all of the new teachers that were going to be coming came over there. Um Scott Jeffrey had something planned today. Uh there's also some things planned over the summer at the individual schools to bring folks together. So there are lots of creative things happening both from the principal's end and working with the PTO's. >> Awesome. I mean, my next question was going to be um is I I know everyone's excited about the the new schools and seeing them and touring them and whether you're going there or you're just a member of the community curiosity, but also important that like Highland is, you know, open and people can walk through there and, you know, visit their new school. So, I assume that. So, that sounds great. Thank you. >> Highland was unique in the sense that, you know, because the building is there, uh they could do tours today >> of the uh you know, the building for new students.
Also on the expenditure side of course the LCAP which uh Mr. Schlloer reviewed uh we budget those expenses as ongoing expenses. The supplemental and concentration funding does flow within the LCFF so it's considered unrestricted but it's unrestricted with strings attached. But the nice thing is we're able to put what those strings are on that money with our our goals and our action steps. So this next section I apologize it's kind of confusing but I want to make sure we do understand in 2627 the required minimum reserve is 3%. Now that is unrestricted unassigned. So restricted reserve does not count towards this 3%. We are projecting a 7.9 million reserve for economic uncertainties to meet our 3%. Our board policy is five. So if we were to meet our board policy would we would need just under 13.3 million at budget adoption to meet our board policy.
Are we actually performing? This is why the third type of question is the board member to ask actually performing? This is why the third type of question is the board member to ask actually performing? This is why the third type of question is the board member to ask strategic questions. Our questions around what alignment is there, uh, questions. Our questions around what alignment is there, uh, questions. Our questions around what alignment is there, uh, between what actions are taking questions. Our questions around what alignment is there, uh, between what actions are taking questions. Our questions around what alignment is there, uh, between what actions are taking place and the likelihood of what alignment is there, uh, between what actions are taking place and the likelihood of what alignment is there, uh, between what actions are taking place and the likelihood of accomplishing the intrametrics between what actions are taking place and the likelihood of accomplishing the intrametrics between what actions are taking place and the likelihood of accomplishing the intrametrics that have been defined?
I know we talked about um they had talked about putting additional ones all down that Walden Street, but now that's not gonna happen. So I feel like even from buses entering and leaving, if you've been on that campus during that time, this shouldn't have any impact on that. >> Okay. >> So people feel comfortable, I think we put to the vote. >> If I recall from the last time we discussed this, that was the only concern. >> There were six spots, three spots. And if police and fire is saying there's ample space from the intersection at Walden from the front, I don't see anything that should hold us back. >> I feel like this is the least we can do and we should approve it tonight and get them on their way. >> Seems like a no-brainer to me, too. >> All right. So, I I'll make a motion to approve the six parking spots as proposed at the meeting.
So, uh, they took advantage of that. >> Any other questions, Mr. White? >> Thank you. Yeah, my relatively firsthand knowledge was Friends Day was a success. I've already heard about the uh excitement of in a really unusual move that I did not believe at first. We got classmate names and teacher names, >> which surprised me. Um but anyway, yeah, a lot of excitement there with they wanted everybody I I assume just to get to introduce to make the >> the kids from Highland coming over feel more comfortable. Um with regard to the transition, I I mentioned to you before getting those schools open on time on budget is just about as high a priority as you have this year. >> We're on target. Thank you so much for that and thank you for making this transition move slow uh smoothly. I know it's really difficult.
But we do have an additional reserve in our unrestricted ending fund balance of 1.3 million. So we take 7.9 and 1.3. That gives us down at the bottom there, our total unrestricted unassigned reserve is about 9.3 million at budget adoption. Um, so we are meeting our 3% but not meeting our 5% in budget year 2627. And here's a quick look at what all that translates to in the Sachs forms. If you'll see, we'll we're still projecting a deficit spend on the unrestrict on the unrestricted side, but only at 1.5 million. We're projecting a surplus of a little over five on the restricted side for a combined operating surplus of 3.8 million. And you can take a look at that. The restricted ending balance, you'll see we're projecting at 17.6 17.1 million. The lion's share of that is that assumption of the discretionary block grant revenue and no expenditures currently tied to that discretionary block grant money.
That's place and the likelihood of accomplishing the intrametrics that have been defined? That's place and the likelihood of accomplishing the intrametrics that have been defined? That's the nature of strategic accomplishing the intrametrics that have been defined? That's the nature of strategic accomplishing the intrametrics that have been defined? That's the nature of strategic questions, strategic questions that have been defined? That's the nature of strategic questions, strategic questions that have been defined? That's the nature of strategic questions, strategic questions by Design are always trying to the nature of strategic questions, strategic questions by Design are always trying to the nature of strategic questions, strategic questions by Design are always trying to interrogate. What is the questions, strategic questions by Design are always trying to interrogate. What is the questions, strategic questions by Design are always trying to interrogate. What is the alignment between the interim metrics that we've identified, uh, and the between the interim metrics that we've identified, uh, and the between the interim metrics that we've identified, uh, and the actions at the taking?
>> Seconded. >> Any final discussion? >> All in favor? I >> All right. Thank you very much. Thank you very much. >> Thank you. Thank you all so so much. We really appreciate it. >> Okay. Um we will continue now to our school improvement plans. Dr. Over to you. >> Great. So we were going to reverse order here and start with the high school um and then make our way to middle and elementaryaries. So, I'm going to invite Katie Style and Brian Miller up to talk with you. Our plan is to um assume you've read them and highlight each administration is going to highlight a few pieces, but we really want this to be a dialogue um and not just sit here and lecture with you. We're cognizant of time and want to be sure it's a back and forth discussion and not just us talking with you talking with you but not at you.
Um there as you explained there's a ton going on there. Uh, and I do appreciate the potential with a very tight timeline, but the first of all trying to reuse, recycle, not recycle, reuse everything that we've got either, um, through other schools, uh, through the not for profofits that you mentioned, um, and potentially, uh, an opportunity for, you know, moving everything into the gym for safety reasons and uh allowing people to come in to take stuff. >> Uh and I say that specifically because it's I know this is I know I have this in mind, but I've spoken with it about other people. When we have curbside bulky waste pickup to throw stuff out doesn't feel particularly good or right for anybody that I know of. And people are happy when stuff gets taken away that whoever scavengers come by and grab, you know, a bike or whatever it is that might happen to be there that you haven't gotten rid of, but you're your kids have grown out of it.
That's why it's sitting there in the ending fund balance on the restricted side of the general fund. So the detail as we look through here's just a breakdown of uh the $269 million of revenue we're expecting. Here's a breakdown of the LCFF. You'll see there's the EPA and that 34,98,676 is the dollar amount listed on that item under discussion action for the EPA resolution to spend on certificated salaries and benefits. Our federal revenue detail again is our our estimates of what our special ed entitlement, our title programs, um, and our rate. I hope Jason can find at least 300,000 for us this next year for -rade funding. Our other state revenue detail again uh mandated block grant the application for that typically opens in August and every year I complete that application on behalf of Apple Valley. So we're expecting to receive about 634,000 lottery our ELOP arts and music prop 28 all other state revenue again that 2.8 8 is a transportation reimbursement and the lion share of that 27 million of 11 and 11 million of that is that discretionary block grant that we're expecting to receive in the restricted resource.
What is between the interim metrics that we've identified, uh, and the actions at the taking? What is between the interim metrics that we've identified, uh, and the actions at the taking? What is the alignment between the we've identified, uh, and the actions at the taking? What is the alignment between the we've identified, uh, and the actions at the taking? What is the alignment between the interim metrics that we've actions at the taking? What is the alignment between the interim metrics that we've actions at the taking? What is the alignment between the interim metrics that we've identified, uh, and the actions the alignment between the interim metrics that we've identified, uh, and the actions the alignment between the interim metrics that we've identified, uh, and the actions that the adults are taking interim metrics that we've identified, uh, and the actions that the adults are taking interim metrics that we've identified, uh, and the actions that the adults are taking when, when that is, what's being identified, uh, and the actions that the adults are taking when, when that is, what's being identified, uh, and the actions that the adults are taking when, when that is, what's being asked?
So Brian and Katie are here. I'm going to turn it over to them to kick it off and then we can discuss from there. >> Hey everybody. >> Hi to see you. >> Um okay so we are just going to choose two uh rows that we're going to talk about. So, first one we want to talk about is on the bottom of the first page, and it's talking about um expanding student driven learning opportunities, increase our understanding, understanding, engagement, and joy. Um that's something we're really looking forward to do. So, one of the ways we want to do that is we have been partnering with Levvenia, which is a um ed education consultant group for the past two years. They've been they've been amazing. It's taken us a little bit of time to find the right group to offer professional development for our staff, but they have really formed strong connections.
Um, and I'm confident that there's there will be stuff at Norton with a full clean out stuff that will be of that nature. Uh, plus it also costs money to haul stuff away, trash. Um, let me see here for a second. Uh so one thing one thing I think you touched on and I just want to uh sort of reiterate it that is important to me I've heard you know I I've heard in the past month or two people were saying I'm part of the Norton community my kids go there um that everything they're saying everything's getting thrown out and that's not the case. Um, and as we've gone back and forth, I've gotten a better understanding of I think where you are is you're looking for a reset on the building. Uh, and that some teachers may have personal items that they don't want or they want to keep in their classroom.
And if the governor and the legislature allocate that discretionary block grant the same as the discretionary block grant that came in the 2526 school year, we would expect it to come restricted with a spending timeline of four years. and our local revenue detail. Again, there's the community redevelopment funds up there. It's a 2 million uh restricted revenue. You'll see that out as a interfund transfer out to fund 40. That's been 1.8 million in the past. Um but we've Cindy adjusted that up to two because that's closer to what we're actually receiving and transferring out on an annual basis. expenditure detail. Here's the major object codes. Currently projecting a little over $263 million in expenses. The graphical breakdown again um 78% um towards the people in the ones, twos, and threes. Again, this will adjust through the year as assumptions change, expenditures change. Um, our plan in certificated salaries, you'll see 75 million on certificated teachers, 3.5 million on pupil support, 11 million on certificated administrators, just under 90 million in total.
That's what gives you an that the adults are taking when, when that is, what's being asked? That's what gives you an that the adults are taking when, when that is, what's being asked? That's what gives you an insight that you have a when, when that is, what's being asked? That's what gives you an insight that you have a when, when that is, what's being asked? That's what gives you an insight that you have a strategic question. So, what I asked? That's what gives you an insight that you have a strategic question. So, what I asked? That's what gives you an insight that you have a strategic question. So, what I want you to do is, I want you to insight that you have a strategic question. So, what I want you to do is, I want you to insight that you have a strategic question.
Um, and they so it's just nice. They're not the one hit wonder. They many of them are on campus five or 10 times throughout the year. They know our staff's name. Our staff knows their name. They have a a real actual connection. Um, especially built over two years now. So, we really want they've been doing a lot of individual coaching with our staff, but something that we're looking to bring in next year is really look at strengthening our leadership team ability to do some of that work as well. So, three or four times over the course of the next year, bringing them in directly into our leadership teams. Um, the other thing that we are really looking to expand is or explore is our interdisciplinary offerings. Um I think many of you know what Twice Totales is. >> Yes. Okay. So we've always only offered that in first semester but we are offering it in both semesters next year.
What you're doing is you're looking for a reset. And I'm hopeful, I can completely understand and support the idea of a reset. You know, somebody has a refrigerator in their classroom. All right, I'm an energy guy. I always complain about the energy bill. Do we really need the refrigerator in the classroom? Maybe not. So, I'm not too upset about that taking that out. But there are other items um that teachers may want to move over and I do hope that there is no, you know, permanent prohibition on various items that they may have. Even though I I would love to have the school look like a very uh nice design, everything else, but I do think that it's important for the classroom teachers to um be able to do their own thing to some extent. Um and so if there's a reset, I understand that, but then after the new after, like you said, the new school year starts, they see what they actually have in their classroom and then there's a discussion from there.
classified salaries detail again employee benefits um stirs uh stayed steady at 19.1%. Um that's are the employer contribution PERS I you know Cindy do you remember if it went up slightly or went down it did not change drastically it changed a little bit um Yeah, it's a very small change. Um, it's not the typical large changes we've had over the last decade with the stirs and pers. Stirs has really leveled out and PERS is leveling out although fluctuating a little bit. That's their projections. Health and welfare benefit spend, unemployment insurance, workers comp. Uh, the other employee benefits again the lion share there is the uh PARS supplemental retirement payment. our 4,000s. Uh projecting about 6.7 on the unrestricted side and about 11 million on the restricted side. The 5,000s projecting a little less than our estimated actuals as I know uh Mr. Wheeler in student services has done great things in terms of reducing some of our agreements um but still making sure the kids are receiving the services they receive.
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We're also expanding um uh offering AP environmental science and AP language in Rivers and Revolutions directly. >> So that will be a really cool addition. Um, and then also we've been talking with some of the ninth grade academy leaders about what opportunities might exist for um, within the ninth grade academy team structure. One thing you'll notice is that we have had a fourth goal for a long time about the nth grade academy, but we feel like we're doing a really good job at it and we just felt like we did. It doesn't mean we're not going to continue to keep it a focus, but it's not something that we felt like we needed a fourth goal in. But um this summer, some of our summer work is going to be about exploring the interdisciplinary opportunities that might exist in this academy model. So we're really excited about those ideas.