or is it a separate curriculum that just kind of holistically develops their English ability? >> So that is the goal because ultimately what we want our students to have is that academic vocabulary in all of those uh four domains and be able to to support that within those content areas. So that is the goal. um the the ESL I apologize the um it is an extra support as we would say just for language development and language proficiency because it cannot be considered as EL support ESL support >> because ESL has to be in a content area. >> Yeah. >> So those students would have this elective right and then have a content area EL class whatever that may be. Um, so this is an extra support for that. But the goal for that is that this this will help them with those strategies to develop that vocabulary and and hope with that collaboration as well with teachers is understanding this is the vocabulary that we're looking at and and um in in these different content area subjects and especially one of the things is that that this ESL support class um will be [snorts] great.
Uh, but one of the things that I really just want to mention is that at any point, and the public needs to be aware of this, at any point as new school committee members come in, if one of us decides not to run or someone else gets in, any one of any school committee can, we just voted on, I believe, at the last school committee meeting, can vote to not engage in school choice. So, if there ever comes a time in which the school committee and obviously yes, it's it'll take some time because our our high school students will have to metriculate out and we'll still be receiving um school choice funds until those high school students graduate, but it could go away and we're looking at $700,000 that ultimately we're going to have to come up with >> um if that were to ever go away.
And this is kind of a record. Uh we've been trying to keep cash in capital and it's been difficult. But if you look at line eight, we brought in $94,570 just in interest. So that's really helping us this year because that gets to add to this year's budget as well as the 306,000 we didn't spend last year. Then you jump down to line 11 and you remember that number 377 that came from page seven that we got from New Year's money. You add that to the others, you get the new year money. 778713 and then you go back to what they have at the state for capital and you see the 778713 right there. So we're used to spending 1.4 1.8 million in capital when we need to. Now we're way down to 778 713, but it's going to cover us this year. And we hope to lean less on capital again next year as we as we reduce our cost, our operating costs, and we can again hope that some of these capital items can help us with decaying or aging out equipment and m and vehicles even if you need.
>> Yeah. What's interesting is how many downstate are using it. >> Yeah. >> It's also, you know, that thing of like suburban communities having very different daytime populations and residents. So, there are so many like, you know, larger employers where people are doing their shopping like on either side of their workday and then going home to wherever they are. So if you benefit from people working at Abbott that live in Wisconsin, come down and shop for Great America and you know the Great Wolf Lodge and all those things then a percentage of those taxes that people pay would benefit our students. >> What is the um reason why we're law has been around since 2007? What's the lore behind it coming up right now? Honestly, um it's been out there, but this is the first time that the ROE >> has been in a position to be able to help support.
So, so really I mean there might not be if a if a freshman parent wants to meet every teacher, they might not be able to. >> Correct. They'll get six of the se if they want to sit through formal presentations, they'd get through six of the seven. >> Okay. >> Right. If they wanted to do informal, it'd be very easy to meet all seven. >> Sure. Uh I would imagine that families would do a blend and especially families that have multiple students in the building might prioritize which teachers they want to be in for the more formal presentations versus the informals. >> Sure. [cough] Okay. Thank you. And would your department have your [clears throat] departments given you ideas to saying like as a math department what we would like to see is one full grouping of teachers meeting in a formal or informal [clears throat] way so that you're reducing that one teacher being stuck in a classroom and now that conversation is just a one-on-one conversation because it's not allowing for others to voice.
It's a mixed grade level. So it's not where it's just ninth graders, 10th graders, 11th graders, more about their language proficiency. >> So yes, >> the other thing I just want to highlight because Dr. Dubl, you responded to one of my questions that students can also opt out of this if they >> not that we would encourage that, but if they really want to take music and that's like their passion, we don't want to they have an option to to opt out and hopefully they get all the support they need in other ways, right? So, just wanted to ask ask that question to make sure I'm understanding it correctly. >> That is correct. >> Students and explain each of those courses and encourage them that they could benefit from that course. >> I just know when you take up an elective course, you're often sometimes sacrificing a passion that a student might have and I think families and students need to weigh that the the cost benefit of that.
And the other point I just want to make is that looking at the FY27 estimates and the cherry sheets that when it comes down to it, there's a lot of talk about is school choice really worth it. And and I think it is because when you look at the assessments that we're we're giving out over $500,000 in school choice tuitions in this district. I I if I had to do the math, it would be somewhere between 80 and 100 students that are that are school choice out of Dartmouth. So why is that? Could be a variety of reasons. However, it's important to note that between the 80 and 100 students in Dartmouth is school choice out and they're the really I just did some quick math based on uh what we're going to be looking at next year is that it's around $120,000 net in school choice taken is the and I don't know if you I'm sure you've looked at that Mr.
But uh we're we're really transferring that 850 to M. And you saw in the report we looked at back in December and January that President Daniels mentioned from the auditor general transferring capital dollars to M is kind of discouraged because they like to leave that for salaries but in our case we've lost so many students over 300 students in the last three years that's a nice option to have so any and so if you approve the budget tonight you'll see that budget increase uh from 19 million 206 for M to 19 million 350 you'll see capital go down from 882,000 to 778,000 uh and you'll see adjacent ways go from 650 54,000 to a million80 because we want to have that in in place if we do get some bids and decide to do some more fire lane projects this year. And that's that's a quick overview.
We have a new superintendent at the ROE >> and I think um he his vision is that, you know, this is something that the county should decide. Just leave it at that. >> Okay. Yeah. And and >> and by statute >> and it would have been really >> by statute all the all the school boards have to >> Nope. Only 51%. >> Right. That's what I meant. I mean, but that's in the statute. 51% of the school boards have to >> pass that resolution. >> The Well, not 50%. Sorry, I didn't I was not clear. I'm sorry. Not 51% of the boards. The boards that represent 51% of the students in Lake County. >> I got you. >> Yeah. I'm sorry. I was not clear. So if we didn't key into it, there's a handful that we >> there's like 10. >> If we did it, then it would go on.
Yeah, we're gonna take all So, this the staff's all very interested in this new structure. >> Well, I don't know if everybody's interested in the new structure. The committee is interested in the new structure. We now have a feedback period right now where we're gathering feedback [clears throat] from the staff, but we would anticipate at the start of the school year some of our professional learning opportunities be talking through scenarios for that and how you can manage them and also how do you set up the expectations in that room?
So, yeah. Um, excuse me. Yeah, I had a question actually. What is the um um like is it a semester long course or a year long course for foundations, connections and and bridges like >> it's a year long course? >> Year long course. So wait all three of them or all three. Okay. So like um the whole point is to make sure that the students who are coming from different countries as you were saying who might not have that foundation of English proficiency for from a standpoint of reading, writing, listening and speaking >> to be able to establish that and then integrate them into other courses >> plan because within language development you're looking at academic language and social language. And so our goal is always the kelp which is the cognitive academic language proficiency and you need the social language in order for that to happen as well.
Kylie. Um, >> so it it's just important to note that it's 100 I guess the point I'm trying to make is that it's 100% worth it to to accept school choice at the especially at the high school level. Um, so just be I just want everyone to be cognizant of that. >> Thank you, Mr. Kylie. >> Thank you. So what does all this mean? So in our fiscal year 26 budget is $55,431,558. So all of the things we talked about on the key budget factors slide. So all of these things, the 80% of our budget that is salarydriven, contractual salary increases and all of these other things [clears throat] mean that um we are building in a budget increase of $2,781,229 or 5.02%. 02%. The incorporation of the $245,000 that is the the school choice plan is an additional $245,000 which is44% of the total.
>> Question. When you dream at night, do you dream numbers and budget? >> Do you not dream at all? >> Yeah, our dream is just >> Well, John's dreaming about salmon these days. Yeah, we've got a salmon trip planned for Alaska the last three weeks, last one week of June. So, so Alaska salmon fishing is a a good thing to take the place of of these. But it was fun to have four people, Mac and Ryan and Blake and Greg in school finance and Chris Chris at the auditor general knowing what we wanted and then helping us for just about two months straight because I couldn't amend the 24 year until I had the 23 numbers revised and then I had to go back in the AFRs and rewrite them. So it was great because it's it's just everything we could do to help we want to do that.
>> Yeah, that's an important little >> important distinction. >> Yeah. >> So I do think that >> it puts us in a position to kind of >> Yeah. >> be leaders one way or the other. >> And in the past there was no there was no central organization like the ROE that was trying to lead the effort. >> So that's why it never really got off the ground. There was there were a couple of school districts that talked about it, but nobody wanted to take the lead on it. And now Dr. Carter is willing and ready to take the lead on it. >> Do we know if other counties have have done it? Have >> more than half. There's a map in the think more than like twothirds of the counties in the state have done it. >> Yeah, it's it's it's a good thing >> to consider.
Like is it going to be three minutes of me talking and then a Q&A? Is it going to be three minutes of me talking and then just open conversation? Is it five minutes of me talking and then stations? Is it like there's any number of ways in which a teacher [clears throat] could structure that based on their comfort level and their content area. Uh but we'll give them some suggested models that they could follow. [clears throat] So, and we'll see what other questions come back logistically from the staff as well as we put this. >> Yeah. I mean, I know like we've we've tried moving to a more informal and it it almost made us want to go back to the structured because it's just it's so hard and I can't imagine as a at the high school level now I have 150 students or what have you and now [snorts] I'm only down to three 20 minute presentations within that hour When is that conversation going to happen?
So absolutely that's where that's at. >> Great question. Thank you. >> Actually one more thing. What happens if I'm really curious what happens if um like like Sally for example is excelling in um reading and writing >> but they're struggling with listening and speaking like how um and there like does that mean that they're not able to progress to the next course or >> absolutely not. So when we're looking at language proficiency in regards to language and academic, right, we want to make sure that educators are able to then when during their instruction are able to provide opportunities for students to um increase their their to increase their oracy through speaking. So are there opportunities within that class and opportunities for them to be uh active listeners and be able to produce that language? Um and it also depends on their so what we look at for language development is something called the WEDA eld can do descriptors right so what we're looking at is if a student comes reaches a level three let's just say 3.4 for on and access literacy proficiency was reading and writing.
The budget recommendations that we went through totaled $768,500 for a 1.39% budget increase for a total FY27 draft budget of $59,226 uh 59,226,287 6.85% budget increase. So that's what all that means broken down and as you know much of it is sort of out of our out of our control. Um but um you know with targeted investments towards towards uh strategic plan objectives that is what we're proposing >> 3.8. So another way to to take a look at that, [clears throat] this slide compares uh the fiscal year 27 26 to 27 uh proposed budget with the dollars changed in each category and the percentage changed. So instruction uh this category of the budget would increase 5.3%. Administration this category would increase 11%. Maintenance and utilities 10.7%. Other services 12.7% tuitions 9% for that total budget increase of 6.8%. So the total budget increase of 3,794,729.
So >> you guys are doing an amazing job. I think I would like to make the motion to approve the 2021 expenditure budget as a revision. >> Second. All in favor? >> I I Righty then. >> Item number 10B is our HMS reconfiguration. >> Okay. So, we have um as you heard last month, we presented um many options for saving the district some money. As John's pointed out, we can't because of our um enrollment decline over the last three years, like everybody around us and all over the state. We need to do some significant trimming in the budget because transferring continuously from capital makes us leave some projects undone that we need to that we need to shore up. We do believe um the administrative staff and the director staff have been working on recommendations since October. Um the one that actually needs a vote is reconfiguring grade levels at our campuses.
Okay. And then finally, uh, Wendy, >> last but not least, um, in letter E, at the very last thing, you'll have a link, a digital link to our midyear report. So, this is the time of year that we check in with all of the admin division directors on their progress that they're making towards the GPIs that we set at the beginning of the school year. Um, and so this is kind of their midway point of where they are and what they're working on. um a it's a check for them to say, "Hey, are we getting everything?" Because we still have a second semester to get things done. And you know, this holds us accountable um for you all to see. Um so, um thanks to Ree, she put it together in a way that you kind of jump around. That first page is your little index page.
>> Are you meaning that you want one-on-one time with the >> No, one-on-one time is a very No, that's that's >> what do you think is missing? >> Well, I'm saying it's just a very it's just a very hard thing to do. That's why I think it's great to hear not from just the committee as you begin and then it's what are all of these side conversations as the teachers really start to think about it. It sounds it sounds great in theory. It really does because otherwise you are just you're going in, you're getting paper, this this teacher's talking at you and you're walking out of the room. So, it's just finding different models that have worked. Um, but when you're stuck in a classroom and you have one parent that's going to dominate that time and then all these other parents are like, man, I I waited to see this teacher and I waited to see this teacher.