Any discussion? No. >> Motion carry 70 contract. We have approval for the BMS plasma VHS VHS plasma cutter bid. >> So we did receive one seal bid on that. So again move to accept Kevin Dy's bid of $776 for the VHS plasma cutter. >> Second discussion. person. >> I don't have a need unless you all have a need. >> Anybody have any student issue? Nobody closing items miss anything debriefer. Thanks for heads up on the 20%. >> Yeah. And I mean, good, bad, or different, I think this board and the community will continue to make it happen. And the federal funds don't come through. I think you can I don't want to speak fairly, but I think we'll figure it out. >> Like I said, I'm an agent following and >> I'll just say I heard you say it tonight. I heard you say it the other night.
Then you drop down right below that the 1,ion227. That's the capital money they generated this year for the school. So put them together there's 18,431 and last year we spent 18 million 900 even. So there's a gap there. So we have to make up that gap. We want to close that gap so we can leave capital alone and just pay our salaries and things from our operating funds. So start down column A. You see that whole amount that students generated, the 17,204 on the top, it stayed in the M line, which is A. You could move some of that over to line B, the capital fund. We didn't do that. Uh but you see the 1,227 that could all go to line B if we wanted it to for capital. We moved 850 back into M&M. You see that? Now we'll just continue down M because the 377,000 we moved over to capital stays there and that's the only new money capital got.
>> Yeah. And it my peers, you know, um all of the school districts have been reporting data back to the ROE so that they have an understanding of how much money for infrastructure work is out there and needs to get done. And right now it's um over $150 million currently um based on everybody's current life safety plan. Um, and remember, life safety plans have to be extended or renewed every 10 years. So, we're in the process of doing that right now um, as part of our master construction plan. Um, and so what you will see that number is actually significantly higher. If you look at um, the debt outstanding, which this Lake County sales tax can be used for to offset debt, uh, you're looking at $1.4 billion. It's new. It's new debt, right? >> What's that? >> It's new debt. You can't use it to pay existing debt.
And really showing up and us reading you the class rules or what we're going to focus on or grading policies or those kinds of things really doesn't help a parent get to know the adult that's spending all of this time with their their students with their children. So, uh, what every teacher would have is this is kind of the gist, right? There's more logistics and stuff we're going to work through behind this. Um, but we're not going to work through all those logistics unless we're sure like everybody thinks it's a good idea, right? Um, so on that night, the meet the teacher night, every this is the staff members perspective. So each teacher would have an hour of structured time. There'd be three 20 minute classroom presentations. It' really be 15 minutes of presentation, five minutes of a passing period, quote unquote passing period. The idea would be a teacher would get up at the beginning of that window of time and share a little bit about themselves, what they're passionate about, the courses they teach, like what they love to do in the classroom.
What is she taking her freshman year? What is she taking her her her sophomore year, her junior year kind of to see it through the the student lens? I'm still not clear about why we're not offering English or ESL or I should say connections um to next year. Don't we have students who are who would benefit from that and would qualify for that support >> for that? Yeah. Go ahead. >> Yeah. Okay. So, to help understand it, there's three basically there's three years of newcomer support >> that is being offered. Foundations, >> connections, and bridge. Foundations and Connections is for students whose ELP level in literacy proficient is from a 1.0 to a 2.5. >> There are students for example Sally comes in and she's a 1.0. So that year we're providing connections. Connections and foundations is very similar. The difference is we don't want the duplicate of that connections and foundations to occur in the transcript twice for consequential years because the students will be graded and it will appear as though they failed when they actually can benefit for more language support.
So, the following positions, the behavior specialist at the elementary school, we do have two currently and we were not able to add a third into this budget. Special education teacher at the elementary level, we were not able to add. And a reading specialist at Dartmouth Middle School, we were not able to to add into this budget at this point. >> School choice. So, um, >> can we can we just go back to that slide? >> Um, so you said we currently have two behavioral specialists in the elementary school >> and special um actually the reading specialist. How many reading specialists do we currently have? Um, >> at the middle school level we don't have any. >> Okay. Um, so that >> Oh, wait. Oh, we have one. We still Okay, we >> had >> you had two. >> Okay. >> So, for kids that are struggling um who how how >> well we have special educators.
I heard um the open director say it too. Don't think that you're wasting our time when you come in here. I you all said like I know I'm taking a lot of your time. >> I want to hear it. So >> I just say >> except the other night that was a >> lot. I just >> I just like I said I want to hear what you guys have to say. If that means I'm here at 10 o'clock, I'm here at 10 o'clock. >> Yeah, let's get the business done. >> I understand. I understand. >> Okay. >> Uh anybody have anything else? >> Great discussions, great board input. So appreciate it. We stand. Hey darling, I notic you just turn your saw.
So moving down column A, you hit the line 8A and you see the 982,761. That's up from 690,000. That's what all the the rewriting of AFRs and rewriting of budgets took that number up from 690 carryover in M to 982 almost 300,000. And uh that's that's uh something I started in July and August and the Department of Education had to keep redoing these little second page budgets that you see uh because every time I would revise a budget they would have to process this report to advance that increased budget in M to the next year. Did it for 22 year 23 24 year and last year. >> So kudos to John. That took an insane amount of effort to to scrape $300,000 worth of pennies forward. >> Pennies. That's about what it came down to. And not only did school finance help, the auditor general got involved because they wanted to approve three years in one one shot.
>> Uh I don't have I actually You from Liz's presentation, you can abate some of your debt by using the $5 million to offset debt that you already have. >> That's my understanding from Liz at this point. >> Obviously, this is still very new to the county. Um, and you should know that all of our projections are just do not include any sales tax dollars. If that were to pass in if it were to go on the ballot and pass in November, then we would go back to the drawing board with how to fund the capital improvements that we have coming top. >> Right. >> Well, fluid, fluid, fluid, fluid. And and Eric's right. the money comes to the districts four months after approval of the um sales tax increase. So, we would start getting money in February or March. >> So, it's just an FYI.
So, there's a personal connection there with that teacher. Uh, families could go drop in and go in what order, whatever order they think is of most importance. This is especially important for families that have multiple kids in the school and might only uh you know they they got to pick and choose who they go and see, right? So uh there'll be a rotation of that and then the teacher will then move into like a large setting like the commons or the cafeteria or whatever where it'll be instruct unstructured where parents could just walk up and introduce themselves or hey nice to meet you or whatever. you know, my kid loves your class or hates your class or whatever that is for a quick exchange between those. Families can pick and choose what they want to do. So, do they want to go through six formal presentations?
So if Sally comes in at a 1.0 ELP and finishes foundations their freshman year, their sophomore year really doesn't matter what year because it really is based on their ELP, they can benefit from connection or the opposite again because of 1.0 to 2.5 and then 2.6 to 3.4 is for those students at the bridge. So as part of the newcomer as suggested as mentioned um they have to be in the country for less than three consecutive years come from a country that's non- English speaking actually qualify to be an ML student and then um based on an ELP of 3.4 or lower. So in addition to all the content that a newcomer would get in ELA and all the four core courses, this is an additional support of possibly three years, 1.0 to 2.5. They can get two years of that support. We have to give it a different name because of how it appears on the transcript or bridge which is 3 2.6 to 3.4.
So what we did with one of the reading specialist positions is we um we converted it to a special educator so that students who are having difficulty reading at the middle school level typically would be receiving services through an IEP. So that was um what we did with the with one of the reading specialist positions at the middle school level. Okay. So, school choice. Um, so [sighs] this, uh, this is an updated plan. Um, last year, fiscical year 26 budget process. We worked in collaboration with other town boards to create a plan to gradually reduce the reliance on on the school choice funding. Um so gradually we would be less reliant on the reserves in the school choice account. [snorts] The town boards at that time all agreed on to this plan which is to increase operating budget spending by $245,000 annually to bring us to the point after five years.
That's pretty atypical. We're not used to seeing someone get that aggressive trying to to place expenses in these other funds and get them out of M. So M carry forward would be increased. So following down. So that's that's where we were the 690,000 350 that went up to 982,000 and then you get down to line 10 or excuse me 9F you see that 313,000 we like those dollars and you see the FRPPL free and reduced lunch payments. So those students along with some extra money from capital equal another 313,000 and that's the 19 million 350. So then you take a look at page one of two here. You look in the lower right corner and that's exactly the number the state came up with for our students after these calculations were made 19350 which is pretty cool because it's only really 250,000 less than last year's was when we had another 100 students last year.
So, >> just FYI, but we will um reach out over the course of the next couple weeks to see to kind of gauge your level of interest in bringing this forward in March. Again, not saying that you're in favor or not in favor of the tax. You keep saying that, but in a way, >> no. No, because the resolution is very clear. The resolution you would be approving, all it says is you'll let the voters decide. The way the law is written is very specific. In order for it to go on the ballot, the school boards have to say that the res the residents should have a voice in whether or not this should be approved. >> Yeah. >> And clearly, the residents ultimately make that decision. 100%. >> So you do not endorse it or and remember as members of the board >> you can't endorse it.
Do they want to just drop in and say hello? Do they, you know, want to go to two formals and the rest informal? They kind of choose their own adventure for that night for what they need. like a parent of students that has seniors, that might be a different experience than if they only have ninth graders, right? But they get to pick and choose what they want. If they want to just run in and say hi to one teacher and then head back out, great. We was happy to see them. So, uh, that's kind of the more the meet the teacher night. So in this there's a a lot of benefits that we see coming from from this change really uh as you're going to see in the other communications as well but really around flexibility moving into a a less traditional set and get model.
>> Yeah. So essentially a student can go foundations connection bridge if they need three years of support or depending on when they enter the cycle they could go connections foundation bridge because both foundations and connections as Dr. Dubil said supports that 1.0 to 2.5. So those two can be taken [laughter] connection foundations. >> Got it. >> Correct. >> The one and two was confusing. >> Yes. We wanted to build longevity of support with flexibility of scheduling. Got it. So, hence the change in title because we didn't want it to go one two versus 2 one as Dr. Dubil said didn't want students to appear to be going backwards in a sequence. >> Thank you. Okay. Does the do these or do you anticipate that these curricula will collaborate in intensely I guess with the core subject areas to support the specific vocab that's needed for or or other academic skills and literacy skills for government class or biology or whatever the case may be.
You'll you'll there's a lot of numbers on that screen, but you'll you'll see that um after 5 years, we will expend approximately what we earn in the school choice um revolving account. [snorts] So, this plan is is updated for fiscal year 27, which is year two of the five-year plan. And um each year we'll decrease the funding for staff positions and that is what is reflected in the fiscal year 27 budget. So the incorporation of $245,000 of staff into the operating budget from what was formally funded by school choice. >> So looking at this, Mr. Kylie, if I if you look out the look at the projections out through FY33, that it's great that we're ultimately going to be, you know, [snorts] being financially responsible and spending what we're taking in with not having this huge um lump sum of money in there. Um I know there was some um finance committee at one point concerns around the um the amount of money we had in there because of all the grants we got from CO.
So that's kind of closed the gap. Any questions on on the M funds here on page seven came from? The two big things that we we just have to really recognize I guess is it's it's basically 1.8 8 million there that came from carry forward and came from capital transfer. Otherwise, our budget this year instead of being 19350 would be more like 17400,000 and that would be difficult. So then we turn to page eight. Page eight is landscape and hopefully you can see page eight there on the next page and page eight looks at all the capital and there's three numbers basically we'll follow the capital and page eight is if you can follow it there we had our budget last year a million29,000 that was where we were budgeted you go down to number six our expenditures on that were 723,000 which left us 306 so we brought in 306,000 from last year.
>> It becomes a referendum. So we there would be all kinds of rules of election and things like that for us as school board members endors as a public citizen if you want to put a sign in your yard you can do what you want but sitting here at this table as board members we can't tell people in that they should or shouldn't that they should or should not back this. >> Are we unique? You know, you've said a couple times that that in Lake County's case, uh, more than half of the taxes that would be collected are collected from people not resident of the county. People come from Cook County >> to shop >> because our taxes and would still be lower in Cook County. >> Okay. So, this is unique to Coller counties as compared to downstate. Correct. So, they pass it down state without that benefit.
>> Hank, can I ask you a question real quick? Can you go back to the the one hour structured one hour informal? >> Okay. So I'm trying to wrap my brain around how this is going to work. So say it's from 7:00 to 9:00 p.m. >> Mhm. 7 to 8:00 p.m. teacher A is giving three 20-minute presentations. >> Yep. >> And then teacher A then moves to the commons. >> Yep. >> So that's only three opportunities for families to meet teacher A. >> Correct. >> In a formal setting. >> In the formal setting. Yep. >> And then is teacher B going to be doing the opposite where they have like a informal and then Yep. >> the second hour. >> Split it. >> Yep. And then we'll work logistically to try to figure out the the best way to stack teachers A and B. Okay.