[{"_1":2,"_112":-5,"_113":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88,100],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6609987,"mediaKeyId","2905138-7c06742311c88ff1af95a3eadf2876ae","parentId",2905138,"title","Coatesville presents preliminary FY2025–26 budget and flags charter-school funding as a major cost driver","audioSeconds",1059,"startMs",1987000,"endMs",3046000,"viewUrl","/Search/View?dp=1&key=2905138-7c06742311c88ff1af95a3eadf2876ae&start=1987&end=3046","thumbnailUrl","https://assets.pipeline.soar.com/2905138-7c06742311c88ff1af95a3eadf2876ae/thumbnail_1987000.jpg","articleUrl","/articles/6609987/Pennsylvania/Coatesville-presents-preliminary-FY202526-budget-and-flags-charter-school-funding-as-a-major-cost-driver","mediaUrl","https://secure.pipeline.soar.com/6609987-c938eb2e458e6c3ede7e8372efb27de2/orig.mp4?Expires=1770966825&Signature=d0oStqSphbbBbdcasXv81imYPPyMF5wxWxLu0MqXKkV8Taz-YncWmawyyGY4II1kpcmZfYT56zHtZw0YdspE6khaO8uQYKBC85HHGoQVXVLsOe8mMpirkcm4dUU8n5rs4rPCnzLUkwH5LB50oKRmudjK82L8yFq3igtVqzjEbMhk8DEYoPEeB4aGv8gyZ8ZuoIJ~gDiQheU4EGYfhi7d3Vo-CT6g-bzrR4Qj7Jt3NefGOijiEDokH68dReYO5zP9d-YEXZp2vRlmMH2w5mdUBPWPN7gGpoqyHwfjfQkvVVoe-mcSNW4hYKLNafwcxokdbZOjxyW-gtc5isE3wclfAA__&Key-Pair-Id=KUT5TJCACFTXG","author","Coatesville Area School District","date","2025-04-09T01:23:41.777Z","article","Lori Diefenderfer, the district director of finance, presented a preliminary update on the Coatesville Area School District's 2025–26 budget at a combined finance committee meeting, outlining revenue and expenditure projections, timeline milestones and a set of budget pressures that include rising personnel costs, special-education spending and charter-school tuition formulas.

Diefenderfer told the committee salaries and benefits are a major driver, projecting a roughly $3 million (about 4.02%) increase in salaries and benefits versus the prior year. She reported increases in purchase services (about $2.3 million), supplies (about $1.7 million) and property-related expenses (about $750,000) for an overall projected $7.9 million increase in expenditures (about 3.41%). Diefenderfer said projected total revenues were about $227 million under current assumptions, leaving an estimated gap of roughly $12.3 million that the district must address through expense reductions, revenue changes or use of fund balance.

On revenues the finance director said local revenue remains the district's largest source but noted an expected decrease in investment earnings of about $1.1 million this year. State revenues shown in the preliminary figures were modestly higher than last year (Diefenderfer cited an approximate 6.2% increase in state receipts in preliminary numbers, but cautioned final PDE figures are not yet posted). She reminded the committee that the district previously adopted budget parameters that cap the tax-rate increase at an adjusted (Act 1) maximum of 5.1%; Diefenderfer said the district's “starting point” is 0% and staff will work to minimize tax impacts while balancing the budget.

Board members and staff spent significant time on charter-school funding, which Diefenderfer and other staff said is a major driver of district expenditures. The district presentation showed how charter tuition is calculated: district total expenditures (after allowable deductions such as federal funds, special-education expenditures, transportation and debt service) are divided across an assumed statewide special-education percentage of 16% when calculating the amount the district must send for a charter‑enrolled student designated as special education. Committee discussion noted Coatesville’s actual special‑education percentage (about 24.7% in the data shown) is substantially higher than the 16% assumption used in the charter formula. A board member characterized the difference as a math problem that transfers roughly $13,000 more per special-education student when those students attend charter schools — a direct pressure on the district budget. Diefenderfer showed a worked example calculating per‑student special‑education funding under the 16% assumption versus using the district’s actual special‑education rate.

Committee members also discussed the net fiscal effect of charter students versus district students. Staff explained that some costs (transportation, debt service) remain on the district’s books even when students attend charter schools; transportation in particular has increased because longer routes and driver shortages lead to higher tier charges. The committee and board members said these mechanics — deductions and the special-education percentage assumption — make it difficult for taxpayers and community members to see the district's net charter-related cost and urged clearer public communication.

Diefenderfer outlined next steps: ongoing staffing and program reviews to reduce the gap, continued monitoring of state and federal funding decisions, and a budget schedule that includes a preliminary budget adoption and a special board meeting for final adoption by June 30. The finance committee voted to move the district's preliminary budget resolution and related items to the full board agenda for subsequent action.

Why it matters: The preliminary figures show the district faces a mid‑single‑digit percent increase in budget pressure and a multi‑million‑dollar shortfall that must be closed before final budget adoption. Charter-school funding rules and transportation costs were identified as recurring, structural budget drivers that can materially increase district spending and complicate short‑term balancing choices.

Ending: District staff said they will continue to refine numbers as PDE and other funding data are finalized, pursue expenditure reductions where feasible and return to finance and full board meetings with updated projections prior to the district's final budget vote.","mediaType","Video","parentTitle","Coatesville Area School District Board Meeting 4/8/2025","oneSentenceSummary","Coatesville Area School District finance staff presented a preliminary FY2025–26 budget update showing a projected revenue shortfall of roughly $12.3 million and warned that charter‑school funding formulas and growing personnel and special‑education costs are among the largest fiscal pressures.","taxTitle","Coatesville Area SD, School Districts, Pennsylvania","taxId",38303,"location","Pennsylvania","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6609992,"Chester County Intermediate Unit proposes $364 million budget; Coatesville sees tuition and service increases",644,336000,980000,"/Search/View?dp=1&key=2905138-7c06742311c88ff1af95a3eadf2876ae&start=336&end=980","https://assets.pipeline.soar.com/2905138-7c06742311c88ff1af95a3eadf2876ae/thumbnail_336000.jpg","/articles/6609992/Pennsylvania/Chester-County-Intermediate-Unit-proposes-364-million-budget-Coatesville-sees-tuition-and-service-increases","https://secure.pipeline.soar.com/6609992-4cf4ae76192d0a10471788defa643aee/orig.mp4?Expires=1770966825&Signature=mJOe2fn5F7-LDDTs80MgDDi0Ev4ocCunMUVWoa7TbK7W2VnjV5Sm0CtT05cTOFxBCShrUMhq~oaoBXa7y1E12wkgjmU8HLpLfO1ZQ3oBgviJmCie8mGLnUMy2SOz6jZ1HmqXyAk-IG2uNd~OwJDrmPUF-DGPihMf612TuSanClS6iEqJVaDCdRpDXID-dgRMcByq3tYhnY~82RpoHQeb6kiQw226mIPgt9WtKJZn0jBZBi8RHcIr~JF8l8kQOz8vW9TlFrPTh9I2FV9HnYNjJWZFkPgor-FSuZADMJRkpZFVM982oRek4I3P~Egd7qGN5nwTD4pTKb1yW5z61HSN4Q__&Key-Pair-Id=KUT5TJCACFTXG","Dr. George Fiore, executive director of the Chester County Intermediate Unit (CCIU), and Joe Lubitzky, the IU's director of administrative services, presented the IU's proposed 2024–25 budgets to the Coatesville Area School District finance committee, describing a multi-part plan that totals just north of $364 million and that officials said is driven largely by growth in special-education and student-services demand.

Fiore said the IU will present four separate budgets: a core services budget that districts vote on by weighted vote, an occupational education budget that districts adopt by June 30, a marketplace budget of optional programs districts may opt into, and categorical (state and federal) budgets. He described the full proposal as “a little north of $364,000,000.”

The IU said early intervention and preschool special-education caseloads have risen sharply since COVID, with presenters citing an aggregate increase of about 1,000 preschool/early-intervention students in the region over recent months. To add capacity, presenters described two capital projects: renovation of the Fred S. Engle campus in Avon Grove (opening as the Engle Education Center in West Grove in mid‑2025) and construction of an 87,000-square-foot Child and Career Development Center in Great Valley (Malvern) to serve roughly 200 students with multiple disabilities. Fiore said the Engle renovation will add accessible entrances, an elevator and new playground space, and Lubitzky said the Great Valley site will be designed and built specifically for students with complex needs rather than retrofitting existing space.

Lubitzky outlined the four budget pieces numerically: a core services budget proposed at about $41.2 million, an occupational-education budget at roughly $34.5 million and a marketplace services portfolio — the largest piece — with about 127 programs and a projected combined total near $260 million. He told the committee that the IU was proposing a 4% increase in the occupational-education tuition rate (to $11,188 for a half‑time student, if approved) and an average 3.87% increase across marketplace service prices, while noting many individual prices would remain flat.

At the committee meeting Lubitzky said school districts together are charged only about $600,000 of the core budget; in his presentation he said the Coatesville Area School District's share of the core budget “will remain flat at about $4,746,000” under the IU formula. Later in the same committee meeting the motion materials recorded for the finance committee vote listed the CCIU core services budget at $41,280,072 and — in what appears to be a different figure on the handout — a Coatesville “projected contribution” of $46,924. The committee approved moving the CCIU core and occupational budgets to the full board agenda; the discrepancy between the presenters’ slide and the committee motion paperwork was noted during discussion but not resolved in the meeting transcript.

The IU representatives told the committee that categorical (federal and state) funding streams currently provide nearly $29 million in the IU's budget and that federal grants remain a monitored risk. Lubitzky said the IU has received nearly $26 million in competitive grant awards through February in recent years and that federal grant funding could be vulnerable if federal priorities change.

Committee members asked about practical impacts for Coatesville students. Board members and staff pressed the IU presenters on transportation times for students placed outside the district; Fiore said renovation and new construction will reduce long bus rides for preschool special‑education students. Questions also touched on marketplace service participation and on how the IU manages debt service tied to the Engle and Great Valley projects.

The finance committee voted to move the following IU items to the full board agenda (committee action only): the CCIU core services budget, the CCIU occupational education budget, and the IU marketplace budget materials, along with related budget resolutions. Presenters told the committee the full IU board would adopt the marketplace budget next Wednesday and that member districts typically vote their occupational-education budgets by June 30.

Why it matters: The IU budget funds specialized programs — special education, career and technical education, early intervention and shared administrative services — used by all Chester County districts. The IU's expansion plans aim to reduce out-of‑county placements and travel time, but they increase capital and operating commitments in the near term and will affect Coatesville's tuition bills for occupational programs and the district's participation choices for optional marketplace services.

Ending: The finance committee did not adopt the IU budgets as final district policy; it voted to move the IU budget items to the full board agenda for formal action. IU staff said they will present final marketplace figures to the IU board next week and that districts will vote on occupational tuition and district‑charged contributions as part of the standard spring budget cycle.","Dr. George Fiore, executive director of the Chester County Intermediate Unit, and Joe Lubitzky, director of administrative services, presented a proposed IU budget of “a little north of $364,000,000” to the Coatesville Area School District finance committee, saying planned capital work and program expansion respond to a near‑term surge in special‑education and student‑services demand.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6609976,"Special-education plan review: Coatesville shows high special‑education rates, targets evaluations and transition services",367,4223000,4590000,"/Search/View?dp=1&key=2905138-7c06742311c88ff1af95a3eadf2876ae&start=4223&end=4590","https://assets.pipeline.soar.com/2905138-7c06742311c88ff1af95a3eadf2876ae/thumbnail_4223000.jpg","/articles/6609976/Pennsylvania/Special-education-plan-review-Coatesville-shows-high-specialeducation-rates-targets-evaluations-and-transition-services","https://secure.pipeline.soar.com/6609976-744e607929f683e0064e44d6b96bfcce/orig.mp4?Expires=1770966825&Signature=aNEGWO7-E6K3H3XnK5sgHD9Tvxy6~KalPfLyaWTlehFpegYpHjzxHDIZDDFjyaCP3Izs7Y0ECdC6IHOnLdP0d-zOJV8whj2nNtxMJnhAtfIWfoUHff2q8wOreod0YKlM5jSVSwkZSdZ8~2ltrepzeAzvetoZ~6DnrhpgOwRXBLNZXsdSS~hBbcLGFC0dGaOmgMAQzL0KN5OwEB4jYpNaUcDuLVXngbK12yA1ieWPo7gOZj0opEITuWzUVhu9zOTzEKR26Ues-akjPio9ILP~o7iX0l~IHw9WLOs3FwIIIPi~DZ-svrpQjq5VuxJsoAD48~AXM2DGgUfBNeNJrtaviQ__&Key-Pair-Id=KUT5TJCACFTXG","District special‑education staff presented a summary of the district’s federally required special‑education performance plan and explained both improvements and persistent challenges across the plan’s indicators.

The presenter walked the education committee through the required indicators used for state/federal monitoring, including graduation rate, dropout rate, participation and performance on statewide assessments, suspension/expulsion rates, least‑restrictive‑environment (LRE) placement percentages, parent involvement, timely initial evaluations, transition IEP goals and post‑school outcomes. The presentation was based on data current through the 2022–23 reporting cycle (some indicators use multi‑year data series that include 2019–21 years), and staff noted that some indicators lag district changes because of the state reporting cycle.

Key points the presenter highlighted:
- The district’s reported special‑education population in the cited data was about 29.2% (20‑22/23 data), compared with state figures shown around 19.3% for comparable years. The presenter said the most recent child‑count the district used for planning showed a similar rate (about 28.8%).
- The district met the federal target for its graduation indicator by a narrow margin but did not meet targets for suspension/expulsion rates for students with disabilities.
- The district’s percentage of students placed outside the district (special‑education placements in separate facilities) was high relative to the federal target (the packet cited a target of 4.4% and the district figure shown was roughly 14.3%). Staff said building additional in‑district specialized programs has been a priority to reduce out‑of‑district placements.
- Timely evaluations were a recurring issue in prior data (85.6% in the 2022–23 report) but staff reported internal process improvements and said a current operational figure had risen to about 95.1% as of the meeting date.
- Indicator 13 (post‑secondary transition planning and services) showed low compliance in the reported dataset (about 38.5% meeting the measure), and staff said the district had launched targeted training and a corrective action partnership with the IU to raise that rate.

Staff reviewed recent changes intended to improve alignment between general education and special education: adoption of district‑wide core reading and math curricula, expanded MTSS and PBIS work, added behavioral and mental‑health supports in buildings, new vocational exploratory opportunities, and additional professional development for staff and paraprofessionals. The presenter said many of those system improvements are intended to reduce over‑identification and unnecessary out‑of‑district placements by addressing student needs earlier and within the district.

Staff also announced three upcoming public special‑education plan review sessions (dates in the packet), noted a venue change for one session and invited community input at the scheduled reviews. The education committee did not adopt or change the plan at the meeting; the presentation served as a public overview ahead of the formal review and comment period.

Why it matters: Coatesville's special‑education share of enrollment is substantially higher than state averages in the reported data and is a central factor in district costs, placement decisions and service planning. The district reported measurable improvements (timely evaluations) but also flagged persistent gaps in transition services and in the rate of out‑of‑district placements that staff are addressing through program development and corrective training.

Ending: Staff said they will continue corrective work with the IU, complete the public plan‑review sessions and return updated performance data to the board as action items are developed.","District special‑education staff presented an overview of the federally required special‑education plan and recent performance indicators, reporting a special‑education population above state averages, improvements in timely evaluations and continuing gaps in transition services and placements outside the district.",{"_33":101,"_35":36,"_37":38,"_39":102,"_41":103,"_43":104,"_45":105,"_47":106,"_49":107,"_51":108,"_53":109,"_55":56,"_57":58,"_59":110,"_61":62,"_63":64,"_65":111,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6609981,"District chooses Twig for K–8 pilots, eyes Cognia/Cognity digital resource for high school; costs and pilot results presented",827,4783000,5610000,"/Search/View?dp=1&key=2905138-7c06742311c88ff1af95a3eadf2876ae&start=4783&end=5610","https://assets.pipeline.soar.com/2905138-7c06742311c88ff1af95a3eadf2876ae/thumbnail_4783000.jpg","/articles/6609981/Pennsylvania/District-chooses-Twig-for-K8-pilots-eyes-CogniaCognity-digital-resource-for-high-school-costs-and-pilot-results-presented","https://secure.pipeline.soar.com/6609981-9e562616010fdbd3288cfc40bf3643f7/orig.mp4?Expires=1770966825&Signature=Qn1eDek5MFXGswaWwU8hL3YmDYu7VwXf2lI5qnh4LthlP04iPn4f52PFRMiKvSaEwFL1DLptgfLLZDhWTIJ~f5LgU-eb4yIB4XCJrD1lMA9sHvdPenYN4INjG5oOg7J~ke1nCVU8Lm8cmN5Va7JRS3MncCMUPD6IyNhS3uTcFVkGcZzyptuu0NoqoSNYHF5btZvpO99l2HYZvvypgjQvUH2JEOyO9dtLWBIe5o-gShp-GAUTEMskxz4d1sxEM5PbhhOE2y1Qs2786njLCXg7MJxm7ShpnsndM5YNGJEB3s440p9ZBiE~PWu2T~Y3577L3N8HjVAy4oDlOFAe1bW2XA__&Key-Pair-Id=KUT5TJCACFTXG","District science staff reported results from a year‑long pilot of elementary and middle‑school science resources and recommended a six‑year adoption of the Twig science program for K–8 and a multi‑year subscription for a high‑school digital resource.

A district staff member who led the pilot said K–5 teachers piloted Smithsonian Science Experience and Twig, and middle‑school teachers piloted Carolina OpenSciEd (publisher: Carolina) and Twig. Teachers rated lesson components, assessments, hands‑on learning and teacher supports; the pilot cohort of teachers favored Twig overall. The elementary pilot included 12 teachers; the middle‑school pilot included nine teachers (all middle‑school science teachers). Staff reported that Twig scored higher on ease of use and teacher supports while also engaging students.

Staff presented a six‑year, K–5 Twig adoption quote of $701,187.80 that included teacher materials, student digital licenses, classroom refill kits and student journals; they described year‑one costs as the highest because of initial kit and teacher‑material purchases. For grades 6–8 staff proposed a six‑year Twig adoption and provided a separate quote for refill kits and classroom journal sets to allow an inventory review before committing to kit purchases. Staff also recommended year‑one and follow‑up professional development tied to implementation.

For grades 9–12, staff recommended a supplemental, digital high‑school science resource (referred to in packet materials as a digital resource with course units in biology, chemistry, physics and earth/space science). Staff reported the first‑year cost for a five‑year student‑license purchase would be about $119,000 total with ongoing annual renewals near $23,800; they noted the vendor offers a free first‑year professional‑development package and additional PD was quoted at about $11,000 mostly in year 2.

Board and committee members asked about equity and accessibility for students with different reading levels and about the usefulness of printed student journals; staff said Twig includes differentiated reading levels, English‑learner supports and family outreach resources, and recommended classroom sets of journals at middle school to balance digital and print access. Members also requested that a few pilot teachers be invited to future board meetings to describe classroom experience; staff agreed to invite volunteer pilot teachers to present at a board meeting.

The education committee voted to move the recommended Twig K–5 and 6–8 adoptions and the high‑school digital resource quote to the full board agenda for formal consideration.

Why it matters: The recommended adoptions would change the district's primary science instructional materials at K–8 and add a new digital resource option at the high‑school level. The presentation included teacher pilot data, multi‑year cost estimates and proposed professional development timelines that will be part of upcoming budget and procurement decisions.

Ending: Education staff will follow up with classroom teachers, finalize inventory checks for refill kits, schedule vendor PD and return with final contract recommendations for board approval.","Elementary and middle‑school teachers piloted two science programs; staff recommended adopting Twig across K–8 after teacher pilots favored Twig over Smithsonian Science Experience and OpenSciEd, and recommended a supplemental high‑school digital program (Cognity). Quotes and cost estimates for multi‑year adoptions were presented to the education","actionData","errors"]

Article not found

Coatesville presents preliminary FY2025–26 budget and flags charter-school funding as a major cost driver

Chester County Intermediate Unit proposes $364 million budget; Coatesville sees tuition and service increases

Special-education plan review: Coatesville shows high special‑education rates, targets evaluations and transition services

District chooses Twig for K–8 pilots, eyes Cognia/Cognity digital resource for high school; costs and pilot results presented