or with the teacher. We have supplemental instruction and services. So that could be, again, another student in the general education environment who's receiving support and, specially designed instruction in that classroom setting, so where they have goals that are being addressed in that gen ed setting. The resource room program,
that can be typically and, historically, people think about a resource room as a place. But, actually, it's it's a program, but that can be delivered in the general education setting as well as pull out service in the, in the resource room. Typically, our students in a resource room have more, academic focused needs. That's not always. There's a caveat there and some gray, but, typically, I would say most of our students have some kind of academic deficit that requires specially designed instruction to meet their goals. The separate classroom, what when we get to the slide,
that's that is what we would consider our categorical classrooms. So those students spend most much of their day in that categorical classroom. In Troy, we have a very, I think we have a very good philosophy and sound philosophy, but also a good reputation. And our teachers really believe that all of our students should be in the general education environment as much as they can be, to the greatest extent possible. And so a high number of our students, in particular at the elementary level that are in our categorical programs or separate classroom,
as you see here, actually spend quite a bit of time with their peers. They may have different goals that they're working on, but they are spending quite a bit of time there. So, and then separate schools, that would be when we start talking about our, continuum that runs outside of Troy, but, trickles into the county. So the county does have, programs that we can if there's space to the earlier comment about not having very many programs at the county level, that we can access through a process that's called the district service request process. So residential schools,
we don't currently have any students who are in a residential school, but that would be something that, we would work with them on. And then we have the, IAES, which is the interim alternate, alternative education setting, which would be something due to a disciplinary action that we might set up services, for example, at, at services for that student to come into the building to receive their, their IEP services. So that's just an overview of the the Michigan Department of Ed. And then here in Troy, our continuum overview. So we have a whole continuum of programs and services for students birth to age
26. Michigan is the only state that's required to provide students who are eligible up to 26. All of the other states, go to 21. Last year, we had, you can see that number there, over 1,300 students with IEPs that we provide service for. That does not include what you see down below of our birth to age three, families. So our, our continuum starts at birth. So our students are little or, you know, our children and their families who qualify for service at that between the ages of
birth and three. If they qualify, they receive what's called an, individual family service plan. And what that is, it looks a lot like parent coaching, for the area of need of those children. So there's a huge emphasis on our our team going into the home and providing parent coaching around what those families are experiencing and how to support their child's development in those areas of need. And then we have our, our three to 26 population of students, which is that number above. I'm all just the formatting there.
I actually got adjusted. Those bullets shouldn't be over underneath first instead of the way that it looks like they're a part of that population, but it must not have been done on this on this one. So our, those students are all if they're eligible, they have an IEP. We provide services through the IEP. So those could look like services only, which would be social work, speech, could be teacher consultant service, OT and PT. Those are those service providers. And then we have the resource room program, which I had mentioned earlier. It's typically where students with academic
needs receive their specially designed instruction. So this next, and we have resource rooms in in every single building. Every single building has a resource room that programs for students with academic needs. Our categorical program placement, which is what we were mentioning earlier about the growth that we've seen, those are for we have preschools through our Troy Center for Transition, and we have 44 program teachers right now that are servicing in in those categorical programs. I think on one of the next slides,
it gives you information about how many of each program that we have. But that has been a tremendous amount of growth there as well. And then let's well, thank you, Sandy. That's okay. You can go back actually if you want to for just a second. Yes. We have the homebound services and then project search. So last, we have one one program of project search at Troy with the Troy four four one health hospital. The last two years before this year, we had two programs. We had one at, Royal Oak for well health Royal Oak, and we had one at this this one that has been established for,
I think, over ten years. We decided to close, unfortunately, the Royal Oak program. What had happened in the last several years is that other districts around us have started opening Project Search locations. And because Project Search or project search pulls from multiple districts, we were starting to see some of those students trickle back to their which is great for them. You know, their home district where they had opportunity to participate in their own, in their own project search. So, we decided to, no longer operate the Royal Oak program and combine into one program.
So after, you know, I met with our teachers there and I met with the Royal Oak, hospital staff, It just it made the most sense for our own purposes to combine and just have one program. So in back to thinking about our categorical programs and the increase that we've had, And you can see the pictures on the side are, some of the fun that our programs had at Troy Days. If you didn't know, Troy Days does an amazing job of working with us and offering, a day actually, before the carnival starts for the rest of the public where they allow us to
have, up to 300 students and staff who are able to attend that day. I think this year, we had close to 400, and they worked very closely with us on that and allowed us to increase our numbers. So it's a really amazing day, but that that day is dedicated to our students who have categorical program placements. They they oftentimes don't have the opportunity to participate in event in an event like this because it's too overwhelming for them. Their parents aren't, secure in taking them out in the community, and it's just it's just too much.
So we've been really I mean, I remember going when I was a teacher at, Morse every year, and it was just it's they've been doing it for a very long time. That's an amazing event. So that's some of the students that, that's when we have Venus is up in the top right corner. That's their level four program. We have a new teacher there this year, and there are students. Down below is our program at Smith. So that's Jamie Lab and her program there. And then up in the top left corner, two of our students from Troy Union who were, having some fun with the bar.
So so our categorical programs, we have eight sections of ECPs. Our our early childhood special ed programs run-in half day sections, So they have an AM and a PM. So we have eight sections but four, teachers. They run four days a week. They have Fridays for community outings and family partnerships as well as they do their, their prep, and they have a lot of IEPs on those days. So our the next, the next type of program that we have is for students with mild cognitive impairments. Those we have six of those programs.
We have two at the elementary, two at the middle school, and two at the high school. And then we have programs for students with moderate cognitive impairments. The difference there that you might see is the level of need is much more intense for our students in the Moonrise program. So they may have a lot more medical needs or, adaptive adaptive needs, self care needs. In both of those programs, what you would find is that they are primarily on most of the students that in particular all of the students in the low high program,
the moderate program, but most in the mild are probably on an alternate they're on the essential elements and not necessarily following the same. The same they're on a different track than our students who are going to receive the diploma. So they'll receive certificate of implementation. They also most of them take the my access, so they take the alternate, the alternate assessment. Our students with, emotional impairments, we have three of those programs, one at every level. Our level three programs, we have three of those. And our level three and level four programs are part of,
the Oakland Schools County, County Coving. So they offer as in Oakland Schools, Oakland County has their own ISD programming that aligns with the Michigan administrative rules for special education that we've all, for with the MDE. So a level three program, just to give you some context, because I'm sure when you saw this, you were wondering, you know, what that means. Our level three programs typically service our students who, have some pragmatic social communication, needs academically or probably pretty close to that or even above grade level in many
cases, but have some very significant challenging, behavior that requires a level of crisis intervention that needs more intensive programming support. So, those programs that we have, two of the three programs have teachers with an ASD certification, and the other one has a teacher with an EI certification. So they have a much more intensive focus on supporting behavior, as needed, but also intentional programming for the behavior even as a proactive support. So our level four programs, this is our highest number of programs.
And you might think of well, you should think of this historically as what we would think of as an ASD program. So we no longer operate, as, an ASD program. They are now uploaded at the county level four program. So, that is is very a common characteristics you might find of students in those programs would be very significant communication, very significant behavior, very significant sensory, and some in many most cases, some pretty, intensive needs when it comes to output for demonstrating their their knowledge,
as well as instruction in, all of the content areas. So that's where we as you can see, we have 20 of those programs. 15 at the elementary, we added two programs this year. We added one at Leonard, and we added one at Troy High this year. I'll tell you and Jamie will when she gets to the move in data that, both of those new programs are just about full at this point. So because of the high number of move ins that we have had, we knew we needed to open new programs last spring when we were talking about this, but now we're not not that we're at the point of opening the program by
any means, but we're at a point where thank goodness that we did because they are now very much close to capacity because of the students that we've had move into the district. And then we have Troy Center for Transition, which has five five programs. We have five teachers there. Two of the programs there are, very similar to how our level four programs operate. So, Hillary is gonna talk about our service providers. Okay. So for students to support the unique and kind of complex needs of many of our students in special education, we have different ancillary team members that can support students based on their need.
We have social workers, speech pathologists, rule sites, teacher consultants, occupational, physical therapists. There's assistive technology consultants that work with the disc district to really help teachers with that students with access, to the gen ed environment curriculum. The BCBAs and BCABAs, lots of acronyms there. And, we have some non public, service team members and homebound teachers. So when you look at this very comprehensive list of of experts that our our special education students have access to, you can see that there are, a lot of social workers and speech pathologists there.
And, the reason for that is social workers and speech path both can give direct services. Specifically, SpeechPass can also be primary care or primary case managers for many students. But we also those two specific ancillary team members also sit on our MTSS, our building MTSS teams. And so they really support holistically the building needs, by looking at the interventions that students may need both in general education and special education to support those students, in in those different capacities. The other, the BCBA and BCABA positions there were,
behavior techs or, people that have certifications with behavior, and that was a 31 m grant position. And, basically, that grant was, given the ability for Troy to expand its mental health supports in the school by and those, positions can support both general education and special education students in the school setting, with some behavior, more complex mental health, types of behaviors that tend to be promoted and coexist. There are non public. So we as public school entity are required to provide ancillary services to students who
are enrolled in a non public, school settings, like a private school, that are in Detroit boundaries. So there are team members that support those services that have identified disabilities. And then we have homebound. So students that, for medical purposes typically cannot, attend school, they are required to still have access to the curriculum and to their instruction and special ed services. Troy has a wonderful leadership team. So those are the leadership team members there, that really help coordinate and support the IEPs and the students and the families and the staff members coordinating all of
these services together. So Allison Mason really does everything all of early childhood. So we have that continue that really wide continuum in Michigan of, birth through preschool. And the like I, Sarah had said, the birth to three is really, like, pushing into the home, so it's all over the community, that these providers are really supporting, families. And then, the preschool setting is those three to five year olds. And so she's working through evaluations, case, intakes, referrals, all of those pieces. Chris Olsen, does everything file quality and compliance to really support our teams and,
the district in that capacity. Erica Conklin, supports our behavior support coordinator. So there's a huge there's a big team that works to support all the unique needs of our students to support their access to the general education, and those pieces, in the school setting. Teresa Bruno, it does the Trent Troy Center for Transition coordinator. So she kind of looks at how do you know, when we think of gen ed in the k through 12 environment, or access to the general education, you think of the classroom, the school community, she's really focused on how do our students or young adults access the larger community.
So how are they getting out into the community, getting jobs, practicing those work skills, and really being, having meaningful participation as community members? Zach Downer is our transition coordinator, and he works with the teams to really start doing those preparations prior to graduation, whether they're going to Troy transition center or graduating with the diploma or whatever it may be, really helping families and teams start to plan and prepare students for that full secondary life. And then there are a large amount of paraeducators, program assistants, student support aids,
and job coaches that help everything run and all the give all these students the amazing support that they need to be in buildings and fully access their school community and the larger community, and those job sites. So if we look at we're gonna kinda take a journey and look at some of our programs specifically and look at some of the numbers. So we'll start with the babies, and the early childhood team. So when you look at the different ways in which we support, we've already talked early on is that first of three. We're out in the community. We're in homes really focusing on parent support.
If you look at the the chart there, you can see 02/2022, there was 33 families that were being supported, and now we have 38 families. When you look at that, preschool, trajectory, you see that in our ECP classrooms, so those are those half day programs. Those are for students that have those more complex needs that maybe a full day of preschool is not a great match for them, but having, a half day program, with some more embedded supports in their preschool program is a better match. And so that you can see the jump from 50 to 62 students that we're
supporting in the that program. Seventeen fifty five, services are more like an umbrella service. So there's teacher, there's ancillary supports, and they kind of work together either as a team or sometimes it might just be a speech only kid. But those particular services, are either walk in. It could be pushing into the gen ed preschool classroom. There's a lot of different ways those services can be divided and the growth there, again, 12 to 18. And then you have the itinerant speech, which is gone up from 59 to 54.
So for those speech only kiddos that, get those walk ins. And then when you look at the continuum of services that Sarah has talked about, this is, something that I think Troy, does really well for somebody that's new to the district. I think that coming in and seeing all of the programs and services and the layers of support that, students and, staff have to be able to provide the very best for students is absolutely amazing. And I think this chart really reflects, the work that has been the intentional work that has been done over the years
to make sure that our students get to stay in their community. And that's really the priorities. We wanna make sure that students get the education that they need in their school community. And although there are wonderful supports in in our county, we have programs for emotional impairments. There's, segregated programs for that. We had Oakland County has programs for deaf and hard of hearing, Wing Lake, and, I can't think of the other one. Kingsley. Thank you. Kingsley have, programs for students with severe multiple impairments called SSI programs,
and all districts in Oakland County have access if we feel any that the needs of the student would be better served in those environments. And you can see in 02/2009, 02/2010, we really had to reach out to the county programs to help us program for those students. I act like I was there in 02/2010. But Troy was reaching out, a lot for for help to, figure out how to program for those students. And you can see by widening the continuum and adding the support structures that are in place now, we only have 21 students that we're needing to kinda cast a wider net to
be able to program for. So I think that's a huge testimony to the work that's been done. Alright. So my three slides kind of get into the nitty gritty, all the numbers, that might be a little hard to digest on the slides, but this top table is our Troy data for our students in special education. So that's the percent of the total population of our district that are eligible in these certain categories. There's 13, if you see down the left column, there's 13 different eligibility categories in special education that students can be eligible for services.
So if you see in Troy, we have the largest numbers of students with autism, specific learning disability, speech and language impairment, and then an otherwise health impairment. Below that is total student count. So the state, open schools, and then Troy. So total headcount for special ed in the state, you can see that's a very large number, but look at the percentages. Open schools, average percentage twelve point seven percent of all students. In Troy, we have, as Sarah mentioned earlier, thirteen sixty seven students with IUP, so that's eleven percent of our total population,
eleven point one percent. Working down a little bit further below is that autism, specifically disability, speech and language impairment, mother health impairment, those are our largest, percentage of eligible eligibility categories here in Troy. So you can see that our, if we look at the very bottom, so Troy, our again our total headcount is for special ed is thirteen sixty seven. For ASD, we have two fifty four students. This was last year's data that are eligible for special ed, and that's 18.6 of our total special education population.
Looking next, LD eighteen point nine percent, speech and language thirty percent, and then otherwise health impairment fifteen point four percent. You can see above that is the Oakland County percentages. So the biggest one to point out is if you look back to LAFC, so we're the statewide average is thirteen point five percent of students in all of special ed, open schools are is at 14.6, and us here in Troy are eighteen point six percent of all of our special ed students are eligible as ASD.
So that brings us into the next slide. Could you Could you what what's an example of of an appellate care list? So it could be a student's eligible for professional life because of a medical diagnosis that gets in their way of accessing curriculum. So that could be for ADHD. So because they have limited alertness and a limited ability stamina to Oh, I see. Yeah. Yeah. So there could be a variety of medical diagnosis, but ADHD is definitely the biggest one that we would look at.
Okay. Okay. Great question. K. Can you just go back one one slide? Can I ask you one question? So I noticed that we have a bigger percentage of students that have speech and language impairment. Mhmm. Do we attribute any of those, or do we diagnose that students who don't speak English well as to be that, or if they are different lingual? We shouldn't be doing that. All of our evaluation teams have went through some training with open schools in the
past about how to tease out whether it's an English as a second language or a true, speech and language impairment. And so that shouldn't be why we're seeing that, discrepancy there, the, you know, the higher percentage, the higher percentage of speech and language rather than open schools. So, to be honest with you, I I'm not really sure the reason behind that, but I I don't it shouldn't be attributed to the English as a second language, you know, to our multilingual learners. On the slide, we just have those those percentages in the beginning.
Oh, yeah. We have a little bit of, editing. Yeah. Editing to the slides that are not up here. So this looks at eligibility over time, and then, as Sarah said earlier, move in data. So across the top, we're looking at the year 2014, '15, 2021, and then 2425. Good idea. Let's support the community. Should've done that with slides ago. Yeah. He's a good gauge. What we're doing? Yes. Hope he doesn't wanna be the slight Well, he made some edits that weren't updated on the presentation that was being projected.
Yeah. But here, we really wanted to be able to show you the the Troy percentage, which is in parentheses. How that's grown over the the year. So that's the total number of special education Mhmm. Percentage of our population over the course of those three. Yep. So that top row as, we just said is the percentage of our special education population. So starting on the left, like, 8.8% up to 11.9%. Again, we wrote this down into our three largest eligibility categories. So if you look at ASD eligibility, in twenty fourteen-twenty fifteen,
we were at 10.6% all the way to last year, we were at 18.6%. That was from that, slide previously. So that is a very large jump over the course of ten years. For LD, we actually went down. So in twenty fourteen-fifteen, we were at 33.7%, down to twenty four-twenty five, 18.9. Sarah mentioned earlier when we were talking about this, that back in 2014, 2015, it's my understanding that there wasn't a strong MTSS process. And so now that there is a very strong MTSS process,
our number of students that are eligible as LD is going down. Yeah. Can I ask a question about that? Yes. We just had a a state complaint in the spring. Mhmm. And our MTSS process was found to basically be in violation of child find. And this data was actually referenced in the state complaint. So that's yes. The out the, the complainant FIB referenced this beta, the outcomes of the state complaint, FID results, and interactive action plan. There's always selection and learning that can be done when,
you know, if we're not doing something, if we need to tweak what our process is, which we have. But the outcome of the state complaint was that we needed to have a consistent process, k 12, that everyone was aware of and that there was professional learning around and things like that. Yes. You are correct there. So and the process has been updated at this point. I think not now, but at some point, we could get information on, like, how how the the process works. Like, what what or what did you change to need your prior corrections?
What kind of I'd be happy to share that. Yeah. No problem. Looking at speech and language impairments over the course of the last ten years, went up, and then came back down again for '24 to '25 to still at thirty point seven percent of our overall special ed population. Below this is our level four programming needs. So as Sarah mentioned in a previous slide, we currently have 20 programs for students for level four programs. If you look back twenty eighteen, nineteen, we only had seven to 12 to 15, and now we're all the way at 20 level four programs.
So our increase in students with ASD across all of those years is the reason why we have such an increase in program for our level four students. Below that, the move in data. So Hilary and I started this year on new supervisors in special ed with 66 plus move ins. So those are new students that move into Troy with IEPs. 23 of those students, 23 of the 66, needed a place in a categorical program. And can I just add, like, when you when they're moving in,
it doesn't always mean that they moved in moved in from, like, Birmingham, or it means that they could have been not in school for several years or never in school, or they were on homebound, or they were in a hospital setting, they were in another country, or they were in another state? So there's a lot of complexity that comes in with trying to figure out how does it translate to not only Troy, but Michigan and and bigger systems of support. Right. So that process, as Hillary just mentioned, sometimes was easy. It was we would like to program the students coming from Lake Orion.
Mhmm. They're in resource room with speech. Easy peasy. Other students had never been in school, were from other countries, didn't speak English, had never been in school before, or six, seven years old. That's kind of that right side number. Of those 66 students, seven students needed immediate evaluation for programming purposes. So those were students who, as Hilary mentioned, weren't in school, maybe came from full time, ABA therapy and have never been in a school setting. I can't think of other reasons for those stuff. I I think that's probably or the parent just didn't have them going to preschool.
Yeah. Chose to not, you know, have them attend preschool. And when they came on the first day of school or at their kindergarten, event, the team immediately the principal was reaching out to say, well, we need to help this family. We need to help this child. They need they need evaluations right now. And so we worked you know, Hillary and Jamie and I worked closely with those teams and those principals to make sure that those students are are receiving the services that they, you know, they need. Yeah. So if if a kid has always been in Troy and never did not attend
kindergarten and now showed up in, let's say, potentially first grade with potential IEP, why would they be called transfer students? So they're not at the early age. I see your question. So that maybe should have been its own row in the presentation. I was trying to just put it up on top of that that they weren't necessarily a transfer student, but they they Required immediate requirements. Have an ISB. But did the 66 include those type of students? No. No. They don't. Okay. Nope. There could be situations where a family was offered an IEP or services at one
point and then maybe turned down those services for whatever reason and chose to do another whether homeschool or something else and then came back. And because there was a historical evidence that they did have a disability at some point, we treat we have to honor that. And it could be, like, five years. It could have been a thing Or a non public service plan. Or a non public service plan. So there are situations where that child already has protective rights walking into the school that we have to honor even though we have very little data to understand what
their needs are. Can you explain what nonpublic of or does that mean they go to a private school in Troy? Yeah. Like, Field Academy, for example, is one of our nonpublic schools that we serve. So students who have, they have a non public service plan. So we provide services, not necessarily programming like a resource room program for, a categorical program, but we have a teacher consultant, a social worker, a speech pathologist, and an OT and a PT that has the nonpublic service plan specifies. Our teams go into that, building.
Into Brookfield and how that. I see. And so if it's also less than a preschool or a school that's inside a church or outside church or something, you have to do that too? They have to be an approved nonpublic by the state, by the PDE. So I think we have three approved nonpublics in Troy, that we go into. So it's not every I see. Private school. They have to be approved with it. It has to be. Yeah. I noticed you show your transfers just for this year. Do you have historical data there too? Like, you're moving over, like,
how you did this one? Or I do have that. I could get it. I don't interesting to see. Is that also pointing it out to us because there's a lot this year? Is that, like, a lot every year? Or Yeah. I went back and looked actually at last year's data, and it looked like so, usually, our move ins trickled down in terms of how many we're we're having enrolled around September like, middle of middle of September, late September, and they usually stop with maybe a one off, like, around January. So last year in January, it looked like we had around 70 total.
So I don't know exactly what we were in October, but we could get that we could get that data. I think the the the biggest point here That is a little bit more. Is yeah. Not necessarily yes. We have a high number of students who have transferred here who have moved in. The number of students that have needed that 23 number up there and then the cell next to that is where we are really, finding feeling feeling it, I would say, and where that's really showing an impact because that is and I can pull that
data as well. But that's I know from my own experience that that is a much higher number than we have had in the past. I brought up. Yeah. So the, 12 students that have been placed in level four programs, I think Sarah mentioned earlier, those were our programs students thought it's on. So if our eligibility cap eligibility percentage for ASD has gone up over the years and we opened two new program, level four programs last year, that didn't take into account the 12 students that moved in. So as Sarah said earlier, thankfully, we opened those programs. But on top of that,
we have now added 12 new students this year that required that level four, a level four program elementary through high school. Is there, like, a limit on how many students you can have in a program? There is. Yes. We typically keep our level four programs around seven. A few of them are have eight right now, but we try and we try and keep them around around seven or eight. The actual log allows us to go the county program code allows us to go higher than that, but because of the needs of the students, and the complexities of just running a successful program,
with those kinds of characteristics, we keep them we try and keep them lower. An ASD program, just for context, if we if they were if it was an ASD COVID program, they have to stay at six. So so that's the sixth at elementary seventh. So I can look at sorry. When did you see like, I see the number increasing. Mhmm. Is that kinda to show that we're having, like, more kids with, you know, that that population is broken for students? Yeah. I think it could be I think that probably has a is a big piece of it. I think, Troy is a sought out area for people who have for families who have students
with significant autism. I think we have a I think the district, I think, is that department. As you saw, I've had them on the slides about then, you know, our service providers that we have and the level of behavior support that we have. I think that we have a very strong reputation to be world class for all students, but in also for our students who have significant complexities. I think both we've had people you know, parents when we contact them to do their transfer IEP and talk them about that process and welcome them to the district to have said,
you know, who communicated communicated that to us. So I think it's kind of layered. The the real takeaway here is this the county deliberately in the nine, ten ish school year shortly thereafter, made a decision to to have local school districts pull back students. So that's why you see that sharp decline in county wide programming to where we are today. To Hillary's point, our team has done a really nice job planning for and accommodating those students that
are coming that are coming to us. The real challenge that we face right now is we're we're in we're back in 09/10. Many of the students that we're currently servicing now would be in a program based upon their behaviors, based on the need the the need the needs, are in our are in our buildings now. And, absolutely, we're programming for them. We're accommodating them. But it it puts a significant amount of pressure on both from a human resource standpoint, standpoint, from a space standpoint.
Didn't point out at every elementary at two we're closing in on two categorical rooms. A categorical room is six to seven students, two, a teacher, two paraprofessionals, and likely multiple aids that are within that room supporting those students. So we're we're providing the the support as is needed. But if the county has pushed back and we have accommodated, we are getting to kind of critical mass here where and you'll see the budgetary impact in just a moment. We're getting to critical mass here where we I think it's important for us to
start the conversation about what is an appropriate balance, for students with with special needs and where can they best be supported, while we continue to support students locally as best we can. And, so this is why I typically think it's a it's a conversation that goes beyond this table again with your colleagues, or colleagues across the county and through local schools. I mean, there are other counties that do it differently. We're gonna continue to provide services for our students without question, but there does come a a point where we're we're gonna we're we're gonna continue
to struggle to meet the needs of some very complicated youngsters. I mean, it is it's not the it's not the number so much. It's the level of complication that these youngsters bring with them. A youngster maybe who hasn't been at school, has never been in school and is the six seven years old and and presents with significant behavioral needs that that time and effort necessary to moderate those behaviors, get those behaviors in line so that that student can be in a in a
agenda setting in order to provide, to provide that agenda support with peers. It's it's just very complicated. So that's why I wanna just raise the the your level of awareness with respect to that so we could start these conversations. So I can only assume that that number is gonna continue to grow. It's gonna continue. And I don't think it's gonna be fair. It's not gonna be fair. And then that stretches our staff stretching our testing. There's a human resource component to this, and there's a there's a fiscal development to this budgetary component.
We're very fortunate to be fully staffed right now. Very fortunate. But as human resource is stretched based upon issues that occur, it's it's not it's not unusual to see staff choose to go into a genetic setting, for instance, where they use a little bit. The behaviors are different. Well, just for perspective for board members who don't have an education background, what what is your caseload ratios, like, otherwise? So you you like Rich described, a categorical classroom,
seven kids, a teacher, a couple aids, a parent maybe, whatever. So you've got a resource program in a building. What's your resource case, though? How many students does a resource teacher serve in, say, elementary, middle high? 18 to 22. So it's, like, having 18 to 22 single student classes. And then how about social? You have 20 people would be like, wow. 26 social workers. That's a whole bunch. What's their thing? They probably in terms of IEP and, MTSS support, I would say fifty fifty ish, forty and fifty students.
Speech pads, probably 45 to 60. We have a couple of speech pads who have reached out to Hillary and I recently with concerns about their caseload tiering over 60 and their ability to, you know, effectively service the students. So, yes, the the needs are high. And and on those caseloads are very complex students that might not be in a, you know, might not be in a program even. So, it is all of our all of our service providers are students. Like that or gen ed teachers are stretched too, attempting to integrate kids who need to integrate.
On the first chart that you show us at MDE, you know, that consult Economy. That was not useful. Yeah. Like, our gen ed teachers, do they have what they need to be able to insert partner with the sheriff and global teacher to make sure that those kiddos, when they are spaced, can be appropriately in a classroom. Everyone's successful. Yeah. Yeah. So when you say caseload, though, so let's say if there is a gen ed student but needs consultation or needs some supplemental work, will those two students come under the caseload of your,
The special ed provider? Provide They have an IEP. Yep. If they have an IEP, the, there's always an identified primary caseload manager. That's the person, who is providing a direct service to the student, but also who is responsible for ensuring IEP implementation, ensuring that partnership with the gen ed teacher, that those, that they're having that communication back and forth, ensuring that the IEP is, like, when there's an IEP that they're sending the invite to the parent responsible for all of the implementation pieces. But any any gen ed student who has a consult or supplement will have an
IEP. Right? Yes. If it well, through the MTSS process, some students receive a level of consultation from an intervention partner or something along those lines where they don't have a doing that. Where it might push in to to do some consultation with the student or the gen ed teacher. Yes. Yeah. Yes. You mentioned that. Oh, let's see. Sorry. Oh, I got it. Oh, I forgot. Sorry. He's dragging. Yeah. Oh, forgot. So Sarah mentioned our pack. I think Hillary and I have been very excited to be a part of this in Troy. We've had a couple meetings already and they're very positive and collaborative and you can
see our executive board members Rebecca Bilke is one of our own Troy, future consultants in the district and she's on the executive board along with two parents. The the whole mission of the PAC is to collaborate with parents and staff and be support partners for one another. We've had one meeting so far. I think we had four or five. Five maybe will attend, which I have heard. We've asked. Sometimes no one attended. We're doing we're flip flopping virtual and in person trying to meet the needs of everyone. If you need health care, you can attend virtually.
There's building representatives in almost every building. I think it's just a very positive and collaborative pack, and that's not always the way that it is. And I think that they're working very hard to be that, for our community. So we're excited about it. Mhmm. And is this pack a new thing, or we've had it for seven years? Well, we've had it prior to, I would say, 02/2020. We were a tighter functioning, I would say, more regular meeting, more participation from hearings.
And then it's it has been very difficult to get things back and up and running. For a few years after that, we partnered with, Celebrate Home, which is an organization that helps facilitate some trainings, does, also really helped us with doing, hosting some parents' social events where it was an opportunity for parents to come and just be social in community with each other. We we heard from the parent community that that wasn't necessarily something that they wanted to continue with, and so we switched things up last year a little bit, and just had continued with this,
framework. I don't think we had as much, excitement maybe from the executive floor at that point because they were just learning themselves. And so there was a lot of learning taking place on all of that part, us getting to know them, them getting to know us, and then we only offered four, not offered, but we had four meetings. They were all virtual. And the feedback that we received was the timing wasn't necessarily conducive to to our parent community, and, they were seeking some different, topics, I guess, for those sessions. So we're revamping again, coming back to the table, and hopefully,
we're hoping for with the opportunity to be virtual and in person, rotating monthly, hopefully, having some guest speakers, and that that will have a will have some get some momentum going. So our focus, 2,025 goals and focus areas, just in general, ensure that all students, regardless of avail of ability, have equitable access to high quality instruction and supports by continuing to foster those inclusive practices. So what you'll see on that right side there, that top picture is, I I'm not sure if you're aware, but all of our elementary buildings the last two years actually have embarked on the
unified sports, path for for categorical programs. And so they have, they have peer partners that come in. And, the first year that they did it, they only did practice bowling, which was 02/2324. They did practice bowling in their own buildings. And then at the end of the year, they took a big field trip to the bowling alley. Last year, we were able to provide them with opportunity to do some field trips to each other's buildings. And so they did practice sessions, but they also had, other teams other building teams come and participate. So that was a picture of that.
That's a really amazing opportunity. The it was it is completely, funded through Unified Sports. I mean, they granted us quite a bit, I think, 14,000. Dollars, to be able to provide that for our elementary buildings, and it was just an amazing experience. So, once we get that scheduled this year, I'll make sure that you got it in case you ever wanna go and visit their bowling, another bowling sessions. Doctor Machesky and I were pretty frequent visitors to those events, so they were a lot of fun. Our secondary buildings do unified as well,
but, middle schools did bowling, and then our high school, as you can see, low there, are the unified basketball teams from Troy High in Athens. So I kind of broke when we were talking about this. We kind of broke it down into our goal and focus areas for our students who, you might who you who are on the diploma, who are seeking you know, receiving their diploma. So that first bullet just talks about, as you all know, we have continued to, build partnership and alignment with teaching and learning through the MTSS, but also, for us to be able to hone in and focus on our special ed programming
and giving our teachers and educators professional learning opportunity and intensive intervention delivery so we can continue to see progress for all of our students. And then that second one is broken down a little bit more to focus in on our students with those more complex needs, those the students who have probably placed in those 44 categorical programs that we talked about, just to continue to we always presume competence for all students. And so, and that is a foundation for us in the department, but making sure that we're holding them to high expectations as as well,
and supporting those evidence based practices, ensuring collaboration with staff, and, providing those inclusive opportunities. So and then the last the other goal is just around, as Jamie was just talking about, the path, in increasing family engagement, and support and resources for our community. And then I think Dan is going to take it from here talking about some some special ed budget and funding. Yes. We wanted to share with you just some some trend data with respect to funding. So, yeah, being armed with some specific data around this is helpful when you're talking with because
dollars tend to make more sense to folks, when when you're talking to them, especially policymakers, they seem to respond more closely to those things. I have to do my best to other guy. Question over here. I mean, well, it's all okay, but it's okay. So I'll just go over this briefly. I'm not gonna go over every number. I think this is a bit visual. You know, Sarah, you have a similar document that we kinda recreated forward, but we also kinda moved in the prior four years beyond last year as well. Just to get some historical context to this picture. So, really, let's start at the top real quick.
So the revenue sources are on top, expenses are on bottom, and then this kind of heads out to a general fund subsidy, if you will, of how much more the general fund has to pick up. So not only do we get general fund state aid dollars for all of these students, but we also get special ed dollars to go above and beyond the general requirements. So so in the green up there, that's our state aid component. So there's two parts to what we did in state aid. 51 c is the bulk of it. So you can see there the, around 7 to $9,000,000 over the last five years is what we get above and beyond the traditional foundation
amount. And then the prior year reimbursement, that relates to transportation and instruction also to our services. So we get reimbursed each year. So if you were to add up, like, for this year, if you add around 8.9 from last year plus the six zero one, you're gonna get this year's fully funded amount. So what that is every year about this time, about two weeks ago, actually, we submitted last year's information. So last thing, that's where with our first first student contract, we work really hard with them to understand rather than just breaking it out, maybe bumping special to end up a little more.
Let's hone in that cost a little bit more because we get 70% reimbursement on those specialized transportation costs. So, we made sure that that amount that we paid through specialized route was more appropriate, because we do get some of those hours back. So we should anticipate a higher prior year reimbursement next year or so. And then, we get about 28% on the instructional side. So that special ed transportation, is that like a special plan that you have to submit and you get them out? So so think of it like a reporting anything that is not grant funded that
our general fund picks up through these dollars. Whatever we report each year that wasn't paid for by a grant, we get reimbursement the following year. So transportation, 70%. Instructional support services, about 28, 29%. Yes. And, Dan, does that only reimburse if it's through a bus contractor? Because I know in the past, we've had cases where we pay parents to drive their kids. Is that reimbursable through this or no? So it it's it could be either in house busing or a contract with service. Things like reimbursable parents would not be reimbursable,
under this report that we submit. But the key and I think the the benefit of how our buses are structured in Troy is our special ed buses are a 100% special. Yeah. If you use that bus for one gen ed route, it's ineligible for the whole loop. So we need to make sure that our buses are fully dedicated and not split and if they on which they are. So it makes a lot easier for us to report knowing that those buses, which are typically set up with equipment and time car assistance like that, Therefore, we're here towards those students. So, any of those costs have been flowing to this reimbursement.
So as much as we can, it's a balance of making sure we plug things into the appropriate grants, but also recognizing we have a maintenance of effort to meet every year across the county. So we wanna make sure that we're meeting our obligations from a county perspective, but also to understand that we are gonna get some of those funds back subsequent here. So, like Sarah and I talked about yesterday with with special ed, everything is compliance demanding. So we don't really have as much of a choice to say, well, I'm not gonna fund that because I just don't have money. You have to fund it, then you figure it out later or something.
The large there, PA, 18 county knowledge, so that's Oakland County levies a special ed knowledge tax just like they did on the vocational ed side. So that's the money that we get from the county. It's about a $108,000,000 across the county that gets split up between all the districts. So our share there, this year coming up is about, again, around that about a $800,000 one. Dan, that amount, is that based on the number of students in special ed? Also, does it also amount for the complexity of the situation of the student or no? I don't know how in-depth it goes.
I think it's just total number of students with disabilities, and then you get a percentage. It's like we're between 67% of the allocation across the account based on our needs here. And then the the right here, that's section 54 d. That's a grant for early on. So that's a fairly new grant. But, again, it's something that the ISB does facilitate. So, we do have an early on it's a is it ECP or anything like that? That's a part c. So it or early on, you can or part c families that don't There's a level of that is almost based on level of need,
I would say, is the easiest way to describe that for our early on families. So there's part of zero to three. Yeah. That's zero to three. So that is something that came to be, for last school year. The county used to provide service for, our part c families that weren't fully eligible through for an IFSP. We took those families back, and, what that did was give us open schools. The county gave us this grant to fund that. So those are kind of the two county grants that involve special ed. And then the yellow here, that's our federal grants versus primarily IDPA.
So you get a flow through grant that's for all of our specialized data in 12, and then the preschool portion, is for our preschool students. And then the portion of these shares of an amount that we're legally required to work with the private schools within our district boundaries to ensure that we're providing them with services to meet those students' needs as well. So you can see our historical context there, just under $3,000,000. And then Medicaid reverse reimbursement, that's just all based on the the amount of Medicaid billings that we submit, for that. Is that mostly for equipment? Medicaid billing? No.
That's for direct service. That's cool. Direct service. So our service providers can bill for Medicaid as long as the if the family is eligible. So they run a report every month, and it shows up who's eligible on their caseload, and then they could bill for those students. That's a b. Oh, and then same thing with final state aid reimbursement and final care. When we do Medicaid billing, we have to back out the grant by a portion of that position, and then we're able to build the remaining balance to get some type of reimbursement for it. One question about Medicaid. I see the trend going down,
the number of dollars getting it. Is it because our number of families being eligible has come down, or is it because the Medicaid almost pulled. Yeah. Or because Medicaid is not paying much. Is that that's a good question. I could find that information out. I don't I don't know the answer. Right? Just wanted to It's based on the exact service provided. So depending on the given care, there's gonna be a fluctuation to really And parents have the right to opt out. They just send it to the same. Yep. Even if we do get Medicaid, you can't ask to bill for it. Yeah.
Yeah. And every ID a parent has to sign if they want the team to be able to fill or not. Okay. And then down here at Swenmeture, so we have different funds across the district general, $5 capital projects funds. We maintain a special ed fund too. So all of our funds, it's very easy for us to identify what is special ed, fund based on the function code at the state level. So for us, we break out essentially what was our cost within the special ed fund. And then inside of the general fund, we have the transportation cost, but we do break out by special ed as well. So we've moved that cost into the general fund,
and then these are, with the grant fund. That's the federal portion which matches how your grant makes it expand on your interest there. So all in all, you can see for this past couple of years about a $9,000,000, deficit, if you will, of revenue and dirty expenses for us. We have a different slide that might show the trend of the budget, so it's fine. Well, this one, I think, just kinda highlights when you look at the green and the blue, that's your state aid, your county billers. Those are all based on numbers. Right? So it's natural that you're gonna see that go over time, especially a state aid. I'm saying that we're getting more money from the prior year expenditures.
And that appears more with federal and the Medicaid there is pretty it's been pretty stagnant, and that's always coming up. The conversation of fully funding and EBA is helping. I think that really highlights, those two federal deposit money. And then, obviously, the fines that you rent there are squarely in. So that's my great statement too. But we thought it's kind of a good visual to highlight that difference between the state is trying to help out as much as they can, but that's really having a And then finally, that I gave, unfortunately. Can you do us a favor? If you go back the two slides where you showed the deficit,
would you be able to get us a number per student that is in special ed? Maybe to get a a more like, how much more for a pupil in special ed, actually, to see how much more we spend on them than what we get from the state and federal. Yeah. We can update this for the for people here, and and I will just forward that. Yep. Any testing number. Very interesting. So I thought right as I was rushing out today that I saw a headline that said something along the lines of state budget,
funds rolled at the expense of autistic children. Do we know enough about what's going the details of that state budget? Something with that that we find for an ASD service. And would that be a categorical, or are they It was it wasn't a school service. I think it was outside of school. Yeah. Oh, okay. But I did see that they did eliminate it. She's like, there's more pressure on the inside. Right. Family service. Well, we can't get support outside. But that wasn't schools. No. I think it was, like, a private funding source,
Maybe through different ASD centers or something. I know there's, like, sensors. I think there's a good news of it. It's like that. So Okay. Okay. Yeah. I just caught that headline. Didn't can't change. I saw it. You did it strapped. I thought you Yeah. Right? Yeah. And now we're talking about Right. Right. Yeah. Yeah. So the So I'm just Go ahead, Amy. I have a question about the so, looking at all those numbers, and I know I haven't had a, you know, chance to see what information is out there yet. So, I mean, the foundation allowance for this year is going up. But what do,
you know, the the categories like the special ed section 51 c, do we have any indication of if that's up, down, and did they just roll all, you know, a lot of that into the, into the, the foundation allowance? Yeah. There there's no change. It's gonna be the same amount of an increase as the foundation this year. So there's no change to the second fifty fifty one c special ed funding. It's 500 something dollars increase, Four That's 42. $4.42. Yeah. Okay. Okay. This is really just trying to highlight that gap between revenues and expenses so you
can kinda see over time this will be increased. Yeah. So I think you can accurately say it's a nine it's about a nine it's been for the last several years, it's been a $9,000,000 delta between that the general fund has subsidized, special education, the the lack of special education funding. And the question earlier about is any of that money for the Hump Studio students, it's not. It doesn't take any of those accounts. Yeah. And it's it's under first number. Results we have for the fact that our ASD population has gone up and our other population Yeah.
The SFRC, this, did that that study did attempt to look at special both special education direct transportation and look at special education categories and attempted to put a number, at the cost associated a a factor, right, to educate a student with a student with speech and language, is far different than a student with ASD. And so they did attempt to put kind of a factor on that from a funding standpoint, for the purposes of of legislation or the legislators to to see just how much
more challenging it is. And if you have a student with severely multiple that's severely multiple of care significantly more and so forth. So At the previous budget, they did consider looking at SFRC. I don't think they even I forgot it during this budget. There's a bigger interest they were looking at. I have a question. Maybe a Dan question. The $9,000,000, do we know, like, what that is? Do you, like, do we always charge the same things to the general fund, or how does so if we really say, well, $9,000,000 is staff or is what is it?
You know? It I mean, the the way that that that's it is made is we're charging all the expenses and collect our special ed bond. Okay. But the revenue covers essentially refunds since we're upgrading the general bond plus the specialized bond and then different grant funds. So we'll look at that. The revenue we receive is is assigned to one that is really important to cover at home. And so we're just essentially right now putting out revenues that are specific to special money. Yeah. But you could you could assume that the majority of that cost is staffing. Right? Yeah. It's our cost Yeah.
So that but the in our within our budget itself, majority of the cost is staffing. And when you look at percent. Look at the ratio, it it it's really compound compounded what we're talking about. Special education. K. So IEP team, I would give you the other place to perform a student, success. We we as a board are well aware that our special ed was a, an achievement gap. We're serious about Yeah. And seek to fund in every way possible. So knowing that you have funds to do the best work you can do and to do the training you set for future goals.
Right? And people do it in much yet. Alright. Well, thank you so much. Questions for Sarah Helen or Jane? Well, thank you. Appreciate it. Yeah. So thank you so much for having us. Yeah. I appreciate it. She's so informative. Like I said, I think this is the first since I have to. I remember I mess with you and in person learned a lot of that time after the list. Yeah. I have done this with things like doctor. He said back when he does tell us that he was 2,002 or three or seven. Yeah. Alright. Thank you. Thank you.
K. Let's take a, five minute break and then get that for our discussion. So, Nina, we're gonna take a quick bio break here. She already Where did she take her camera? So there she's back again. Yes. So we want to divide into two groups, Brett. Yeah. I think it's a smaller group. We're dividing two groups. Chris and John will join. I'll join. I think it's we'll get more conversation that way more quickly. Yeah. So we just we just wanna sort of divide that. Yeah. Sure. So you take that one way and half the other. Mhmm. And What do you do what do you do with me?
You're not in I am. What do you want in a new position? Yep. You're you'll be Matt's, elbow partner. Yes. Yeah. So When the left John in comes join and John and Chris again will join as well. And and Oh, this So we put a a a real simple protocol of here's what, so what, now what protocol. It's very simple. I'm just designed with some prompts designed to get the group talking in our With Amita. I guess. I'll I'll and, Alina, I will send this to you right now. I can take a picture. Yeah. Take a picture.
Yeah. I'll take a picture. Yeah. I'll take it to your So we just thought maybe we just thought if if, like, the groups wanna come together, spend about thirty minutes going through some of these prompts, gathering some information, and then bring it back to a larger group, and we'll share out. I can even call Matt, and then we can, I can be on my phone and talk to my group? Yeah. Let's see. Well, you're with the you're with the whole so you're gonna be with, John, Quadra, Matt, and Amina. I'm not sure. With Jack. Okay. It can be Amina too. So you're with five and then the rest of us there's five of us.
Yeah. That's fine. So yeah. But that way, I'm not yelling at you guys, you know, from the wall. Yeah. How do you do that? Should we go over here? We go to another rule? Technically, I don't know that you can't. Right? Well, I don't know. You're right. We're not looking about board stuff. I don't know. Over here. Just a little bit. Stacy, you've got a bit of a hurry here with us. Mhmm. And then, you know, if there's a chart paper and whatever, if you guys wanna sort of record, unless you just wanna do it out of your shoe. I lost this off still. Good job,
Peter. Let me know. You want me to call you? I think you'll be on speaker. Is that cool? I that might be easier than me, like, yelling from the wall. Yeah. That'd be better. Yeah. Computer. I feel for us to get right into to so what in the Yeah. I want Thanks, Zoe. It's is that me? Yes. Is that me? No. Those are Crystal's. Hi, Dan. So you guys have a big number. I don't know if you guys go first. Well, Christy, you know, Chris is our notetaker. She has all of it. Oh, wow. Yes, sir. Just so boring. Burnout. Yeah. Absolutely. So under so much,
we talked about the desire for each students. Oh, did I knock over some dynamic impacts all of the unique. It's not just the importance of exploring, solutions for goods, furthering this, exploring ways to enhance a sense of belonging. And then kind of that idea at the top of our mouth about being, looking at passenger mode and achievable mode. Those are the most difficult to observe. Unhappy achievable mode and passenger mode. I mean, it's too most difficult to talk about that again. Talk about all sorts of ideas.
Now what, kind of the idea of professional development, parent engagement or parent education pieces. What do we do when kids are missing school, and how might we connect them? And then a a variety of things under the, the idea of elective ideas, looking at ways to, put a I mean, I was just bringing up the end, ways to consider, like, graduation requirements for perhaps, like, exploratory options, things like that. Thinking about the orderly things that those schools have kids can have kind of a a more robust, I guess, set of options in terms of instead of just what they get at semesters.
And then how do we make sure that adults have a one off one? Kind of each child has a, an adult or a so that would structure that and make sure that it's solidified and not just kind of like, In summary. That's fine. You do the last two? Yeah. Yeah. Yeah. Okay. It's all what and what's that. Okay. So what? Asking questions of educators. How are they, how are they engaging the educators, how are they creating opportunities to engage, creating that agency? Meeting with kids, meeting kids,
and Nancy mentioned, the importance of meeting kids where they are, and talk a lot about the importance of, developing relationships and how we're demonstrating and finding opportunities to to develop relationships and how that is so impactful on students even one adult creating a a relationship can be the difference for that student moving from being a resistor for instance to being summer food so cares to participate and so forth. Are we, question, are we are we tracking symptoms to identify students?
For instance, absence be absences, behaviors, grades, or we're tracking those things that might help us identify students that are being better being that are more challenged in terms of resistors and so forth. And and I think and I think we are we're moving towards, doing that in more systematic ways. That's good. Reminding opportunities to make connections that goes back to the to build relationships. And and Nancy had mentioned something is that a lot of this is just treating, young people often from like we would want to treat all people with humanity. We need to be able to just goes back into that relationship building.
And then, we really, the conversation around the kind of the now what, but providing opportunities to provide to provide productive struggle for all students.